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This paper describes several structural models and a process model as tools for understanding decision‐making in universities. The validity of each is discussed in terms of the results of a case study of faculty decision‐making in a large university, and some perspectives for describing, analysing and understanding faculty decision‐making are proposed.

SATURDAY MORNING. The morning after the night before. The night before was the 5.30 to 9.00 shift. Time to have a quick perusal of the professional literature to see what our elders and betters have been writing. Time to read Alan Day's ‘Comment’ (NLW October) before the first of the punters arrive in search of information, with the light of science in their eyes.

Examines an increasingly important feature of further and higher education provision: the development of distance‐learning opportunities for managers and teachers interested in education management qualifications in the context of a newly marketized education service in England and Wales. Draws on a university survey of prospective distance‐learning “clients” who had expressed an interest in postgraduate education management courses ‐ now a major growth area ‐ and analyses their stated needs and concerns. Considers, also, the impact of the developing education market on the professional demand for distance learning, and examines how far quality provision and academic excellence can be delivered and maintained by institutions as the new “value for money” imperative, increasingly driving the “professional development business”, becomes further established in further and higher education.