Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII

Trow, Martín

doi:10.1007/978-1-4020-4012-2_13

Cited by 569 publications

(521 citation statements)

References 3 publications

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“…Our work is closely related to Trow (2005) and Ansell (2008). Based on their studies, we identify four main HES characteristics: (i) the capacity of the HES and number of students enrolled; (ii) the level of funding/investment allocated to the HES; (iii) the 1 The quality of education is measured as the score in mathematics at the Third International Mathematics and Science Study) amount of total public investment (or subsidies) to the HES; and (iv) the matching between HES activity and societal needs.…”

Section: The Characteristics Of the He Teaching And Training System Amentioning

confidence: 98%

National innovation and knowledge performance: the role of higher education teaching and training

Saad

Guermat

Brodie

2014

Studies in Higher Education

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Section: The Characteristics Of the He Teaching And Training System Amentioning

confidence: 98%

National innovation and knowledge performance: the role of higher education teaching and training

Saad

Guermat

Brodie

2014

Studies in Higher Education

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“…According to Martin Trow's (2006) classification of stages of development of higher education, and based on the latest available data by UIS (UIS, 2014), higher education is at an elite stage in 23.8 percent of the countries; at a stage of massification in 34.5 percent of the countries; and at a stage of universalization in 41.7 percent of the countries.…”

Section: The Revival Of Higher Educationmentioning

confidence: 99%

What Changed after “Peril and Promise”? An Analysis of Higher Education in Developing Countries

Varghese¹

2016

IJAHE

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Abstract"Peril and Promise" (Task Force, 2000) was published when higher education in developing countries was under great stress and strain. The sector received only peripheral reference in development discourses, no priority in resource allocations, and low returns on investments. The higher education sector in developing countries was growing slow and gross enrollment ratios (GERs) were low.This article attempts to analyze the transformation of the sector in the period after "Peril and Promise:" its revival; new forms of globalization; the move away from government funding and control and the ascent of private providers; the sector's successful survival of severe global economic crises; and new forms of government and management.« Péril et promesse » (Groupe de Travail sur l'Enseignement Supérieur et la Société, 2000) fut publié alors que l'enseignement supérieur subissait une importante pression et était mis en difficulté. Le secteur n'était mentionné qu'en annexe dans les discours sur le développement, ne bénéficiait d'aucune priorité dans les attributions de ressources et ne recevait que de faibles retours sur investissements. La croissance du secteur de l'enseignement supérieur dans les pays en voie de dével-oppement était lente et le taux brut de scolarisation (TBS) bas. Cet article cherche à analyser la transformation du secteur durant la période qui a suivi la publication de "Péril et promesse" : son renouveau, les nouvelles formes de mondialisation, la réduction des financements

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“…Widening participation characterizes nations that have traditionally reserved post-secondary education for a chosen few. The United Kingdom, for instance, currently admits 45% of its 17-30-year-old population (Office for National Statistics, 2010), compared with 13% in the 1970s (Trow, 2005). Forty-six percent of young adults (aged 25-34) in the United Kingdom hold post-secondary credentials, 48% in Ireland, 47% in Norway and 45% in Luxembourg and Denmark (OECD, 2012).…”

Section: Introductionmentioning

confidence: 99%

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Andrade

2014

European Educational Research Journal

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Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner selfregulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

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Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII

Cited by 569 publications

References 3 publications

National innovation and knowledge performance: the role of higher education teaching and training

National innovation and knowledge performance: the role of higher education teaching and training

What Changed after “Peril and Promise”? An Analysis of Higher Education in Developing Countries

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

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