scholarly journals Global trends in higher education financing: The United Kingdom

2018 ◽  
Vol 58 ◽  
pp. 26-36 ◽  
Author(s):  
Simon Marginson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Global Trends ◽  
The United Kingdom ◽  
Education Financing ◽  
Higher Education Financing

Feeling political

2021 ◽  
Vol 10 (2) ◽  
pp. 249-263 ◽  
Author(s):  
Charlie Dannreuther
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Critical Pedagogy ◽  
Educational Practice ◽  
The Body ◽  
Radical Politics ◽  
Global Trends ◽  
The United Kingdom ◽  
Embodied Pedagogy ◽  
Opening Up

By exploring some of the challenges of teaching a radical politics in the neo-liberal university, the article looks to the writings of radical pedagogues like Freire and Giroux to position hope as an important resource for critical pedagogy for teachers. Drawing on Coole’s work on Merleau-Ponty, the article examines the potential of a critical pedagogy that taps into the body, rather than a mind, as a vessel for capturing hope and thus as a way of opening up a new resource for linking hope to educational practice. These resources are discussed in relation to debates concerning the politics of artistic practices, particularly with regard to how an embodied pedagogy might work around the constraints imposed by neo-liberal universities. Three themes are identified as warranting further discussion for an embodied pedagogy and their implications are reflected upon. These relate to how we view the student as embodying hope, how we view the classroom as a place of rich connections and how we capture learning through richness and reflection. The United Kingdom is the focus of the article, but there is a wider relevance given ongoing global trends in and debates about higher education.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

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