High Participation Systems of Higher Education

2018 ◽  
pp. 3-38 ◽  
Author(s):  
Simon Marginson
Keyword(s):  
Higher Education ◽  
Institutional Theory ◽  
Tertiary Education ◽  
Individual Agency ◽  
High Participation ◽  
Higher Education And Society ◽  
Participation In Higher Education ◽  
Education And Society

The chapter introduces the remarkable worldwide growth of participation in higher education, defines higher and tertiary education, and discusses and critiques the principal explanations for educational growth, from the path-breaking study by Martin Trow of the transition from elite to mass to universal higher education, to institutional theory and economic explanations. After discussing methods of theorization and comparison it introduces the contents of the chapters that follow, delineating key themes explored in the book: the dynamics of growth, driven primarily by family aspirations for betterment, the convergence between higher education and society, the rise of the corporate multi-purpose university (the ‘multiversity’), the meanings of educational massification for individual agency, and social (in)equality.

High Participation Society

2018 ◽  
pp. 184-200
Author(s):  
Anna Smolentseva
Keyword(s):  
Higher Education ◽  
Occupational Structure ◽  
The Social ◽  
The World ◽  
High Participation ◽  
Ultimate Question ◽  
Higher Education And Society ◽  
Key Dimensions ◽  
Education And Society ◽  
Self Formation

The chapter asks the ultimate question about high participation systems (HPS) of higher education: what kind of society is it when the majority of young people have higher education? It reviews theories and concepts developed in two disciplinary traditions: social sciences (structural functionalism, neo-institutionalism, etc.) and educational philosophy (Bildung and growth theory among others). Those two strands of scholarship highlight two key dimensions in the relations between higher education and society: the social/occupational structure, and socialization as human development/self-formation. The Bildung idea of a dual human nature, both determined by the world and being self-determining, largely corresponds to these two disciplinary approaches and opens up an intellectual space for further cross-disciplinary, multi-dimensional research on the meanings of HPS higher education for individuals and society.

Comparative Data on High Participation Systems

2018 ◽  
pp. 39-67 ◽  
Author(s):  
Patrick Clancy ◽  
Simon Marginson
Keyword(s):  
Higher Education ◽  
Comparative Data ◽  
Statistical Measures ◽  
Data Limitations ◽  
High Participation ◽  
Higher Education Participation ◽  
Education Participation ◽  
Participation In Higher Education ◽  
Participation Index

This chapter provides and discusses existing comparative data on higher education participation between various countries. The chapter starts with a review of the principal measures of participation, noting an inevitable tradeoff between optimum statistical measures and what is feasible given data limitations. After surveying participation in higher education in all countries, and noting that almost three-quarters have achieved enrolment ratios of at least 15 per cent, the chapter provides more detailed comparisons of the OECD member countries. The chapter proposes a composite Higher Education Participation Index which combines enrolment and output measures.

scholarly journals Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability.

2021 ◽  
Vol 8 (12) ◽  
pp. 105-111
Author(s):  
Nikos Eystathios Papadakis ◽  
Maria Drakaki
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Bologna Process ◽  
Subsequent Development ◽  
Potential Contribution ◽  
European Higher Education ◽  
Higher Education And Society ◽  
Education And Society ◽  
The Bologna Process ◽  
Gradual Transformation

Globalization and increasing internationalization of Higher Education has clearly resulted in a persistent demand for the further transformation of Higher Education Institutes (HEIs), towards competitiveness and contribution to development. What is actually in stake is the employability, while another key issue is the harmonization with the economy and the labor market. That raises, of course, a lot of issues concerning the gradual transformation of the Higher Education and the relation between Higher Education and Society at Large. Globalization has affected all the abovementioned, which is crystal clear in large scale initiatives, in Europe, such as the “Bologna Process” and the subsequent development of the European Higher Education Area, in the case of Europe. Given all the abovementioned, the present article mainly focuses on the European trends, transformations and initiatives in Higher Education, related to HEIs’ active and potential contribution to economic development and the enhancement of graduates’ employability and skills.  

scholarly journals Faculty in Contemporary Kyrgyzstan: Reactions to Reforms

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Martha Merrill ◽  
Janara Baitugolova ◽  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
Support Systems ◽  
Public Institutions ◽  
Faculty Members ◽  
Professional Lives ◽  
Private Institutions ◽  
Credit Hours ◽  
Higher Education And Society ◽  
Education And Society

After Kyrgyzstan’s independence, reforms were implemented in higher education: new degrees, credit hours, private institutions, tuition in public institutions, and independent accreditation. However, faculty reactions to these reforms have not previously been studied. The authors conducted 57 interviews in four locations over three years. Our findings show that, first, interviewees discussed all kinds of changes in higher education and society. Second, participants were undergoing “concurrent stresses” (Anderson, Goodman, and Schlossberg, 2012) – their personal as well as professional lives were changing. Third, opinions differed. We analyzed these according to three of Schlossberg’s “4 S’s”: differences in faculty selves, situations, and support systems. However, few participants described strategies for dealing with the changes. Fourth, nearly all spoke of the reforms as something not under their control. Fifth, very few faculty members described the changes as unilaterally negative or positive.  Most said, “I like this, but not that.”

scholarly journals Now What? Maintaining Momentum after Achieving Designation as an Age-Friendly University

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 760-760
Author(s):  
Diane Martin ◽  
Nicole Brandt ◽  
Denise Orwig ◽  
Barbara Resnick ◽  
Daniel Mansour ◽  
...  
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Physical Environment ◽  
Steering Committee ◽  
Aging Research ◽  
Campus Leaders ◽  
Higher Education And Society ◽  
Demographic Shifts ◽  
Multiple Domains ◽  
Education And Society

Abstract The Age-Friendly University (AFU) designation in higher education recognizes the institution’s commitment to a culture of age-inclusivity across programs and policies. While AFU institutions are embracing the demographic shifts in higher education and society at-large, effectively responding to the needs and desires of an increasingly older population requires ongoing acceptance and support from campus leaders to maintain momentum and stay relevant within a dynamic field. This session will describe the intentional and systematic approach utilized by an AFU steering committee to build interest in and develop meaningful collaborations in multiple domains across campus, including at the level of the president. Our initiatives focus on five themes that align with the 10 age-friendly university principles: support for workforce development, broadening community engagement, expanding engagement in aging research and dissemination, addressing barriers related to aging and our physical environment, and facilitating age-friendly efforts across our state. We will present our experiences in expanding awareness of and support for the AFU movement on our campus and share a model for institutions seeking ideas for sustainability of their own initiatives.

Toward greater access and impact: Directions for a sociological understanding of Philippine higher education

2020 ◽  
pp. 095042222095406
Author(s):  
Jose Eos Trinidad ◽  
Enrique Niño P. Leviste
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
National Development ◽  
The Philippines ◽  
Access To Higher Education ◽  
Industry Growth ◽  
Higher Education And Society ◽  
Conceptual Study ◽  
Impact Of Higher Education ◽  
Education And Society

In the Philippines and many other developing countries higher education has a special function, not only with regard to educating students for jobs but also with regard to partnerships for industry growth, research for national development and the formation of critical leaders in society. However, these aims are impeded by issues of access and the unclear impact of higher education and society on each other. In this conceptual study, the authors highlight four directions for a sociological analysis of Philippine higher education: students’ access to higher education, its organization and whether it promotes or impedes access, institutions’ responses to social, economic and technological changes, and their active influence on society. By reviewing and organizing different frameworks and empirical studies, the authors suggest ways of understanding higher education in the Philippines and how a sociological perspective can clarify postsecondary institutions’ role in promoting access for students and having a greater impact on society. Having this sociological consciousness can help administrators, instructors, students and industry leaders to be aware of how higher education in developing contexts can be leveraged for societal development.

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