This article draws attention to two basic features of British higher education which may influence the workability of certain Leverhulme proposals. These are vertical integration and professionalism. It is suggested that a consideration of these is crucial given the nature of the Leverhulme strategy. Many of the Leverhulme proposals are grounded in assumptions about the behaviour of institutions and actors in British higher education. An examination of vertical integration and professionalism in the system indicates that such assumptions may be unfounded. The discussion focuses both on how the proposals themselves are shaped by the professionalism of British higher education, and on how the feasibility of the proposals may be affected by the system's vertical integration and professionalism. Both the basic proposals of Leverhulme as a whole as well as of the monographs on access, teachers and learning, and institutional change are examined. In concluding it is noted that the treatment of vertical integration and professionalism provide policy makers and reformers with important levers of control to grasp in the future.
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