Becoming an Arts University: Creative Education in a Market-Driven Economy

Abstract

This study critically examines how market-driven higher education has reshaped the character and culture of a UK art school, transforming its educational mission and institutional identity in the process of becoming an arts university. Through the lens of New Institutionalism and Critical Theory, the research explores the tensions between sustaining art school values of creative practice, whilst maintaining regulatory compliance and succeeding in the increasingly competitive higher education marketplace. Using a single-institution case study design the study reveals multiple, often conflicting institutional logics. Each found to be shaping the school’s mission and culture in different ways. The findings of the study show the challenges for leaders, governors and staff in navigating the tensions. Whilst neoliberal policies are shown to have offered opportunities for growth, legitimacy and reputational gain they have also created risks of homogenisation of art schools characterised by loss of creative diversity and distinctiveness, and a negative impact on staff morale. The study demonstrates how higher education policy that strives for quality enhancement through accountability and regulation are perceived to impact the creative values that are central to art schools. In response, the research recommends for a values-based and adaptive leadership approach to enable the co-existence of competing values. Such an approach recognises that the survival of creative education depends not only on economic sustainability and regulatory success but on a continued ability to nurture creativity, critical inquiry, diversity and distinctiveness within the wider higher education landscape.

Date of Award	10 Dec 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Gina Wisker (Supervisor) & John Brennan (Supervisor)