scholarly journals How institutional doxa shapes access to higher education through framings of ‘potential’

2021 ◽  
pp. 175774382110400
Author(s):  
Jon Rainford
Keyword(s):  
Higher Education ◽  
Status Quo ◽  
Dual Role ◽  
Economic Systems ◽  
Access To Higher Education ◽  
Theoretical Discussion ◽  
Policy And Practice ◽  
Higher Education Systems ◽  
Global Concern ◽  
Improve Access

Access to higher education is a global concern due to its dual role in transforming individual lives and value for global economic systems. However, pre-entry interventions to improve access often make comparatively little impact on who attends certain types of universities. Drawing upon a study that examined policy and practice relating to access to higher education conducted in 2016–2017 in England, this article furthers a theoretical discussion relating to the role institutional norms play in maintaining this status quo and why inequities endure especially in elite universities. In doing so, it highlights how institutional doxa can illuminate how taken-for-granted ideals shape policy and practice. This article theorises that institutional doxa shapes notions of who is seen as having ‘potential’, examines why doxic positions in relation to ‘potential’ endure and are rarely impacted by practices. This theorisation offers an important contribution to research on access to higher education as by foregrounding the central role played by these assumptions within marketised higher education systems this enables them to be challenged and deconstructed in order to effect meaningful progress on issues of access to higher education.

Response to the Commentary “Reassessing Disparity in Access to Higher Education in Contemporary China”

2014 ◽  
Vol 220 ◽  
pp. 1131-1135
Author(s):  
Xiaobing Wang ◽  
Chengfang Liu ◽  
Linxiu Zhang ◽  
Yaojiang Shi ◽  
Scott Rozelle ◽  
...  
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
College Access ◽  
Access To Higher Education ◽  
Education Systems ◽  
Contemporary China ◽  
Major Transitions ◽  
Higher Education Systems ◽  
Urban Male

We thank Anning Hu for carefully reading and commenting on our report “College is a rich, Han, urban, male club: research notes from a census survey of four tier one colleges in China.” We also thank the editor of The China Quarterly for giving us the chance to respond to the commentary. The topic of assessing disparities in college access in China (and other developing countries undergoing major transitions in their higher education systems) is an important one. We hope that our China Quarterly article, Hu's commentary and our response will stimulate more research and dialogue on this topic in China and elsewhere.

scholarly journals Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

2019 ◽  
Vol 35 (6) ◽  
pp. 1-14 ◽  
Author(s):  
Rogers Kaliisa ◽  
Picard Michelle
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Access To Higher Education ◽  
Equitable Access ◽  
Policy And Practice ◽  
African Countries ◽  
Institutional Barriers ◽  
Potential Barriers ◽  
Current State ◽  
African Higher Education

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

scholarly journals Urban-Serving Research Universities: Institutions for the Public Good

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Desiree D. Zerquera
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Research University ◽  
Research Policy ◽  
Global Perspective ◽  
Access To Higher Education ◽  
Global Community ◽  
Urban Context ◽  
Policy And Practice ◽  
The Public

<p>This manuscript seeks to situate access to higher education as part of the public good of universities, and connect that specifically to the mission of institutions that are charged with carrying this out more than others. One such institution—the Urban-Serving Research University (USRUs)—has a distinct mission that emphasizes not just location within the urban context, but being composed of the city they inhabit. A key and significant part of the USRU mission is to provide access to urban and historically marginalized students in their regions, populations typically underserved by higher education. Further, this manuscript highlights the tensions inherent in this ascribed mission and the threats posed within the higher education environment. Centered within a U.S. context, comparisons to international urban contexts will be drawn to situate these institutions within the global perspective as well and present takeaways that may inform the work of the global community in thinking how to better educate their diverse urban populations. Considerations for research, policy, and practice are posed to challenge the global community to consider ways to better uphold and preserve the significant role of USRUs in providing opportunity.</p>

Women’s Education

2016 ◽  
Author(s):  
Lee Skinner
Keyword(s):  
Higher Education ◽  
Women's Education ◽  
Status Quo ◽  
Access To Higher Education ◽  
Nation States ◽  
The Status ◽  
Women's Role

This chapter argues that the plasticity of discourses about modernity meant that both those who favored women’s full access to higher education and those who wanted more modest improvements that did not threaten the status quo deployed the same series of concepts about modernity, progress, and women’s role in the emerging nation-states. Ambivalence about women’s role is demonstrated in La emancipada by Miguel Riofrío, which limits its argument for education for women by depicting an overly educated heroine who is socially destructive. The chapter also analyzes essays in the periodicals La Aljaba, El Museo Literario, El Perú Ilustrado, and the positivist journal Violetas del Anáhuac as well as Juana Manuela Gorriti’s literary salons and another essay by Laureana Wright de Kleinhans.

scholarly journals Bologna Process in Armenia and Belarus: Successes and Problems

2020 ◽  
Vol 29 (4) ◽  
pp. 136-145
Author(s):  
L. G. Titarenko ◽  
M. I. Zaslavskaya
Keyword(s):  
Higher Education ◽  
Survey Methods ◽  
Bologna Process ◽  
State Funding ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Access To Higher Education ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems

The purpose of the article is to give a comparative analysis of the problems and achievements of the implementation of Bologna principles in higher education systems of the republics of Armenia and Belarus. Based on data from 2017–2019, a comparative study of the modernization of higher education systems of the two countries based on expert survey methods (experts are the administration and the teaching staff of universities), focus groups, content analysis of national media, statistics, and student surveys (only in Belarus), the authors identify the achieved successes and reveal unresolved problems in the process of implementing Bologna principles. It is shown that both countries formally ensured an equal access to higher education for their citizens, employment opportunities for graduates, participation of students and teachers in mobility processes; in both countries, a two-stage system of education and a system of transfer points, as well as a new pedagogical paradigm and competency-based approach have been introduced. At the same time, both countries are experiencing significant objective difficulties, associated primarily with insufficient state funding for higher education systems, inconsistencies between different levels of government, bureaucratization and inertia in the practical implementation of new approaches. Therefore, even with the formal implementation of the Bologna principles in Armenia, the national higher education system did not become a full-fledged participant in the European Higher Education Area. As for Belarus, its priorities remain the national principles of education, which define the boundaries of any educational reforms, including Bologna.

Measuring inequalities in higher education: a politics of science

2011 ◽  
Author(s):  
Gaële Goastellec
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Education Systems ◽  
Social Facts ◽  
Higher Education Systems ◽  
Politics Of Science ◽  
The Uk ◽  
Statistical Indicators

At a time when rankings and the production of data on higher education systems multiply, this article questions the actors' configuration linked to the transformation of statistical indicators into frames used to read the inequalities of access to higher education. Who says what and with what results? Who is responsible for making social facts become things? The comparison and characterisation of the available inequality indicators regarding access to international databases (UNESCO, OECD, EUROSTAT) and national ones (Germany, France, Switzerland and the UK) question the tensions between the various discourses and the indicators produced and interrogate the deep national inscription of these indicators.

scholarly journals Young People Transitioning from Out-of-home Care and Access to Higher Education: A Critical Review of the Literature

2014 ◽  
Vol 39 (4) ◽  
pp. 243-252 ◽  
Author(s):  
Philip Mendes ◽  
Dee Michell ◽  
Jacqueline Z. Wilson
Keyword(s):  
Higher Education ◽  
Young People ◽  
Home Care ◽  
Educational Outcomes ◽  
Educational Opportunities ◽  
Access To Higher Education ◽  
Review Of The Literature ◽  
Policy And Practice ◽  
Out Of Home Care ◽  
Care Leavers

Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education.

scholarly journals Advancing Access to Higher Education for Students with Intellectual Disability in the United States

Disabilities ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 438-449
Author(s):  
Meg Grigal ◽  
Lyman L. Dukes ◽  
Zachary Walker
Keyword(s):  
Higher Education ◽  
United States ◽  
Intellectual Disability ◽  
Independent Living ◽  
Positive Impact ◽  
The United States ◽  
Current Status ◽  
Access To Higher Education ◽  
Policy And Practice ◽  
Demonstration Program

Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students’ employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

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