"Academic managers must learn to manage like a good teacher teaches".
Ramsden, P. (1998), Learning to Teach in Higher Education (p. 258).
The intellectual structure of the courses that students follow owes more to history, incremental growth, departmental power struggles, and – to an increasing extent – government and political priorities than to a considered attempt to devise and to justify a particular "selection from the culture" on educational principles.
(Universities Under Scrutiny, OECD, 1987, p.43)