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“Academic drift” can mean two things. First, the term denotes a process in which non-university institutions aspire to operate like universities (Garrod and Macfarlane 2009, p. 9): this trend dates back to the 1970s, when polytechnics in the United Kingdom sought to adopt some of the key characteristics of universities (ibid.). Second, individuals are now seeking to obtain the highest possible level of formal qualification, which draws them in to tertiary education.