Student Voices on Inequalities in European Higher Education

Bron, Agnieszka; Thunborg, Camilla; Edström, Eva

doi:10.4324/9780203526088

Cited by 29 publications

(3 citation statements)

References 0 publications

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“…In line with the changes presented above, police education has also experienced changes with regards to the student groups being admitted into the programmes. In their scientific discussion JWL 29,7/8 of this topic, Finnegan et al (2014) discuss the admission of "non-traditional" student groups into HE. Within the context of police education, basic police training, which has traditionally been an almost exclusively male-oriented domain, now increasingly appeals to both female and male students.…”

Section: Policy Ideals For a Reformed Educationmentioning

confidence: 99%

Policy ideals for a reformed education

Kohlström

Rantatalo

Karp

et al. 2017

JWL

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Purpose-This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training. Design/methodology/approach-Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test. Findings-The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age. Originality/value-This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

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Section: Policy Ideals For a Reformed Educationmentioning

confidence: 99%

Policy ideals for a reformed education

Kohlström

Rantatalo

Karp

et al. 2017

JWL

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“…In higher education, for example, one of the most urgent issue is related to non-traditional students and their need to compose the discontinuity of different backgrounds and life worlds (in terms of belonging ) in order to construct a learner identity which is able to deal and cope with HE institutions that still hold assumptions, languages, expectations that meet certain middle class habitus (Finnegan et al, 2014). Broadhead's chapter and the chapter authored by King, Eamer and Ammar's give us examples of existing tensions on this theme but also gazes on new possibilities.…”

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confidence: 99%

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Galimberti,

Merrill,

Nizinska

et al. 2018

Continuity and Discontinuity in Learning Careers

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“…in the Us-American and European countries. These studies focuses on their experiences in transition to college or university and during their studies (Reay et al, 2010;Davis, 2010;Ward et al, 2012;Finnegan et al,2014). They do not show as well how biographical reception interacts with macro structural factors.…”

Section: Introductionmentioning

confidence: 99%

Educational Advancement in Three Generations: East and West Germany in Comparison

Miethe¹,

Soremski²

2016

JEHD

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Our article presents some of the key findings of a qualitative study that is based on biographical interviews to investigate three generations of first generation students in East and West Germany since the Second World War. Focusing on the influence of political and societal conditions on individual upward mobility through education, we developed a conceptional framework that combines Pierre Bourdieu's theory with the concept of political opportunity structure by Sidney Tarrow. This combined theoretical approach enables us to investigate the dynamics of fostering mobility by creating access to higher education. These dynamics can be described as typical opportunity structures which we explain in the article. Another important result refers to seven different structural elements that are favorable to educational advancement, e.g. changes in habitus through education, institutional incentives or a broad positive public discourse. These structural elements we could find across the different types and individual cases. Finally, that enables us to connect our findings to an international discourse on first generation students, social inequality, and higher education.

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Student Voices on Inequalities in European Higher Education

Cited by 29 publications

References 0 publications

Policy ideals for a reformed education

Policy ideals for a reformed education

Conclusions

Educational Advancement in Three Generations: East and West Germany in Comparison

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