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Access and Exclusion Vol: 2

Product Details
15 Jan 2003
Emerald Group Publishing Limited
280 pages - 150 x 225 x 25mm
International Perspectives on Higher Education Research


International Perspectives on Higher Education Research is a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume covers what is and isn't permitted, included or allowed within our higher education institutions. As with the first volume, this one deliberately sets out to convey a diversity of ideas and approaches. Thus, it includes contributions from researchers working in Australia, the Netherlands and the United Kingdom, relating to higher education experiences and systems in Australia, Europe and South Africa. They offer examples of quantitative, survey based approaches and more qualitative, interview based strategies for data collection and analysis, with methodological strategies ranging from multinational comparisons to analyses of newspaper reportage. The consideration of what it is that is being accessed or excluded from is also deliberately broad. Thus, the ten chapters in this volume do not solely concern themselves with students, and the differential access or exclusion they experience in relation to their social class, wealth, ethnicity, sex, age, religion, location, etc. They also examine access and exclusion as they impact upon academics and their managers, are experienced in terms of teaching and learning approaches, effect the content of the curriculum, relate to disciplines and what counts as academic knowledge, and are perceived externally in the media.
The relations between access, diversity and participation - searching for the weakest link?, J. Huisman, et al; access to university in Australia - who misses out?, I. Dobson; higher education in a divided society - Northern Ireland, B. Osborne, T. Gallagher; educational exclusion and inclusion in higher education in South Africa - creating a new national framework/consensus, Y. Sayed; managing to exclude? manager-academic and staff communities in contemporary UK universities, R. Deem; student financial support in higher education - access and exclusion, C. Callender; the prejudicial papers? press treatment of UK higher education performance indicators, 1999-2001, M. Yorke; qualitative difference in university teaching, K. Trigwell, M. Prosser; a disciplinary perspective on university teaching and learning, R. Neumann; naming academic knowledge - what is included within the university?, M. Tight.

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