Quality, Access and Social Justice in Higher Education
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Can widening access to university bring social change?
Through doing so, the chapter contributes to longstanding and more recent debates over how geography curricula are shaped by and perpetuate subjectivities, epistemologies and practices underpinned by racist logic. With Angela Last. Reforming a university during political transformation: a case study of Yangon University in Myanmar. Since , Myanmar has been transitioning from an authoritarian military regime towards a parliamentary democracy.
Several education policies have been launched as part of this political transformation process, including the reform of This article investigates the reform of Yangon University. The article draws on qualitative data obtained from stakeholders involved in the reform of Yangon University, and uses Arnhold et al.
It is argued that while improvements have been made to the physical infrastructure, there has been a failure to consider the ideological and psychological reconstruction of the university, which staff and students alike deem essential to transforming long standing authoritarian practices, and creating a constructive learning environment. With Kevin Wang. This article intervenes in recent debates over the whiteness of the higher education geography curriculum.
It is argued that the answer is coloniality induced institutional racism. I propose that engaging with insights from critical race theory, social justice and decolonial scholarship could help British geography to more effectively challenge racism, and other forms of dehumanisation, in our institutional arrangements and teaching practices. College enrollment and completion rates among low-income and historically underserved students are lower than those of their middle- and upper-income counterparts.
Scholarly research is necessary in order to evaluate whether promise scholarship programs are effective in addressing issues related to postsecondary students' enrollment, persistence, and success and to identify potential policy solutions regarding funding, student eligibility, and awarding parameters.
Using a combined framework of the financial aspects of social capital theory, price sensitivity theory, and student choice theory, this descriptive and inferential quantitative study seeks to answer the central research question of: What was the impact of the Hawai'i Promise Scholarship Program's in its first year of implementation?
How do grade point average, credits earned and Federal student loan borrowing of Hawai'i Promise Scholarship recipients compare to non-recipients? This research adds to the growing body of knowledge about promise scholarship programs by investigating the outcome of the first year of such a program at the community colleges within an indigenous-serving university system and suggests that promise scholarship programs have a positive impact on the academic success of recipients.
While there was no statistically significant difference in Federal student loan borrowing of the Hawai'i Promise Scholarship recipients compared to other FAFSA completers, Hawai'i Promise Scholarship recipients did earn a statistically significant higher average cumulative GPA than all of their counterpart groups, and they also earned a statistically significant higher average number of academic year credits than other students. These results imply that these types of state promise scholarship programs are working, but that further research is needed for evidence-based policy decision-making and for more effective financial aid awarding practices.
Authentic care: an Australian experience. While care is commonly understood as an emotive University advertising must be scrupulously accurate. In this opinion piece published in Times Higher Education I argue for a new approach to dealing with misleading university marketing. The United Nations Sustainable Development Goals SDGs are widely regarded as a powerful political vision that address the social, economic and environmental pillars. In this light, this chapter focuses on the fourth SDG on quality A literature review suggests that there is a unifying thread in these action plans for sustainable development.
There is an indispensable requirement for an inclusive and equitable quality education that could eradicate poverty in all of its forms and dimensions. Therefore, this research presents a case study on the latest educational policies in Malta. The smallest EU state is pursuing its reforms to reduce early school leaving and promote lifelong learning. At the same time, it is striving to address skills gaps and mismatches in its domestic labour market.
The findings indicate that with quality education, there may be implications for job creation, competitiveness as well as more social cohesion. Family-friendly measures including better access to childcare, more flexible working schemes and employer incentives can help individuals to return to work. In conclusion, this contribution implies that the pursuit towards continuous improvements in quality education and social inclusion could create a virtuous cycle of productivity outcomes, economic growth and prosperity.
Exploratory study on explanations and theories of how Telecentres and other community-based e-Inclusion actors operate and have an impact on digital and social inclusion policy goals.
Tabitha Hart. Luis E. Al esconder, hide and seek: RicanStructing college choice for Puerto Rican students in urban schools. Drawing from two data sets — one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process — this Drawing from two data sets — one focused on students in high school actively engaged in the process of college choice, the other centering the perspectives of college graduates and their parents reflecting back on the process — this article critically examines the journeys of DiaspoRican students trying to gather information and make informed decisions about college choice.
The implications of this study suggest that understandings of college choice need to be complicated — or as we argue, RicanStructed — to center the experiences of specific groups of students of color, account for variation in the college choice processes within and across groups, and reflect more race and culture conscious approaches to increasing diversity in higher education.
Recalibrating micro and macro social work: student perceptions of social action. The Ministry of Education also relies on institutional performance plans to boost social integration and improvements in academic success among at-risk students.
Units and Structure
At the same time, however, the priority given to excellence and increased research productivity appears to take the attention of university leaders away from teaching effectiveness and the need to decrease dropouts. Based on the results of their case studies, the authors conclude that striving for excellence may lead universities to neglect important aspects that are not at the heart of national policies or measured by international rankings, such as the quality of teaching and learning, student support, diversity and other key elements of the social dimension.
To reverse this trend, they argue convincingly in favour of devoting additional resources to curriculum reform and innovative pedagogical initiatives to stimulate student engagement and recommend that QA evaluations take completion rates more systematically into consideration.
The article written by Scholz Fenech and Raykov is a case study of working students in Malta, investigating whether the fact that they are studying and working at the same time is an impediment in terms of social inclusion opportunities or an advantage from a skills building viewpoint. Relying on the results of the Eurostudent survey carried out in Malta, the authors analyse the profile and experience of working students and compare them with the situation of non-working students.
The specific context of Malta is that of a still under-developed higher education system because of the lasting dependence on Great Britain, the former colonial power, even after independence, resulting in many labour market opportunities for unskilled workers and a higher share of students from well-off families than in other EU countries. As reported in the article, the literature on working students points to the additional difficulties that these students encounter. In many cases they are at risk of enjoying the education experience less fully, suffering from mental stress, achieving lower levels of academic achievement and dropping out more easily because of the conflicting demands on their crowded schedule as working students.
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At the same time, some researchers argue that working students enjoy a motivational advantage in so far as they can more readily see the positive impact of their studies on their labour market situation. The results of the Malta Eurostudent survey are consistent with what has been observed elsewhere. Working students tend to be older and come from under-represented groups with limited financial resources. Combining work and studies is more frequent among those students with a delayed entry into higher education, who tend to prefer part-time, short-cycle programmes.
A positive finding of the survey is that students who combine work and studies are often enrolled in programs directly related to their job, despite the increased workload. This means that they are likely to improve their labour market outcomes in the long run. Under these conditions, combining work and learning can be a springboard to increase the share of non-traditional students in higher education, thereby contributing to raising educational attainment in Malta.
The fifth paper, authored by Wulz, Gasteiger and Ruland, gives a student perspective on the role and importance of academic and career counselling for widening the participation of under-represented students. Using survey data collected in nine European countries, it explores how counselling services offered by student unions operate, what challenges they face, and what contribution they make to promoting the social dimension in higher education.
Together with financial aid and student-centred teaching and learning, counselling is considered to be one of the most effective measures to reduce dropout rates, especially among disadvantaged students. The literature reviewed in the article confirms that counselling helps students make the right choice of study programmes, thereby increasing their motivation and the likelihood of academic success.
In three out of the nine countries Denmark, Spain and the United Kingdom , the student unions do not provide counselling services as such, the task being undertaken by the universities themselves. But in the other six, the student unions are all directly involved in such activities. The survey results show a wide range of practices.
The student unions offer both services to the general student population and targeted counselling in support of carefully identified groups of underserved students, the definition of these groups varying from one country to the other. They also work closely with other actors government agencies, higher education institutions, NGOs to coordinate counselling services and avoid duplications. The article highlights two interesting trends regarding evolving practices in the area of student counselling.
First, there is increasing reliance on online and social media mechanisms to support students in need of academic and career advice.
Second, a growing share of the advice is provided by other students, confirming that peer counselling can be as effective or even more effective compared to advice offered by professional counsellors, especially when the role model relationship involves a student who comes from an under-represented group.
In the first of three papers on student refugees, Unangst and Streitwieser study the responses of German university administrators faced with rising numbers of refugee students in the wake of the Syrian civil war. Combining background reports and interviews with administrators and academics in 12 universities, they explore the main barriers encountered by would-be refugee students and the range of measures put in place by universities to facilitate access for refugee students.
Even though higher education policies are set in Germany at the state level rather than the federal level, several mechanisms operate at the national level to help universities confronted with the challenge of welcoming a larger number of refugee students. These include funding provided by the Federal Government and the German Academic Exchange Service DAAD through the Integra programme, a central system to recognize foreign qualifications, a testing platform to evaluate the scholastic aptitudes of potential students, and language proficiency assessment tests.
At the university level, however, few institutions have put in place a clear information system to monitor the academic progression of refugee students. This is further complicated by the strict privacy laws enforced in Germany, which make it difficult to access and analyse the personal data of students.
Quality, Access And Social Justice In Higher Education
Some universities have also been overwhelmed by the surge of applications in and Based on the results of their interviews and review of relevant reports, the authors found that many refugee students interested in studying do not succeed in enrolling partly because of the language proficiency barrier. Most universities, however, show an explicit effort to increase access for Muslim refugee women.
The authors conclude that university administrators and academics involved in supporting refugee students would highly benefit from sharing relevant information and experience across universities and identifying which practices seem to be most effective in promoting success among refugee students.