2003
DOI: 10.1111/j.0951-5224.2003.00245.x
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New Labour and Higher Education: Dilemmas and Paradoxes

Abstract: David Blunkett's Greenwich speech (2000) set out what have become the main themes of New Labour's engagement with higher education, themes which were elaborated in the recent White Paper (DfES, 2003a). This paper draws attention to the dilemmas and paradoxes which arise from the difficulties of simultaneously satisfying the objectives which were set out in the aftermath of the 2001 general election, and from the trade off solutions and policies actually identified. The most fundamental conflict is between the… Show more

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Cited by 13 publications
(6 citation statements)
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“…Tapper and O. Filippakou government policy (especially of the Research Assessment Exercises (RAE)) would argue that, in fact, it encourages stratification whilst undermining diversification, notwithstanding fine words to the contrary (Brown, 2003) In terms of British higher education institutions, the response to the selective allocation of research income is varied. The range of reactions to RAE outcomes has been much the same since the evaluative process was implemented in 1986.…”
Section: Selective Research Funding and World-class Statusmentioning
confidence: 99%
“…Tapper and O. Filippakou government policy (especially of the Research Assessment Exercises (RAE)) would argue that, in fact, it encourages stratification whilst undermining diversification, notwithstanding fine words to the contrary (Brown, 2003) In terms of British higher education institutions, the response to the selective allocation of research income is varied. The range of reactions to RAE outcomes has been much the same since the evaluative process was implemented in 1986.…”
Section: Selective Research Funding and World-class Statusmentioning
confidence: 99%
“…In many ways, the expectations for FD providers to produce graduates who are both ready for progression, if that is their chosen route, or for entry into the workplace (Department for Education and Skills 2004), make the translation of the employability agenda increasingly complex. The 'dilemmas and paradoxes' that have arisen from the policy context surrounding the development of the FD (Brown 2003) can be crystallised to provide some understanding of the difficulties on the ground in the pedagogic challenges of FD provision. In bald terms, the FD was developed as a qualification for all seasons, which needed to address issues of social equity and the higher-level technician training needs and appropriate skills development, whilst not placing an excessive burden on the exchequer and maintaining quality and standards.…”
Section: Concluding Commentsmentioning
confidence: 99%
“…Evidence indicates that choice of a local university is influenced by SES with those falling into the lowest group of DE being significantly more likely to select according to the home proximity than students in all other socio-economic groups (NUS-GfK Survey 2008, 8). Although differential fees may cause a disincentive for working-class students to enter HE in the first place (Brown 2003), the impact is relatively unknown and more research is required in this area.…”
Section: The Decision-making Variablesmentioning
confidence: 99%