Ourania Filippakou is Senior Lecturer and Co-Director of the Postgraduate Taught Programmes in the Faculty of Education at the University of Hull. She holds a PhD from the Institute of Education, University of London. Her main areas of interest are in higher education policy analysis and social theory.
Gareth Williams is Emeritus Professor at the Institute of Education, London University. He founded the Centre for Higher Education Studies in 1985 and was its Director until his retirement in 2001. An education economist; he has worked mainly on higher education finance.

Contents: Ourania Filippakou: Higher Education As a Public Good: Notes for a Discussion - Ronald Barnett: In Search of a Public: Higher Education in a Global Age - Paul Standish: Transparency, Accountability and the Public Role of Higher Education - Peter Scott: Higher Education, the Public Good and the Public Interest - Mala Singh: Institutionalising the Public Good: Conceptual and Regulatory Challenges - Pedro Teixeira: A Most Public Private Matter - Changing Ideas of Economists about the Public-Private Dimensions of Higher Education - Angela Brew: The Paradoxical University and the Public Good - Ted Tapper: Is Higher Education a Public Good? An Analysis of the English Debate - Kai-ming Cheng/Rui Yang: A Cultural Value in Crisis: Education As Public Good in China - David D. Dill: Assuring the Public Good in Higher Education: Essential Framework Conditions and Academic Values - Jon Nixon: Inequality and the Erosion of the Public Good - Gareth Williams: Reflections on the Debate.

Higher education is likely to involve the majority of people at some time in their lives in the twenty-first century. The main drivers of expansion in the previous century were a belief that widening access promotes social equity and the advance of knowledge as the main factor underpinning economic success for individuals and societies. However, universal higher education in rapidly changing economies raises many questions that have been inadequately treated by previous authors. This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions. Most of the authors are not satisfied with this conclusion, but they recognise, from several disciplinary perspectives, that it is no longer possible to take it for granted that higher education is intrinsically a public good. Are there convincing alternatives?