Transport and social exclusion: access to higher education in the UK policy context

2011 ◽  
Vol 19 (4) ◽  
pp. 763-771 ◽  
Author(s):  
Susan Kenyon
Keyword(s):  
Higher Education ◽  
Social Exclusion ◽  
Access To Higher Education ◽  
Policy Context ◽  
The Uk

Improving lives? Child poverty and social exclusion

2017 ◽  
Author(s):  
Gill Main ◽  
Jonathan Bradshaw
Keyword(s):  
Social Exclusion ◽  
Child Poverty ◽  
Policy Context ◽  
The Stability ◽  
The Uk ◽  
Over Time

This chapter details findings on child poverty and social exclusion from the 2012 UK Poverty and Social Exclusion Survey (PSE2012).It details the turbulent policy context in relation to child poverty in the years between the PSE1999 and PSE2012.It details the stability in perceptions of child necessities over time, and adult perspectives on children’s needs in 2012.The use of adult respondents in research on child poverty, and the implications of this in relation to how data can be interpreted, are detailed – and we recommend the inclusion of children in future similar studies.Findings indicate disturbingly high levels of child poverty in the UK, within a policy context which is likely to exacerbate this even further.Contrary to policy and popular rhetoric, we find no support for the idea that parental behaviours rather than ‘genuine’ poverty are the cause of children going without.Rather, parents are making substantial and personally detrimental sacrifices to ensure that their children are provided for.

The contradictions of policy and practice: creativity in higher education

2012 ◽  
Author(s):  
Iain MacLaren
Keyword(s):  
Higher Education ◽  
Risk Taking ◽  
Management Practices ◽  
Recent Literature ◽  
Workplace Stress ◽  
Policy And Practice ◽  
Policy Context ◽  
Collaborative Exploration ◽  
The Uk ◽  
Creativity And Innovation

Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context (i.e., that of the UK and Ireland), is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural , from new forms of organisation.

The Future of Entrepreneurship Education in the UK's ‘Big Society’

2012 ◽  
Vol 26 (6) ◽  
pp. 521-530 ◽  
Author(s):  
Harry Matlay ◽  
Javed Hussain
Keyword(s):  
Higher Education ◽  
Interest Groups ◽  
Entrepreneurship Education ◽  
Developing Nations ◽  
Access To Higher Education ◽  
Prior Work ◽  
Big Society ◽  
Widening Access ◽  
The Future ◽  
The Uk

Over the last three decades in the UK, successive Conservative and Labour governments have implemented policies and initiatives aimed at widening access to higher education. During the same period, entrepreneurship education has emerged as an important aspect of higher education provision, as it has in other industrially developed and developing nations. The authors set out to conceptualize entrepreneurship education in the context of the rhetoric and reality of the present UK coalition government's ‘Big Society’ flagship initiative. This research builds on prior work on stakeholder impact on the provision of entrepreneurship education in UK HEIs. The results indicate that the inception and development of the Big Society has been remote, erratic and controversial. This appears to reflect both the attraction and the scepticism exhibited by various stakeholders, who tend to misinterpret the vagueness of the Big Society concept and apportion to it unrealistic ideological roots, expectations and possible outcomes. As a result, the Big Society rhetoric appears to have failed to alter radically the stakeholder balance of influence. The authors found no significant change in the perceptions or impact of various interest groups on the design, delivery and assessment of entrepreneurship education in UK HEIs. They suggest that the next few years are likely to prove crucial not only to the future of higher education in the UK but also to the growth and evolution of entrepreneurship education as well as the development of enterprising graduates. They call for further research to chart the direction, strength and overall impact of the Big Society, as it relates to changes in stakeholders' balance of influence on the development of entrepreneurship education.

scholarly journals Geographic Inequalities and Access to Higher Education: Is the Proximity to Higher Education Institution Associated with the Probability of Attendance in England?

2019 ◽  
Vol 61 (7) ◽  
pp. 825-848 ◽  
Author(s):  
Peter M. White ◽  
David M. Lee
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Access To Higher Education ◽  
University Campus ◽  
Geographical Inequalities ◽  
Ordinal Logistic Regression Analysis ◽  
University Access ◽  
The Uk ◽  
Enrollment Data ◽  
The Relationship

Abstract The relationship between geography and the selection of university is well documented and suggests that a student’s location substantially limits their choice of institution. However, there are few studies investigating the interplay between geography and the decision to attend university, particularly in the UK. This study aims to establish if distance to university is associated with the probability of enrolling in higher education in England and forms the quantitative half of a mixed-methods study on the subject. An ordinal logistic regression analysis of HESA enrollment data, which controls for deprivation, is employed. The investigation uses average direct measures of distance between each census area and university campus in England to determine the relationship between distance and enrollment. The findings suggest that geographical distance to university has a negative association with university enrollment. Students within the 10 km measure had a significantly increased odds of enrolling at university than students in the 40 km and above category (odds ratio 10.89; 95% CI 1–2), when controlling for deprivation and population density. It is hoped that the findings of this research will help to raise awareness of geographical inequalities and inform policy on university access.

Widening Access to Higher Education in the UK

2004 ◽  
Vol 16 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Bob Osborne ◽  
Ian Shuttleworth
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Widening Access ◽  
The Uk
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