In this paper, we shall explore the diversity of ways in which the university curriculum is liable to be influenced by agencies of the state. We have chosen the concept of state in preference to that of government. Such a choice allows for the inclusion of several relevant agencies which, while they do not form part of the governmental apparatus, see themselves to varying degrees as representative of the national interest and as serving public purposes. We also adopt a broad definition of the curriculum. It is possible to conceive of the term in a relatively restricted sense, as signifying no more than the subject content of a teaching programme. A somewhat more generous interpretation allows for context as well as content: for the intentions behind the methods of
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Tony Becher (1994) studied this question.