Publisher’s acknowledgements

Photo credits:

18 Alamy Stock Photo: MShieldsPhotos/Alamy Stock Photo; 84 Alamy Stock Photo: Moshe Torgovitsky/Alamy Stock Photo.

Text credits:

1, 12 Macmillan Publishers: Henry Timms and Jeremy Heimans (2018) Understanding “New Power”, Macmillan Publishers; 5 Abrams Books: Saul (2005), The Collapse of Globalism: And the Reinvention of the World, Viking Canada, p. 6; 7 Allianz Global Investors: Used with permission from Allianz GI Global Capital Markets & Thematic Research Data as of December 2019; 10 Pearson Education: Buller, E. A. (1944) Darkness Over Germany. Germany: Longmans, Green & Company; 10 Ancient Modern: A warning from history, Church Times, 5 May 2017; 12 Macmillan Publishers: Adapted from Timms, H., Heimans, J. (2018) New Power: Why Outsiders are Winning, Institutions are Failing, and how the Rest of Us Can Keep Up in the Age of Mass Participation. United Kingdom: Pan Macmillan; 14 Macmillan Publishers: New Power: How It's Changing the Course of the 21st Century – and Why You Need to Know, Pan Macmillan; 13 Taylor & Francis Group: Naidoo and Williams (2014) The neoliberal regime in English higher education: charters, consumers and the erosion of the public good, Critical Studies in Education, Vol. 56 (2); 18 Guardian News & Media Limited: Jeremy Heimans, New Power author Jeremy Heimans: ‘Like it or not, the old world isn’t coming back’, Decca Aitkenhead, Guardian News & Media; 20 Springer Nature: Pietsch (2019) Handbook of Historical Studies in Education pp. 1–13; Transformations to Higher Education, p. 3; 21 Pearson Education: The cumulative line is based on a list of foundation dates of universities in Europe published on Wikipedia; 22 Springer: De Vries and Slowey (2012) Concluding Reflections. Between Humboldt and Newman, Springer, P.3; 22 Oxford University Press: Willetts, D. (2017) A University Education. Oxford: Oxford University Press; 23, 27 Johns Hopkins University Press: Crow and Dabars (2015) Designing the New American University. Published by Johns Hopkins University Press; 23 John Henry Newman: Newman (1852) The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin, p. 38; 23 Taylor & Francis Group: Donovan (2106) Brunel University, pp. 1–2 of https://bura.brunel.ac.uk/bitstream/2438/11902/3/Fulltext.pdf. Accessed 11 November 2019; 24 Melbourne University Press: Davis, G. (2017) The Australian Idea of a University. Melbourne: Melbourne University Press, p. 39; 26 Sargent Shriver National Center on Poverty Law Publication: Colleges, Universities and Communities Advanced Social and Economic Justice, Harris and Karkavy (2003), p.152; 27 Johns Hopkins University Press: Gavazzi and Gee (2018), Land-Grant Universities for the Future, Johns Hopkins University Press, p. 157; 27 United States Congress: Extract from Morrill Act 1862; 28 Department of Education: HMSO (2003) ‘The Future of Higher Education’. White Paper. London: HMSO; 29 Pearson Education: Newman, J. H. (1852) Idea of a University: Defined and illustrated. ­London: Longmans, Green & Co; 29 John Henry Newman: Newman (1852) The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the ­Catholics of Dublin, p. 182; 30 Taylor & Francis Group: Naidoo and Williams (2014) The neoliberal regime in English higher education: charters, consumers and the erosion of the public good in Critical Studies in Education, Vol. 56 (2); 33 University of Pennsylvania: Amy Gutmann (2017) President University of Pennsylvania; 38 ­Jonathan Ball Publishers: Adam Habib (2019) Rebels and Rage: Reflecting on #FeesMustFall, Jonathan Ball Publishers; 38 ’Funmi Olonisakin: Used with permission from ’Funmi Olonisakin; 39 Quillette Pty: Doug Stokes (2019), Forget About Decolonizing the Curriculum. We Need to Restore the West’s Telos Before it’s Too Late, Quillette, March 3; 39 Guardian News & Media Limited: James Muldoon (2019) Academics: it's time to get behind decolonising the curriculum, The Guardian, 20 March; 40 New York University Press: Jansen (2019) Decolonisation in Universities: The politics of knowledge, NYU Press; 40 Harvard Business Review: Tomas Chamorro-Premuzic and Becky Frankiewicz (2019) Does Higher Education Still Prepare People for Jobs?, HBR, 14 Jan; 41 Penguin Random House: Collini (2012), What are ­Universities For?, Penguin UK, p. 154; 41 Europe Engage: Europe Engage (2017) Europe Engage: Developing a Culture of Civic Engagement Through Service-learning Within Higher Education in Europe. Brussels: European Union; 43 Institute for Public Policy Research: Barber (2013) An avalanche is coming: Higher education and the revolution ahead, IPPR, p. 3; 43 The New York Times Company: D. Brooks (2013) The Practical University, New York Times, 4 April; 43 The New York Times Company: D.Brooks (2015) The Big University, New York Times, 6 October; 43 John Henry Newman: Newman (1852) The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin, p. 126; 44 Condé Nast: S. Leckart (2020) The Stanford Education Experiment Could Change Higher Learning Forever, Condé Nast; 44 UPP Foundation Limited: Glyn Davis (2017) Professor Glyn Davis Full Speech: “An irredeemable time? The rising tide of hostility toward universities”, UPP Foundation, Oct 19; 45 John Henry Newman: Newman (1852) The Idea of a University Defined and Illustrated In Nine Discourses Delivered to the Catholics of Dublin, p. 126; 47 Twitter Inc: Nick Hillman, Tweet, March 13, 2019; 47 ConservativeHome: Nick Hillman (2017) We must continue to expand higher education, ConservativeHome, Sep 30; 48 Government Digital Service: Education Secretary FE speech with Social Market Foundation, Department for Education, July 9, 2020; 49 Penguin Random House: Elliot Major and Machin (2018) Social Mobility: And Its Enemies, Penguin UK, pp. 97, 99; 50 Institute of Fiscal Studies: Line is drawn from different sources. Solid line is from IFS (2010) Working Paper W10/04; 50 ­Graphreader: Data extracted from Figure 2 using http://www.graphreader.com so may not be entirely accurate; 50 House of Commons: Dashed line is from Figure 1 of House of Commons Public Accounts Committee report on Widening Participation; 50 Government Digital Service: Data estimated by reading graph. Dotted line is from DfS briefing (https://www.gov.uk/government/statistics/participation-rates-in-higher-education-2006-to-2017) using direct data source; 52 Angel Jose Calderon: Angel Jose Calderon (2018) Massification of higher education revisited, Table 2; 54 Wonkhe Ltd: Wonkhe (2017) Should universities raise school attainment? Yes, and here’s why, June 6; 54 Louise Richardson: University of Oxford Vice-Chancellor, Louise Richardson; 56 U.S. Government Publishing Office: A Report to the President by Vannevar Bush, Director of the Office of Scientific Research and Development, July 1945, United States Government Printing Office, Washington: 1945; 58 Pearson Education: Byrne and Clarke (2019) The University Challenge. Published by Pearson Education; 60 Research Excellence Framework: “The Case of the Forged Gospel Fragment”, Used with permission from REF 2014 IMPACT CASE STUDY; 61 Research Excellence Framework: Using honey bees as an effective deterrent for crop-raiding elephants, Used with permissions from REF 2014 IMPACT CASE STUDY; 64 Harvard Business Review: Hila Lifshitz-Assaf, Michael L. Tushman, and Karim R. Lakhani (2018) A Study of NASA Scientists Shows How to Overcome Barriers to Open Innovation, Harvard Business Review, May 29, 2018; 64 National Center for Biotechnology Information: Wilson et al. (2015) ReseArch with Patient and Public involvement; 64 The College of Optometrists: Sight Loss and Vision Priority Setting Partnership (2013), p. 26; 65 Elsevier: Jose and Nameer (2020) Ecological Indicators; 65 Cornell University: About eBird, https://ebird.org/taiwan/about; 67 Condé Nast: G. Moody (2016) Open access: All human knowledge is there – so why can’t everybody access it?, ARS Technica, 6/17/2016; 70 F1000 Research Ltd: Used with permission from F1000, About F1000: Who We Are; 74 Financial Times Limited: Responsible capitalism requires new standards, Financial Times, Oct 27, 2019; 74 The Economist Newspaper Limited: Social impact: what does it mean, and how should we measure it?, The Economist, Jan 13, 2020; 74 Harvard Business Review: Kramer and Porter (2011) The Big Idea: Creating Shared Value. How to Reinvent Capitalism – and Unleash a Wave of Innovation and Growth, Harvard Business Review; 75 University of Pennsylvania: PennCOMPACT2022 Impact, Amy Gutmann; 77 Taylor & Francis Group: Watson, D., Hollister, R. M., Stroud, S. E. and Babcock, E. (2011) The Engaged University. International Perspectives on Civic Engagement. New York: Routledge; 77 University of Haifa: Welcome to the University of Haifa, https://www.haifainternational.com/; 78 University of Lincoln: Stuart and Shutt (2019) The purpose of universities in the 21st century: a manifesto, University of Lincoln, p.16; 78 UPP Foundation Limited: Truly Civic: Strengthening the connection between universities and their places, UPP Foundation, p. 4; 79 University of London: Dickens (1858), p. 58 quoted in Hearnshaw (1929), p. 256; 79 Amy Gutman: Amy Gutmann (2017) President University of ­Pennsylvania; 82 King's College London: Meet King’s College London, Education Strategy (2017–2022), King’s College London (2018), p. 5; 83 Grammarist: See no evil, hear no evil, speak no evil, Grammarist; 85 Guardian News & Media Limited: Oliver Milman (2014) Coalition accused of ‘bullying’ ANU after criticism of fossil fuel divestment, Guardian News, Oct 14; 87 Taylor & Francis Group: Levitt (2015) Welcome to GoodCo: Using the Tools of Business to Create Public Good, Ashgate Publishing, p. 195; 89 Penguin Random House: Collini (2012) What are Universities For?, Penguin UK, p. 25; 90 King's College London: London needs a civic heart, Baroness Deborah Bull CBE Vice-President & Vice-Principal (London), King’s College London 2019; 91 Malala Yousafzai: Malala Yousafzai, Gen Z student and education campaigner; 94 Ipsos: Ipsos MORI (2018) Data on alcohol consumption taken from p. 37 and is based on a survey of English 13–15 year olds; Data on community citizenship is taken from p. 139 and is based on a survey of UK school children aged 14–16 years; Data on sexual identity and gender neutral bath rooms is taken from pp. 26–29 and is based on UK (sexual identity) and US (gender neutral bathrooms) surveys of 15+ and 13–20 year olds respectively; 96 Centre for Longitudinal Studies: Depression is on the rise among young people, but antisocial behaviour is down, new research shows, Centre for Longitudinal Studies, 28 Feb 2019; 97 John Wiley & Sons, Inc: Odgers, C. L. and Jensen, M. R. (2020) Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions. Journal of Child Psychology and Psychiatry, Vol. 61: 336–348. doi:10.1111/jcpp.13190; 97 John Wiley & Sons, Inc: Odgers and Jensen (2020) Annual Research Review: Adolescent mental health in the digital age: facts, fears, and future directions in Journal of Child Psychology and Psychiatry, Vol. 61, Issue 3; 98 The Atlantic: Twenge, J. M. (2017) ‘Have Smartphones Destroyed a Generation? More comfortable online than out partying, post-Millennials are safer, physically, than adolescents have ever been. But they’re on the brink of a mental health crisis’, The Atlantic, September; 98 Taylor & Francis Group: Furedi, F. (2018) What’s Happened to the University? A Sociological Exploration of its Infan­tilisation. London: Routledge; 99 The Atlantic: Lukianoff, G. and Haidt, J. (2015) ‘The coddling of the American mind’, The Atlantic, September; 99 News Group Newspapers: Thomas Burrows (2019), CLAPTRAP ‘Snowflake’ Oxford University students ban clapping and replace it with ‘jazz hands’ to stop ‘anxiety’, News Group Newspapers, 24 Oct 2019; 99 The Telegraph: Don't call us snowflakes – it damages our mental health, say young people, The Telegraph, 6 Dec 2017; 101 John Wiley & Sons, Inc: van de Werfhorst, H. G. (2019) ‘Are universities left-wing bastions? The political orientation of professors, professionals, and managers in Europe’, British Journal Sociology; 101 Oxford University Press: Baer, U. (2019) What Snowflakes Get Right: Free Speech, Truth, and Equality on Campus. Oxford: Oxford University Press; 102 YouthSight: YouthSight (2019) How Gen Z will change the world, Vol. 1, Youth Thinking: 02 May 2019, p. 4; 104 Malala Fund: Malala Stories, Malala Fund; 104 Penguin Random House: Thunberg (2019), No One Is Too Small to Make a Difference, Penguin Books Limited, p. 38; 106 Island Press: Orr, D. W. (1994) Earth in Mind: On Education, Environment, and the Human Prospect. Washington: Island Press; 112 Chad Wellmon: Chad Wellon, After the University, Long Live the Academy! Oct 26, 2017; 112 Inside Higher Ed: Madeline St. Amour (2020), Future of the Academy, Inside Higher Ed, Jan 27 2020; 113 UNESCO: Recommendation concerning the Status of Higher-Education Teaching Personnel, UNESCO, 11 Nov 1997; 113 International Association of Universities: Academic Freedom, University Autonomy and Social Responsibility, IAU Policy statement; 114 Merriam Webster: Used with permission from Merriam-Webster, Inc.; 115 Australia Association for Research in Education: Paul Richardson and Amanda Heffernan, Our university workforce has become a fragmented, casualised ‘gig economy’. The problems we face, EduResearch Matters; 115 University World News: Brendan O’Malley (2020), ‘Dehumanising’ impact of casualisation of HE staff exposed, University World News, 21 January 2020; 116 Springer: Extract taken from C. Whitchurch “The Rise of Third Space Professionals” in Ulrich Teichler, William K. Cummings (2015) ‘Forming, Recruiting and Managing the Academic Profession’, Springer (2015); 116 Taylor & Francis Group: Whitchurch (2013) Reconstructing Identities in Higher Education, Routledge, p. 144; 116 University of Southampton: Steven White (2018) Learning designers and educators in the ‘third space’: the socio-technical construction of MOOCs in UK higher education; 118 Springer: Extract taken from C. Whitchurch “The Rise of Third Space Professionals” in Ulrich Teichler, William K. Cummings (2015) ‘Forming, Recruiting and Managing the Academic Profession’, Springer (2015); 119 Taylor & Francis Group: Whitchurch (2013) Reconstructing Identities in Higher Education, Routledge, p. 144; 119 Taylor & Francis Group: Whitchurch (2013) Reconstructing Identities in Higher Education, Routledge, p. 144; 120 Peakon: R. Brooks (2018) Workplace Spotlight: What Google Gets Right about Company Culture, Peakon, 28 June 2018; 120 Australia Association for Research in Education: Paul Richardson and Amanda ­Heffernan, Our university workforce has become a fragmented, casualised ‘gig economy’. The problems we face, EduResearch Matters; 121 John Wiley & Sons, Inc: Guest, D. (2004) ‘Flexible employment contracts, the psychological contract and employee outcomes: an analysis and review of the evidence’, International Journal of Management Reviews, 5/6, 1–19; 122 The University of Newcastle: UON ­ACADEMY, Developing, supporting and engaging our sessional academic staff, Currrent Staff; 124 American Association of University Professors: 1915 Declaration of Principles on Academic Freedom and Academic Tenure, American Association of University Professors; 124 Freakonomics: Steven D. Levitt (2007) Let’s Just Get Rid of Tenure (Including Mine), Freakonomics, March 3, 2007; 128 Guardian News & Media Limited: Harriet Swain (2018) Have university leaders changed after the vice-chancellor pay scandal?, The Guardian, 1 Nov 2018; 130 TED Conferences, LLC: Derek Sivers (2010), How to start a Movement, TED 2010; 132 Cambridge University Press: Oswald (2012) The Spinning House girls, JSTOR, p. 457; 133 The Monthly: Megan Davis (2020) Reconciliation and the promise of an Australian homecoming, The Monthly, July 2020; 133 The Chicago Maroon: Lee Harris (2017), The University and the South Side, The Chicago Maroon, September 15, 2017; 134 University of Pennsylvania: Rodin (2007) The University and Urban Revival Out of the Ivory Tower and Into the Streets. Published by University of Pennsylvania Press Incorporated; 134 Guardian News & Media Limited: Brian Oliver (2018) Town v gown: is the student boom wrecking communities?, The Guardian, 23 Sep 2018; 135 Organisation for Economic Co-operation and Development: Glossary of Statistical terms, OECD; 135 Polity: Halpern (2005), Social Capital, Polity Books, p. 1; 136 Wonkhe Ltd: Deborah Bull (2019) What’s wrong with “public engagement”?, Wonkhe, 5 July 2019; 138 University of Pennsylvania: Rodin (2007) The University and Urban Revival Out of the Ivory Tower and Into the Streets. Published by University of Pennsylvania Press Incorporated; 139 Citizens UK: Extract taken from Citizens UK-Homepage; 141 Wonkhe Ltd: Paul Webb (2019) Unleashing the power of parents, Wonkhe, 14 June 2019; 142 UPP Foundation Limited: Truly Civic: Strengthening the connection between universities and their places, Civic University Commission (2019); 146 The Brookings Institution: Wagner et al. (2019) New insights on how innovation districts are challenging economic and social divides, The Brookings; 147 Perseus Books Group: van Agtmael and Bakker (2018), The Smartest Places on Earth, PublicAffairs, p. 253; 147 The New York Times Company: David Brooks (2005) The Education Gap, New York Times, Sept 25; 148 The New York Times Company: David Brooks (2005) The Big University, New York Times, Oct 5; 151 José Ortega y Gasset: José Ortega y Gasset, 1946, Mission of the University; 154 Melbourne University Press: Davis, G. (2017) The Australian Idea of a University. Published by Read How You Want; 155 Johns Hopkins University Press: Staley (2019) Alternative Universities, Johns Hopkins, pp.18–19; 157 Olin College of Engineering: Extract taken from Olin – About. Retreived from http://www.olin.edu/about/; 157 World Bank Group: Geoff Mulgan, Catching-up Regions Poland Supporting Regional Innovation and Entrepreneurship Lodzkie, Podlaskie and ­Dolnoslaskie regions Report Annexes May 2019; 158 Johns Hopkins University Press: Crow and Dabars (2015) Designing the New American University. Published by Johns Hopkins University Press; 160 John Wiley & Sons, Inc: Lewis et al., The Network University? Technology, Culture and Organisational Complexity in Contemporary Higher Education, Higher Education Quarterly, 0951–5224. Vol. 59, No. 1, January 2005, pp 56–75; 161 Elsevier: Mars, Matthew M., Judith L. Bronstein and Robert F. Lusch (2012) “The Value of a Metaphor: Organizations and Ecosystems”, Organizational Dynamics 41 (4): 271–80; 163 Academic Health Solutions Limited: Academic Health Science Centres: Learning from the Social Sciences, Academic Health Solutions; 165 PluS Alliance: Extract taken from ‘About PLuS Alliance’, PLuS Alliance; 165 Inside Higher Ed: Mark Lester (2018) How Online Can Learn From the Airline Industry, Inside Higher Ed, June 27, 2018; 166 Stylus Publishing: Eckel and Trower (2019) The Pivotal – and Pivoting – Partnership, p. 3; 167 Springer: Governing Higher Education: National Perspectives on Institutional Governance. (2002) Netherlands: Springer Netherlands; 168 Interactive Co-operative Alliance: What is a cooperative?, Interactive Co-operative Alliance; 168 Guardian News & Media Limited: Andrew Bibby (2012) How co-operatives tackle corporate governance, The Guardian, 24 May; 169 Bleacher Report, Inc: Khalid Khan (2010) Cure or Curse: Socio Club Ownerships in Spanish La Liga, Bleacher Report, 11 June; 170 Harvard Business Review: Citing Martin (2010) The Execution Trap, Harvard Business Review, p. 71; 170 José Ortega y Gasset: Ortego y Gasset (1946), p. 36. It is worth noting that this pamphlet was based on a series of lectures given in 1930; 173 University of Chicago Press: Boyer (2015) The University of Chicago: A History. Published by University of Chicago Press; 174 The University of Chicago: Robert J. Zimmer (2009) Address Delivered at Columbia University, Office of the President, The University of Chicago, October 21; 175 Pearson Education: Buller, E. A. (1943) Darkness Over Germany. Germany: Longmans, Green and Company; 175 Glyn Davis: Glyn Davis, the former Vice Chancellor of the University of Melbourne; 176 Duncan Maskell: Duncan Maskell, Vice-Chancellor of Melbourne University; 177 Pearson Education: Buller, E. A. (1943) Darkness Over Germany. Germany: Longmans, Green and Company; 180 Conservative Party: ‘Strong Leadership, A Clear Economic Plan, A Brighter, More Secure Future’, The Conservative Party Manifesto 2015; 181 The Sydney Morning Herald: Andrew Taylor (2017) University of Sydney staff call on management to publicly support same-sex marriage, The Sydney Morning Herald, Nov 2; 182 University of Melbourne: University of Melbourne Academic Board Supports Marriage Equality, University of Melbourne, 18 Sep 2017; 182 Independent Digital News and Media: Nigel Morris (2015) EU referendum: ‘Brexit’ would harm higher education and research, universities claim, The Independent, 27 July; 183 UK Changing Europe: Extract taken from ‘About the authoritative source for independent research on UK–EU relations’, UK in a Changing Europe; 183 The Conversation Media Group Ltd: Universities UK is wrong to take sides on question of EU membership, The Conversation, Sep 17, 2015; 183 SAGE Publication: Menon (2018) Academic Engagement in Febrile Times: The Case of the UK in a Changing Europe; 185 Wonkhe Ltd: Mark Leach (2018) The Enemy Within – why the narrative about universities and students went so wrong, Wonkhe, March 9; 186 Schumann Media Center, Inc: Marshall Ganz on Making Social Movements Matter, Moyers on Democaracy, May 10, 2013; 187 Taylor & Francis Group: Bagshaw and McVitty (2019) Influencing Higher Education Policy: A Professional Guide to Making an Impact. Published by Routledge; 188 Abrams Books: Saul (2005), The Collapse of Globalism: And the Rebirth of Nationalism, Harry N. Abrams, p. 6; 189 Orion Publishing Group: Eco (2003), Mouse Or Rat?: Translation as Negotiation, Weidenfeld & Nicolson, p. 82; 190 Penguin Random House: Timms and Heimans (2018) New Power: How Power Works in Our Hyperconnected World – And How to Make It Work for You. Published by Penguin Random House, LLC pp. 53, 38; 191 Taylor & Francis Group: Bagshaw and McVitty (2019) Influencing Higher Education Policy: A Professional Guide to Making an Impact. Published by Routledge, pp.164, 169; 193 Penguin Random House: John Ralston Saul (2005) The Collapse of Globalism: And the Reinvention of the World, Penguin Canada, p. 295; 193 Johns Hopkins University Press: COVID-19 Dashboard by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University (JHU); 193 Taylor & Francis Group: Freedman, L. (2020) Strategy for a Pandemic: The UK and COVID-19 in Survival 62(3). Published by Taylor & Francis; 195 TACSI: Charles Leadbeater, Power Meets Love, TACSI, 2020.