A Typology of Admission Systems Across Europe and Their Impact on the Equity of Access, Progression and Completion in Higher Education

2018 ◽  
pp. 171-187 ◽  
Author(s):  
Cezar Mihai Haj ◽  
Irina Mihaela Geanta ◽  
Dominic Orr
Keyword(s):  
Higher Education ◽  
Equity Of Access

scholarly journals Educational investment towards the ideal future: South Africa’s strategic choices

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Suellen Shay ◽  
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Undergraduate Curriculum ◽  
Drop Out ◽  
Rapid Expansion ◽  
Strategic Choices ◽  
Higher Education System ◽  
Trade Offs ◽  
Equity Of Access

Abstract Although there has been rapid expansion of higher education around the globe, such expansion has not resulted in a more equitable system. Drawing on the work of Nancy Fraser, equity in higher education is conceptualised as ‘parity of participation’ and includes both equity of access and outcomes. The tensions between expansion and equity are illustrated by comparing South Africa’s equity challenges with those of Brazil and the USA. Focusing on South Africa’s critical choices, four scenarios or possible futures are provided to illustrate some of the trade-offs and strategic choices. The main argument is that if South Africa’s higher education system continues to expand without a concomitant investment in the effectiveness of teaching and learning, it will not achieve the policy goals of equity of access and outcomes. Furthermore the investment needs to be strategically targeted to interventions that can serve as systemic levers of change for reducing drop-out rates and improving graduation rates. To this end, over the next decade the state needs to prioritise an investment in an undergraduate curriculum more ‘fit for purpose’. The investment needs to be in curriculum reform that normalises different levels of foundational provision, identifies and removes curriculum obstacles that delay or impede graduation, and provides opportunities for ‘breadth’ for all students, not only those who come from privileged backgrounds.

scholarly journals “Talk to Me!”

2020 ◽  
pp. 1-19
Author(s):  
Melissa Cain ◽  
Melissa Fanshawe
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Vision Impairment ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Audio Feedback ◽  
Equity Of Access

As educators, we aim for students to seek, identify, and utilize a range of feedback to gain an understanding of their present performance in relation to learning goals, and ultimately to identify and use tools to close the gap between present and desired performance. We strive for all students to be their “own first assessors”—intelligent deciders—and develop the independence to self-assess the quality of their own work when they leave higher education institutions and enter the workforce. For students with a print disability such as vision impairment or blindness, traditional forms of feedback may not be successful in providing the information they need to close the gap. The most important issue for these students is access to feedback and agency in the feedback conversation. It is incumbent on higher education educators to find ways to provide equity of access to the provision and reception of feedback for all students. As such, this chapter explores ways for providing feedback to students with a vision impairment to ensure they are able to contextualize and utilize the feedback to improve learning outcomes. This is achieved by aligning the use of mobile technologies and audio feedback with the key principles of connectivism—autonomy, connectedness, diversity, and openness—to provide educators with recommendations.

Equity Policy and Knowledge in Australian Higher Education

2014 ◽  
pp. 44-64 ◽  
Author(s):  
Matthew Brett
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Policy Design ◽  
Research Progress ◽  
Teaching And Research ◽  
Higher Education System ◽  
Student Equity ◽  
Policy Objectives ◽  
Equity Policy ◽  
Equity Of Access

This chapter explores the role of knowledge within Australian higher education policy with specific emphasis on student equity. The Australian higher education system is designed to pursue teaching-, research-, and equity-related objectives. Teaching- and research-related objectives are broadly and successfully fulfilled through policy and funding, which facilitates these activities. Equity-related objectives are broadly pursued by policy and funding that aims to change the composition of staff and student populations engaged in teaching and research. Progress towards policy objectives of equity of access and participation remains elusive. This chapter examines the prominence of tacit and explicit forms of knowledge within equity policy as a factor in the efficacy of equity policy. Through examining Australian higher education equity policy through a knowledge-centric lens, elements of equity group-specific policy are found to have broader utility, with implications for policy design and reform.

“Talk to Me!”

2022 ◽  
pp. 1039-1057
Author(s):  
Melissa Cain ◽  
Melissa Fanshawe
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Vision Impairment ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Audio Feedback ◽  
Equity Of Access

As educators, we aim for students to seek, identify, and utilize a range of feedback to gain an understanding of their present performance in relation to learning goals, and ultimately to identify and use tools to close the gap between present and desired performance. We strive for all students to be their “own first assessors”—intelligent deciders—and develop the independence to self-assess the quality of their own work when they leave higher education institutions and enter the workforce. For students with a print disability such as vision impairment or blindness, traditional forms of feedback may not be successful in providing the information they need to close the gap. The most important issue for these students is access to feedback and agency in the feedback conversation. It is incumbent on higher education educators to find ways to provide equity of access to the provision and reception of feedback for all students. As such, this chapter explores ways for providing feedback to students with a vision impairment to ensure they are able to contextualize and utilize the feedback to improve learning outcomes. This is achieved by aligning the use of mobile technologies and audio feedback with the key principles of connectivism—autonomy, connectedness, diversity, and openness—to provide educators with recommendations.

Sign in / Sign up

Export Citation Format

Share Document