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In many countries, concerns about socioeconomic inequalities in educational attainment have focused on inequalities in test scores and grades, the presumption being that the best way to reduce inequalities in educational outcomes is by reducing inequalities in performance. This book questions this presumption by examining the roles of performance and choice in generating inequalities in educational attainment. It contains the following chapters: Introduction: how is inequality of educational opportunity generated?: the case for primary and secondary effects / Michelle Jackson; Primary and secondary effects: some methodological issues / Christiana Kartsonaki, Michelle Jackson, and David R. Cox; Inequality in transitions to secondary and tertiary education in Germany / Martin Neugebauer, David Reimer, Steffen Schindler, and Volker Stocke; How social background affects educational attainment over time in the Netherlands / Charlotte Buchner and Rolf van der Velden; Academic achievement, tracking decisions, and their relative contribution to educational inequalities: change over four decades in France / Mathieu Ichou and Louise-Andre Vallet; Social-origin inequalities in educational careers in Italy: performance or decision effects? / Dalit Contini and Andrea Scagni; Ever-declining inequalities?: transitions to upper secondary and tertiary education in Sweden, 1972-1990 birth cohorts / Frida Rudolphi; Dentist, driver, or dropout?: family background and secondary education choices in Denmark / Anders Holme and Mads Meier Jaeger; Social background and educational transitions in England / Michelle Jackson; Class origins, high school graduation, and college entry in the United States / Stephen L. Morgan, Michael W. Spiller, and Jennifer J. Todd; Why does inequality of educational opportunity vary across countries?: primary and secondary effects in comparative context / Michelle Jackson and Jan O. Jonsson.

Selected chapters are indexed from TD/TNC 123.437 to TD/TNC 123.445. Show less

This book aims to analyse the impact of internationalisation initiatives in higher education from student perspectives. Student responses to the following learning contexts are examined: 'traditional' international contexts, where students study outside their home country for shorter or longer periods; 'trans-national' programs where students study at home or in another country and faculty from the awarding university fly in to deliver courses; domestic students studying in their home country, with staff seeking to internationalise the curriculum; and students having transformational international experiences in other countries through service learning/volunteering, or study abroad. The contents are as follows: Preface: Nurturing the global graduate for the 21st century: learning from the student voice on internationalization / Elspeth Jones and Viv Caruana. Section one, 'Student response to internationalization of the curriculum', contains the following chapters: 'Beside me is an empty chair': the student experience of internationalization / Betty Leask; Students as global citizens / Douglas Bourn; The relevance of the internationalized curriculum to graduate capability: the role of new lecturers' attitudes in shaping the 'student voice' / Viv Caruana; Student voices, internationalization and critical conversations in initial teacher education / Jon Tan and Christine Allan. Section two, 'The impact of study abroad and international volunteering', contains: Beyond immersion: global engagement and transformation through intervention via student reflection in long term study abroad / Gabriele Weber-Bosley; Discovering the world: discovering myself / Danuta de Grosbois, John Kaethler and Alexandra Young; 'Don't worry about the worries': transforming lives through international volunteering / Elspeth Jones; Guided reflective journaling: assessing the international study and volunteering experience / Mark Russell and Linda Vallade. Section three, 'Student learning in the cross-cultural classroom', contains: Sometimes it means more work ...: student perceptions of group work in a mixed cultural setting / Jane Osmond and Jannie Roed; Interactions in the international classroom: the UK perspective / Neil Harrison and Nicola Peacock; Has everybody seen a swan?: stories from the internationalized classroom / Sheila Trahar; Mutual cultures: engaging with interculturalism in higher education / Viv Thom. Section four, 'Trans-national education and support for international students', contains: The internationalized curriculum: (dis)locating students / Valerie Clifford; International students and academic acculturation: the role of relationships in the doctoral process / Michaela Borg, Rachel Maunder, Xiaoli Jiang, Elaine Walsh, Heather Fry, and Roberto Di Napoli; Refugees: home students with international needs / Jacqueline Stevenson and John Willott. Show less

This book looks at the performance perceptions of students and teachers from both educational and socio-psychological perspectives. The editors hoped to bring together a variety of papers on social perception and education. Section one deals with students' and teachers' interpretations of achievement-related behaviours. Section two looks at the impacts of performance expectations. Section three looks at the instructional design implications of research into social perception.

The contents are as follows: Part one, 'Students' and teachers' interpretation of achievement-related behaviors', contains the following chapters: Defining success in classroom settings / Irene Hanson Frieze, William D. Francis, and Barbara Hartman Hanusa; Social comparison and education / John M. Levine; Speculations regarding the role of affect in achievement-change programs guided by attributional principles / Bernard Weiner; Teachers' thinking about problem students / Mary M. Rohrkemper and Jere E. Brophy; Teachers' attributions for their own teaching / Russell Ames; Student and teacher perceptions: a review of five position papers / Thomas L. Good. Part two, 'Impact of performance expectations in classrooms', contains: Teacher talk and student thought: socialization into the student role / Phyllis C. Blumenfeld, V. Lee Hamilton, Steven T. Bossert, Kathleen Wessels, and Judith Meece; Communication of teacher expectations to students / Harris M. Cooper; Development and consequences of students' sense of personal control / Margaret C. Wang; Modeling young children's performance expectations / Doris R. Entwisle and Leslie Alec Hayduk; What is an attribution that thou art mindful of it? / Donald M. Baer. Part three, 'Social perception and schooling: instructional design implications', contains: Extrinsic reward and intrinsic motivation: implications for the classroom / Mark R. Lepper; Intrinsic and extrinsic motivational orientations: limiting conditions on the undermining and enhancing effects of reward on intrinsic motivation / Thane S. Pittman, Ann K. Boggiano, and Diane N. Ruble; Non-cognitive outcomes of cooperative learning / Robert E. Slavin; Impact of the role of tutor on behavior and self-perceptions / Vernon L. Allen; Intrinsic motivation, peer tutoring, and cooperative learning: practical maxims / Richard deCharms. Show less

This publication reviews research relating to higher education teaching, internationalization and student issues in higher education. Some of the topics discussed include: connecting higher education and the labor market; the impact of different entry characteristics and learning styles on academic achievement in first-year higher education students; college adjustment among White and Hispanic students; moving from academia to work life; Japan’s internationalization and discriminatory attitudes; academic resilience among poor minority college students; students’ intercultural learning experiences at Saharawi refugee camps; e-learning and its relationship with internationalization; and early career academics’ focus on research and publishing. The chapters are as follows: The impact of e-learning programs on the internationalization of the university / Ray J. Amirault and Yusra L. Visser; Connecting higher education and the labor market: the European graduates’ view / Manuel Salas Velasco; Obligation beyond consent: freedom, higher education, and globalisation / Steven Loomis, Jacob Rodriguez, Paul Egeland and Christina Jennings; The academic and psychological impact of labor unions and strikes on university campuses / Christine M. Wickens; Understanding the exceptional: how protective factors mitigate risk and facilitate academic resilience among poor minority college students / Erik E. Morales; Alternative view of internationalization: students’ intercultural learning experiences at Saharawi refugee camps / J. M. Coronel, M. J. Carrasco, R. I. Correa and I. Gomez; Regulative feedback in an online environment in higher education: students’ perceptions and design considerations / Anna Espasa and Elena Barbera; Personal and interpersonal factors as predictors of college success among White and Hispanic students: an overview / Michelle L. Toews and Ani Yazedjian; Japan’s internationalization and students’ discriminatory attitudes toward intercultural contact / Yoko Kobayashi; On the effects and impacts of Japanese university reform / Tatsuo Oyama; Higher education, Bologna Process and new demands of flexible workers in European countries / Marta Rahona and Carmen Perez-Esparrells; Moving from academic to work life / K. Johansson; The relationship between entry characteristics, learning style and academic achievement of college freshmen / Vincent Donche and Peter van Petegem; How early career academics gain confidence to publish / Brian Hemmings.

Publisher’s summary with additional information. Show less

This book explores policy, pedagogy and the student experience in higher education at a conceptual level. The introduction looks at significant policy developments that have influenced and shaped learning in higher education. The first part of the book analyses key issues in higher education (academic freedom, sustainability, and the nature of the learning landscape) and the impact that these policies have had on the extent and nature of higher education provision. The second section shows how these emerging policies have resulted in a re-evaluation of the nature of higher education and how institutions can best deliver it. The final section considers pedagogy and the student experience in today's higher education. Focus is given to the experiences of mature students, student involvement in quality assurance, and the student as producer. The chapters are: Introduction - universities in transition: themes in higher education policy / Howard Stevenson and Les Bell; Part one, 'The policy context', edited by Howard Stevenson: Academic freedom: essential liberty or extravagant luxury? / Terence Karran; Learning landscapes: designing a classroom of the future / Mike Neary and Angela Thody; Learning and teaching for sustainable development in higher education: examining dissonance and instructional strategy / Terfot Ngwana; Part two, 'Pedagogy and the institutional context', edited by Les Bell: Educational development units: the challenge of quality enhancement in a changing environment / Julian Beckton; Continuing professional development in higher education: tensions and debates in a changing environment / Karin Crawford; Technology-enhanced learning: a new digital divide? / Sue Watling; Part three, 'The student experience', edited by Mike Neary: The stretched academy: the learning experience of mature students from under-represented groups / Aileen Morris; Student intelligence: challenging received wisdom in student surveys / Andy Hagyard; The student as producer: reinventing the student experience in higher education / Mike Neary and Joss Winn; Conclusion - the learning landscape: views with endless possibilities / Pam Locker. Show less

Student attrition has been a perennial theme in South African higher education throughout the past decade. In its National Plan for Higher Education (2001), the Department of Education attributed high dropout rates primarily to financial and/or academic exclusions. Four years later, it reported that 30 per cent of students dropped out in their first year of study and a further 20 per cent during their second and third years. This book contains seven chapters commissioned by the principal investigator of the Student Retention and Graduate Destination Study, which was conducted between 2005 and 2006 in response to multiple concerns that South Africa's higher education throughput rates were too low.

Published summary on the HSRC website.

The chapters are as follows: Introduction / Michael Cosser and Moeketsi Letseka; Uniformity and disjunction in the school-to-higher-education transition / Michael Cosser; Poverty, race and student achievement in seven higher education institutions / Moeketsi Letseka, Mignonne Breier and Mariette Visser; Student inclusion and exclusion at the University of Witwatersrand / Gill Scott and Moeketsi Letseka; Dropout or stop out at the University of the Western Cape? / Mignonne Breier; Weighing success and diversity in the balance at Stellenbosch University / Trish Gibbon; The graduate labour market / Percy Moleke; Student graduation, labour market destinations and employment earnings / Haroon Bhorat, Natasha Mayet and Mariette Visser; Afterword / Michael Cosser. Show less

Over the last decade, the number of students studying outside of their home country grew at an unprecedented rate. While most of the traditional host countries are seeing the numbers of international students continue to rise, newly emerging hosts in the developing world have entered the competitive higher education market and are re-mapping the unidirectional flow of global talent. This book is a compilation of reports on student mobility trends and internationalization policies in six world regions. It includes the latest data on inbound and outbound students in 17 countries and highlights national and institutional strategies for internationalizing higher education. Project Atlas is a collaborative research and data-sharing initiative focused on collecting and disseminating accurate data on student mobility and examining the broader global implications of student migration.

Abstract from publisher's website.

The contents are as follows: National strategies and global student mobility: an introduction / Rajika Bhandari, Institute of International Education; Reports from 17 countries in six world regions: Sub-Saharan Africa - South Africa / International Education Association of South Africa (IEASA); The Americas - Canada / Canadian Bureau for International Education (CBIE); Mexico / National Association of Universities and Institutions of Higher Education (ANUIES); United States / Institute of International Education (IIE); Asia - China / China Scholarship Council (CSC); India / Association of Indian Universities (AIU); Japan / Japan Student Services Organization (JASSO); Europe - Finland / Centre for International Mobility (CIMO); France / CampusFrance; Germany / German Academic Exchange Service (DAAD); Ireland / Education Ireland; Netherlands / Netherlands Organization for International Cooperation in Higher Education (NUFFIC); Spain / Fundacion Universidad.es; Sweden / Swedish Institute; United Kingdom / British Council; Oceania - Australia / Australian Education International (AEI); New Zealand / New Zealand Ministry of Education; Middle East and North Africa / Raisa Belyavina, Institute of International Education (IIE) and Adnan El-Amine, Lebanese Association for Educational Studies (LAES); How international are the world's institutions?: key findings of the IAU 3rd Global Survey on Internationalization of Higher Education / Ross Hudson, International Association of Universities (IAU); Official websites of Project Atlas partner organizations and research affiliates; Country-specific web resources. Show less

This book examines 25 years of the Australian framework for student equity in higher education, 'A fair chance for all'. Divided into two sections, the book reflects on the legacy of equity policy in higher education, the effectiveness of current approaches, and the likely challenges facing future policymakers. The first section explores the creation of the framework, including the major elements of the policy, the political context of its development, and how it compares with international models developed during the same period. The performance of the six student equity groups identified within the framework is also examined. The second section of the book considers future trends and challenges. The Australian university sector has undergone seismic change in the past 25 years and faces further changes of equal magnitude. The 25th anniversary of 'A fair chance for all' comes as Australian higher education is poised for another wave of transformation, with rising expansion, competition, and stratification. While the emerging landscape is new, the questions have changed little since 'A fair Chance for all' was first conceived, i.e. how to define student equity and develop policies that are likely to promote it.

The first section contains the following chapters: Towards a fairer chance for all: revising the Australian student equity framework / Andrew Harvey, Catherine Burnheim and Matthew Brett; Framing the framework: the origins of 'A fair chance for all' / Lin Martin; Framing student equity in higher education: national and global policy contexts of 'A fair chance for all' / Sam Sellar and Trevor Gale; First peoples: Aboriginal and Torres Strait Islander participation in higher education / Celeste Liddle; Out of reach?: university for people from low socio-economic status backgrounds / Andrew Harvey, Lisa Andrewartha and Catherine Burnheim; Disability and Australian higher education: policy drivers for increasing participation / Matthew Brett; Ivory towers and glass ceilings: women in non-traditional fields / Sharon Bell; Access, achievement and outcomes among students from non-English speaking backgrounds / Kemran Mestan; Far from the studying crowd?: regional and remote students in higher education / Catherine Burnheim and Andrew Harvey. The second section contains: Higher education and inequality in Anglo-American societies / Simon Marginson; Equity and markets / Andrew Norton; And fairness for all?: equity and the international student cohort / Christopher Ziguras; Indigenous Australians and higher education: the contemporary policy agenda / Ian Anderson; Ladders of opportunity: postgraduate equity, professions and the academic workforce / Sharon Bell and Robyn May; From equity to excellence: reforming Australia's national framework to create new forms of success / Ryan Naylor, Hamish Coates and Paula Kelly; Further and higher?: institutional diversity and stratification / Emmaline Bexley.

Edited published summary with additional information. Show less