Graduate Utilisation In British Industry: The Initial Impact Of Mass Higher Education

1996 ◽  
Vol 156 ◽  
pp. 93-103 ◽  
Author(s):  
Geoff Mason
Keyword(s):  
Higher Education ◽  
Public Interest ◽  
Participation Rates ◽  
Mass Higher Education ◽  
Graduate Employment ◽  
British Industry ◽  
Recent Growth ◽  
Higher Education Participation ◽  
Education Participation

The recent growth in higher education participation rates in Britain has been so sudden and so rapid that there is now intense public interest in its effects on graduate employment and salary prospects. Particular concern has been expressed about the development of certain phenomena associated with US-style ‘mass higher education‘, for example, an increase in the numbers of graduates who appear to be ‘under-utilised’ in jobs which have not traditionally been filled by degree-holders, and reports of apparent growth in variation in ‘quality’ of the graduates emerging from different kinds of degree course.

Higher education participation in “high-income” universal higher education systems

2018 ◽  
Vol 7 (2) ◽  
pp. 184-204 ◽  
Author(s):  
Ewan Wright ◽  
Hugo Horta
Keyword(s):  
Higher Education ◽  
High Income ◽  
Risk Society ◽  
Education Systems ◽  
Content Type ◽  
Mass Higher Education ◽  
Higher Education Systems ◽  
Higher Education Participation ◽  
Education Participation ◽  
Participation In Higher Education

Purpose Global participation in higher education has expanded greatly since the late twentieth century. The implications for the cultural, social, and economic fabric of societies have been substantial. To explain transitions from elite to mass higher education systems, theoretical insights from Technical-functionalism, Neo-institutionalism, World Academic System, and Credentialism perspectives have been put forward. It is the contention of this paper that there are emerging and complementary factors driving steadily growing participation in “high-income” universal higher education systems. The paper aims to discuss these issues. Design/methodology/approach With reference to Ulrich Beck’s concept of the “risk society”, it is discussed how higher education participation is increasingly a response by young people (and their families) seeking to mitigate heightened instability in work and employment under a “risk regime”. Publicly available data from national and supra-national organisations are used to evidence trends and support the arguments put forward by this paper. Findings Participation is perceived as quasi-compulsory to “survive” amid concern that those without higher education attainment are being “left behind” in modern labour markets. This environment has contributed to more students from more diverse backgrounds viewing higher education as the only viable option to secure a livelihood regardless of rising private costs of participation and rising uncertainty over graduate employment outcomes. The expansion of higher education has therefore potentially developed a self-perpetuating dynamic as the perceived cost of non-participation escalates. Originality/value It is shown that to better understand higher education participation in “high-income” countries with universal higher education systems, one needs to consider the conceptual idea of “survivalism”, that underlines risk and the vulnerabilities of modern societies.

scholarly journals The Challenge for Women Academics: Reaching a Critical Mass in Research, Teaching, and Service

2000 ◽  
Vol 30 (3) ◽  
pp. 33-55
Author(s):  
E. Lisbeth Donaldson ◽  
Claudia G. Emes
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Critical Mass ◽  
Participation Rates ◽  
Minimum Level ◽  
Women Academics ◽  
Canadian Universities ◽  
Fundamental Assumption ◽  
Higher Education Participation ◽  
Education Participation

Contributions of academic women in Canadian universities are reviewed to determine whether their participation has reached a "critical mass." Specifically, scholarship about higher education, participation rates within academic ranks, and the frequency of administrative appointments are examined as illustrations of research, teaching and service, the traditional pillars that represent academic achievement. A fundamental assumption is that to achieve equity, a critical mass of women academics must promote and maintain gender sensitivity through these three pillars. Results indicate that, in a few instances, the minimum level of participation (35%) was attained, but generally, critical mass has not yet been reached.

Patterns of progression: explaining local variations in HE participation rates

2019 ◽  
Vol 21 (3) ◽  
pp. 99-131
Author(s):  
Neil Raven
Keyword(s):  
Higher Education ◽  
Young People ◽  
Spatial Variations ◽  
Participation Rates ◽  
Local Participation ◽  
Educational Trajectories ◽  
Outreach Programme ◽  
Higher Education Participation ◽  
Education Participation ◽  
The Government

With the government funded National Collaborative Outreach Programme focusing on areas in England (known as target wards) where higher education progression is low in absolute terms and lower than expected given prior attainment figures, this article explores the educational trajectories that young people from these localities are likely to take. These trajectories are contrasted with those associated with high progression areas. Two maps that profile these differences are presented. These are initially discussed through a consideration of published sources, which were used to inform their design. The authenticity of what they depict is then assessed through the insights provided by careers and outreach practitioners with experience of working with young people from low progression areas across England. Reflecting on these findings, it is argued that an appreciation of the patterns of progression captured in these maps can contribute to an understanding of the underlying reasons for geographical differentials in higher education participation. It can also inform the kinds of outreach activity likely to be effective at widening local participation rates. Whilst this study focuses on the English context, the discussion should have broader appeal since spatial variations in higher education progression are a widely recognised phenomenon.

Higher Education as an Instrument of Social Integration in Tanzania: Challenges and Prospects

2011 ◽  
Vol 6 (4) ◽  
pp. 366-373 ◽  
Author(s):  
Daniel Mkude
Keyword(s):  
Higher Education ◽  
Visionary Leadership ◽  
Economic Prosperity ◽  
Equity Issues ◽  
Disadvantaged Groups ◽  
Depth Study ◽  
Higher Education Participation ◽  
Education Participation ◽  
Support Programmes ◽  
The Relationship

In developing countries, higher education is a powerful instrument for social mobility and economic prosperity. An in-depth study of the relationship between higher education and certain equity issues has revealed that in Ghana and Tanzania there is inadequate effort to widen higher education participation to include traditionally disadvantaged groups. The article argues that provided they have strong and visionary leadership, universities can spearhead efforts to make higher education accessible to such disadvantaged groups through the judicious use of their admissions and selection criteria, and the mounting of special make-up and support programmes.

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.

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