Evaluating Equity And Widening Participation In Higher Education
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| Author | : Penny Jane Burke |
| Publisher | : Trentham Books Limited |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : Education |
| ISBN | : 9781858567037 |
This collection considers relationships between research and evaluation, and the ethical and moral dilemmas raised when evaluating equity and widening participation in higher education. The framework of praxis the editors have created helps justify government funding towards university-led equity initiatives and ensure appropriate use of resources.
| Author | : Penny Jane Burke |
| Publisher | : Taylor & Francis |
| Total Pages | : 208 |
| Release | : 2024-09-06 |
| Genre | : Education |
| ISBN | : 1040125808 |
In a global context of growing inequality and socio-environmental crises, Equity in Higher Education considers the issues and challenges for progressing an equity agenda. It advances a unique multidimensional framework based on theoretical and conceptual threads, including critical, feminist, decolonial, post-structural, and sociological discourses. It also provides readers with the sophisticated insights and tools urgently needed to challenge long-standing, entrenched, and insidious inequalities at play in and through higher education. Written as a form of a pedagogical interaction, and addressing nuanced temporal and spatial inequalities, this key resource will be of value to policymakers, practitioners, educators, and scholars committed to progressive and groundbreaking approaches that can engage the ongoing challenges of transforming higher education towards more just realities.
| Author | : Penny Jane Burke |
| Publisher | : Routledge |
| Total Pages | : 242 |
| Release | : 2013-06-19 |
| Genre | : Education |
| ISBN | : 1136450955 |
The landscape of higher education has undergone change and transformation in recent years, partly as a result of diversification and massification. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation. Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Jane Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education – including feminist post-structuralism, critical pedagogy and policy sociology – to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book: focuses on the themes of difference and diversity to shed light on the operations of inequalities and the politics of access and participation both in terms of national and institutional policy and at the level of student and practitioner experience. draws on the insights of the sociology of education to consider not only the patterns of under-representation in higher education but also the politics of mis-representation, critiquing key discourses of widening participation. interrogates assumptions behind WP policy and practice, including assumptions about education being an unassailable good provides an analysis of the accounts and perspectives of students, practitioners and policy-makers through in-depth interviews, observations and reflective journal entries. offers insights for future developments in the policy, practice and strategies for widening participation The book will be of great use to all those working in and researching Higher Education.
| Author | : Cathy Stone |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 451 |
| Release | : 2024-09-06 |
| Genre | : Education |
| ISBN | : 1035314290 |
This cutting-edge Research Handbook presents a comprehensive overview of key developments in the field of student engagement, with particular reference to equity and diversity issues. Promoting a more holistic and inclusive understanding of engagement, it highlights key empirical findings alongside practical case studies, presenting valuable recommendations for the field. This title contains one or more Open Access chapters.
| Author | : Professor Penny Jane Burke |
| Publisher | : |
| Total Pages | : |
| Release | : 2016-02-25 |
| Genre | : |
| ISBN | : 9780994538109 |
Student equity in higher education is often framed by constructions of capability that imply that intelligence, potential and ability is innate. The assumption that underpins many national widening participation agendas, namely that all students with the potential to benefit from higher education should have fair access to higher education regardless of social background, is problematic (Archer & Leathwood 2003). The problem rests in the suggestion that 'potential' to benefit from higher education is an attribute that can be straightforwardly identified in order to ensure fair access. It also implies that potential to benefit from higher education is about natural talent, ability and/or intelligence and is detached from social, cultural and educational dis/advantage and inequalities (Morley & Lugg 2009, p. 41).This mixed methods project draws on extant data from a 2014 pilot study examining students' beliefs about ability, intelligence and how this is related to levels of confidence. The extant data was generated through a survey instrument drawing on the work of Carol Dweck (2000; 2013). As part of the National Centre for Student Equity in Higher Education (NCSEHE) funded study, further qualitative data were generated. In total, 772 students were surveyed, 41 students took part in either focus groups or in-depth interviews and 19 university lecturers participated in focus groups or were individually interviewed.The aim of the project was to: * explore and identify the different meanings attached to 'capability' in particular contexts (such as subject or course); * consider the ways these meanings shape the experiences, practices and sense of belonging of students from non-traditional backgrounds; and* help improve the educational opportunities and completion rates for university students from non-traditional (non-ATAR) and other educationally disadvantaged backgrounds through contributing a more nuanced understanding of capability.
| Author | : Gordon Redding |
| Publisher | : Oxford University Press |
| Total Pages | : 557 |
| Release | : 2019-06-20 |
| Genre | : Business & Economics |
| ISBN | : 0192555693 |
The world's systems of higher education (HE) are caught up in the fourth industrial revolution of the twenty-first century. Driven by increased globalization, demographic expansion in demand for education, new information and communications technology, and changing cost structures influencing societal expectations and control, higher education systems across the globe are adapting to the pressures of this new industrial environment. To make sense of the complex changes in the practices and structures of higher education, this Handbook sets out a theoretical framework to explain what higher education systems are, how they may be compared over time, and why comparisons are important in terms of societal progress in an increasingly interconnected world. Drawing on insights from over 40 leading international scholars and practitioners, the chapters examine the main challenges facing institutions of higher education, how they should be managed in changing conditions, and the societal implications of different approaches to change. Structured around the premise that higher education plays a significant role in ensuring that a society achieves the capacity to adjust itself to change, while at the same time remaining cohesive as a social system, this Handbook explores how current internal and external forces disturb this balance, and how institutions of higher education could, and might, respond.
| Author | : Anna Mountford-Zimdars |
| Publisher | : Taylor & Francis |
| Total Pages | : 269 |
| Release | : 2016-11-18 |
| Genre | : Education |
| ISBN | : 1317409574 |
How do we understand and explain who has access to higher education? How do we make sense of persisting and new forms of inequality? How can global, national and institutional policymakers and practitioners make higher education more inclusive? Access to Higher Education: Theoretical perspectives and contemporary challenges seeks to update thinking on these questions, combining new voices and emerging perspectives with established writers in the field. This pioneering text highlights the contribution of social theory to issues of access to education, with chapters introducing and drawing on the works of key interdisciplinary thinkers including Pierre Bourdieu, Margaret Archer, Amartya Sen and Herbert Simon. It then moves to examines how theoretical perspectives can be applied to the contemporary challenges of forging more equal access, with examples drawn from a wide range of contexts, including the UK, the US, Australia, South Africa and Japan. Global in scope, this book documents the shared nature of the access challenge in a period when higher education is growing rapidly, but inequalities continue to be stark. It concludes by proposing a new direction for research and a reassertion of the role of the researcher as a social activist for disconnected and disadvantaged groups, equipped with the thinking tools needed to move the agenda forward. Access to Higher Education is a rigorous text for the global research community, with relevance to policymakers, practitioners and postgraduate students interested in social justice and social policy. It provides those with an academic interest in access and a commitment to enhancing policy with theoretical and practical ideas for moving the access agenda forward in their institutional, regional or national contexts.
| Author | : Nancy S. Niemi |
| Publisher | : John Wiley & Sons |
| Total Pages | : 592 |
| Release | : 2020-11-05 |
| Genre | : Education |
| ISBN | : 111925762X |
Research into gender equity in higher education, inspiring action With this enlightening handbook, you can review the thinking of leading researchers on the current intersection of gender and higher education. The Wiley Handbook of Gender Equity in Higher Education provides an in-depth look at education's complicated relationships with, and in some cases inadequate fostering of, gender equity. The collection offers a bold picture of research into the subject. It also projects future paths of exploration, inquiry, and action for gender equity. Focuses specifically on gender and higher education across the globe, setting the stage for new explorations Examines gender equity in relation to the STEM fields Considers current male participation in higher education Covers gender segregation by major and the issue of women remaining in lower-paying areas The Wiley Handbook of Gender Equity in Higher Education spotlights the continuing and integral role of educational institutions in the struggle for gender equity. Policy makers, university administrators, and researchers can look to this handbook for perspective on recent research as they move forward in the pursuit of more equitable educational environments.
| Author | : Teresa McConlogue |
| Publisher | : UCL Press |
| Total Pages | : 180 |
| Release | : 2020-05-01 |
| Genre | : Education |
| ISBN | : 1787353648 |
Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need.
| Author | : Miriam E. David |
| Publisher | : SAGE |
| Total Pages | : 4205 |
| Release | : 2020-05-21 |
| Genre | : Education |
| ISBN | : 1529725917 |
Higher Education is in a state of ferment. People are seriously discussing whether the medieval ideal of the university as being excellent in all areas makes sense today, given the number of universities that we have in the world. Student fees are changing the orientation of students to the system. The high rate of non repayment of fees in the UK is provoking difficult questions about whether the current system of funding makes sense. There are disputes about the ratio of research to teaching, and further discussions about the international delivery of courses.
