Students' expectations of debt in UK higher education

Bachan, Raymond

doi:10.1080/03075079.2012.754859

Cited by 34 publications

(29 citation statements)

References 36 publications

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“…In some studies, a single question is asked (Bachan 2014;Oosterbeek and Van den Broek 2009). In others, an attitude scale is created to gain a more nuanced understanding of the structure of student debt attitudes.…”

Section: Debt Aversion: Conceptual and Measurement Issuesmentioning

confidence: 99%

Does Student Loan Debt Deter Higher Education Participation? New Evidence from England

Callender¹,

Mason²

2017

The ANNALS of the American Academy of Political and Social Scie

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Research among prospective UK undergraduates in 2002 found that some students, especially from low social classes, were deterred from applying to university because of fear of debt. This paper investigates whether this is still the case today in England despite the changing higher education landscape since 2002. The paper describes findings from a 2015 survey of prospective undergraduates and compares them with those from the 2002 study. We find that students' attitudes to taking on student loan debt are more favorable in 2015 than in 2002. Debt averse attitudes remain much stronger among lower-class students than among upperclass students, and more so than in 2002. However, lower-class students did not have stronger debt averse attitudes than middle-class students. Debt averse attitudes seem more likely to deter planned higher education participation among lower-class students in 2015 than in 2002. Key wordsStudent debt, debt aversion, loan aversion, higher education, student funding were undertaken student funding policies have changed dramatically and debt has risen sharply bringing into question the findings' relevance for today's students and public policy. 3Now most students in England have to borrow if they want to enter higher education.Moreover, this paper exploits a unique dataset derived from a survey of prospective students in 2002 and another in 2015, allowing us to examine changes in students' attitudes to debt over time and the role played by these policy reforms and shifting political and ideological contexts. This is central for understanding the continuing socio-economic inequalities in access to higher education. The shifting higher education landscapeThis section discusses the shifting higher education policy landscape including changes in student funding between 2002 and 2015 and implications for student debt. Student funding policy changes 2002-2015The evolution of higher education funding systems, in England and elsewhere, is dominated by prevailing political and ideological currents, rather than purely economic and pragmatic considerations. Recently England, like many countries, has moved from a system where the costs of funding higher education are shouldered primarily by taxpayers, through government subsidies, to one where students pay a larger share. This cost-sharing approach, a global phenomenon, seeks to increase the total resources available to higher education, especially from non-governmental or private sources (McMahon 2009;Johnstone and Marcucci 2010).3

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Section: Debt Aversion: Conceptual and Measurement Issuesmentioning

confidence: 99%

Does Student Loan Debt Deter Higher Education Participation? New Evidence from England

Callender¹,

Mason²

2017

The ANNALS of the American Academy of Political and Social Scie

View full text Add to dashboard Cite

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“…This transfer of collective (financial) responsibility to the individual is also basically prosumerist in the sense that the individual is at least partly responsible for creating the whole. Concretely, individual students expect that investment in education will enhance their future productivity and in turn future labour market earnings, an expectation borne out by research (Bachan, 2014;Donghoon, et al 2014). For Ritzer, focusing on prosumption draws our attention to the importance of debt in maintaining levels of consumption, as well as its role in debt-driven crises such as the 2008 downturn and its continuing effects.…”

Section: Ii)mentioning

confidence: 99%

“…In the UK, learners have paid university fees since 1998, following a funding crisis linked to the huge expansion in UK HE since the war (Bachan, 2014). Fees in the UK have risen higher than any other OECD country (Holmwood, 2014), and typically, a one-year teacher education course currently costs around £8,500, often paid for by loans provided by the state.…”

Section: Ii)mentioning

confidence: 99%

Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning

Beighton

2016

Journal of Consumer Culture

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This conceptual article examines George Ritzer's concept of prosumption in the context of lifelong learning in the UK. Ritzer's references to prosumption as a form of eternal return of a "primal act", which draw on the work of Friedrich Nietzsche and Gilles Deleuze, introduce some ambiguity into the concept. This ambiguity echoes a certain polarization in the debate about co-creation, especially regarding the nature of consumer participation in the creation of value, but it is central to defining the limits of consumer freedom and agency. Critical analysis of UK lifelong learning discourse shows how prosumption can work as a tool of control in this context, producing docile subjectivities, compliant forms of creative co-production and disposable 'nothing' products through repetition and a return of the same. Where prosumption is able to challenge this repetition, however, it involves creativity and the return of difference. These examples show how eternal return, ultimately, underpins prosumption's claim to offer a valid description of emerging practices of prosuming lifelong learners.

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“…With the introduction of the Further and Higher Education Act (1992) in the UK, more adult participation from disadvantaged socio-economic backgrounds is expected (Bachan, 2013). More participation in higher education may lead to a scarcity of funding (Barr and Crawford, 1998), especially during a financial crisis.…”

Section: Non-inclusion Of the Disabled In Higher Education Of Accountingmentioning

confidence: 99%

Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

Lodh

Nandy

2017

Industry and Higher Education

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In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crises, universities limit their support to women and the disabled. The authors consider 104 universities from the database of the United Kingdom’s Higher Education Statistics Agency for 2005–2011. Their theoretical and empirical findings establish that there was a growth in female students and a decline in disabled accounting students during the recent financial crisis. The established link between the higher education and the accounting profession enriches the accounting literature and may help policymakers to identifying better ways of enhancing equality and the inclusion of disabled students in accounting higher education to address inequality and non-inclusivity in the profession, especially during periods of financial crisis.

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Students' expectations of debt in UK higher education

Cited by 34 publications

References 36 publications

Does Student Loan Debt Deter Higher Education Participation? New Evidence from England

Does Student Loan Debt Deter Higher Education Participation? New Evidence from England

Groundhog day? Nietzsche, Deleuze and the eternal return of prosumption in lifelong learning

Gender inequality and disabled inclusivity in accounting higher education and the accounting profession during financial crises

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