Critical Quarterly 

Abstract: In this article I discuss some of the ways in which certain elements of conservative modernisation have had an impact on higher education and education in general. I point to the growth of commodifying logics and the audit culture that accompanies them. In the process, I highlight a number of dangers that we currently face. However, I also urge us not to assume that these conditions can be reduced to the automatic workings out of simple formulas. We need a much more nuanced and complex picture of class relations and class projects to understand what is happening. Finally, I point to the importance of not simply defending existing institutions, since there may be elements of good sense as well as bad sense in the neo-liberal and neo-conservative criticisms. The issue is not whether or not we need accountability, but the kinds of logics of accountability, and the question of accountability to whom, that tend now to guide the process of higher education. An alternative to the external imposition of targets, performance criteria and quantifiable outcomes - but one that still takes the issue of public accountability seriously - can be built. I point to some criteria that can be used to judge it.

Abstract: In the British House of Commons on March 15, 2000, Robert Key, the Conservative MP for Salisbury, begged to move “That leave be given to bring in a Bill to prohibit the broadcasting of recorded music in certain public places” (Hansard [Parliamentary Debates]. Sixth Series, 1999-2000, vol. 346, pp. 326-327).