The Visible Hand of the Market in European Higher Education Policies

2018 ◽  
pp. 363-377
Author(s):  
Orlanda Tavares ◽  
Cristina Sin
Keyword(s):  
Higher Education ◽  
Education Policies ◽  
Higher Education Policies ◽  
Visible Hand ◽  
European Higher Education

A Qualitative Approach to Convergence of Higher Education Policies in Europe

2014 ◽  
pp. 341-369
Author(s):  
Simona Vasilache
Keyword(s):  
Higher Education ◽  
Qualitative Approach ◽  
The State ◽  
University Management ◽  
Snowball Sampling ◽  
Education Policies ◽  
Research Papers ◽  
Bologna Declaration ◽  
Higher Education Policies ◽  
European Higher Education

This chapter analyzes the state of convergence in European higher education, in the Bologna framework (as set in the Bologna declaration of 1999), based on the indicators of national policies. The authors analyzed the research papers dedicated to the topic in mainstream literature, and on that basis, they proposed a set of models for discussing policies and select relevant indicators. These indicators were debated with 10 knowledgeable experts in the field of higher education and university management, and stemming from the discussions, a questionnaire was drafted. The questionnaire was then sent out to 500 people in the HE system (following a snowball sampling). The authors received 109 valid questionnaires, which were qualitatively analyzed in the study. Thus, they find and discuss the most suitable indicators for characterizing the convergence of policies in higher education.

scholarly journals Revisiting the Issues of Access to Higher Education and Social Stratification through the Case of Refugees: A Comparative Study of Spaces of Opportunity for Refugee Students in Germany and England

2018 ◽  
Vol 7 (10) ◽  
pp. 186 ◽  
Author(s):  
Marie-Agnès Détourbe ◽  
Gaële Goastellec
Keyword(s):  
Higher Education ◽  
Social Stratification ◽  
Access To Higher Education ◽  
Education Policies ◽  
Refugee Students ◽  
Higher Education Policies ◽  
Education Aspirations ◽  
High Participation ◽  
European Higher Education ◽  
The Relationship

This paper presents new insights into the relationship between inequality in access to higher education and social stratification through the analytical lens of refugees’ access to high participation systems of higher education (HPS). Taking stock of the growing numbers of refugees and their increasing—yet still marginal—demand for accessing higher education, the paper analyses the specific statuses and rights they are granted, and how they combine in two European Higher Education Area HPS, England and Germany. The comparative analysis draws on the desk-based study of immigration and access to higher education policies and mechanisms for refugees in the two countries. The concept of assemblage is called upon to highlight how complex combinations of asylum, welfare and access to higher education policies lead to differential rights which create different spaces of opportunity for refugees with higher education aspirations. More generally, analysing how these rights intersect allows for a better understanding of inequalities in access to higher education.

Students’ Sense Making of Higher Education Policies During the Vertical Transfer Process

2021 ◽  
pp. 000283122110030
Author(s):  
Lauren Schudde ◽  
Huriya Jabbar ◽  
Eliza Epstein ◽  
Elif Yucel
Keyword(s):  
Higher Education ◽  
College Students ◽  
Community College ◽  
Qualitative Data ◽  
Sense Making ◽  
Education Policies ◽  
Vertical Transfer ◽  
Higher Education Policies ◽  
State Transfer ◽  
Subsequent Behavior

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate between multiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students’ approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students’ transfer outcomes.

Efficiency Driven Effect of Education in China: The Perspective of Global Competitiveness and Graduate Education

2021 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Jia Liu ◽  
Lun Li
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Practical Significance ◽  
Education Policies ◽  
Global Competitiveness ◽  
Higher Education Policies ◽  
Level Of Economic Development ◽  
Education In China

Capital, natural resources, technology and education are often considered to be the most important factors in improving the level of economic development. China is in the "efficiency-driven" stage of economic development. There are objective laws in the development of education level and economic growth, but they interact with each other. Economic growth provides the foundation and necessary conditions for the development of education. At the same time, the role of education in promoting economic growth is also very obvious. Based on the perspective of postgraduate training, this paper studies the role of education in economic efficiency-driven, through the study of theory, data collection and empirical analysis, combined with the development characteristics of China's higher education, and compares China's and US higher education policies to guide China's higher education. The development of education, and then promote the transformation of China into the "innovation-driven" stage, has certain theoretical and practical significance.

Gender Inequality and Intersectional Disadvantage among Students in South African Universities

2021 ◽  
Vol 10 (1) ◽  
pp. 147-172
Author(s):  
Oliver Tafadzwa Gore ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Policy ◽  
Capabilities Approach ◽  
Structured Interviews ◽  
Education Policies ◽  
Higher Education Policies ◽  
Definition Of ◽  
South African Higher Education

Although policies to widen participation have been implemented in South African higher education since 1994, inequality of achievements persists in universities. The failure of the higher education policy to clearly define ‘disadvantage’ in various interventions seems to have contributed to the continuing inequalities. This study theorises disadvantage using the capabilities approach pioneered by Amartya Sen and Martha Nussbaum and argues for a more nuanced definition of disadvantage by exploring the opportunities, agency and achievements available to students in universities. The theorisation is based on findings from a qualitative case study of 26 semi-structured interviews conducted with students from one South African university. Using empirical findings, the theorisation in this study shows how the conversion factors intersect, resulting in some students achieving fewer functionings, which put them at a disadvantage. While gender equality seemingly has been achieved through enrolment figures that show parity levels, some female students are still disadvantaged through subtle forms of discrimination and sexual harassment in universities. This study therefore recommends that higher education policies should consider an expansive definition of disadvantage that encompasses the various dimensions of student wellbeing for all students to have flourishing lives.

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