University Places Research Articles

Young People and the Reproduction of Disadvantage through Transnational Higher Education in Hong Kong

This paper examines the role of transnational higher education in reproducing local patterns of disadvantage in Hong Kong. Specifically, it considers the expectations and experiences of local students undertaking British degree programmes, drawing on the findings of a recent qualitative research project. In this paper, we argue that through the introduction of so-called ‘top-up’ programmes, British universities are providing degree-level education to students unable to access local higher education (HE) in Hong Kong through the ‘traditional’ route. Drawing upon our interviews with students and graduates, we show the immense cultural and social expectations, placed upon young people in Hong Kong, to obtain a university degree, and the role of ‘international’ education in (partially) offsetting the shortfall in domestic university places. However, we also suggest that these students/graduates are in various ways relatively disadvantaged by these degrees - they often have less cultural capital and social capital on which to draw, and find that their degrees are less valued than their local equivalent. There are broader implications of our findings for understanding the role of transnational educational provision in localised reproduction of (dis)advantage, especially in East Asia.

Nursing degree applications soar as university places are slashed

Nursing degree applications soar as university places are slashed

Nursing degree applications soar as university places are slashed

Nursing degree applications soar as university places are slashed

Passion for Beauty: A Model for Learning

This essay investigates the idea that effective teaching entails a passion for the beauty of the subject matter being taught. The first part gives a summative overview of the last 72 years of constructivism with references to educational research and discussion on content, cognition and attitudes. This overview is set against the problem of increasing pressure on students and teachers in an age where university places are difficult to secure and students are not always motivated. The second part of the essay investigates the issue of student motivation. Forced learning will be discussed, the problems of trying to cater for student motivation through pedagogy and curriculum, and finally the idea of the muse, arguing that the most effective learning must involve some degree of passion for the subject from the teacher that the student integrates and appropriates. The conclusion of the essay considers passion for beauty as the core element of good learning and how this should be valorized openly and not seen as opposing constructivist pedagogy.

Psychology of Women in the UK: Toxin or Tonic – our contribution to ‘the admirable transformation of opportunities for women’

What a state we are in – feminism is being blamed as the single biggest factor for the lack of social mobility in Britain today. Whilst also being told we have experienced ‘an admirable transformation of opportunities’ we are also being accused of taking the jobs and university places of working-class men, and through ‘assortative mating’ well-educated women only marry well-educated men and by making such choices we take away the lower rungs of the stepladder to material succession for young working men. In such high profile public and political, androcentric, heteronormative discourse we see a narrative being laid down that feminism has succeeded and, as we were always warned, it does have dark consequences. In this keynote I wanted to ‘check in’ with how women were really doing, choosing to focus on the three fundamental platforms of power, health and education. The story, contrary the political sheen, is still one of gross inequality. Within this context I wanted to consider the role of POWS and offer some possible responses.

El maltrato entre iguales por abuso de poder en el contexto universitario: incidencia, manifestaciones y estrategias de solución

Dando continuidad a un primer estudio que permitió constatar la presencia del bullying en una universidad privada (Hoyos, Romero, Valega y Molinares, 2009), este artículo presenta los resultados de una segunda investigación descriptiva comparativa que tuvo como objetivo caracterizar el fenómeno de bullying, a partir de una muestra de 218 estudiantes universitarios (153 mujeres y 65 hombres), que adelantaban distintos estudios de formación profesional en cuatro universidades privadas de la ciudad de Barranquilla. Se utilizó el Cuestionario para Estudiantes (Defensor del Pueblo, 2000), adaptado al contexto universitario. Los resultados del estudio muestran la incidencia de las manifestaciones del bullying en el contexto universitario, los escenarios donde se producen y las estrategias de comunicación y resolución del conflicto a las que recurren quiénes lo protagonizan, desde la perspectiva de cada uno de los actores (víctimas, agresores y testigos), y las respectivas comparaciones en función del género y edad.

Do central examinations lead to greater grading comparability? A study of frame-of-reference effects on the University entrance qualification in Germany

In Germany, the Abitur grades awarded at the end of upper secondary education are critical in the allocation of sought-after university places. Drawing on a representative sample of 3526 grade 13 Abitur students in the German state of Baden-Württemberg, this article examines whether and to what extent grading is affected by the mean achievement of the school serving as frame of reference (“group-referenced grading”), and to what extent this influence differs for coursework and examination grades in mathematics and English as a foreign language. Overall, the results indicate that the higher level of standardization of the central Abitur examinations makes examination grades less susceptible to frame-of-reference effects than are coursework grades.

Unequal schooling: how the school curriculum keeps students from low socio‐economic backgrounds out of university

The Australian higher education sector has grappled, with little success, to increase the participation of students from lower socio‐economic status (SES) backgrounds. In this article I identify the ways in which the secondary school curriculum contributes to this outcome, and how universities are complicit in this process. Using data collected at three low SES secondary schools, I argue that the hierarchy of subjects and the increase of vocational education options, together with the expectations of schools and teachers, conspire with tertiary selection processes to prevent all but a very few low SES students from gaining entry to university. These students are not well positioned in relation to cultural and social capital to negotiate the educational strategies that facilitate university entrance. When university places are limited and access is based on relative (apparent) merit, the secondary curriculum orders young people into a social hierarchy of post‐secondary options where the success of more privileged students comes at the cost of students from low socio‐economic backgrounds. The article concludes with an exploration of alternative modes of entry that disrupt the established curriculum hierarchy by valuing a broad range of knowledges for entry to university.

Indonesian youth looking towards the future

Selected survey data on future aspirations and expectations from 3565 young Indonesians are presented in this study. Muslim-majority Indonesia is an Asian economic success story. The economy has seen solid growth, leading to an expansion of the private sector. The upward credentialling of the labour market and the rapid growth of the middle class have resulted. Accordingly, the transition to adulthood for working-class and lower middle-class youth has been extended by the necessity to complete schooling and tertiary training before work can be obtained and marriage can occur. Marriage and children still signify adulthood for both sexes. Career preference favoured the professions, especially for girls, despite tight competition for university places. While indicating upwardly mobile aspirations to middle-class life, respondents also demonstrated strong commitment to religious faith and normative family formation in the future. High expectations were tempered by realism though. When asked about obstacles to life dreams, most named material challenges such as family finances. Respondents from more privileged backgrounds were more likely to think non-material factors such as their own laziness would constitute an obstacle, while those lower on the socio-economic scale often indicated they did not have much chance of realising their life dreams due to material and structural constraints.

Processual archaeology and gender politics. The loss of innocence

AbstractProviding a younger woman's perspective, and born out of the 2006 Cambridge Personal Histories event on 1960s archaeology, this paper struggles to reconcile the panel's characterization of a ‘democratization’ of the field with an apparent absence of women, despite their relative visibility in 1920s–1940s archaeology. Focusing on Cambridge, as the birthplace of processualism, the paper tackles the question ‘where were the women?’ in 1950s–1960s archaeology. A sociohistorical perspective considers the impact of traditional societal views regarding the social role of women; the active gendering of science education; the slow increase of university places for young women; and the ‘marriage bars’ of post-war Britain, crucially restricting women's access to the professions in the era of professionalization, leading to decades of positive discrimination in favour of men. Pointing to the science of male and female archaeologists in 1920s–1930s Cambridge, it challenges ideas of scientific archaeology as a peculiarly post-war (and male) endeavour. The paper concludes that processual archaeology did not seek to democratize the field for women archaeologists.

Nazi Persecution: Britain's Rescue of Academic Refugees

In the 1930s, as the power of the Nazis grew, many leading German academics and scholars sought refuge in other countries, including. the UK, the USA and many countries in Europe. Some of the refugees were already well known for their achievements, such as Einstein, Fermi, Schoenberg, Bartok, Brecht and Weill. The more established figures had easier access to those countries offering them refuge, whereas others at that time had fewer choices. The Academic Assistance Council in London and the Royal Society played a significant role in helping academic refugees find places in universities and other institutions where they could continue their research. The USA favoured distinguished academics, whereas the UK and other European countries were more open to younger academic refugees, who would subsequently make their name. There was, however, also opposition from various quarters, including State Department officials in the USA and certain British Noble Lords. Without the dedication and determination of many establishment figures on both sides of the Atlantic, the wealth of talent that had until that time been nurtured in Germany would have been lost. This article describes some of the prominent British figures who played such a significant and, as it turned out, life-saving role during this crucial period.

P03-582 - Effect of worship level in female student mental health

People have learned in all situation take refuge from God and ask Him to help them and sharing with him their needs, desires and interests to get calm. The aim of this study was to examine the effects of worship level on the mental health of female students at the Islamic Azad University, Dezfoul Branch, Iran. ‘The statistical society of this study was all female students, Islamic Azad University of Dezfoul. The study sample included 120 female students that selected randomly in different parts of University. Descriptive and inferential statistical frameworks were applied to analyze and interpret the data. Tools for this research contain two researcher-designed questionnaires (assessment worship questionnaire) including 36 items with Likert 5 and MMPI questionnaire (questionnaire measuring psychological characteristics) included 71 questions. The research method was descriptive-field, and with questionnaire examining research factors. The study variables were the amount of worship (independent) and psychological characteristics (dependent). After selecting research participants randomly in the classroom, library, mosque, students’ canteen) and other places in universities, subjects satisfactory completion of the questionnaires. The results indicated a significantly negative relationship between the worship and hypochondria and depression. There was a significantly negative relationship between the worship depression and anxiety of the questionnaires. No significant relationship was found between worship and K index as well as average education of the questionnaires. The results of this study clarify that the prevention and treatment of mental disorders can catch our attention regarding the role of religion in human happiness and mental health.

Education Goes Digital and Global

In an op-ed article in The Times of India, Bill Gates wrote that and communication technology is opening up enormous opportunities for many more people to participate in the global economy no matter where they may live. Soon, the prospects of a highly educated young person in India or almost any other emerging economy will match those of a young person in Europe or the United States and this opportunity will depend not on where you live, but what you know (April 23, 2008). Developed countries--such as the United States, United Kingdom, Australia, and Canada--have poured billions of dollars into bringing technology into schools without, as yet, realizing a huge difference in productivity. The early focus on buying computers and wiring schools has given way to a focus on more clearly defining the objectives of information and communication technologies in education and linking those to needed changes in curriculum and professional development. Still, effectively integrating technology into schools and classrooms continues to elude systems in many developed countries. However, the greatest likelihood for educational transformation through technology may occur in emerging economies, where schooling has not been universal and governments can't keep up with the growing aspirations of their populations for education at all levels. In these countries, technology can provide access to underserved communities, can improve quality and learning outcomes, and can deepen educational experiences on a large scale. For example, in India, the government is facing the challenge of expanding enrollment in secondary schools from 40% to 65% of the age group over the next few years and doubling the number of university places without sufficient financial resources or teachers to do so. Technology has to be a big part of the solution. As Sam Pitroda, chairman of the Indian government's National Knowledge Commission, points out, school is not synonymous with a building with a blackboard and a teacher. India is taking advantage of the fact that technology makes it possible to bring the knowledge of the entire world to the smallest rural villages or urban slums. Experiments with online courses; with open sourceware, in which universities put their courses and materials online for free; and with iLabs, where students can perform a range of experiments online despite their schools' lack of traditional laboratories, will help India meet the knowledge challenges for its more than one billion people. In China, where there has been vast migration from the countryside to large cities, it's difficult to attract people into teaching in rural areas and bring the quality of education in those areas up to the standards of the cities. Rural schools use satellite broadcast and distance learning technology extensively to provide high-quality science education, taught by master teachers, as well as professional development for local teachers. Korea, by contrast, is a highly wired country where computing is ubiquitous and students live in a digital culture. Here, the driver for using technology isn't lack of access or quality of schools, but how to communicate effectively with today's students. Korea has created a national online tutoring system to help students prepare for examinations. A digital textbook is also being piloted. …

Replication Study: Undergraduate Students Balancing Paid Semester Work and Study

The current study of student semester­time paid work uses the questionnaire from the earlier by Manthei & Gilmore. They gathered data from an Education Faculty, 83 undergraduates using a questionnaire asking about degree study and part­time paid work while studying. They note in their article that there is no similar data in New Zealand (2005, p. 202). While a number of Australian studies can be found in the literature, the aim of the present study is in replicating Manthei and Gilmore’s work to provide additional New Zealand data and also to see whether findings are consistent with the polytechnic sector. Further, two developments, first, the move to cap university places, and second, tighten quality assurance focus on student achievement and retention, will have consequences for all institutions in the tertiary system. Measuring students’ part­time paid work is an important aspect in assessing consequences for students’ academic work, and policy settings that might follow. Whether the results differ or are similar, this research process widens out the evidential base of the earlier study. Manthei & Gilmore were at pains in the conclusion of their article to caution about over­generalisation from their one study.

Increase in nursing applicants chasing fewer university places

Increase in nursing applicants chasing fewer university places

Vergleichbarkeit von Abiturleistungen

This article examines differences in the mathematics and English proficiency of academic-track students in Baden-Württemberg (N = 3526) and Hamburg (N = 3734), investigating whether and to what extent these differences are reflected in the Abitur grades the students are awarded. The article also examines the extent to which scores in centrally conducted examinations provide better comparability than do coursework grades. Multilevel analyses predicting coursework grades in mathematics revealed clear between-state differences, with students in Hamburg being awarded higher mathematics grades than comparably able students in Baden-Württemberg. These differences are partly attributable to frame of reference effects and their impact on teachers’ grading practices. No corresponding between-state differences were found for English. Mathematics examination scores provided a much better measure of student achievement than mathematics coursework grades. The findings are discussed in terms of meritocratic access to sought-after university and training places.

Influence of nutrient status of soils on mortality of Shisham (Dalbergia sissoo) in semi-arid regions of Haryana

An experiment was conducted to study nutrient status of soils under healthy as well as dead trees of Dalbergia sissoo on six different locations selected in Chaudhary Charan Singh Haryana Agricultural University, Hisar and nearby places with an objective to ascertain whether the mortality is caused by the deficiency of any plant nutrient. Soil samples from six different depth up to 150 cm were collected and analyzed for important nutrient like nitrogen (N), phosphorous (P), potassium (K), calcium (Ca), magnesium (Mg) and sulphur (S). Total macronutrient such as N, P, K and available N, P, K, Ca, Mg and S were found higher in the soils under healthy as compared to dead trees and its concentration decreased with the increase in the soil depth at all the six locations. Nutrients were found higher under healthy trees as compared to dead trees and as the depth increased the nutrient concentration were also decreased. It is concluded that in all sites under study the nutrient concentration could not cause mortality in Shisham trees.

Deferring a University Offer in Rural Australia

Atrend of increasing regional disadvantage is suggested in the pattern of rising rates of deferral of university places amongst rural school-completers in Australia. Cost-related factors and financial barriers are prominent in the reasons given by these young people for deferring a place at university. These trends formed the impetus for a study of the destinations of rural school-completers in the Australian state of Victoria, the findings of which are reported in this article. The issue of theoretical and practical interest that this article examines is whether this phenomenon of deferral constitutes a disadvantage for these young people. Are these deferrers ‘lost’ to the system? Do they eventually take up their places? Are some groups less likely to take them up than others? What happens to the rest? Of particular interest is the question regarding what barriers might prevent some groups from taking up their place. And finally, what is the experience of those who enter university? Do they continue and thrive in their studies? This article considers these questions in the context of data outlining the destinations of non-metropolitan deferrers in their second year out of school.

Tuition fees and the demand for university places

Estimating the effect of tuition fee increases on demand for a university education is complicated by the potential endogeneity of tuition fees. The relative homogeneity of university tuition fees within Canadian provinces and the role of provincial governments in university funding and policies, provides an opportunity to use changes in the political party in power to identify plausibly exogenous changes in tuition fees. System estimates that take into account endogeneity of fees show large effects relative to single equation estimates, and to previous Canadian studies – a C$1000 increase in university tuition fees is estimated to reduce the enrolment rate by between 2.5 and 5 percentage points.

Equality of opportunities in Spanish higher education

In the past few decades, there has been a sharp increase in the number of students attending higher education institutions in Spain. Many commentators believe that this expansion is associated with greater equality of opportunities as more university places offer greater potential for the advancement of students from poorer backgrounds. Unfortunately, this argument is not always true. In fact, there is empirical evidence that the expansion in higher education system disproportionately benefits children from relatively rich and well educated families. In that context, the purpose of this paper is to analyse the possible effects of socioeconomic background on the decision to complete a degree before leaving the educational system in Spain. Taking the data from the Spanish module data on school to work transitions, I estimate several logit models in order to detect the influence of personal and regional characteristics on the educational decisions. The results show that, in spite of the disappearance of universities for only the elite, socioeconomic variables heavily influence the demand for university education, so the equality of opportunities in this educational level has not been completely achieved.