The relations between access, diversity and participation: Searching for the weakest link?

Huisman, Jeroen; Kaiser, Franciscus; Vossensteyn, Hans

doi:10.1016/s1479-3628(03)80003-5

Cited by 6 publications

(6 citation statements)

References 6 publications

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“…However, Huisman et al (2003) used comparative analysis to illustrate that this is not the case, and in fact the reverse may be true (p. 14). The leading presupposition in the White Paper appears to be that the higher educational needs of under-represented groups are almost exclusively centred upon work and employment.…”

Section: New Purposes Of Higher Educationmentioning

confidence: 99%

The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda

Jones

Thomas

2005

Journal of Education Policy

120

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Fair access and widening participation currently occupy a prominent position in the UK higher education agenda, but these terms remain ambiguous. In this paper we identify two prominent strands of policy in the government's approach to access and the widening of participation and contrast these with a third, more progressive perspective. The academic strand seeks to attract 'gifted and talented' young people into an unreformed higher education system. The second strand, which we term the utilitarian approach, posits a need for reform. However, this is undertaken largely to meet the requirements of employers and the economy. In contrast, a transformative approach values diversity and focuses on creating a system of higher education that does not place the burden of change upon potential entrants. This framework is used to explore some of the implications of the government's White Paper The future of higher education. First, the purpose of higher education is discussed, with particular reference to the distinction between economic and social objectives. Second, the government's view ofthe structure ofthe higher education sector is examined, by scrutinizing the notion of institutional differentiation and the role of the access regulator. We conclude that within a more differentiated higher education sector different aspects of the access discourse will become dominant in different types of institutions.

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Section: New Purposes Of Higher Educationmentioning

confidence: 99%

The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda

Jones

Thomas

2005

Journal of Education Policy

120

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“…This is a frequent transformation in research on social networks, as many of the measures and calculations with relational matrices are only available for dichotomized values in the most common social network analysis programs (Huisman, Kaiser & Vossensteyn, 2003). These dichotomized matrices represent dichotomous networks.…”

Section: Methodsmentioning

confidence: 99%

Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model

Alonso

Manrique

Martínez

et al. 2015

Journal of Educational Computing Research

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The main objective of higher education institutions is to educate students to high standards to proficiently perform their role in society. Elsewhere we presented empirical evidence illustrating that the use of a blended learning approach to the learning process that applies a moderate constructivist e-learning instructional model improves students' academic outcomes. In this article, we use social network analysis techniques to analyze how social relationships improve student knowledge building with the deployment of this teaching/learning model. The results of this study suggest that the teaching/ learning model used promotes the social relationship of discussion and generation of new ideas, and this relationship has an impact on improving students' academic outcomes. We also illustrate that advice-seeking and trust among students are the relationships that most influence the discussion and generation of new ideas. We conclude by proposing learning strategies designed to improve these social relationships.

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“…This shift in supply essentially doubled the number of universities in the UK (see Lowe, 2002). Huisman et al (2003) attribute the expansion in polytechnics and college sector between 1989 and 1994 to formula funding, which uses a core plus margin model. This formula means that institutions receive between 5 and 10% of their funding (the margin) as a function of how many additional students they were able to recruit at a lower price.…”

Section: Educational Attainmentmentioning

confidence: 99%

“…They estimate the US college dropout rate to be approximately 37%, which is consistent with our own estimate. It also important to note that the British system remains selective, though perhaps increasingly less so Huisman et al (2003). report that almost 23% of applicants were denied admission in 2000.…”

mentioning

confidence: 99%

Allander Series: Skill Policies for Scotland

Heckman

Masterov

2005

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This paper argues that skill formation is a life-cycle process and develops the implications of this insight for Scottish social policy. Families are major producers of skills, and a successful policy needs to promote effective families and to supplement failing ones. We present evidence that early disadvantages produce severe later disadvantages that are hard to remedy. We also show that cognitive ability is not the only determinant of education, labor market outcomes and pathological behavior like crime. Abilities differ in their malleability over the life-cycle, with noncognitive skills being more malleable at later ages. This has important implications for the design of policy. The gaps in skills and abilities open up early, and schooling merely widens them. Additional university tuition subsidies or improvements in school quality are not warranted by Scottish evidence. Companysponsored job training yields a higher return for the most able and so this form of investment will exacerbate the gaps it is intended to close. For the same reason, public job training is not likely to help adult workers whose skills are rendered obsolete by skill-biased technological change. Targeted early interventions, however, have proven to be very effective in compensating for the effect of neglect.

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The relations between access, diversity and participation: Searching for the weakest link?

Cited by 6 publications

References 6 publications

The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda

The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda

Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model

Allander Series: Skill Policies for Scotland

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