Government policies on university expansion and wider access, 1945–51 and 1985–91 compared

Benn, Roseanne; Fieldhouse, Roger

doi:10.1080/03075079312331382231

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…Such an approach does not take into consideration differences in policies regulating the size of HE, nor factors affecting both demand and supply. The political climate and funding of higher education create a very different framework for expansion in higher education in the 1990s than in the 50s and the 60s, a topic discussed by Benn and Fieldhouse (1993). Educational expansion took place more or less simultaneously in different countries with different political climates, a fact that could lead to the conclusion that developments are independent of political differences.…”

Section: How To Explain Changes In Students Enrolment?mentioning

confidence: 96%

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Floods, bottlenecks and backwaters: an analysis of expansion in higher education in Norway

Aamodt

1995

High Educ

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Abstract. The quantitative expansion in higher education in most countries has not been linear. After a very strong expansion in the 1960s there was a stage of stagnation. In the early 1990s, however, there are signs of a new development towards universal higher education. This is a very distinct feature at present in Norway. Since 1988 the student population has increased by more than 50%.This article argues that the present pressure on higher education in Norway cannot be understood without taking into consideration both the long-term trends and acute accumulation of pressure at the moment. A demographic model of analyzing changes in the student population and the factors explaining both individual demands and political decisions are discussed. The needs of the labour market for a higher educational level of the work.force and the increasing level of education among the parents may explain the long-term trends in enrolment. A deteriorating labour market forces youth to go straight into higher education. The average age of the new entrants is therefore decreasing, resulting in even more pressure. The increased competition to be admitted results in repeated application to higher education, so that the number of applicants is more than one and a half times the relevant age group.The article also raises the question whether the Norwegian situation at present is unique or related to a more general trend.

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Section: How To Explain Changes In Students Enrolment?mentioning

confidence: 96%

“…In many countries there has been a very strong demand for higher education from the second part of the 1980s, and the student population is increasing rather strongly. There seems to be reawakened interest in mass higher education, its reasons and consequences (Daniel 1993, Benn and Fieldhouse 1993, OECD 1994.…”

Section: Introductionmentioning

confidence: 98%

Floods, bottlenecks and backwaters: an analysis of expansion in higher education in Norway

Aamodt

1995

High Educ

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“…This is a concern that dates back to the beginnings of the post-1945 expansion of the sector. In the 1950s, this aim found policy expression in increased government expenditure on state scholarships with the purpose of removing financial barriers to participation among working-class young people (Benn and Fieldhouse, 1993 If we were to take governmental rhetoric in this area at face value, we might say that, in…”

Section: Discussionmentioning

confidence: 99%

Theorising Inequality: Two-Dimensional Participatory Justice and Higher Education Research

Morrison¹

2015

Theory and Method in Higher Education Research

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This chapter discusses how Nancy Fraser's theory of two-dimensional participatory justice may be employed in research concerned with inequalities within higher education. The main concepts of Fraser's theory are discussed and evaluated in the light of the critical attention they have attracted. Following that, I demonstrate the empirical application of Fraser's ideas through discussion of extracts of data from a recent small-scale investigation undertaken within a UK-based higher education institution. Finally, I conclude by discussing the strengths of Fraser's concepts with some indications for future research.

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“…At the same time there has been rising bureaucratic control concerned with increasing accountability for the use of public funds together with liability to external quality monitoring. This increased control is best exemplified through shifts in the way the sector is funded with its traditional financial autonomy being gradually eroded and brought together under a single system for funding teaching and research WIMR 22,6 (Benn and Fieldhouse, 1993). These developments have inevitable consequences for the internal structure and governance of universities.…”

Section: The Higher Education Contextmentioning

confidence: 99%

“That's not how I see it”: female and male perspectives on the academic role

Shaw

Cassell

2007

Women in Management Review

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PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

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Government policies on university expansion and wider access, 1945–51 and 1985–91 compared

Cited by 8 publications

References 3 publications

Floods, bottlenecks and backwaters: an analysis of expansion in higher education in Norway

Floods, bottlenecks and backwaters: an analysis of expansion in higher education in Norway

Theorising Inequality: Two-Dimensional Participatory Justice and Higher Education Research

“That's not how I see it”: female and male perspectives on the academic role

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