Does Higher Education Quality Matter in the UK?

Chevalier, Arnaud

doi:10.2139/ssrn.2481552

Cited by 4 publications

(2 citation statements)

References 8 publications

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“… In the USA, for example, there is work on earnings differences for individuals who attended elite colleges (Dale and Krueger , ; Black and Smith ), or see Broecke () or Chevalier () for studies of individuals who attended UK universities. …”

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confidence: 99%

The Rising Postgraduate Wage Premium

Lindley

Machin

2016

Economica

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Despite post‐college degree holders now making up nearly 15% of the US adult workforce, studies of their labour market performance remain sparse. This is surprising given that they are the most educated group in the labour force and as, over time, they have done significantly better than all other education groups. We show a significant rise over time in the postgraduate wage premium, reflecting an increased relative demand due to their superior skill sets and occupational status. The increase in the demand for postgraduates is a key factor behind rising wage inequality within the increasingly heterogeneous college graduate workforce.

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confidence: 99%

The Rising Postgraduate Wage Premium

Lindley

Machin

2016

Economica

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“…Higher education systems around the world currently face a great deal of pressure and scrutiny, with increased attention placed on issues of access, affordability, educational quality and graduate employability (Shiner and Modood 2002;Astin and Oseguera 2004;Palfreyman 2015;Hoecht 2006;Chevalier 2014;Beblav y, Teteryatnikova, and Thum 2015;Clark 2018, Herrmann 2019). Linked to these issues is the concept of 'grade inflation': the upward shifting of grades without a corresponding increase in learning or performance (Rosovsky and Hartley 2002), which may either impact the credibility or influence the student's choice of institution.…”

Section: Literature Reviewmentioning

confidence: 99%

Grade inflation versus grade improvement: Are our students getting more intelligent?

Jephcote

Medland

Lygo‐Baker

2020

Assessment & Evaluation in Higher Education

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The move from elite to mass systems of higher education has been accompanied by concerns relating to the quality of provision and standards, particularly in relation to the increasing proportion of higher grades awarded to students. Bayesian multilevel models were used to investigate the temporal trend of grade attainment in 101 higher education providers across the UK, between the 2009/10 and 2018/19 academic years, to understand if rising grades are due to inflation or a consequence of improvements across the higher education system. The results suggest a much more positive and proactive picture of a higher education system that is engaged in a process of continuous enhancement. The unexplained variables, rather than automatically being labelled as grade inflation, should instead point to a need to investigate further the local institutional contextual factors that inform grade distribution. The deficit lens through which 'grade inflation' is often perceived is a damaging and unhelpful distraction. Measures, such as improved assessment literacy, are suggested as approaches that the sector could adopt to further develop its understanding of grade improvement as opposed to grade inflation.

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