Muutke küpsiste eelistusi

E-raamat: Educational Opportunity: The Geography of Access to Higher Education [Taylor & Francis e-raamat]

  • Taylor & Francis e-raamat
  • Hind: 166,18 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 237,40 €
  • Säästad 30%
While in recent years the burgeoning Higher Education (HE) sector has been set an agenda of widening participation, few HE institutions have strategies in place for reaching the full range of potential students most likely to benefit from (and successfully complete) their current subject and course offerings. Universities and colleges are often unsystematic in the ways in which they identify schools and colleges for outreach and widening participation initiatives, and sometimes uncoordinated in how they present the full institutional profile of subjects of study in these activities. Using innovative methodology, this book sets out some relevant aspects of the changing HE policy-setting arena and presents a systematic framework for broadening participation and extending access in an era of variable fees. In particular, the book illustrates how HE data and publicly available sources might enable institutions to move from piecemeal analysis of their intake to institution-wide strategic and geographical market area analysis for existing and potential subject and course offerings.
List of Figures vii
List of Tables xi
1 Access to Higher Education 1(2)
2 A Meritocratic Marketplace? 3(30)
Historical Development of Access and Participation Inequalities
3(9)
Data Representation and Reduction
12(4)
What is Higher Education?
16(3)
Prior Qualification Data
19(2)
Is Higher Education a Public or Private Good?
21(4)
Causes of and Solutions to Inequality
25(4)
Pre-Higher Education Performance
29(2)
Conclusions
31(2)
3 Socio-Spatial Differentiation 33(22)
The Science of Classification and Taxonomy
33(3)
Classification and Educational Concepts
36(5)
Social Measurement, Classification and Indicators
41(5)
Geodemographics, Socio-Spatial Differentiation and Change
46(4)
Measuring and Modelling Educational Choices and Decisions
50(3)
Conclusion
53(2)
4 The Socio-Spatial Context to Higher Education Access 55(38)
How Can We Understand Access?
55(1)
Higher Education Choices and Distance
55(12)
Geodemographics and Social-Economics
67(4)
Segmentation by Prior Attainment
71(20)
Conclusion
91(2)
5 Creating Open Source Geodemographics 93(28)
The Public Sector and Geodemographic Classifications
93(1)
Clustering Methods and Global Optimisation
94(8)
Higher Education Variable Choice and Evaluation
102(6)
Higher Education Case and Variable Preparation, Weighting and Correlations
108(2)
How Many Clusters Should an Educational Classification Have?
110(3)
Creating the Bespoke Educational Classification
113(4)
Cluster Descriptions
117(3)
Conclusion
120(1)
6 Evaluating Geodemographic Performance for Profiling of Access 121(22)
Evaluation of Discrete Classification
121(1)
Qualitative Analysis: What Makes a "Good" Geodemographic Classification?
122(1)
Methods of Quantitative Evaluation
123(2)
Social Similarity, Clustering Scales and Indices of Dissimilarity
125(7)
Indices of Dissimilarity
132(2)
A Total Weighted Deviation Evaluation of Course and Institutional Profiles
134(4)
A Lorenz and Gini Coeffient Evaluation of Young Participation in Higher Education
138(2)
Conclusion
140(3)
7 Towards a More Meritocratic Market? 143(20)
Introducing Temporal Access Change
143(3)
Accounting for Higher Education Growth
146(4)
Widening Participation Profiles Over Time
150(9)
Access and Participation Policy Interventions
159(3)
Conclusion
162(1)
8 A Gallery of Applications for Higher Education Stakeholders 163(22)
Higher Education Stakeholders
163(1)
A Regional Case Study — Stakeholders in Manchester
163(12)
Benchmarking and Investigating Performance for Higher Education Stakeholders
175(4)
Profiling and School Selection Policy
179(5)
Conclusion
184(1)
9 Conclusion: The Geography of Access to Higher Education 185(16)
References
189(12)
Index 201
Dr Alexander D. Singleton, University College London, UK