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The relationship between the amount spent per student in British universities and the quality' of the outcomes (measured by the proportion of students getting a 'good honours degree') is a focus of much contemporary political debate clouded by imprecise definitions of quality. The observed empirical relationship that as resources have declined, quality has increased is counter-intuitive. This commentary seeks to clarify the issues and suggests why the paradoxical relationship occurs.
Ron Johnston (Sat,) studied this question.