Does Higher Relative Participation in Higher Education also Mean a Higher Absolute Number of Students?

This paper investigates the determinants of the relative participation in undergraduate higher education in Slovenia. The determinants of participation in higher education can be investigated at the micro or macro level. Using regression analysis we focus on the macro-level determinants of the increasing relative rate at which the relevant population of youth participates in undergraduate higher education in Slovenia from 1980-81 to 2006-7. Since 1980 the relative participation in higher education has increased more than twice the initial level. We investigate possible reasons for that dramatic increase in association with the overall economic conditions, the financial conditions of individuals, the expected benefits from undergraduate higher education, the proportion of the relevant population who fulfilled the enrollment requirements, the changing personal and social values related to higher education, and the supply side variables of higher education. In a regression analysis we include trend and autoregression effects. Finally, we make a simple simulation estimate of the expected development of the relative participation in undergraduate higher education in Slovenia in the near future.

Purpose: the aim of this paper is to identify the problems of low effectiveness of public participation in higher education on the basis of the analysis of theoretical-methodological and empirical literature.Methods: this study is based on the institutional paradigm, through the application of the tools of which the main actors with the potential for participation in higher education, roles, opportunities for influence and interests of participants in relation to the system of higher education are identified. The problems of efficiency of interaction between universities and society were identified and characterized in terms of institutional economics.Results: the directions of organization of social involvement in higher education were defined, the taxonomy of directions of interaction between university and society on the example of Ural State University of Economics was given. Based on the correlation of interests and opportunities for influence, their projection on the potential of interaction between the main stakeholder groups of the higher education system was carried out.The problems of low efficiency of interaction between society and higher education were revealed. The most important problems include the lack of a system of informal institutions that mediate the participation practices of the population, employers, and civil society institutions in the implementation of higher education programs. There is no consistent formalization of the processes of interaction between society and higher education through state regulation of this sphere. The most widespread problem is the lack of an established mechanism (model) of public involvement in the educational process that has the necessary methodological and instrumental support in the state policy in the sphere of education. The right of the public to participate in education management is not obvious and understandable for individuals.Сonclusions and Relevance: the potential of studying the sphere of public participation in higher education requires the creation of an independent research program in order to develop areas for improvement and development of institutions mediating the interaction between universities and society.

In 1988 the release of the Higher Education: A Policy Statement White Paper focused Australia’s national higher education equity policy on “changing the balance of the student population to reflect more closely the composition of society as a whole” (Dawkins 1990, 2-3). While improvement in access and participation has been noted for women, people from non-English speaking backgrounds, and people with disabilities, the interventions has remained less effective for people from Lower Socio-Economic Status (LSES backgrounds), Indigenous peoples; rural, regional and remote residents; (Gale & Tranter, 2011; Koshy & Seymour 2014). In 2009, in response to the Bradley Review (2008), the Australian government set a new agenda again focused on equitable participation in higher education, along with associated equity targets (which have since been abandoned), and funding to enable this reform as well as increased participation. Funding was delivered through the Higher Education Participation and Partnerships Program (HEPPP), renamed the Higher Education Participation Program (HEPP) in 2015 (Australian Government Department of Education and Training, 2015). A range of national partnerships, policy initiatives and programs has been used to facilitate improved achievement in schools as well as enable access, participation and achievement in higher education. These actions have included targeted programs through the use of intervention strategies aimed at widening participation in, and improving access to higher education.

This article provides an overview of global higher education focusing particularly on issues of diversity and gender. The main evidence is drawn from seven unique projects on Widening Participation in Higher Education funded by the British Government’s Higher Education Funding Council for England and administered through the Economic and Social Research Council’s Teaching and Learning Research Programme. The issues are contextualised from a feminist perspective, current global and national policy debates about extending fair access to, and participation within, higher education and the contestation about these debates on global higher education in the twenty‐first century. Whilst there is clear evidence that participation in higher education has increased, especially for women, by contrast with traditional students defined as young, white, male and middle‐class, this participation is neither equal nor fairly distributed. There are systemic and systematic inequalities but, nevertheless, opportunities for critical and feminist pedagogies within the global academy have increased and offer the potential for the future of the twenty‐first‐century global academy.

This study investigates the determinants of adult learners’ participation in higher education in a lifelong learning environment. The author argues that the determinants of adult learners’ participation in higher education include individual demands, state and institutional policy objectives and industry-driven demands rather than demographic factors in the Ghanaian context. Framed along an interpretive paradigm, the study sought to examine the underlying principle for adult learners’ participation in higher education in Ghana and juxtaposing their views with those of policy-makers and managers of higher education institutions. Using an explanatory research design and a mixed method of gathering and analysing data from respondents in two structurally diverse universities, the study concludes that industry-driven factors play important role in the decisions of adult learners to enrol in Higher Education Institutions.

Participation in higher education is a significant indicator of development of a society. It is continuously reported that the level of participation of the Muslim community in higher education, especially among male students, is lower than that in other communities in Sri Lanka. A comparison of the involvement of the Muslim community in Sri Lankan university education based on gender shows that male students’ university entrance rate is lower than that of female students. The main purpose of this study was to explore the level of Muslim male students’ participation in higher education. To achieve this purpose, the following objectives were formulated: to identify the status of Muslim male students’ participation in higher education, to examine the perception of Muslim male students on pursuing higher education and to find out the reasons for their low level of participation. The study was conducted as a survey and data were analyzed quantitatively. The sample for the study was selected from the Advanced Level classes of four schools in Matale Education Zone. A total of 56 out 552 students, 28 out of 49 teachers and 29 parents from these four schools were selected as the sample. It was found that willingness to participate in higher education among male students was at a minimal level. About 63% of male students in Advance Level classes wanted to complete their studies and seek job opportunities after their Advanced Level Examination instead of engaging in tertiary education. It was also found that there was a lack of awareness about the opportunities for tertiary education among these students. Therefore, it is suggested that conducting awareness programs on the importance of and avenues available to participate in tertiary education to the students would help to increase Muslim male student participation in higher education.

Family characteristics in terms of parental education and income are an important influence on individual’s participation in higher education. In India it could be found that categorically those who are out of the higher education system belong to marginalized groups due to their economic class, caste, gender, religion etc. despite massive expansion of higher education. With this background, this article seeks to examine the effect of family income and parental education on an individual’s probability of attaining higher education in India. Besides these two variables, an individual’s likelihood of participation in higher education is influenced by social, religious and demographic characteristics for both rural and urban youth in India. Using multivariate logistic regression to analyze data from National Sample Survey (NSS) 68th Round (unit level records), the article examines how an individual’s participation in higher education is governed by his/her economic and social background and also by gender-related aspects. The results reveal that parental education and family income exert a direct effect on an individual’s propensity to participate in higher education. In terms of social and religious group, this youth belonging to Scheduled Tribe and Scheduled Caste have significantly lower odds of going to higher education compared to general category for the whole of India. Females are less likely to participate in higher education in rural area, while Hindu females in rural area are less probable to participate in higher education. Hence, this article seeks to contribute, from an economic perspective, to the growing number of empirical studies that have investigated the background factors that influence higher education participation.

Rwanda is widely seen as one of the most progressive countries in the world with regard to promoting gender equality and women’s empowerment. In education, for example, girls’ access to primary and secondary education is among the highest in Africa. However, female students’ participation remains limited in public universities and they constitute only around a third of the student population at the University of Rwanda. This article explores the factors that influence female students’ participation in public higher education in the country. It draws from a study commissioned by the University of Rwanda on the causes of low female enrolment at the institution that was conducted between 2016 and 2017. The study employed a mixed methods approach, and data was gathered by means of questionnaires, in-depth interviews, and focus group discussions. The results revealed interlinked structural (such as university policies) and socio-cultural factors that contribute to the exclusion of female students from Rwanda’s top university. Given the complexities involved, this calls for a multi-pronged approach to address the issue of female representation at the University.
 Key words: Gender disparities, female students, higher education, Rwanda

The main concern of this paper is the decision making of young people from lower social class backgrounds about whether or not to participate in higher education. In the light of recent reforms of student funding and renewed efforts to widen participation in British higher education, an examination is made of the factors influencing the choices made by young people close to the time of making application for entry. Drawing on the findings of a research study undertaken in 2000 and conducted with recent and prospective undergraduate entrants, a contemporary perspective is offered on the issues facing different groups of young people from disadvantaged backgrounds. By way of conclusion, consideration is given to the need for improved information sources to guide young people in their decisions.

Purpose This chapter critically analyses the current participation of Indigenous Australian students in higher education and identifies new directions for seeding success and enabling Indigenous students to flourish in higher education contexts. Methodology Statistical reports, government reports and the scholarly literature were analysed to elucidate the nature of participation of Indigenous students in higher education, identify strategies that are succeeding, identify issues that need addressing and explicate potentially potent ways forward. Findings The findings have important implications for theory, research and practice. The results of this study demonstrate, that while increasing numbers of Indigenous Australian students are accessing higher education, they still are not participating at a rate commensurate with their representation in the Australian population. The findings also suggest new ways to enable Indigenous Australians to not only succeed in higher education, but flourish. Research implications The findings imply that more needs to be done to seed success in increasing the numbers of Indigenous Australian students in higher education to be representative of the population and ensuring participation in higher education enables Indigenous students to succeed and flourish. The findings also imply that there is a dire need for further research to identify key drivers of success. Implications The study supports the need for increasing the number of Indigenous Australians participating in higher education and enhancing higher education strategies to enable Indigenous students to succeed and flourish. Social implications Enhancing the participation of Indigenous students in higher education internationally can help to contribute to the well-being of individuals, Indigenous communities and nations. Originality/value This chapter provides an up to date analysis of the nature of Indigenous Australian participation in higher education and identifies potentially potent new ways forward to seed success that have international implications.

The purpose of this basic qualitative study was to understand how cultural capital affected low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in the State of Texas. To fulfill this purpose, four research questions were formulated as the foundation for this investigation: a/ What are low-income undergraduate students' aspirations? b/ How does inherited cultural capital affect low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions? c/ How does acquired cultural capital affect low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions? d/ How do low-income undergraduate students determine affordability of highly ranked research institutions? Data included 12 semi-structured, in-depth interviews, observations, field notes, and documents. Data was analyzed using general inductive analysis, constant comparison, and included multiple coding strategies. Participants represented a range and variations in demographics including age, gender, race/ethnicity, type of high school attended, type of highly ranked research institution enrolled, and quantity in keeping with the proportion of race/ethnicity identified in Texas' Closing the Gap Plan. Findings show low-income undergraduate students' aspirations in terms of desiring a high-status career, jumping from low-income class to high/upper-income class living, and being altruistic. Inherited cultural capital affects low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in terms of escape generational poverty, and family values higher education. Acquired cultural capital affects low-income undergraduate students' decisions to participate in higher education at highly ranked research institutions in terms of trusted community relationships encourage vision of success, academics activities create competitive advantage, and self-directed exploration activities enhance knowledge for decision-making. Low-income students determine affordability in terms of career objective justifies costs of attendance, and scholarship offerings ease financial burden and make students feel valued. From these findings, three salient conclusions were drawn. First, low-socioeconomics is not an insurmountable barrier to low-income students' participation in higher education at highly ranked research institutions if they inherit the cultural value of higher education. Second, range of acquired cultural capital supported students' decision to participate in high education at highly ranked research institutions. Third, low-income students used an investment strategy to determine the affordability of their aspirations.

The aim of this article is to suggest a better—theoretically and empirically grounded—understanding of the complex character of social justice in higher education. Theoretically, this article conceptualises social justice in higher education as mediating participation in, completion of and outcomes from higher education. It introduces the concept of composite capability for achieving higher education that captures capabilities to participate in, complete and gain outcomes from higher education. This study also develops a methodology for building an empirically based classification of countries regarding social justice in participation in higher education, taking into account the assessed inequality in students’ pathways to higher education as well as inequality in their social conditions, associated with students’ social origin. In so doing, it develops three indices: the index of inequalities in students’ pathways, the index of inequalities in students’ social conditions and the index of participation in higher education. Using microdata from the EUROSTUDENT VII survey (2019–2021) for 12 European countries, it applies the developed methodology to classify countries, for which data are available, by the degree of fairness in participation in higher education. This study’s results demonstrate the social embeddedness of social justice in higher education in different economic and political contexts.

Private participation in higher education in India, though inherited from its colonial past, has continued to exist, albeit with a metamorphosis. The phenomenon has undergone tremendous changes in forms, structure, extent and impact on access, equity, and quality in higher education. Limitations and drawbacks of the private sector in higher education notwithstanding, the sector has continued to grow in size and significance. The rise in the private participation in higher education has also been concurrent with the plunge in the relative significance, quality, and impact of the public system due to plummeting public investment. This chapter seeks to present an account of India's experience with the private higher education since Independence but particularly focuses on the new generation private participation that has gained ground since the eighties. Private participation in higher education has become so integral to the higher education landscape that it is most likely to remain the mainstay in the future. Given the failure of the regulatory mechanism to prevent malpractices, ensure quality, and promote excellence, the chapter is a search for workable policy imperatives.

Purpose: of this paper is to characterize the potential of regional theories in solving the current scientific socio-economic problem of establishing the interaction between society and the system of higher education.Methods: the processes of interaction between society and higher education are considered through the prism of separate approaches and concepts of the scientific paradigm of regional economics, to solve the set goal.Results: based on statistical data, significant regional differentiation of higher education system in modern Russia is shown, which actualizes its study through the prism of regional scientific paradigm. Through systematization of existing experience of interaction between universities and society in Sverdlovsk region the role of universities as coordinators of public participation in the spatial development of the region is shown. By applying methodological apparatus of specific theories of regional paradigm, their cognitive potential in the sphere of educational social relations analysis as well as possibilities of identification of problems of public participation in higher education are revealed. In particular, the gnoseological possibilities of the spatial approach are substantiated. The characteristics of the last reform of higher education, which entailed the segregation of universities in the context of applying the theory of growth poles, are given. The article shows the prospects for regional development through the application of the methodology of the theory "center–periphery", usingthe example of correcting staff imbalances of the small towns. The practical significance of applying the theory of "genetic" codes in the study and interpretation of the causes of low intensity and quality of public participation in higher education was characterized. The methodological possibilities of using institutional mesoeconomics, coordination theory, mesoeconomics of network structures, and cluster theory in studying the experience of interaction between higher education institutions and society in the regional context were substantiated.Conclusions and Relevance: the interpretation of the region in the context of mesoeconomics stipulates the necessity and possibility to form an independent theoretical and methodological apparatus for studying regional systems of higher education and apply special tools for analysis and identification of problems of public participation in higher education on specific territories.

Against the backdrop of unequal access in higher education in India characterized by diverse social and religious groups, the present paper attempts to evaluate the dynamics of higher education participation of Muslims and other socio-religious minorities’ vis-a-vis Hindu upper castes. Particularly, the paper has explored how an individual’s participation in higher education is dependent on her socio-religious affiliation which would facilitate towards understanding the hierarchy of participation in higher education. Using binary probit regression model, the paper provides evidence that Muslims in general and other backward Muslims in particular have the lowest probability of participation in higher education in comparison to other social and religious communities. Hindu upper castes have the highest chances of participation among all categories. Therefore, the present paper emphasizes on unequal representation of marginalized groups in terms of caste and religion in higher education which would help the policy makers towards implementation of better targeted policies. The paper also informs policy interventions that could be needed to reduce these highly correlated gaps on socio-religious affiliation and participation in higher education