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.
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 -- .
"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.