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Outside pressures, largely governmental, are increasingly forcing universities to change, in line with social changes in the environment in which they are embedded. This paper argues how such changes can be achieved in the particular case of the teaching function of universities, and why such changes so frequently fail to be achieved. The argument is based firmly on well established sociological theory, and it is illustrated by a largely successful change, the Enterprise in Higher Educationdoi:10.1080/13583883.1999.9966992 fatcat:5xezbskmgrbxblogbduoubdk4a