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Widening Participation (widening + participation)
Selected AbstractsIncreasing or Widening Participation in Higher Education?EUROPEAN JOURNAL OF EDUCATION, Issue 1 2003a European overview First page of article [source] Student Finance and Widening Participation in the British Isles: Common Problems, Different SolutionsHIGHER EDUCATION QUARTERLY, Issue 4 2006Nick Adnett Across the British Isles there are common forces encouraging an expansion of higher education (HE) while constraining the ability and willingness of governments to finance it. We examine the nature of these forces and conclude that together they are likely to lead over time to the general taxpayer funding a declining share of HE costs. While there are some potential efficiency and social equity benefits from reforms of student finance motivated by switching more of the costs towards students and their parents, the likely impact of these reforms on widening participation is unclear. We examine the current student finance systems in the British Isles and assess whether or not a system based upon income-contingent student loans, means-tested grants and targeted bursaries can deliver both the desired expansion and widening access. [source] Performance Indicators and Widening Participation in UK Higher EducationHIGHER EDUCATION QUARTERLY, Issue 1 2005Geoff Pugh We investigate the relationship between the widening participation performance indicators adopted in UK higher education (HE) and the government's objective of increasing overall HE participation rates. We critically assess the development of performance monitoring in HE and identify weaknesses in the current performance indicators from the perspective of the main stakeholders. We suggest the development of internal indicators and benchmarks by HE institutions together with extensions to the current national performance indicators that could improve their usefulness. [source] Widening Participation, Equalising Opportunity?POLITICS, Issue 2 2006Higher Education's Mission Impossible Current government policy of increasing participation in higher education is justified on the grounds of individual benefit, the national economic interest and, most significantly, as part of a moral agenda of promoting equality of opportunity. This article examines a range of empirical findings in the light of ideas about equality and, in particular, the concept of ,equality of opportunity', and what these entail. It concludes that widening participation in higher education, at least as envisaged in current policy, cannot compensate for social and educational disadvantage, and is not only ineffectual in promoting equality of opportunity, but carries serious disbenefits. [source] Student Finance and Widening Participation in the British Isles: Common Problems, Different SolutionsHIGHER EDUCATION QUARTERLY, Issue 4 2006Nick Adnett Across the British Isles there are common forces encouraging an expansion of higher education (HE) while constraining the ability and willingness of governments to finance it. We examine the nature of these forces and conclude that together they are likely to lead over time to the general taxpayer funding a declining share of HE costs. While there are some potential efficiency and social equity benefits from reforms of student finance motivated by switching more of the costs towards students and their parents, the likely impact of these reforms on widening participation is unclear. We examine the current student finance systems in the British Isles and assess whether or not a system based upon income-contingent student loans, means-tested grants and targeted bursaries can deliver both the desired expansion and widening access. [source] Collaboration with the Community to Widen Participation: ,Partners' without Power or Absent ,Friends'?HIGHER EDUCATION QUARTERLY, Issue 2-3 2004Kim SlackArticle first published online: 9 DEC 200 Current discourse around widening participation emphasises the importance of partnership and collaboration. For example, the Learning Skills Council and government policy all cite the need to adopt collaborative approaches to assist with widening participation and student progression. In 1998 the Higher Education Funding Council for England (HEFCE) called for proposals for higher education institutions to build partnerships to widen participation. Successful partnership bids were subsequently funded for a period of one year initially and extended up to three years in total. One of the aims of the partnerships as outlined by the HEFCE was to address uneven rates of demand for higher education amongst certain socio-economic groups by working in collaboration with other organisations. This article focuses on one aspect of an evaluative research project examining collaboration resulting from the HEFCE initiative: the involvement of communities in developing partnerships. It examines their initial involvement and the extent to which they were then incorporated into ongoing partnerships and decision-making. Factors that mitigate against community involvement are discussed. It is concluded that although organizational and institutional links can be highly beneficial to realizing the objective of a widened base of involvement in HE there may be a sense in which the role of communities is either neglected, or worse, omitted. [source] Higher education: marketing in a quasi-commercial service industryINTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2003Mari Brookes The UK Government is promoting widening participation and asking universities to develop their student intake of 18,30 year-olds by 50 per cent by 2010. The financing of these changes is encouraging a marketing emphasis shift, as funding is reduced and alternative revenue methods sought. Traditional marketing of charitable educational institutions sought to ensure sufficient student enrolments for solely government-funded core activities. Further marketing is now seen in quasi-commercial activities. This paper investigates the need for a further marketing approach to satisfy these government policy changes. Using the comparative method, the paper looks at the complexity of the issues around US and UK higher education and their revenue value conflicts, marketing perspectives and, finally, the differences in perspectives and expectations between commerce and education. As the matter is current and ongoing, the main form of collecting evidence is through personal interview and recent media releases. Copyright © 2003 Henry Stewart Publications [source] Reassessing employer expectations of graduates in UK travel servicesINTERNATIONAL JOURNAL OF TOURISM RESEARCH, Issue 5 2008Bridget Major Abstract This article sets out to ascertain travel and tourism industries employers' views on degrees. Research of this kind and on this scale has not previously been carried out and a large scale survey of industry views was conducted with key issues identified and discussed. These cover topics such as the employment of graduates within the UK travel services industry, views on their contribution and appropriateness, the types of skills that such degrees provide, salary scales and graduate training schemes. Current government policy on widening participation in higher education (HE) and its impact on industry skills is also evaluated. The issue of the provision of tourism curricula and their content has at the beginning of 2007 once again been pushed centre stage. This is as a result of the increasing scrutiny of the Sector Skills organisation People 1st and the launch of the government's new vocational diplomas in 2008. The findings in this article are pertinent for government bodies and educators alike and have previously been shared with the Sector Skills organisation and Department of Culture, Media and Sport (DCMS) in addressing HE in tourism. Copyright © 2008 John Wiley & Sons, Ltd. [source] Widening Participation, Equalising Opportunity?POLITICS, Issue 2 2006Higher Education's Mission Impossible Current government policy of increasing participation in higher education is justified on the grounds of individual benefit, the national economic interest and, most significantly, as part of a moral agenda of promoting equality of opportunity. This article examines a range of empirical findings in the light of ideas about equality and, in particular, the concept of ,equality of opportunity', and what these entail. It concludes that widening participation in higher education, at least as envisaged in current policy, cannot compensate for social and educational disadvantage, and is not only ineffectual in promoting equality of opportunity, but carries serious disbenefits. [source] | |||||||||||||