ABSTRACT
A major factor governing the legitimation and successful advancement of both teaching and research activities in the social sciences is their accommodation within a defined institutional base. In discussing developments and innovations in both the natural and social sciences, it has become almost commonplace to consider the higher education system as the most 'appropriate' institutional location for research activities. However, as institutional forms proliferate to accommodate activities that are increasing in number and diversifying in content, it becomes necessary sometimes to reject this location as too narrow and stultifying.
