Managing Markets and Massification of Higher Education in India

Varghese, N. V.

doi:10.6017/ihe.2016.86.9365

Cited by 19 publications

(22 citation statements)

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“…Hornsby and Osman (2014) describing massification as a phenomenon that results in large class teaching in higher education, considered it as "a problem in promoting student learning, quality education, and consequently as a challenge to socio-economic development" since large class pedagogy generally correlates with low student performance (Hornsby & Osman, 2014). Varghese (2015), exploring the massification of higher education in India, found that the challenges posed by massification are considerable in higher education institutions. Such challenges include "concerns for ensuring equity, improving quality, mobilizing funding, managing and regulating the system", which requires the role of the State to change "from financing and managing institutions to developing a framework for regulating the system to ensure equity in access and quality in outcomes" (Varghese, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Varghese (2015), exploring the massification of higher education in India, found that the challenges posed by massification are considerable in higher education institutions. Such challenges include "concerns for ensuring equity, improving quality, mobilizing funding, managing and regulating the system", which requires the role of the State to change "from financing and managing institutions to developing a framework for regulating the system to ensure equity in access and quality in outcomes" (Varghese, 2015). Mok and Jiang (2016), exploring issues related to the massification of Chinese higher education, observe that massification may affect the competitiveness of university graduates in the job market since it can lead to poor quality education and hence to educationjob mismatch (Mok & Jiang, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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Revisiting the Causes and Meaning of Higher Education Massification in Sub-Saharan Africa: Evidence from Cameroon

Mve¹

2021

JSS

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The lack of common agreement on the typology of causes/drivers of massification within the literature globally and the paradox between the meager GTER (Gross Tertiary Enrollment Ratio) and higher education massification in Sub-Saharan Africa require further reflection on this global issue (e.g., the massification of higher education). This study aimed therefore to investigate higher education massification in Cameroon, one of the Sub-Saharan African countries affected by this phenomenon. It employed a qualitative approach based on content analysis of secondary sources and semi-structured interviews with Cameroonian academic members, managers, and higher education officials to explore the causes and meaning of higher education massification in Cameroon. The findings highlighted three factors as major underlying drivers of higher education massification in Cameroon, namely: high rates of attendance and completion in secondary/high schools; open-door policy; and resource constraints. The study concludes that there is no exclusive relationship between the level of the GTER and higher education massification in Cameroon while referring to it as (a consequence of) the mismatch between student quantity-students number and resource quality and quantity. A call for action is made to policymakers to consider higher education massification and its potential effects on quality assurance as a critical concern by developing strategies to effectively address the problem of resource constraints among higher education institutions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Revisiting the Causes and Meaning of Higher Education Massification in Sub-Saharan Africa: Evidence from Cameroon

Mve¹

2021

JSS

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“…25 Given the high demand for higher education and the political aspiration to increase access, the use of cost-recovery policies has become standard practice. Household spending on higher education has increased markedly in India, Pakistan, and Nepal (Varghese 2015). Another major factor behind increased privatization may have been the benefits accruing to politicians who themselves undertook to open private institutions (Kapur and Mehta 2004).…”

Section: The Political Economy Of Privatization: Private Colleges Arementioning

confidence: 99%

Political Economy of Producing Skilled College Graduates in South Asia

Béteille¹,

Bhuradia²,

Loyalka³

2019

Handbook of Education Systems in South Asia

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In this chapter, we examine the political economy of higher education in South Asia. We use a broad definition of political economy to encompass the outcomes and processes resulting from the intersection between system-level goals and private interests in higher education. We focus on three sets of issues. First, we discuss general issues surrounding the political economy of measuring student learning. Second, we examine governance challenges within the higher education sector, focusing on autonomy and governance and their relationship with the performance of the system. Third, we examine the relative effectiveness of the private versus public provision of higher education in terms of skilling graduates. T. Béteille (*)

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“…India has experienced a rapid increase in the participation at the HE level, supported by the central and state governments along with private parties through opening up of publicly funded educational institutions, opening up of new centres or departments in existing educational institutions, scholarship programmesboth merit-based and need-based-and educational loans (Varghese, 2015). However, in spite of this expansion, a large proportion of participation in HE is shared by students from higher socio-economic backgrounds.…”

Section: Theoretical Premise and Evidence From The Literaturementioning

confidence: 99%

Socio-economic Determinants of Inter-state Student Mobility in India

Jha¹,

Kumar²

2017

Higher Education for the Future

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This article analyzes the socioeconomic determinants of student mobility in India and evaluates the factors that hinder and promote higher educational mobility. It is argued that despite the mass expansion of higher education in India in recent times, student mobility is directed towards developed educational regions. India is a unique case because it consists of regions with a high variation in socioeconomic development and has local higher education markets with different levels of competition between institutions. This study shows the importance of the socioeconomic characteristics in student mobility. Drawing on the assumptions of human capital theory and the literature on international student mobility, we suggest that individual and family factors are important determinants of interstate mobility for higher education in India. This article concludes by suggesting how this pattern of interstate student mobility might have impact on recent policy focus on expansion of higher education in India.

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Managing Markets and Massification of Higher Education in India

Cited by 19 publications

References 0 publications

Revisiting the Causes and Meaning of Higher Education Massification in Sub-Saharan Africa: Evidence from Cameroon

Revisiting the Causes and Meaning of Higher Education Massification in Sub-Saharan Africa: Evidence from Cameroon

Political Economy of Producing Skilled College Graduates in South Asia

Socio-economic Determinants of Inter-state Student Mobility in India

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