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Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact.  Further, the authors discuss what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education.

This book explores the development of education in France and England from the French Revolution to the outbreak of World War II. The author uses social equality as a framework to compare and contrast the educational systems of both countries and to emphasise the distinctive ideological legacies at the heart of both systems. The author analyses how the French Revolution prompted the emergence of an egalitarian ideology in education that in turn was crucial for propagating the values of equality, patriotism and unity. In tandem, the volume discusses the equally dramatic consequences of the Industrial Revolution for English society: while England led the world by 1800 in trade, commerce and industry, a strict form of liberalism and minimal state intervention impeded the reduction of educational inequality. This pioneering book will be of interest to students and scholars of educational equality as well as the history of education in France and England.

Educational Equality and the New Selective Schooling by Harry Brighouse was initially published by the Philosophy of Education Society of Great Britain in 2000.  In this new edition, Brighouse has updated his argument, Kenneth R Howe and James Tooley have contributed counter-arguments and Graham Haydon has provided an introduction and afterword drawing the debates together. The issues debated in this new edition of Educational Equality include: What is Educational Equality? Why Does Educational Equality Matter? Is Educational Equality Possible? Educational Equality raises issues which will be of interest to all involved in educational equality, including teachers, policy makers and educationalists.

Improving Learning by Widening Participation in Higher Education presents a strong and coherent rationale for improving learning for diverse students from a range of socio-economic, ethnic/racial and gender backgrounds within higher education, and for adults across the life course. Edited by Miriam David, the Associate Director of the ESRC’s highly successful Teaching and Learning Research Programme, with contributions from the seven projects on Widening Participation in Higher Education (viz Gill Crozier and Diane Reay; Chris Hockings; Alison Fuller and Sue Heath; Anna Vignoles; Geoff Hayward and Hubert Ertl; Julian Williams and Pauline Davis; Gareth Parry and Ann-Marie Bathmaker), this book provides clear and comprehensive research evidence on the policies, processes, pedagogies and practices of widening or increasing participation in higher education. This evidence is situated within the contexts of changing individual and institutional circumstances across the life course, and wider international transformations of higher education in relation to the global knowledge economy. Improving Learning by Widening Participation in Higher Education also considers: the changing UK policy contexts of post-compulsory education; how socio-economically disadvantaged students – raced and gendered – fare through schools and into post-compulsory education; the kinds of academic and vocational courses, including Maths, undertaken; the changing forms of institutional and pedagogic practices within higher education; how adults view the role of higher education in their lives. This book, based upon both qualitative studies and quantitative datasets, offers a rare insight into the overall implications for current and future policy and will provide a springboard for further research and debate. It will appeal both to policy-makers and practitioners, as well as students within higher education. @contents: Selected Contents: Series Preface by Andrew Pollard Part 1 – What are the issues? CHAPTER 1: Miriam David Introduction to the dilemmas of Widening Participation in Higher Education Part 2: What does the research tell us? CHAPTER 2: Gareth Parry Policy contexts: Differentiation, competition and policies for widening participation CHAPTER 3: Access, participation and diversity questions in relation to different forms of post-compulsory further and higher education (FHEs) arranged in 4 sections: Section 1. Anna Vignoles and Claire Crawford: The importance of prior educational experiences Section 2. Gill Crozier, Diane Reay and John Clayton: The Socio-Cultural and Learning Experiences of Working Class Students in Higher Education Section 3. Hubert Ertl, Geoff Hayward, Michael Hoelscher: Learners’ transition from Vocational Education and Training to Higher Education Section 4 Ann-Marie Bathmaker: Seamlessness or separation: negotiating further and higher education boundaries in dual sector institutions CHAPTER 4: Pedagogies for social diversity and difference (arranged in two sections) Section 1. Chris Hockings, Sandra Cooke and Marion Bowl: Learning and teaching in two universities within the context of increasing student diversity – complexity, contradictions and challenges Section 2. Julian Williams, Laura Black, Pauline Davis, Paul Hernandez-Martinez, Graeme Hutcheson, Sue Nicholson, Maria Pampaka and Geoff Wake: Keeping open the door to mathematically-demanding programmes in further and higher education: a cultural model of value CHAPTER 5: Outcomes in terms of age-based participation (arranged in two sections) Section 1: Anna Vignoles and Nattavudh Powdthavee: Diversity of experiences in higher education Section 2: Alison Fuller and Sue Heath: Educational decision-making, social networks and the new widening participation Part 3: What are the overall implications both for policy and for research? CHAPTER 6: Miriam David (with contributions from Geoff Hayward and Hubert Ertl, section 3): Conclusions: What are the overall findings and implications for evidence-based policies on fair access and widening participation? CHAPTER 7: Miriam David (with contributions from Gill Crozier, Geoff Hayward and Hubert Ertl, Julian Williams and colleagues, and Chris Hockings): How do we improve learning by widening participation in HE: institutional practices and pedagogies for social diversity? APPENDICES ON METHODOLOGIES 1. Gareth Parry 2. Anna Vignoles 3. Gill Crozier 4. Geoff Hayward 5. Julian Williams 6. Chris Hockings 7. Alison Fuller Miriam David is Professor of Sociology of Education and Associate Director (Higher Education) of the ESRC’s Teaching and Learning Research Programme at the Institute of Education, University of London.

Asks what makes schooling unfriendly to girls and examines the success or otherwise of interventions intended to bring about change.

\"Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact. Further, the authors discuss how what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education\" -- Provided by publisher.

While in recent years the burgeoning Higher Education (HE) sector has been set an agenda of widening participation, few HE institutions have strategies in place for reaching the full range of potential students most likely to benefit from (and successfully complete) their current subject and course offerings. Universities and colleges are often unsystematic in the ways in which they identify schools and colleges for outreach and widening participation initiatives, and sometimes uncoordinated in how they present the full institutional profile of subjects of study in these activities. Using innovative methodology, this book sets out some relevant aspects of the changing HE policy-setting arena and presents a systematic framework for broadening participation and extending access in an era of variable fees. In particular, the book illustrates how HE data and publicly available sources might enable institutions to move from piecemeal analysis of their intake to institution-wide strategic and geographical market area analysis for existing and potential subject and course offerings.