From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice

Gidley, Jennifer M.; Hampson, Gary P.; Wheeler, Leone; Bereded-Samuel, Elleni

doi:10.1057/hep.2009.24

Cited by 136 publications

(120 citation statements)

References 31 publications

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“…Quality is becoming an ever-growing concern for B-schools, with regard to measures for determining and improving the quality of programmes and schools (Cornuel, 2007;Gidley et al, 2010). Accreditation is perceived as a tool in facilitating service quality in higher education.…”

Section: Literature Review and Research Questionmentioning

confidence: 99%

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

Istileulova¹,

Peljhan²

2013

DRMJ

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There is scarce or almost non-existing research on changes that take place in business schools in the Commonwealth of Independent States (CIS). Changes in CIS business schools (B-schools) are influenced by different external factors (e.g. socioeconomic system, market forces, financial crisis, demographic problems, changes in policies of higher education; influence of the Bologna process). On the other hand, B-schools in the CIS need to make internal changes to gain the external accreditation. We look into the nature of change processes taking place in CIS B-schools

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Section: Literature Review and Research Questionmentioning

confidence: 99%

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

Istileulova¹,

Peljhan²

2013

DRMJ

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“…This can mean that conceptions of widening participation and lifelong learning can be perceived to be out of place in an institutional culture based on academic excellence (Feutrie, 2008). Similarly, where the quality of an institution is defined competitively in relation to notions of 'success' benchmarked against global league tables, this can be perceived as being in conflict with increasing equitable access (Gidley et al, 2010).…”

Section: Academic Excellence and Accessmentioning

confidence: 99%

The official discourse of fair access to higher education

Bravenboer¹

2013

wide particip lifelong learn

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Despite significant public investment in the sector, selective universities in the UK have made little if any progress in widening participation over the last ten years. There are also increasing incentives for universities to become more selective in the context of government-driven higher education market competition. At the same time, while some universities may view the pursuit of academic excellence as incompatible with widening participation, key policy documents have consistently included descriptions of a variety of strategies designed to promote wider and fairer access. This paper is concerned with how the idea of fair access has been constructed within official higher education discourse. A method of 'constructive description' is employed to analyse the discursive strategies at play within selected governmental texts. The analysis indicates that the primacy of institutional autonomy in the official discourse of fair access operates to exclude descriptions of a 'common currency' of merit and potential, which may leave potentially unfair admissions practices unchallenged. The paper proposes a change in 'mind set' from universities operating as exclusive 'gate keepers' admitting students, to that of the inclusive recognition of applicants' merit and potential. This may have significant implications for admissions policy, particularly in the light of the shift away from traditional models of funding towards empowering individual or employer 'buyers' in the higher education market.

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“…El presente artículo busca reflexionar respecto de la forma en la cual esta política ha contribuido a la equidad en el acceso a la educación superior desde la perspectiva de lo que la literatura indica como el limitado "ámbito de acción" y efectos de estos tipos de política (McCowan, 2007;Matear, 2006;Gidley, Hampson, Wheeler y Bereded-Samuel, 2010).…”

Section: Equidad En El Acceso a La Educación Superior: Los "Cupos De unclassified

Equidad en el acceso a la educación superior: los "cupos de equidad" en la Facultad de Ciencias Sociales de la Universidad de Chile

Moya

2011

Calidad en la educación

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RESUMENEl presente trabajo analiza los "Cupos de Equidad" (CE) como iniciativa que busca formas alternativas de ingreso a la educación superior, en un contexto en el que la selección refleja, en términos socioeconómicos, una alta segregación. La iniciativa es caracterizada a partir de la revisión realizada a algunos documentos que la informan; la cual es cotejada con impresiones provistas por la encargada de su implementación y seguimiento. Finalmente se exponen las fortalezas y debilidades de los CE, de cara a iniciativas internacionales similares. En su desarrollo, el trabajo reflexiona sobre el grado de avance que los CE implican respecto a la equidad en la educación superior, al incluir nuevos estudiantes, mantenga pesar de mantener la exclusión de otros.Palabras clave: ingreso a la educación superior, discriminación positiva, equidad eQuity in the access to higheR education: the "eQuity places" in the social sciences campus of univeRsity of chile ABSTRACT This paper analyzes the "Equity Quotas" (CE, for the Spanish acronym) as an initiative that seeks alternative ways of entering higher education in a highly segregated socioeconomic selection context. It analyzes the concept of equity in higher education along with other specific programs and initiatives of alternative access in the last two decades. The initiative is characterized by the revision of some documents that give account of it compared with impressions provided by the person in charge of its implementation and tracing.Finally, the strengths and weaknesses of the CE are exposed, in the light of similar international initiatives. In its development, the work reflects on the level of advance that the CE implies in respect of the equity in higher education, including new students, although it maintains the exclusion of others.

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From Access to Success: An Integrated Approach to Quality Higher Education Informed by Social Inclusion Theory and Practice

Cited by 136 publications

References 31 publications

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

How accreditation stimulates business school change: evidence from the Commonwealth of independent states

The official discourse of fair access to higher education

Equidad en el acceso a la educación superior: los "cupos de equidad" en la Facultad de Ciencias Sociales de la Universidad de Chile

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