Access and exclusion [electronic resource] / edited by Malcolm Tight.
Material type:
TextSeries: International perspectives on higher education research ; v. 2.Publication details: Amsterdam ; Boston : JAI, 2003Edition: 1st edDescription: 1 online resource (ix, 270 p.) : illISBN: 9781849501859 (electronic bk.) :; 1849501858 (electronic bk.) :Subject(s): Universities and colleges -- Admission -- Cross-cultural studies | Educational equalization -- Cross-cultural studies | Colleges of higher education | Social issues & processes | Education, HigherAdditional physical formats: Print version:: Access and exclusion.DDC classification: 378.1/61 LOC classification: LB2351 | .A26 2003Online resources: Click here to access online Summary: 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.
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| LB2345.3.B85 C64 2016 The coercive community college | LB2345.3.R37 U57 2020 Unsafe spaces : | LB2346 .R447 2020 Reflections of South African Student Leaders: 1994 to 2017 | LB2351 .A26 2003 Access and exclusion | LB2351 .B76 2019 Perspectives on access to higher education : | LB2360 .T87 2020 A brief history of credit in UK higher education : | LB2361.5 .I58 2020 Integrating sustainable development into the curriculum / |
Includes bibliographical references.
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.
Description based on print version record.
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