Consuming higher education : why learning can't be bought - download pdf or read online

By Joanna Williams

Eating greater schooling explores the prestige of scholars in the collage and society, and the investment and function of upper schooling, drawing on empirical facts, united kingdom and united states executive coverage records, speeches by means of coverage makers and media representations of scholars. Joanna Williams strikes past the debates surrounding charges to think about the effect of the intake version on universities, studying, knowledge, Read more...

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displays at the hyperlink among developing scholars as shoppers and the aim of upper schooling, and the results for scholar identification and learning. Read more...

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The purpose of a university could, then, perhaps be considered vocational, in the sense that it served as a form of training for a future life path. Today, as definitions of vocational education have shifted, we would probably consider the education received by students at this time as more broadly academic than narrowly practical. 1 For other students in the seventeenth and eighteenth centuries, links to the Church were more of a formality and did not prevent them from studying a broadbased range of subjects.

Crosland’s aim had been to create Higher Education Institutions (HEIs) outside of the university hierarchy, but perhaps comparisons were inevitable. Polytechnics were not as generously funded as the universities and accepted students with lowerlevel entry qualifications than many of the universities. Consequently, the degrees they offered, particularly in academic subjects, were not always seen as equivalent to those offered by the universities. Polytechnics did offer a more vocational curriculum, but they soon began to teach academic subjects too.

For universities to play this social role they needed to maintain exclusivity. British historian Eric Hobsbawm indicates that ‘the number of students in universities, which offered a guarantee of middle-class membership, approximately tripled in most European countries between the late 1870s and 1913’ (Hobsbawm, 1987: 177). Instead of such growth being universally welcomed, universities sought to protect their exclusivity through limiting entry. In the USA, Scholastic Aptitude Tests (SATs) were first introduced in 1926, which set a benchmark level of ability for entry to particular universities.

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