2018. Higher Education Funding and Access in International Perspective. Bingley: Emerald Publishing Limited.Abstract
This book explores the way in which the twin pressures of globalisation and localisation play out in higher education across the developed world, often reflected in more specific debates on fees regimes, access and culture..
Front Cover -- Higher Education Funding and Access in International Perspective -- Copyright Page -- Contents -- Notes on Contributors -- Chapter 1 Introduction: Higher Education Funding and Access in International Perspective -- Introduction -- Undergraduate Student Funding across the UK -- Individual Chapters and Common Themes -- References -- Chapter 2 Student Support in Wales: A Case of Progressive Universalism? -- Introduction -- Progressive Universalism -- Policy and Political Context -- Powers and Process -- The Structure of Student Funding in Wales after Political Devolution -- Policy Explanations -- Conclusion -- References -- Chapter 3 Higher Education Decision-Making and Young People’s Horizons for Action in Scotland -- Introduction: The Scottish Context -- Young People’s HE Decision-Making Within the Family Context -- Methodology -- Family Case Studies -- Family Stories -- The Coopers, East School -- The Campbells, West School -- Discussion -- Notes -- References -- Chapter 4 Can the Techniques of New Public Management be Used to Promote Wider Access to Higher Education? -- Introduction -- The Ethos and Methods of New Public Management -- Regulating Access to Higher Education: Some UK Comparisons -- What Is the Likelihood That the New Targets Will Be Met? -- What Barriers are Likely to Arise? -- Institutional Inertia and Resistance -- Surface Compliance -- Gaming and Cherry-picking -- Conclusion -- Acknowledgement -- References -- Chapter 5 Higher Fees, Higher Debts: Unequal Graduate Transitions in England? -- Introduction -- Research Methods -- Comparing Graduates’ Perspectives across the 2014 and 2015 Sample -- The ‘Winners’? Graduating Students from Lower Socio-economic Backgrounds at the Russell Group University in 2015 -- They Were Able to Build Financial Savings during Study -- Fewer Were Seeking Non-graduate Employment -- More Were Starting Full-time Postgraduate Study -- The ‘Losers’? Graduating Students from Lower and Average Socio-economic Backgrounds at the Post-1992 University in 2015 -- Experiencing Financial Hardship -- High Levels of Anxiety about Entering the Graduate Labour Market -- Actively Seeking Non-graduate Employment after Graduation -- Discussion -- Conclusion -- References -- Chapter 6 The Implications of HE Funding and Provision Differences for Students Crossing Borders in the UK -- Introduction -- Policy and Provision Factors Relevant to Cross-Border Study Mobility -- Fees and Number Control Policies -- Sectoral Differences -- Characteristics of Cross-Border Movers -- The Implications of and for Policies that Affect Cross-Border Movers -- Fee Differences -- The Role of Mobility in Widening Participation -- Policy Changes That Could Affect the Availability and Accessibility of Places -- Conclusion -- Notes -- References -- Chapter 7 Widening Access to Higher Education: Balancing Supply and Demand in Ireland -- Introduction: The Structure of Irish Higher Education -- The Funding Regime and Student Support -- Policy on Access to HE -- Trends in HE Participation and Differences by Social Background -- Current Policy Debates: A Crisis in Funding? -- Conclusion -- Notes -- References -- Chapter 8 Widening Access to Higher Education in Sweden: Changing Political Ideologies, Changing Tactics? -- Introduction -- Higher Education in Sweden -- School and Higher Education Reform -- Widening Access to Higher Education 2000 Onwards -- Sweden in European Context -- Access Routes to Higher Education -- Conclusion -- Notes -- References -- Chapter 9 Widening Participation in Higher Education: Policies and Outcomes in Germany -- Introduction -- The Education System and Access to Higher Education -- Widening Participation: Policies in German (Higher) Education -- Student Fees and Funding Systems -- Funding for Less Advantaged Students -- Outcomes: Reducing or Reinforcing Social Inequality? -- Conclusions -- Glossary -- Notes -- References -- Chapter 10 Higher Education Funding and Student Activism in Québec: The Printemps Érable and its Aftermath -- Introduction -- The Printemps Érable and the Québec Higher Education System -- The Student Movement in Québec: A Historical Perspective -- From 1990 to the Printemps Érable: 20 Years of History -- The Printemps Érable -- Judiciarising the Conflict -- To What Extent Were the Student Protests Successful? -- References -- Chapter 11 The Price of University: Economic Capital and the Experience of Underrepresented Students in an Elite US University -- US Funding Structure -- Cost and Types of Financial Support for Underrepresented Students -- Case Study of One Elite US University -- Economic Capital and the Student Experience -- Brandon: The Experience of Guilt -- Jessica: Experiencing the Economic Divide -- Kayla: Balancing Work and Study -- Conclusion -- Notes -- References -- Chapter 12 Student Tuition Fees in Australian Higher Education: A Litany of Public Issues and Personal Troubles -- Introduction -- The Rise of University Tuition Fees as a Public Issue -- The Demise of University Tuition Fees as a Public Issue -- The Equity Credentials of Income-Contingent Loans: When Public Issue Meets Personal Trouble -- Conclusion -- Notes -- References -- Chapter 13 Higher Education in the Developed World: Common Challenges and Local Solutions -- Introduction -- Globalisation and Higher Education -- Power Struggles between Governments and Universities -- The Construction of the Student and the Impact of Student Activism -- International Patterns of Convergence and Divergence -- References -- Index -- .
Ronan Alvarado. 2018. Higher Education: Goals and Considerations. New York: Nova Science Publishers, Incorporated.
Bridget A. Bunten and Ryan Kelty. 2017. Risk-taking in higher education: the importance of negotiating intellectual challenge in the college classroom. Lanham, Maryland: Rowman & Littlefield.Abstract
"Risk-taking is foundational to the structure and goals of higher education. Encouraging students to consider new, diverse, even uncomfortable ideas is needed to develop a critically informed view of the world and establish one’s own values and beliefs. Yet, students and parents are increasingly averse to risk-taking in higher education; a shift evidenced by calls for colleges and universities to provide an education that shelters students from diverse and potentially controversial ideas and topics. This tension over the necessary role of risk-taking in higher education represents a critical moment for American education. This volume includes authors from numerous academic disciplines to emphasize both the importance of risk-taking across higher education and to highlight the varied approaches to incorporate risk-taking into classroom practices. The authors’ collective works in this volume reaffirm the critical need to reject intellectual coddling and commodification in the college classroom, and to promote intellectual risk-taking as an essential aspect of higher education. Sustained, systematic emphasis on risk-taking in higher education is key to promoting innovation, critical thinking, life-long learning, and moral-ethical development."–Publisher's website.
Kurt Almqvist, Isabella Thomas, and Stefan Collini. 2017. Sapere Aude: the future of the humanities in British universities. Stockholm: Axel and Margaret Ax:son Johnson Foundation.
Stefan Collini. 2017. Speaking of universities. London ; New York: Verso.Abstract
"A devastating analysis of what is happening to our universities In recent decades there has been an immense global surge in the numbers both of universities and of students. In the UK alone there are now over 140 institutions teaching more subjects to nearly 2.5 million students. New technology offers new ways of learning and teaching. Globalization forces institutions to consider a new economic horizon. At the same time governments have systematically imposed new procedures regulating funding, governance, and assessment. Universities are being forced to behave more like business enterprises in a commercial marketplace than centres of learning. In Speaking of Universities, historian and critic Stefan Collini analyses these changes and challenges the assumptions of policy-makers and commentators. He asks: does 'marketization' threaten to destroy what we most value about education; does this new era of 'accountability' distort what it purports to measure; and who does the modern university belong to? Responding to recent policies and their underlying ideology, the book is a call to 'focus on what is actually happening and the cliches behind which it hides; an incitement to think again, think more clearly, and then to press for something better'"– Provided by publisher., "In recent decades there has been an immense global surge in the numbers both of universities and of students. In the UK alone there are now over 140 institutions teaching more subjects to nearly 2.5 million students. New technology offers new ways of learning and teaching. Globalisation forces institutions to consider a new economic horizon. At the same governments have systematically imposed new procedures regulating funding, governance, and assessment. Universities are being forced to behave more like business enterprises in a commercial marketplace than centres of learning. In Speaking of Universities, historian and critic Stefan Collini analyses these changes and challenges the assumptions of policy-makers and commentators. He asks: does 'marketisation' threaten to destroy what we most value about education; does this new era of 'accountability' distort what it purports to measure; and who does the modern university 'belong to'? Responding to recent policies and their underlying ideology, the book is a call to 'focus on what is actually happening and the clich behind which it hides; an incitement to think again, think more clearly, and then to press for something better'"– Provided by publisher.
John M. Braxton. 2017. Toward a Scholarship of Practice: New Directions for Higher Education, Number 178. Jossey Bass Ltd.Abstract
Ensure that your institutional policy and practice are guided by empirical research and scholarship rather than by mere common sense, trial and error, or a "shoot...
Manuel Jiménez Raya, José Javier Martos Ramos, and Maria Giovanna Tassinari. 2017. Learner and Teacher Autonomy in Higher Education: Perspectives from Modern Language Teaching. Frankfurt a.M. Peter Lang GmbH, Internationaler Verlag der Wissenschaften.Abstract
This volume pools the insights and experiences of a group of international researchers on different aspects of autonomy and related issues. Although autonomy is acknowledged as one of the main goals of education, in higher education the need for accountability and standardisation of learning outcomes constrain its development..
Paul Gibbs. 2017. Why Universities Should Seek Happiness and Contentment. London: Bloomsbury Publishing PLC.Abstract
The totalising effect of consumerism, well-being and satisfaction is a discourse which may negate the value of struggle and mastery of complex subjects and a realization of personal potentiality. Why Universities Should Seek Happiness and Contentment considers the consequences of a hedonistic and well-being centred model of student education as one of the goals of higher education and proposes an alternative goal for higher education. In a globalised consumer society where the anxiety for an identity leads to the fear of not reaching the standard, Paul Gibbs shows how anxiety can be harnessed to secure contentment with one's own future without the fear of consumer-induced emptiness. He conceptualises higher education in a counter-valued way to the current dominant discourse of higher education institutions and educational policy while placing students at the centre of their own educational activity. In doing so, Gibbs proposes contentment as a guiding principle of higher education.
Shahid Siddiqui. 2016. Education policies in Pakistan: politics, projections, and practices. First edition. Karachi: Oxford University Press.Abstract
The book analyses the sociopolitical context to understand the processes of planning and implementing education policies. The major themes covered are vision and goals, universal primary education, literacy, female education, language issues, higher education, technical and vocational education, special education, religious and madrassah education, curricula and textbook, and teachers and teacher education. Each theme is tracked through policies set in motion from 1947 to 2009, when the last education policy was offered.
Patrick Blessinger. 2016. University partnerships for academic programs and professional development. Bingley, England: Emerald Group Publishing Limited.Abstract
This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions.
David S. Cunningham. 2016. Vocation across the Academy: A New Vocabulary for Higher Education. Oxford University Press.Abstract
This book demonstrates that vocation and calling can serve as a new vocabulary for higher education—encouraging faculty and students alike to venture out of their narrow disciplinary specializations and to reflect on larger questions of meaning and purpose. These essays advance the cause of vocational reflection well beyond its occasional mention in general education courses and career placement offices. The book’s thirteen contributors include biologists and musicians, sociologists and engineers, doctors and lawyers, college presidents and deans, and scholars of history, literature, and business administration. Together, they demonstrate that vocation can play an important role across the entire range of academic disciplines and applied fields. Today’s students face significant questions about the nature and meaning of work, about the goals of education, and about the overall shape that their lives will take beyond graduation. Regardless of their majors, all undergraduates need to consider their current and future responsibilities, determine the stories they will live by, and discover resources for addressing the tensions that will inevitably arise among their multiple callings. The questions and struggles of these students are addressed by the book’s contributors, who also highlight the communal nature of vocational reflection and recommend ways of overcoming potential institutional obstacles to carrying it out. Both as a whole and through its individual chapters, Vocation across the Academy will help to reframe current debates about the purpose of higher education.
Kevin Downing and A. Ganotice Fraide. 2016. World University Rankings and the Future of Higher Education. Information Science Publishing.Abstract
Delivering quality education to students while remaining competitive at an international level is only one of the many challenges universities face today. To attain...
Harry Brighond Michael McPherson. 2015. The Aims of Higher Education: Problems of Morality and Justice. University Of Chicago Press.Abstract
In this book, philosopher Harry Brighouse and Spencer Foundation president Michael McPherson bring together leading philosophers to think about some of the most fundamental...
Karen–Carey Manarin. 2015. Critical Reading in Higher Education: Academic Goals and Social Engagement. Bloomington, IN: Indiana UP.Abstract
Table of Contents: Different Courses, Common Concern / Can Students Read? / Critical Reading for Academic Purposes / Critical Reading for Social Engagement / So Now What? / Introduction to the Appendixes / Appendix 1: Rubrics and Worksheets / Appendix 2: Taxonomy of Absence Regarding Social Engagement / Appendix 3: Coda on Collaboration
L. E. Hunter. 2015. Exiting the Ivory Tower Before and After Graduation: Attrition and Pursuit of Non-Faculty Career Goals Among Diverse Students. Publisher's VersionAbstract
Dissertation (Ph.D.)–University of Michigan. PhD, Includes bibliographical references, lower perceptions of instrumental support from their advisors, and more negative perceptions of department climate. (In contrast to expectations, female students actually perceived more advisor support than men for tenure-track career goals at 4-year colleges, but not research universities.) Cumulatively, these results point to a number of continuing inequities in graduate education that face women and URM students, and to the importance of increased attention not only to their experience in general, but to the available support for students with interest in careers outside of the academy, as well as within it, climate. Overall, students expressed more interest in tenure-track than non-tenure-track careers, perceived more support from their advisors for tenure-track than non-tenure track careers, more support for career goals at research universities than at 4-year colleges, and more support for non-tenure-track career goals in private research than in non-profit or government work. Advisor support for particular careers was associated with students’ goals for those careers. Students in science-related fields were less likely to report desire for tenure-track careers. Climate was positively related to students’ goals to pursue tenure track careers in research universities. Female and URM students differed from their more privileged counterparts in three ways: compared to male and racial-ethnic majority students, both women and URM students were more likely to report desire to pursue careers in non-profit or government settings, This study examined the role of gender, underrepresented racial-ethnic minority (URM) status, advisor support, field of study, and perceptions of department climate in relation to department rates of attrition and doctoral students’ post-graduate career goals. Two datasets were used: one composed of individual-level student measures (gender, URM status, career goals, perceptions of advisor support for career goals, and perceptions of climate; N=1177 doctoral students), and another composed of department-level measures (attrition, field of study; N=25 departments). Departmental attrition was only found to relate to one variable: (low) advisor support for research careers in non-profit or government settings. In contrast, career goals were related to gender, underrepresented racial-ethnic minority status, advisor support for specific careers, field of study, and
Anna Mountford - Zimdars, Daniel Sabbagh, and David Post. 2015. Fair Access to Higher Education: Global Perspectives. University of Chicago Press1427 East 60th Street, Chicago, IL 60637Tel: 773-702-7700; Fax: 773-702-9756; e-mail: marketing@pressuchicagoedu; Web site: http://wwwpressuchicagoedu/books.Abstract
What does "fairness" mean internationally in terms of access to higher education? Increased competition for places in elite universities has prompted a worldwide discussion regarding the fairness of student admission policies. Despite budget cuts from governments–and increasing costs for students–competition is fierce at the most prestigious institutions. Universities, already under stress, face a challenge in balancing institutional research goals, meeting individual aspirations for upward social mobility, and promoting the democratic ideal of equal opportunity. "Fair Access to Higher Education" addresses this challenge from a broad, transnational perspective. The chapters in this volume contribute to our thinking and reflection on policy developments and also offer new empirical findings about patterns of advantage and disadvantage in higher education access. Bringing together insights drawn from a variety of fields, including philosophy, linguistics, social psychology, sociology, and public policy, the book sheds light on how "fairness" in university admissions has been articulated worldwide. The contents are as follows: (1) Introduction. Fair access to higher education: a comparative perspective (Daniel Sabbagh, David Post, and Anna Mountford-Zimdars); (2) Altering public university admission standards to preserve white group position in the United States: results from a laboratory experiment (Frank L. Samson); (3) "Ensure that you stand out from the crowd": a corpus-based analysis of personal statements according to applicants' school type (Steven Jones); (4) Rural disadvantage in Georgian higher education admissions: a mixed-methods study (Maia Chankseliani); (5) The educational strategies of Danish university students from professional and working-class backgrounds (Jens Peter Thomsen, Martin D. Munk, Misja Eiberg-Madsen, and Gro Inge Hansen); (6) Choices and enrollments in French secondary and higher education: repercussions for second-generation immigrants (Yaël Brinbaum and Christine Guégnard); (7) Admissions policies as a mechanism for social engineering: the case of the Bulgarian communist regime (Pepka Alexandrova Boyadjieva); (8) Access to higher education in Egypt: examining trends by university sector (Elizabeth Buckner); (9) From system expansion to system contraction: access to higher education in Poland (Marek Kwiek); (10) Access and affordability in American higher education (Thomas J. Espenshade and Melanie Wright Fox); and (11) Access to higher education by the luck of the draw (Peter Stone).
Geeta S. Nair. 2015. Gendered impact of globalization of higher education: promoting human development in India. Basingstoke]: Palgrave Macmillan. Publisher's VersionAbstract
Drawing on a major research-project and in-depth field surveys of educational institutions, this book explores the significant role education plays in the promotion of human development and gender equality in India, situating this progression in relation to developed nations, the other BRIC countries and the ongoing attainment of the Millennium Development Goals. The book analyses the growth and expansion of higher education in India and how this has impacted upon human development and gender equality – especially for women – and argues that we need to review the entire structure of education and focus on the realization of people's potentials through their literacy, educational achievements, skill sets and performance in the labour markets as well as larger contributions to human development and societal progress. The analysis reveals key areas of reform and action that should be taken by policy-makers and educational institutions to promote further development and equality.
Stephen Billett. 2015. Integrating Practice-based Experiences into Higher Education. Dordrecht: Springer Netherlands : Imprint: Springer.Abstract
This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs.
Rhiannon D. Williams and Amy Lee. 2015. Internationalizing Higher Education:Critical Collaborations across the Curriculum. Rotterdam: SensePublishers : Imprint: SensePublishers.Abstract
"Higher education is facing unprecedented change as today’s graduates need particular skills, awareness, and knowledge to successfully navigate a complex and interconnected world. Higher education institutions and practitioners are under pressure to be attentive to internationalization initiatives that support increasingly diverse student populations and foster the development of global citizenship competencies which include, “problem-defining and solving perspectives that cross disciplinary and cultural boundaries” (Hudzik, 2004, p. 1 as cited in Leask & Bridge, 2013). Internationalizing Higher Education: Critical Collaborations across the Curriculum is for current and future faculty, student affairs staff, and administrators from diverse disciplinary, institutional, and geographic contexts. This edited volume invites readers to investigate, better understand, and inform intercultural pedagogy that supports the development of mindful global citizenship. This edited volume features reflective practitioners exploring the dynamic and evolving nature of intercultural learning as well as the tensions and complexities. Contributors include institutional researchers, directors and key implementers of EU/Bologna process in Poland (one of the newest members and one that is facing unprecedented change in the diversity of its students), international partners in learning abroad programs, and scholars and instructors across a range of humanities, STEM, and social sciences.".
Fiona M. Hollands and Devayani Tirthali. 2015. MOOCs in Higher Education: Institutional Goals and Paths Forward. First edition. Palgrave Pivot.Abstract
In 2011, MOOCs dominated media reports on higher education and, since then, hundreds of organizations have rushed to produce and offer these courses. Why are institutions...