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

Abstract

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.

Universities’ attractiveness to students: The Darwinism effect

“…It implies that students' choice highly depends on the recognition of a university throughout the entire system or, in other words, its prestige (Marginson, 2006). This means that for the students (and families), the substantial tensions and risks associated with the perceived lesser benefits from Higher Education degrees, in labour markets and societies in high-income countries (the condition of Italy)-designated as survivalism by Wright and Horta (2018)-are compounded by an even riskier context, derived from the financial crisis (Menon, Markadjis, Theodoropoulos, & Socratous, 2017). Their selectivity still relates to the expectation for better opportunities in the labour market and the potential to increase social status in the future, or at least to maintain the same lifestyle in the future if already belonging to middle-and upper-class families (Wright & Horta, 2018).…”

“…This means that for the students (and families), the substantial tensions and risks associated with the perceived lesser benefits from Higher Education degrees, in labour markets and societies in high-income countries (the condition of Italy)-designated as survivalism by Wright and Horta (2018)-are compounded by an even riskier context, derived from the financial crisis (Menon, Markadjis, Theodoropoulos, & Socratous, 2017). Their selectivity still relates to the expectation for better opportunities in the labour market and the potential to increase social status in the future, or at least to maintain the same lifestyle in the future if already belonging to middle-and upper-class families (Wright & Horta, 2018). Families, nowadays, have concrete tools to enable more selective choices due to a faster and easier access to information (e.g., Internet but also university rankings; see Hazelkorn, 2015) facilitating information searching and decision making (Simões & Soares, 2010).…”

“…This investment nowadays (for students and their families) is one that remits to the idea of Darwinism, in the sense that attending Higher Education is not enough as it became a quasi‐necessity (Marginson, ). Attending prestigious universities is what matters to improve the chances of success after graduation and thus ensure survivability (Wright & Horta, ).…”

Crowdfunding in higher education: evidence from UK Universities

“…Public policies concerning the funding of higher education still retain a central role and affect the quality of education and research, the structuring of higher education systems, and the linkage of HEIs with economic, cultural, and social systems (Holmwood & Servós, 2019). The literature in this field points out that even though participation has not necessarily increased equity levels, qualification levels are higher than before, and participation in higher education is increasing (Wright & Horta, 2018). Higher education systems are considered as increasingly commodified and functioning as quasi-markets driven by competition, student consumerism, positional goods, and credentialism (Naidoo & Williams, 2015).…”

Existential advertising in late modernity: Meaningful work in higher education advertisements

“…Late modern approaches to exploring higher education have emphasised life-long or ‘liquid’ learning (Bauman, 2009; Sarid, 2017), higher education as risk management (Wright and Horta, 2018), and the capacity for universities to produce reflexive knowledge (Delanty, 2001). The paradigm of late modernity calls into question the uses of knowledge and to what ends knowledge production systems and institutions are geared.…”