srhe

The Society for Research into Higher Education


Leave a comment

Comprehensive universities

By Paul Temple

Tim Blackman, the VC of Middlesex University, will, I guess, have been pleased by the interest created by his polemic, The Comprehensive University: An Alternative to Social Stratification by Academic Selection, (HEPI Occasional Paper 17, July 2017). One response on Wonkhe (20 July) by fellow VC Edward Peck supports Blackman’s wish to see “comprehensive universities” – in the sense of comprehensive schools, where admission is not determined by exam results – but worries that the result would be a government-directed “complicated and centralised” higher education system. This conclusion soon found (I think, unintended) support from Sonia Sodha writing in The Guardian on 18 August, in a piece I first mentally filed with the “Why don’t other people’s children become plumbers?” literature. But Sodha goes further, with proposals that might have caused a Soviet bloc educational apparatchik to hesitate, including standardising degree classifications across the system and “introducing a [minimum] quota for working-class students at each university”. I began to wonder if the piece was actually a wind-up aimed at Daily Mail columnists.  Continue reading

MaryStuart


Leave a comment

Looking back to look forward at the student experience

By Mary Stuart

Attempting a review of work on the student experience over the last 50 years is daunting. The concept of the ‘student experience’ is so defuse and covers so many areas  that any review would be partial. However I will attempt to discuss what themes I believe to be important as they have emerged in research on the student experience in HE along with what questions have been asked by researchers of these themes and how these themes and questions relate to the rapidly, it seems looking back, changing higher education landscape.

I wish to place this discussion in the context of what I believe are the two overarching policy narratives which have shaped higher education since 1965 which have therefore driven the research and impact agendas for the student experience. The relationship between policy and research is complex, sometimes with research questions developing because of new policies and sometimes with research influencing new policy.  However all research on the student experience can be seen as deriving from the processes of the Massification and Marketisation of higher education, the two meta-narratives for HE in the last 50 years.  I will begin with Massification.

The concept of Massification in HE comes from Trow (1970) Continue reading