Higher Education, Funding and Access: Scotland and the UK in International Perspective
Thursday, 31 August 2017 from 09:30 to 16:00 (BST)
These dual, and sometimes competing, pressures must be understood within the context of globalisation. Developed countries generally see higher education as a way of building knowledge economies, leading to debates about the proportion of students who should be qualified to tertiary level; the division of costs between the individual student and the state; the most effective ways of increasing participation by students from non-traditional backgrounds; and the intended and unintended consequences of widening access initiatives. As noted by Rizvi and Lingard (2010), globalisation is not a one-directional force, but is accompanied by movements to reinforce the local and the regional, often driven by anxiety about the rapid pace of change and a perceived loss of identity. This seminar explores the way in which the twin pressures of globalisation and localisation play out in the field of higher education and in specific debates on fees regimes, access and culture. In the following paragraphs, we set out the central themes addressed.
Broad themes and questions:
- How should the costs of higher education be distributed between the student, their family and the state?
- What are the implications of shifts in tuition fee regimes?
- Is higher education in the developed world a driver of social justice or growing inequality?
- What are the best means of achieving fairer access?
- What challenges are encountered by non-traditional students and how can they be supported?
|09.30–10.00||Refreshments and registration|
The topography of higher education systems in the developed world
Professor Sheila Riddell, Sarah Minty and Dr Elisabet Weedon, University of Edinburgh
Higher Fees, Higher Debts: Unequal Graduate Transitions and Outcomes in England?
Dr Katy Vigurs, University of Derby; Dr Steven Jones, University of Manchester; and Dr Diane Harris, University of Manchester
The influence of funding regimes on cross-border student flows in different parts of the UK
Dr Susan Whittaker, University of Edinburgh
|11.30–11.45||Tea and coffee|
Proportionate universalism: Understanding Welsh higher education policy in a wider UK context
Lucy Hunter Blackburn, University of Edinburgh
Widening access and target setting: can social audit be used to promote social justice?
Professor Sheila Riddell, University of Edinburgh
Afternoon parallel sessions
Widening access to higher education: balancing supply and demand in Ireland
Professor Emer Smyth, Economic and Social Research Institute Dublin
Waxing and waning commitment to widening access in Sweden
Dr Elisabet Weedon, University of Edinburgh
Widening participation policies and outcomes in Germany
Dr Andrea Óhidy, University of Freiburg
Higher education funding and student activism in Quebec: Le printemps érable and its aftermath
Professor Marie-Aurélie Thériault, University of Montreal
Widening access and retention in Australia
Professor Trevor Gale, University of Glasgow
Finding a fit? The experiences of students from less advantaged backgrounds in an elite US university
Dr Katherine Friend, Nottingham Trent University
School curriculum and social inequalities in access to selective higher education institutions: Scotland and the US in comparison
Professor Cristina Iannelli, University of Edinburgh
For enquiry about registration, please contact Grace Kong at CREID-EDUCATION@ed.ac.uk.
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Centre for Research in Education Inclusion and Diversity (CREID)
CREID undertakes high quality research to inform policy and practice in the pursuit of equality.
The Centre for Research in Education Inclusion and Diversity (CREID) undertakes research exploring issues of inclusion and diversity in relation to children, young people and adults in education and related areas of policy and practice (including health, social welfare, training and employment).
Based at the University of Edinburgh and part of the School of Education, CREID undertakes high quality research to inform policy and practice in the pursuit of equality, social justice and social inclusion for a wide range of disadvantaged groups.
Inclusion and Diversity has long been a strong theme of work across the School of Education and CREID provides a focal point for work in this area.
CREID's mission is to undertake research which explores issues of inclusion and exclusion for children and adults in education and related social policy fields, including training, employment, health and social care. The Centre aims to undertake high quality research to inform policy and practice geared towards the pursuit of equality, social justice and social inclusion for a wide range of disadvantaged groups.