2017
DOI: 10.1057/978-1-137-56974-5
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Access and Participation in Irish Higher Education

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Cited by 22 publications
(14 citation statements)
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“…This domestication of the student voice and limiting of campaigning confirms the consumer identity of students rather than challenging it. (110) Although the Irish higher education system has also, in many respects, been reconfigured on neo-liberal lines over recent decades (Lynch, Grummell, and Devine 2012;Fleming, Loxley, and Finnegan 2017), marketisation has been less thorough-going. Tuition fees, for examplea key contributor to the narrowing of students' concerns in some of the analyses discussed abovehave remained relatively low (Clancy 2015).…”
Section: Discussionmentioning
confidence: 99%
“…This domestication of the student voice and limiting of campaigning confirms the consumer identity of students rather than challenging it. (110) Although the Irish higher education system has also, in many respects, been reconfigured on neo-liberal lines over recent decades (Lynch, Grummell, and Devine 2012;Fleming, Loxley, and Finnegan 2017), marketisation has been less thorough-going. Tuition fees, for examplea key contributor to the narrowing of students' concerns in some of the analyses discussed abovehave remained relatively low (Clancy 2015).…”
Section: Discussionmentioning
confidence: 99%
“…In Europe, this has largely occurred after the mid-1980s (Schofer & Meyer, 2005) including in the two countries discussed in this article. In Ireland, in 1980, there were 15,000 third level students and today there are approximately 225,000 students in a country of 4 million people (Fleming, Finnegan, & Loxley, 2017). In the Portuguese case, in the 1980s there were 81,000 people attending higher education and last year almost 357,000 were HE students (PORDATA, 2017).…”
Section: 'Mass' Education Credentialisation and The Knowledge Economymentioning
confidence: 99%
“…It is assumed that data on aggregate graduate destinations is sufficient and that widening access into HE addresses inequality inside and outside universities as a matter of course. For example, in Ireland, widening participation research has focused on pathways into university, participation levels and, more recently, retention, but very rarely looked at non-traditional graduate destinations (Fleming et al, 2017). In Portugal, while some researchers have examined transitions from secondary school into the university and, more recently, from the university into the labour market, most of the results have not looked at the trajectories of non-traditional students.…”
Section: Widening Participation Labour Markets and Persistent Inequamentioning
confidence: 99%
“…Nonetheless, the persistence of barriers to education shapes adults' engagement in learning. Factors such as poverty and socioeconomic class, institutional practices, cultural values, time constraints and family responsibilities impact on their participation (Fleming et al, 2017). In particular, the prevalence of low literacy and numeracy skills is a key challenge with approximately one in five adults affected (European Commission, 2015).…”
Section: Introductionmentioning
confidence: 99%