commentary

Elton, Lewis; Lucas, Lisa

doi:10.1080/1360310032000162895

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…Most critically, students and their families must trust both government and colleges to provide an accurate and reasonable price. At all of these levels, trust has eroded over the last 50 years, as states have disinvested from higher education, some institutions have radically escalated pricing, and administrative processes have lessened the transparency of the pricing process (Goldrick-Rab, 2016; Greer, 2013; Kelly & Goldrick-Rab, 2014; Lewis, 2014). Existing reforms focused on holding higher education institutions more accountable place colleges and universities in the crossfire for existing system failures.…”

Section: It’s a Matter Of Trustmentioning

confidence: 99%

A Matter of Trust

Goldrick‐Rab

Kolbe

2016

Policy Insights from the Behavioral and Brain Sciences

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The rising price of higher education threatens educational opportunity and social mobility for the most vulnerable Americans. Increasing college attendance benefits individuals and society, but efforts to reduce the price via financial aid rely primarily on economic theory: emphasizing short-term investments for long-term gains, and aiming for efficiency by targeting a narrow band of the population. Yet financial aid as currently implemented fails to effectively counter price barriers to college attainment. We argue that these failures are due, in part, to policies that were built on a narrow set of behavioral assumptions about the role of pricing in individuals’ decisions to attend college. Insights from social psychology highlight decisions’ relational processes and contexts. Existing policy failures have eroded public trust in financial aid as a legitimate, viable mechanism for college affordability. Cost-effective reforms that rebuild trust are a promising direction for future policy making.

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Section: It’s a Matter Of Trustmentioning

confidence: 99%

A Matter of Trust

Goldrick‐Rab

Kolbe

2016

Policy Insights from the Behavioral and Brain Sciences

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Recent Developments in Student Learning in Britain and their Relationship to de Bologna Declaration

Elton¹

2005

PapRevSoc

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The article gives an account of recent developments in student-centred learning which are likely to impinge on the appropriateness of the Bologna Declaration and in particular on the relevance of the Declaration to student learning. It is concluded that these developments are neutral regarding the relevance of the Declaration in its present form, but there could be more serious pedagogic problem, in the future. It is possible that the intended harmonisation might harmonise the tangible, but less important, while leaving unharmonised the more intangible, producing unintended consequences in the student learning process. Key words: University Students learning, University, Bolonia Declaration. Resum. Desenvolupaments recents sobre l'aprenentatge dels estudiants al Regne Unit i la seva relació amb la Declaració de BolonyaL'article descriu els desenvolupaments recents en l'aprenentatge centrat en els estudiants que és probable que afectin l'adequació de la Declaració de Bolonya i, en particular, la rellevància d'aquesta declaració de cara als aprenentatges dels estudiants. Hom hi conclou que aquests desenvolupaments són neutrals pel que fa a la declaració en la seva forma actual, però pot presentar-se un problema pedagògic més important en el futur. És possible que la pretesa harmonització pugui harmonitzar les coses tangibles, menys importants, mentre deixi sense harmonitzar les més intangibles, la qual cosa pot provocar conseqüències no volgudes en el procés d'aprenentatge dels estudiants. Paraules clau: aprenentatge dels estudianst universitaris, universitat, declaració de Bolonya.

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commentary

Cited by 2 publications

References 9 publications

A Matter of Trust

A Matter of Trust

Recent Developments in Student Learning in Britain and their Relationship to de Bologna Declaration

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