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"Weedon, Elisabet"
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Higher Education Funding and Access in International Perspective
This book explores the way in which the twin pressures of globalisation and localisation play out in higher education across the developed world, often reflected in more specific debates on fees regimes, access and culture.
eBook
'Teachers are Afraid we are Stealing their Strength': A Risk Society and Restorative Approaches in School
This paper will discuss the introduction of Restorative Approaches (RA) in schools, contextualising this within a discussion of international concerns about school safety, (in)discipline and school violence. It will explore questions about the compatibility of RA with zero tolerance and positive/assertive discipline approaches and the use of disciplinary exclusion in a 'risk society'.
Journal Article
Managerialism and equalities
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts. (HRK / Abstract übernommen).
Journal Article
Widening Access to Higher Education in Sweden: Changing Political Ideologies, Changing Tactics?
Abstract
This chapter examines widening access to higher education in Sweden from the 1960s onwards and contrasts the influence of two different political ideologies — social democracy and neo-liberalism. It provides an overview of the higher education system and student support. Sweden has made extensive use of alternative routes into higher education to enable access for those lacking traditional entry qualifications. These routes are outlined, changes over time are described and Sweden is compared to other European countries drawing on Eurostudent data. These data indicate that Sweden has made considerable advances in widening access through the use of alternative routes. However, the conclusion questions the extent to which current higher education policy, influenced by neo-liberalism, can lead to further progress.
Book Chapter
Chapter 4 - Higher Education in Europe: Widening Participation
There is considerable variation in access to higher education for nontraditional students across Europe. Countries like Sweden have a long tradition of widening access and in the United Kingdom measures have been in place for some time. However, access is far more limited in many other European countries. The social dimension in the Bologna Process was adopted to encourage Bologna Process countries to develop widening access strategies; this has been augmented by the Open Method of Coordination (OMC) adopted by the EU. These measures are part of “soft law”; they are not legally binding and depend on countries’ willingness to adopt the measures. Although there have been some improvements in access for nontraditional students, progress is slow and tends to be limited to less prestigious higher education institutions. In the case of Sweden, there is evidence of measures aimed at nontraditional students being used by all students. Whilst some countries monitor the impact of their widening access measures many do not, which suggests that widening access to higher education is not a high priority in many European countries.
Book Chapter
Action Research: A Means to More Effective Teaching and Learning
This paper explores, and argues for, the value of action research as a tool for practitioners to examine and potentially improve their own practice, and thus enhance student learning. It suggests that action research can be seen as lying on a continuum with feedback at one end, full educational research at the other and evaluation and action research fitting in between. All these activities are explored here with particular emphasis on action research. The paper is illustrated with examples in which the writers test out their argument in their own situations, in India and Scotland.
Journal Article