Index
Geoff Hayward
(University of Cambridge, UK)
Eugenia Katartzi
(University of Nottingham, UK)
Hubert Ertl
(Federal Institute for Vocational Education and Training & University of Paderborn, Germany)
Michael Hoelscher
(German University of Administrative Sciences Speyer, Germany)
ISBN: 978-1-80043-195-9, eISBN: 978-1-80043-192-8
Publication date: 26 October 2021
This content is currently only available as a PDF
Citation
Hayward, G., Katartzi, E., Ertl, H. and Hoelscher, M. (2021), "Index", Degrees of Success (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 219-225. https://doi.org/10.1108/978-1-80043-192-820211010
Publisher
:Emerald Publishing Limited
Copyright © 2021 Geoff Hayward, Eugenia Katartzi, Hubert Ertl and Michael Hoelscher. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic capital
, 94–95
Access, application and
, 58–65
Adjustment sponsorship
, 137–138
Admissions
applying to university
, 132–134
diversity and inclusion
, 150–161
managing
, 148–150
merit and risk management
, 134–138
Realpolitik of admissions
, 138–145
staff
, 143
UCAS tariff
, 145–148
Advanced Extension Awards (AEAs)
, 145–146
Advanced General National Vocational Qualification (AGNVQ)
, 145
Advanced Vocational Certificates in Education (AVCE)
, 122–123
Age Participation Index (API)
, 34–35
Application
, 58–65
Area colleges
, 181–182
Attainment
, 68–70
Attrition
, 65, 68, 150–151
Barriers
, 88–91
Bernstein
, 84
Bernstein-inspired analysis
, 100–101
Bourdieu
, 84
Bourdieusian approach
, 93–97
British State
, 39–40
BTEC National Diplomas
, 86–87
Business and Technician Education Council (BTEC)
, 6, 32
Capital
, 84
capital-based transitional frictions
, 95–96
Categorising learners, challenges of
, 33–39
Colleges of Advanced Technology (CATs)
, 41–42, 182
Communities of trust
, 170
Consumption
, 25–28
good
, 165–166
Counting learners, challenges of
, 33–39
Craft
, 99–100
Cultural capital
, 13, 17, 94–95
Curriculum
, 131, 146
Curriculum 2000
, 145–146
Degree Apprenticeships
, 172
Degrees of success
expansion and widening participation
, 163–166
fair admissions
, 166–170
reform perspective
, 170–174
transformational perspective
, 174–186
Degrees of Success project
, 37–39, 48, 53, 55, 58, 61–62, 66–67, 131, 133–134
Destinations of Leavers from Higher Education (DLHE)
, 74–75
Disciplinary knowledge
, 97
Discipline-specific knowledge
, 99–100
Diversity
, 150–161
Double bind
, 175
Doxa
, 138–139
Dual programmes
, 187–188
Dual sector
, 177
Dual system qualification
, 179–180
Economic capital
, 94–95
Education over life course, 10. See also Higher Education (HE)
institutional architecture
, 11–13
modes of participation in England
, 18
qualifications
, 13–19
Education system
, 10
Educational ideology
, 2–3
Employers
, 20–22
English scenario
, 181–186
Enrolment targets
, 149
Epistemic communities
, 112–113, 173–174
Epistemic dimension of transitions
, 96–97
Epistemic doubts
, 117–119
Epistemic frictions
, 100–101, 113, 115, 121
Epistemic recognition struggle
, 103
Equitable social practices
, 150–151
European Qualifications Framework (EQF)
, 13–14, 16–17
Expansive learning
, 175
Experience good
, 78
Fair access
, 80–81
Fair admissions
, 166–170
Field
, 84
field-habitus-capital
, 95
field-specific knowledge
, 97
Foundation Degrees
, 172
Framework for Higher Education Qualifications (FHEQ)
, 13–14, 16–17
Funds of knowledge
, 112–113, 117
Further education (FE), 11–12, 58–59, 133. See also Higher Education (HE)
colleges
, 184–186
GCE A-level students
, 60–61, 74–75
General Certificate of Secondary Education (GCSE)
, 59–60
General National Vocational Qualifications (GNVQs)
, 6, 123–124
German scenario
, 177–180
Germany
, 184
Graduate destinations
, 71–78
Habitus
, 84, 93–94
habitus-based transitional frictions
, 95–96
High participation system (HPS)
, 19
Higher Education (HE)
, 1–2, 83–84, 109, 133–134, 163
epistemic dimension of HE transitions
, 97–101
expansion
, 2–3
participation
, 57–58
progression opportunities
, 2–3
second wave of
, 31
transitions to
, 93–97
VET to HE transitions
, 46–52
in western United States
, 25–26
Higher Education Initial Participation Rate (HEIPR)
, 34–35
Higher Education Institutions (HEIs)
, 38, 59–60, 109–110, 131, 142, 163
Higher Education Statistical Agency (HESA)
, 36–37
ISR
, 37
Higher Education: Meeting the Challenge
, 31–32, 47–48
Higher educational field
, 113–114
Horizontal discourses
, 97–98
Human capital
, 8–9
Inclusion
, 150–161
Individual Student Record (ISR)
, 36–37
Institution
, 11–12
Institutional habitus
, 111–112, 138–139
Institutional logics
, 169
Intergenerational social mobility
, 23–24
Interviews
, 114–115
Intra-field mechanics
, 96–97
Intrinsic logic
, 168–169
Joint Academic Coding System (JACS)
, 64
Knowers
, 103
Knowledge acquisition and positioning
, 84–85
Knowledge structures
, 113
Knowledge-distribution
, 96–97
Knowledge-recognition
, 96–97
Labour Force Survey
, 76
Learner–institution negotiations
, 112–113
Lecturers
, 154–160
Local colleges
, 181
London Economics analysis
, 76
Longitudinal data
, 33–34
Merit
, 134–138
Micro-level institutional perspective
, 112–113
Misrecognition
, 126–127
National Council for Vocational Qualifications (NCVQ)
, 6, 32
National Education Opportunities Network (NEON)
, 1–2
National Statistics Socioeconomic Classification (NS-SEC)
, 20–22
National Vocational Qualifications (NVQs)
, 6, 86–87, 117
Navigation
, 88–91
Negotiation
, 88–91
New Zealand Qualifications Authority (NZQA)
, 168
Non-traditional students in HE
, 52
Not in education, employment or training (NEET)
, 43
Office for Students (OfS)
, 65–66
Office of Qualifications and Examinations Regulation (Ofqual)
, 13–17
Organisational logics
, 101–104
Outcome space
, 152–153
Over representation
, 64–65
Path dependency
, 139–140
Pathways
, 88–91
Pedagogical dimension of transitions
, 96–97
Pedagogical frictions
, 103–104, 113–114, 121, 125
Pedagogical regimes
, 101, 104, 113–114
Pedagogy
, 84–85
16–19 phase
, 11–12, 19
Policy
, 1–2
Policy design
, 4–10
Polytechnics Central Admissions System (PCAS)
, 145
Positional goods
, 25–28
Post-16 participation, growth in
challenges of categorising and counting learners
, 33–39
participation in education and training
, 44
participation in full-time level 3 education
, 45
upper secondary education
, 39–46
VET to HE transitions
, 46–52
widening participation
, 52–55
Post-92 HEIs
, 27–28
Post-industrial society
, 9–10
Pre-1992 HEIs
, 25–26, 71–72
Presage model
, 91–93
Probability of participation
, 35–36
Process model
, 91–93
Product model
, 91–93
Projections of Demand for Higher Education in Great Britain
, 31
Qualification frameworks
, 167–168
Qualifications
, 13–19
Qualitative data
, 126–127
Realpolitik of admissions
, 138–145
Reform perspective
, 170–174
Regional colleges
, 182
Regulated Qualifications Framework (RQF)
, 13–14, 16–17
Reputation
, 26
Rise of Meritocracy, The (Young)
, 136–137
Robbin’s principle
, 1–2
Robbins committee
, 181–182
Russell Group universities
, 73, 75–76, 141–142
Salaries
, 71–78
Scottish Vocational Education Council (SCOTVEC)
, 6, 32
Selective universities
, 57–58, 172
Self-directed study
, 121–122
Self-formation
, 27
Skill-biased technological change
, 9–10
Social capital
, 94–95
Social Market Foundation
, 1–2
Social mobility
, 2–3, 10
Social Mobility Commission
, 23–24
Standing Conference on University Entrance (SCUE)
, 145
Status markers
, 142
Stratification
, 25–28
Strong grammar
, 98–99
Student voices and experiences
, 114–125
epistemic frictions
, 115–121
pedagogical frictions
, 121–125
Subject choice
, 64
Subject-based difficulties
, 123–124
System–actor interactions
, 114
Tacit transmission
, 98–99
Technical and Vocational Education Initiative (TVEI)
, 6, 32
Technical Colleges
, 181
Training system
, 10–11
Transformational perspective
, 174–186
Transforming Transitions project
, 68–69
Transitional friction
, 92–93, 95–96, 110–111, 138–139
Transitional landscape
, 20
critical debate
, 28–30
education over life course
, 10–19
policy design perspective
, 4–10
stratification, consumption and positional goods
, 25–28
student voices and experiences
, 114–125
theoretical framework
, 110–114
Transitions
to higher education
, 93–97
metaphors of
, 88–91
re-conceptualising
, 91–93
Trust
, 169
communities
, 170
UK’s VET system
, 86–88
Under representation
, 83–84
Universities and Colleges Admissions Service (UCAS)
, 38, 109–110, 145, 147–148
data
, 62–63
tariff
, 60–61, 145, 148–149
Universities Central Council on Admissions (UCCA)
, 145
Universities Statistical Record (USR)
, 145
University Grants Committee
, 41
Upper secondary education
, 39–46
Upward social mobility
, 24–25
Vertical discourses
, 97–98
Vocational education
, 29–30
Vocational Education and Training (VET)
, 57–58, 83–84, 109
to HE transitions
, 46–52
Vocational habitus
, 102
Vocational qualifications (VQs)
, 2–3, 57–58, 109–110, 133–134, 163–164
Vocational to higher education
empirical genesis of conceptual framework
, 85–88
metaphors of transition
, 88–91
pedagogical regimes and organisational logics
, 101–104
power of knowledge
, 97–101
re-conceptualising transitions
, 91–93
transitions to higher education
, 93–97
Weak grammar
, 98–99
Widening participation
, 52–55
World class tests
, 145–146
Youth Training Scheme (YTS)
, 6, 32