Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity

d’Aguiar, Steve; Harrison, Neil

doi:10.1080/13639080.2014.1001332

Cited by 21 publications

(7 citation statements)

References 53 publications

(69 reference statements)

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“…However, there is no simple or unified approach to conceptualizing value in relationship to higher education: the term of 'value' is not unequivocal and can be defined in various ways (Majchrzak-Lepczyk, 2015) and often has a different meaning depending on the disciplinary lens being adopted (Tomlinson, 2018, p. 713). For example, many authors consider the values of higher education from the viewpoint of economics, financial profit achieved by university and return of investment (Freeman, 1981;D'Aguiar & Harrison, 2016;Agiomirgianakis et al, 2018;etc.). Other authors consider the values from the viewpoint of marketing and/or marketization of university (Rosi et al, 2018;Sellar, 2013;Tomlinson, 2018).…”

Section: University Valuesmentioning

confidence: 99%

Relations of University Values and Competences of University Teachers

Blašková

Tumová

Blaško

2019

Journal of Intercultural Management

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Objective: The paper deals with the theoretical and empirical examination of university values in relation to key competences of university teachers. The combination of values that universities should prioritize and the competences that university teachers should possess is seen in the paper as an important precondition for improving the quality and acceleration of modern university progress. The theoretical part analyzes, compares and synthesizes opinions on key terms examined in the paper, i.e. higher education, university, values, and competences. The empirical part presents, on the one hand, the results of the questionnaire survey aimed at defining important university values. The survey was carried out on a sample of n = 279 students of the University of Žilina, Slovak Republic, and obtained 1,786 statements on crucial values or sub-values of the university. On the other hand, based on results of the previous survey (n = 27 university teachers) which was targeted on key competences of the great university teachers, the empirical part seeks to experimentally link university key values with teachers’ key competences. Methodology: Analysis, synthesis, comparison, abstraction, questionnaire survey, thinking experiment. Hypothesis H1: University values defined by students will be repeated in the survey, i.e. student views on the core values of university will be identical or similar in content. Negation hypothesis H0: University values defined by students will not be repeated in the survey. Findings: Respondents reported a total of n0 = 1,786 statements regarding the university values or sub-values. A substantial consensus was found: many of values were repeated for respondents. Defined values were subsequently grouped: from the initially defined n1 = 229 values, n2 = 32 complex values were generated. This leads to a rejection of H0, in favor of H1: the university values generated by students are similar in the content. The results in the evaluative question confirmed the assumption that respondents considered most important mostly those values that the previous open question most frequently reported. Although depending on the study program is always the quality of education in the first place of importance, the order of importance of other values varies to some extent. Value Added: Opinions on university teachers’ competences and university’s values were discussed. Experimental linking of university values to competences of teachers was performed based on the survey results conducted by the authors in 2012 (this one consisted of three sequential interviews/workshops with teachers of University of Žilina). A logical conclusion was formulated: All the university teachers and scientists are becoming authorities competent to build, preserve and transform universal knowledge into an ever-higher level. Recommendations: A conclusion of the paper contains the characteristics recommended for achieve an effective process of developing university competences.

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Section: University Valuesmentioning

confidence: 99%

Relations of University Values and Competences of University Teachers

Blašková

Tumová

Blaško

2019

Journal of Intercultural Management

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“…There is also substantial variation across type of institution, with those from the most selective (and also socially exclusive) institutions most likely to enter postgraduate study. However, non‐academic factors are also influential, with some evidence that those from lower socio‐economic backgrounds, minority ethnic groups and women are less likely to enter postgraduate study, conditional on achieving a first degree (HEFCE, ; Wakeling & Hampden‐Thompson, ; D'Aguiar & Harrison, ; English & Umbach, ).…”

Section: Debt and Postgraduate Studymentioning

confidence: 99%

Is undergraduate debt an impediment to postgraduate enrolment in England?

Wakeling

Hampden‐Thompson

Hancock

2017

British Educational Res J

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Changes to undergraduate student funding arrangements in England have prompted concerns that increased indebtedness will deter graduates from postgraduate study. While it is clear that student debt has increased substantially in recent years, international evidence is equivocal on whether such debt is a deterrent to further study and there is hardly any prior research on this topic in the UK context. Using a large‐scale survey of 2009 and 2012 graduates from six selective English universities, we investigate the association between undergraduate debt, other graduate characteristics and progression to postgraduate study. We find some association of higher debt levels with lower rates of progression to postgraduate study, although this reduces when controlling for other factors, such as degree‐level attainment and subject discipline. Within a multivariate logistic regression model predicting progression to postgraduate study we find that debt is not a statistically significant predictor, although other characteristics are important. This indicates, we suggest, that underlying financial resources, rather than debt per se, are critical in enabling access to postgraduate study. We consider the implications of recently announced loans for postgraduate study in England given these findings.

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“…Others have also found income premia for postgraduate degree holders (Conlon and Patrignani ; Engelage and Hadjar ; Mertens and Röbken ). Studies of inequalities in access to UK postgraduate study for contemporary cohorts are relatively rare, but tend to suggest differences by social class background, albeit less severe than those seen in earlier transitions (D'Aguiar and Harrison ; HEFCE ; Triventi ; Wakeling and Hampden‐Thompson ). There are similar findings for the US (Mullen, Goyette and Soares ), Canada (Zarifa, ), and Norway (Mastekaasa ).…”

mentioning

confidence: 99%

Are postgraduate qualifications the ‘new frontier of social mobility’?

Wakeling

Laurison

2017

British Journal of Sociology

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We investigate the relationship between social origin, postgraduate degree attainment, and occupational outcomes across five British age-group cohorts. We use recently-available UK Labour Force Survey data to conduct a series of logistic regressions of postgraduate (masters or doctorate) degree attainment among those with first degrees, with controls for measures of degree classification, degree subject, age, gender, ethnicity and national origin. We find a marked strengthening of the effect of class origin on degree- and occupational attainment across age cohorts. While for older generations there is little or no difference by class origin in the rates at which first-degree graduates attain postgraduate degrees, those with working-class-origins in the youngest age-group are only about 28 per cent as likely to obtain a postgraduate degree when compared with their peers from privileged origins. Moreover, social origin matters more for occupational destination, even among those with postgraduate degrees, for those in younger age groups. These findings demonstrate the newly important, and increasing, role of postgraduate degrees in reproducing socio-economic inequality in the wake of the substantial expansion of undergraduate and postgraduate education. Our findings lend some support to the Maximally Maintained Inequality thesis, suggesting that gains in equality of access to first-degrees are indeed at risk from postgraduate expansion.

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Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity

Cited by 21 publications

References 53 publications

Relations of University Values and Competences of University Teachers

Relations of University Values and Competences of University Teachers

Is undergraduate debt an impediment to postgraduate enrolment in England?

Are postgraduate qualifications the ‘new frontier of social mobility’?

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