Widening higher education participation : a global perspective

273 Pages·2015·4.432 MB·English

by  Bennett, Anna Kate, Shah, Mahsood, Southgate, Erica

Widening Higher
Education
Participation
Widening Higher
Education
Participation
A Global Perspective
Edited by
MAHSOOD SHAH
ANNA BENNETT
ERICA SOUTHGATE
Amsterdam • Boston • Heidelberg • London • New York • Oxford
Paris • San Diego • San Francisco • Singapore • Sydney • Tokyo
Chandos Publishing is an imprint of Elsevier
Chandos Publishing is an imprint of Elsevier
225 Wyman Street, Waltham, MA 02451, USA
Langford Lane, Kidlington, OX5 1GB, UK
Copyright © 2016 by M. Shah, A. Bennett and E. Southgate. Published by Elsevier Ltd.
All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any
means, electronic or mechanical, including photocopying, recording, or any information
storage and retrieval system, without permission in writing from the publisher. Details on
how to seek permission, further information about the Publisher’s permissions policies
and our arrangements with organizations such as the Copyright Clearance Center and the
Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright
by the Publisher (other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and
experience broaden our understanding, changes in research methods, professional practices,
or medical treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge
in evaluating and using any information, methods, compounds, or experiments described
herein. In using such information or methods they should be mindful of their own safety
and the safety of others, including parties for whom they have a professional responsibility.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or
editors, assume any liability for any injury and/or damage to persons or property as a
matter of products liability, negligence or otherwise, or from any use or operation of any
methods, products, instructions, or ideas contained in the material herein.
ISBN: 978-0-08-100213-1
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Control Number: 2015944416
For information on all Chandos Publishing
visit our website at http://store.elsevier.com/
The authors would like to thank Helen Cameron, Research Manager at the
English Language and Foundation Studies Centre at the University of Newcastle,
Australia for her help in formatting and editorial work.
LIST OF FIGURES
Figure 1.1 Total growth (%) by equity group and total domestic onshore 4
student numbers since 2007. (NESB indicates non-English
speaking background).
Figure 4.1 Changes in the proportion of all 30–34 year olds with tertiary 52
education in EU28 countries between 2005 and 2013.
Figure 4.2 Share of students in European countries entering university 55
through nontraditional routes.
Figure 5.1 Distribution of affirmative action programmes in HEIs, by year of 74
approval.
Figure 6.1 Distribution of Arab students studying for first degrees by type 87
of HE institution 2000–2013 (percentages).
Figure 6.2 The distribution of PAI students, by type of HEI including HEI in 93
Israel and abroad 2011.
Figure 8.1 Education system in Indonesia. 121
Figure 8.2 Type and level of higher education. 122
Figure 8.3 Higher education expansion in Indonesia, 1975–2009. 123
Figure 8.4 Indonesian higher education gross enrollment rate 1975–2013. 124
Figure 8.5 Higher education gross enrollment ratio by province 2013. 125
Figure 8.6 Gender parity for gross enrollment in higher education, 126
in 2010–2013.
Figure 8.7 Highest education attainment 19–23 year old cohort in 2011. 126
Figure 8.8 The number of Indonesian higher education institutions, 127
2006/2007–2008/2009.
Figure 8.9 Number of Bidikmisi scholarship recipients. 128
Figure 8.10 Distribution of new and prospective public higher education 131
institutions.
Figure 11.1 Enrollment and Completion Sequence among Developmental 185
Math Students.
xiii
ABOUT THE EDITORS
Mahsood Shah is an Associate Professor with the University of
Newcastle, Australia. In this role Mahsood is responsible to strengthen
research capacity with staff who are engaged in teaching open access
courses to young and mature age students from various equity groups.
Mahsood’s area of research strength include: quality in higher education,
measurement and enhancement of student experience, student retention
and attrition, student engagement in quality assurance, international higher
education, and private higher education. Prior to joining the University
of Newcastle, Mahsood led strategic planning and quality assurance in a
number of Australian universities and private higher education providers.
Anna Bennett is Convenor of the University of Newcastle’s adult enabling
program, which is open entry and enables people to qualify for entry into
various degree programs across Australia. Dr. Bennett has a PhD in Sociology
and applies sociological theory and concepts to better understand social and
educational phenomena. She utilizes mixed-methods, works in multidisci-
plinary teams and is involved in a range of research projects about complex
issues. In particular, Dr. Bennett draws on Foucauldian methodology.
Erica Southgate is a Senior Lecturer and researcher in the School of
Education at the University of Newcastle. For over two decades she has
conducted qualitative social research in the areas of education and health,
with a focus on social disadvantage and marginalization. Erica is inter-
ested in applying feminist poststructural and Foucauldian social theory to
complex social issues. Erica’s recent publications have focused on the role
of emotion and sociality in qualitative research, deconstructing widening
participation policy in Australian higher education, and social class, school-
ing, and educational aspiration and pathways.
xv
ABOUT THE CONTRIBUTORS
Amer Badarneh is a graduate of Economics and Business Administration
from Ben Gurion University. He holds a Master’s degree (M.Ed.) in man-
agement and organization of education systems from Sakhnin College, and
is employed as teaching assistant at Sakhnin College and research student
at Tel-Aviv University.
Elisabet Weedon is Deputy Director and a Senior Research Fellow
of the Centre for Research in Education Inclusion and Diversity at the
Moray House School of Education (www.creid.ed.ac.uk), University
of Edinburgh. Her main research interests are in the area of further and
higher education, equality and social justice in education. She has worked
on a range of projects including a large-scale five-year European project
entitled Towards a Lifelong Learning Society in Europe: the Contribution
of the Education System, projects on disabled students in higher educa-
tion, workplace learning and educational experiences and outcomes for
Muslim pupils in England and Scotland. She is currently working on
issues relating to widening access to higher education.
Han Qian is a Ph.D. candidate in the College of Educational
Administration, Faculty of Education, Beijing Normal University. She
specializes in the sociology of education in transnational higher educa-
tion, rural education, and qualitative research methods. She has chaired
and participated in several international and national projects concerning
school education and cultivation system, policy development, and analysis.
Furthermore, Qian Han has showed her academic potential by publishing
several journal papers. Currently, taking advantage of her proficient lan-
guage skills, Qian Han and her colleagues are translating English books
The Sage Handbook of Qualitative Research (4th Edition) by Norman K.
Denzin and Yvonna S. Lincoln (forthcoming).
Jade McKay is a leading interdisciplinary Research Fellow at Deakin
University. Dr McKay has extensive experience in both nationally and
internationally funded competitive research projects. She played an inte-
gral role in the recent OLT-funded national study into facilitating the
success of students from low socio-economic status backgrounds. She
is currently involved in an OLT-funded study exploring ePortfolio
use in business education and a CPA-funded project canvassing digital
xvii
xviii About the Contributors
technologies as a way to enhance student learning. Dr McKay’s research
is guided by a focus on minority and disadvantaged groups in both higher
education and western culture in general.
Katia Norões is a PhD student in the Department of Social Science and
Education in the Faculty of Education at the University of Campinas,
Brazil and Visiting Graduate Researcher in the Department of Social
Sciences & Comparative Education at the Graduate School of Education
of the University of California, Los Angeles, USA. She has participated in
the Public Policies and Education Group at the University of Campinas
since 2009, in which she completed her Master’s degree in 2011. Her
research interests lie in access to public education by minority groups,
with a focus on how the movements organize their claims to access social
goods, such as affirmative action in higher education for black and indig-
enous peoples in Brazil. In recent studies, she has worked on international
migration and its relation to public education in São Paulo. Her interest in
these topics grew out of her experience as a teacher in Black Movement
NGOs and in public schools with children, youth, and adult education.
Khalid Arar (PhD) is a Senior Lecturer at the Center for Academic
Studies and cohead of MA degree studies in Education Administration
at Sakhnin Academic College. His studies focus on issues of diversity,
equity, and ethnicity in education in general and in educational leader-
ship and higher education in particular. His most recent books include
“Jordanization of Higher Education among the Palestinians in Israel”
(2010, Floerscheimer Institute, in Hebrew, with Kussai Haj Yehia); “Arab
Women in Management and Leadership” (2013, New York: Palgrave, with
Tamar Shapira, Faisal Azaiza and Rachel Hertz Lazarowitz).
Kussai Haj Yehia (PhD), is a senior lecturer and head of the Master’s
Degree Program in Education and Arab Culture at The Beit Berl Academic
College, Israel. He completed his postdoctoral studies in the Department
of Sociology and Anthropology at the University of Guelph in Canada and
the Department of Sociology and Anthropology at Tel Aviv University in
Israel. His research deals with Internationalization of Higher Education,
Palestinian Arab Students Mobility, and Migration for Studies Abroad and
Palestinian Arab Graduates from Israel. He has published many books and
articles in Arabic, Hebrew, and other languages on these topics. His books
include “Dream and Reality: Arab University Graduates from Germany”
published in Tel Aviv 2002, and “Jordanization of Higher Education among
Arab Students from Israel” with Khalid Arar published by the Floersheimer
Institute, Jerusalem in 2011 and “The Internationalization of Higher
About the Contributors xix
Education: Student’s Mobility among Arabs in Israel” with Khalid Arar, pub-
lished by Alayyam 2014. In addition, he specializes in the fields of Social and
Cultural Change among the Arab Palestinian Minority in Israel.
Labby Ramrathan is an Associate Professor at the School of Education
at the University of KwaZulu-Natal. He has been in leadership posi-
tions within the School in various capacities including Head of School,
Acting Deputy Dean, and Acting Dean. He has been involved in teacher
education for more than 20 years spanning academic teaching, research-
ing teacher development and schooling, and Provincial, National and
International involvement and project work. Institutionally he has con-
ceptualized and led teams of collaborators in designing teacher education
programmes, including the most recent ones on B.Ed and PGCE. He has
also conceptualized several in-service certificate and diploma programmes
within the institution. He has published widely in the field of Education
and has presented papers at several national and international confer-
ences. Based on his research output and impact, he has achieved an NRF
C-rated researcher status. He has just completed an institutional study on
University drop-out funded by the UTLO.
Lesley Andres is a Professor in the Department of Educational Studies
at the University of British Columbia. She is the principal investigator of
the Paths on Life’s Way Project, a unique Canadian longitudinal study that
has combined extensive qualitative and quantitative data over a 22-year
time frame to examine the lives, actions, experiences, and perspectives of
individuals within a life course framework. Her most recent books are
“Designing and Doing Survey Research” (2012) and “The Making of a
Generation: Children of the 1970s in Adulthood” (2010, co-authored with
Johanna Wyn). Also, she is the Editor-in-Chief of the Canadian Journal of
Higher Education.
Linda Leach is a Senior Lecturer in the Institute of Education at Massey
University in New Zealand. She teaches in undergraduate and postgradu-
ate programmes in adult education and tertiary teaching and supervises
students who are researching learning and teaching in tertiary contexts.
Her recent research projects have included student engagement; student
retention; adult literacy, language and numeracy; assessment; and foun-
dation education. She has codirected projects funded by the Ministry of
Education, the Teaching and Learning Research Initiative, Institutes of
Technology and Polytechnics of New Zealand and the New Zealand
Qualifications Authority.
xx About the Contributors
Liz Thomas is an independent researcher and consultant for higher
education and Professor of Higher Education at Edge Hill University.
She is visiting professor of Academic Development at Staffordshire
University. Liz has over fifteen years’ experience of undertaking and man-
aging research about widening participation, student retention and suc-
cess, and institutional approaches to improving the student experience.
She is committed to using research to inform national and institutional
policy, practice, and evaluation. Liz led the What works? Student retention
and success programme, and is now working with thirteen higher education
institutions to implement the findings and evaluate change at both the
strategic and academic programme level. She is contributing to research
to explore reasons other than attainment for differential rates of partici-
pation in higher education in different geographical areas; and exploring
approaches to measuring the outcomes of funding to support widening
participation across the student lifecycle. Liz is author and editor of ten
books on widening participation and enhancing the student experience,
including “Institutional Transformation to Engage a Diverse Student
Body” (2011, Emerald Publications, with Malcolm Tight) and “Improving
Student Retention in Higher Education: The Role of Teaching And
Learning” (2007, RoutledgeFalmer, with Glenda Crosling and Margaret
Heagney).
Losina Purnastuti is a lecturer of Economics at the Faculty of
Economics and Post Graduate School – Yogyakarta State University,
Indonesia. She received her Ph.D. in Economics from the School of
Economics and Finance, Curtin Business School, Curtin University,
Perth, Western Australia, and her master’s degree in Economics of
Development from the National Centre for Development Studies
NCDS), Asia Pacific School of Economics and Government (APSEG),
the Australian National University (ANU), Canberra, Australia. Dr.
Purnastuti’s dissertation was entitled, ”Returns to Investment in
Education and Human Capital Externalities: Empirical Evidence from
Indonesia.” Her main focus of research is in the area of educational eco-
nomics and labor economics. Currently, Dr. Purnastuti is conducting an
Indonesian-Australian collaborative research project under the Australian
Development Research Award Scheme (ADRAS). This project involves
researchers from Yogyakarta State University and Curtin University. The
title of this project is School, Lifetime Prospects and the Role of the
Transition from School to Work.