Research assessment exercises, teaching quality assessment, line management, staff appraisal, student course evaluation, modularization, student fees — these are all names of innovations (and problems) in modern British universities. How far do they reflect a more conscientious approach to the effective promotion of higher education, and how far do they constitute a significant departure from traditional academic concerns and values? Using some themes of Cardinal Newman's classic as a springboard, this extended essay aims to address these questions.