Efficiency and effectiveness in higher education Who is accountable for what?

There is little doubt that the modern university is far different to that of the early 90s and the work of academics has changed considerably over this time driven by the efficiency and accountability agenda. In taking stock of the changes, it needs to be recognised that often the cry for efficiency and accountability has been used as a mechanism for control, cost reductions and to drive particular policy agendas. In broad terms, management practices in the tertiary education sector have shifted from a collegial to a corporate or commercial paradigm. A by-product of this has been a shift in power from academia to the hierarchy, with a managerial emphasis on deploying staff to meet strategic goals and cost effectiveness. These values do not necessarily coincide with or include the values of academics, so over time the influence of academics over decision making has reduced. This article presents a discussion of the state of tertiary education in Australia, linked to an account of the recent experiences in the Faculty of Education at the University of Tasmania. The aim of the article is to consider the cumulative effects of many of the changes that have taken place in tertiary education over recent years and to question whether the prevailing management paradigm in higher education, aimed at increased efficiency and accountability is the most appropriate way forward.