Collaboration, Coordination and Coherence in a Competitive Sector: Tertiary Education System-Building in England

Fragmentation and the need for greater coherence and coordination have been identified as major challenges in England’s skills system, emphasising the need to bring "Higher Education and Further Education closer together" (DfE, 2024, p. 16). While efforts to create a more coordinated and collaborative tertiary education system have been long-standing (Simmons, 2009), they are now gaining renewed traction in national policy debates (e.g. Hazelkorn, 2023; Maylor et al., 2024; Phoenix, 2023; Richmond & Regan, 2024; Robson et al., 2024; Work & Ansell, 2021). This discussion is further intensified by the policy divergence between England and the other UK nations, where England’s tertiary education landscape is characterised by marketisation and competition, while Scotland, Wales, and Northern Ireland are moving toward more coordinated and collaborative approaches (Hodgson et al., 2019).

Drawing on comprehensive reviews of literature, workshops and policy discussions with tertiary education leaders, and interviews with key stakeholders at both national and regional levels, this presentation will examine the possibilities and challenges of transitioning from governance modes rooted in competition and “steering from a distance” toward a more integrated and collaborative post-compulsory education system. In the context of the marketisation of tertiary education in England, the paper examines tensions between pecuniary goals, public good imperatives, and the impacts of competition on inter-institutional collaboration. Additionally, the paper will explore regional collaborative initiatives, identifying key factors that facilitate local synergies within England’s fragmented tertiary education system.