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A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society
Higher Education, Volume: 81, Issue: 3, Pages: 521 - 535
Swansea University Author:
Ceryn Evans
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DOI (Published version): 10.1007/s10734-020-00554-x
Abstract
In recent years, questions about the purpose of higher education (HE) have come to the fore as HE tuition fees have escalated both in the UK and internationally. The extent to which universities provide students with opportunities for developing skills needed not only for future employment but parti...
Published in: | Higher Education |
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ISSN: | 0018-1560 1573-174X |
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Springer Science and Business Media LLC
2021
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URI: | https://cronfa.swan.ac.uk/Record/cronfa54082 |
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2021-08-17T14:05:08.8431335 v2 54082 2020-04-29 A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society 8667761b1ae1cf33956bb056c4367452 0000-0002-0019-1017 Ceryn Evans Ceryn Evans true false 2020-04-29 EDUC In recent years, questions about the purpose of higher education (HE) have come to the fore as HE tuition fees have escalated both in the UK and internationally. The extent to which universities provide students with opportunities for developing skills needed not only for future employment but participation in civic life, has become an important contemporary issue. Drawing on interviews with 29 graduates from three distinct types of UK higher education institutions (HEIs) (‘elite,’ ‘old’ and ‘new’), the paper explores the extent to which the pedagogical experiences provided by these different institutions offer students the sorts of experiences and skills needed for later civic participation. Our analyses suggest that the pedagogical arrangements in these institutions are highly differentiated and provide varying opportunities for developing civic skills. Whilst this potentially has significant implications for the cultivation of students’ civic skills and participation in civil society, we argue that civic participation is not so much determined by pedagogic or disciplinary cultures but is located on the intersection of ranging personal and social circumstances and pedagogic experiences. Journal Article Higher Education 81 3 521 535 Springer Science and Business Media LLC 0018-1560 1573-174X Higher education; Graduates; Participation; Social capital; Elite 1 3 2021 2021-03-01 10.1007/s10734-020-00554-x http://dx.doi.org/10.1007/s10734-020-00554-x COLLEGE NANME Education COLLEGE CODE EDUC Swansea University SU Library paid the OA fee (TA Institutional Deal) ESRC ES/L009099/1 2021-08-17T14:05:08.8431335 2020-04-29T11:34:21.0677789 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Ceryn Evans 0000-0002-0019-1017 1 Gareth Rees 2 Chris Taylor 3 Stuart Fox 4 54082__17666__98d896a26f4843799dfe0f6489ec513f.pdf 54082.pdf 2020-07-07T12:10:17.8549151 Output 326224 application/pdf Version of Record true Released under the terms of a Creative Commons Attribution 4.0 International License (CC-BY). true eng https://doi.org/http://creativecommons.org/licenses/by/4.0/ |
title |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
spellingShingle |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society Ceryn Evans |
title_short |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
title_full |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
title_fullStr |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
title_full_unstemmed |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
title_sort |
A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society |
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8667761b1ae1cf33956bb056c4367452 |
author_id_fullname_str_mv |
8667761b1ae1cf33956bb056c4367452_***_Ceryn Evans |
author |
Ceryn Evans |
author2 |
Ceryn Evans Gareth Rees Chris Taylor Stuart Fox |
format |
Journal article |
container_title |
Higher Education |
container_volume |
81 |
container_issue |
3 |
container_start_page |
521 |
publishDate |
2021 |
institution |
Swansea University |
issn |
0018-1560 1573-174X |
doi_str_mv |
10.1007/s10734-020-00554-x |
publisher |
Springer Science and Business Media LLC |
college_str |
Faculty of Humanities and Social Sciences |
hierarchytype |
|
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facultyofhumanitiesandsocialsciences |
hierarchy_top_title |
Faculty of Humanities and Social Sciences |
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facultyofhumanitiesandsocialsciences |
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Faculty of Humanities and Social Sciences |
department_str |
School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies |
url |
http://dx.doi.org/10.1007/s10734-020-00554-x |
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description |
In recent years, questions about the purpose of higher education (HE) have come to the fore as HE tuition fees have escalated both in the UK and internationally. The extent to which universities provide students with opportunities for developing skills needed not only for future employment but participation in civic life, has become an important contemporary issue. Drawing on interviews with 29 graduates from three distinct types of UK higher education institutions (HEIs) (‘elite,’ ‘old’ and ‘new’), the paper explores the extent to which the pedagogical experiences provided by these different institutions offer students the sorts of experiences and skills needed for later civic participation. Our analyses suggest that the pedagogical arrangements in these institutions are highly differentiated and provide varying opportunities for developing civic skills. Whilst this potentially has significant implications for the cultivation of students’ civic skills and participation in civil society, we argue that civic participation is not so much determined by pedagogic or disciplinary cultures but is located on the intersection of ranging personal and social circumstances and pedagogic experiences. |
published_date |
2021-03-01T04:07:24Z |
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1763753532400336896 |
score |
11.021648 |