Index

Citation (2018), "Index", Riddell, S., Minty, S., Weedon, E. and Whittaker, S. (Ed.) Higher Education Funding and Access in International Perspective (Great Debates in Higher Education), Emerald Publishing Limited, Bingley, pp. 253-264. https://doi.org/10.1108/978-1-78754-651-620181014 Publisher: Emerald Publishing Limited Copyright © 2018 Emerald Publishing Limited INDEX Abitur , 167, 168 Accreditation of prior learning, 154, 157 Admission test, 131 Admissions to Higher Education Review , 73 Adult education, 153, 157, 186–187 provision, 144 at upper secondary level, 156 Akademikersteuer. See Graduate taxes American model of financial aid, 200 Anti-globalist movements, 190–191 Anxiety, 212 debt, 212 graduate labour market, 91–92 Aptitude tests, 245 Articulation arrangements, 111 Audit society, 62 Australian Government, 224, 226, 228, 229, 234–235 Australian HE, student tuition fees in, 225 income-contingent loans, 232–235 personal troubles, 223–225 tuition fees as public issue, 229–232 Australian Labor Government, 231 Bachelor-Master-courses, 168 ‘Back-to-school’ injunctions, 193 Balancing supply and demand in Ireland funding regime and student support, 122–127 HE access, 127–131 policy debates, 134–137 proportion of undergraduate students, 126 structure of Irish higher education, 121–122 trends in HE participation, 131–134 Balancing work and study, 217–218 Berufsschule , 167, 168 Bildungsexpansion , 164 Bildungsgutschein. See Education coupons BME students, 107, 109, 110 Bologna Process, 151, 164 Brandon, 213–214, 217 Budget constraints, 110 Bund , 165, 173 Bundesausbildungsförderungsgesetz (BAföG), 172, 173 Bundesländer , 165, 171 Bundesverfassungsgericht. See Federal Constitutional Court Bursaries, 6, 40–41, 90, 94, 95, 145, 181, 191 Cassells Report, 135, 136 Central Applications Office (CAO), 129 Cherry-picking, 72–74 Christian Democratic Union (CDU), 171, 179 Christian Social Union (CSU), 172, 179 Classism, 171 Collège d’Enseignement Général et Professionel (CEGEP), 187–188 Commission on Widening Access, 65 Commonwealth Government of Australia. See Australian Government Commonwealth Supported Places (CSPs), 231 Consumerism, 247 Convergence, international patterns of, 249–250 Cooperative federalism, 165 Crisis in funding, 135 Cross-border movers characteristics, 103–107 fee differences, 108–110 policies affecting, 100–101, 108, 112–114 widening participation, 110–112 Cultural capital, 49, 55, 94 Darlehenfonds. See Student loans Deferred payment scheme, 233 Den Öppna Högskolan document (2001), 149 Department of Education, 200, 204 Deutsches Studentenwerk. See German Student Service Developed World, higher education cost of higher education, 241–242 globalisation and higher education, 242–244 international patterns of convergence and divergence, 249–250 power struggles between governments and universities, 244–247 student activism, 247–249 Devolved administrations (DAs), 102, 108 Die Grünen. See Green Party Die Linke. See Left, The Diplôme d’études professionnelles (DEP), 187 Diplôme d’études secondaires (DES), 187 Disability Access Route to Education scheme (DARE scheme), 130 Divergence, international patterns of, 249–250 Economic and Social Research Council (ESRC), 44, 70 Economic capital, 199 and student experience, 208–213 Economic crash (2008), 242–243 Economic divide, 214–216 Education coupons, 172 ‘England and Wales’ sector, 109 Entry routes, 154–158 Equal Status Survey, 133 Equality of opportunity, 226 Equity credentials of income-contingent loans, 232–235 Ethos and methods of New Public Management, 62–63 European context, Sweden in, 151–153 European University Association, 244 Fachhochschulreife , 167, 168 Family case studies, 44, 46–48 Family context, 42–44 Family stories, 48–53 Federal Aid Program, 200 Federal Constitutional Court, 171 Federal Government of Australia. See Australian Government Federal Office of Statistics, 173, 175 Federal Student Aid, 200, 201–204 FEE-HELP, 231 Fee(s), 101 differences, 108–110 and number control policies, 101–102 Financial support, cost and types of, 205–207 Financial/financing, 228 guilt, 208 hardship, 90–91 plans, 88 savings during study, 87–88 stability and security, 92 Foster accountability, 62–63 Free Fees Initiative, 123 Free public education, 186 Free Trade Area of the Americas (FTAA), 191 Free tuition, 5, 33, 39, 55, 209, 248–249 Full-time postgraduate study, 88, 89 Fully state-funded system, 135 Funding models, 20 regime, 122–127 structure, 200 systems, 171–172 Further education (FE), 40, 128 Gaming, 72–74 Gender Action Plan, 65–66 German education catastrophe, 169 system, 165 German Student Service, 166–167 Germany, policies and outcomes in, 163 academic background of students, 175 education system and access to higher education, 165–169 funding for less advantaged students, 172–174 number of students and gender differences, 166 reducing or reinforcing social inequality, 174–175 student fees and funding systems, 171–172 widening participation, 169–171 Global financial crisis (2008), 81–82 Globalisation, 242 and higher education, 242–244 positive feature, 249 Government(s), 112 budget reductions, 112 government and universities, 244–247 Graduate(s), 85 employment, 88 high levels of anxiety about entering graduate labour market, 91–92 perspectives across 2014 and 2015 sample, 85–86 premium, 82 success, 82 taxes, 172 Graduating students experiencing financial hardship, 90–91 financial savings during study, 87–88 full-time postgraduate study, 89 high levels of anxiety about entering graduate labour market, 91–92 from lower and average socio-economic backgrounds, 89 from lower socio-economic backgrounds at Russell Group university, 87 seeking non-graduate employment, 88–89 Grant or subsidised loan, 26–27 Great Lakes participant finances, 209–211 University, 207 Green Party, 172 Grundschule , 168 Gymnasium , 167, 168 Hauptschule , 168 Hawke-Keating Labor Government, 227 High fees regimes, 243 Higher education (HE), 14, 39–40, 82, 83, 122, 143, 225 accessing routes to, 153–156 annual tuition fees, 101 attendance, 199 characteristics of cross-border movers, 103–107 cross-border movers, 100–101, 108–114 education system and access to, 165–169 fees and number control policies, 101–102 regulating access to, 63–66 sectoral differences, 102–103 Higher Education Access Route scheme (HEAR scheme), 130, 133 Higher Education Act (2004), 63–64, 246 Higher Education Authority (HEA), 122 Higher Education Contribution Scheme (HECS), 227–236 Higher education decision-making family case studies, 46–53 Higher education institution (HEI), 42, 46–47, 65, 85, 122, 165 Higher Education Loan Programme (HECS-HELP). See Higher Education Contribution Scheme (HECS) Higher Education Statistics Agency (HESA), 41–42, 103 Higher National Certificate (HNC), 6 Higher National Diploma (HND), 6 Hochschulrektorenkonferenz. See Higher Education Institutions Högskoleprovet test. See Scholastic Aptitude Test Honnef Model, 172–173 Human capital theory, 171 Humboldtian traditions, 165 Income-contingent loans (ICLs), 135–136 equity credentials, 232–235 Informed consent, 83–84 Institutes of Technology (IoTs), 121, 122 Institutional inertia and resistance, 70–71 International patterns of convergence and divergence, 249–250 Investment in Education report, 127 Ireland, balancing supply and demand in current policy debates, 134–137 funding regime and student support, 122–127 policy on access to, 127–131 proportion of undergraduate students, 126 structure of Irish higher education, 121–122 trends in HE participation and differences, 131–134 Irish higher education, structure of, 121–122 Jean Charest’s Liberal government, 191, 194 Kultusministerkonferenz. See Standing Conference of Educational Ministers La Révolution tranquille , 187 Labour–Liberal Democrat coalition agreement, 19–20 Left, The, 172 Legitimate inequalities, 111 Lenders, 205 Leuven/Louvain-la-Neuve Communiqué, 151 Liberal PM Jean Charest, 191 Lifelong Learning policy of European Union, 167–168 Ligue des droits et libertés (LDL), 191 Lisbon Process, 164 Loi sur l’instruction publique (LIP), 186 Low-income backgrounds, 172 Means-tested grants system, 3, 9 Mills’ concepts, 224 Mobility role in widening participation, 110–112 National Assembly of Québec, 194 National Center for Educational Statistics (NCES), 206 National Office of Equity of Access (2003), 127 Nationalism, 242, 249 Neo-liberalism, 144 ‘Neo-social’ aspect, 233 New Public Management techniques, 61, 246 barriers, 68, 70 ethos and methods of, 62–63 gaming and cherry-picking, 72–74 institutional inertia and resistance, 70–71 likelihood, 66–68, 69 regulating access to higher education, 63–66 surface compliance, 72 New social movement, 248 No-fees regimes, 243 Non-graduate employment, 88–89, 92–93 Non-graduates, 28, 82 Non-means tested benefits, 13–14 Non-targeted funding, 13–14 Non-traditional HE, 83 Northern Irish approach, 109–110 OECD analysis, 2 Office for Fair Access (OFFA), 63–64 Office for Federal Student Aid, 206 Office for Students (OfS), 64 Oireachtas Committee, 135 Parallel approach, 124 Parti Québécois government, 185, 187, 189, 194 Participation of Local Areas (POLAR), 64 PISA-study of OECD, 171 PLUS loan, 205 Policy changes affecting availability and accessibility of places, 112–114 context, 16–18 debates, 134–137 divergence, 249 explanations, 27–30 makers, 241 Political context, 16–18 Political devolution and Welsh higher education, 21–27 Politique gouvernementale d’éducation des adultes et de formation continue tout au long de la vie (PÉA), 187 Populism, 249 Post-1992 University (2015), 83 lower and average socio-economic backgrounds at, 89–92 Post-university plans, 88 Postgraduate Education Loan Scheme (PELS), 231 Poverty, 213 Power struggles between governments and universities, 244–247 Powers and process, 18–21 Price of University balancing work and study, 217–218 Brandon, 213–214 case study of one elite US University, 207–208 cost and financial support types for underrepresented students, 205–207 economic capital and student experience, 208–213 experiencing economic divide, 214–216 finances, 199–200 US funding structure, 200–205 Printemps Érable, 185–188, 192 1990 to, 189–192 Progressive universalism, 13–16 Proportionate universalism, 15–16, 31 Protected characteristics, 64 Psychological safety net, 87 tension, 62 Public issue demise of university tuition fees as, 229–232 meets personal trouble, 232–235 rise of university tuition fees as, 225–229 Public service professionals, 62 Québec educational system, 187 higher education funding and student activism in, 185 higher education system, 186–188 judiciarising conflict, 192–194 1990 to Printemps Érable, 189–192 Printemps Érable, 186–188, 192 student movement in, 188–189 student protests, 194–195 Québec Solidaire , 189–190 Ralf Dahrendorf’s Education as Citizen Right , 170 Realschule , 167, 168 Regional Technical Colleges, 121 Regulating access to HE, 63–66 Regulatory systems, 62 Repayment(s), 33, 136, 228 loan, 145–146 period, 146 post-graduate income-contingent repayment schemes, 243 threshold, 234 Resistance, institutional inertia and, 70–71 Robert Bourassa’s Liberal government, 190 Rudd-Gillard Government, 231 Russell Group University (2015), lower socio-economic backgrounds at, 87–89 Scholarships, 172, 199, 226 Scholastic Aptitude Test, 147, 154 School and higher education reform, 146–148 Scottish context, 39–42 Scottish domiciled students studying in Scotland, 40–41 Scottish Enterprise, 71 Scottish Funding Council (SFC), 64 Scottish Government, 6, 18, 64–65, 249 Scottish higher education policy-making, 71 Scottish Index of Multiple Deprivation (SIMD), 55, 64, 73 Scottish-domiciled entrants to HEIs, 67–68 Scottish-domiciled students, 73 Social background, 149 access courses for students, 155 trends in HE participation and differences, 131–134 Social capital, 94 Social citizenship, 100–101 Social Democratic Party (SPD), 172 Social inequality, reducing or reinforcing, 174–175 Social mobility, 128 Social policy, 15 Social role, 49 Social welfare, 247 Socio-economic advantage, 106 differences, 174 Socio-economic group (SEG), 128, 133 Socio-economic status (SES), 232 Sociological Imagination, The (Mills), 224 Sputnik-shock (1957), 169 “Squeezed middle”, 95 Standing Conference of Educational Ministers, 165 Statistisches Bundesamt, 166 Student activism, 10 impact, 247–249 Student Assistance Fund, 124 Student Awards Agency for Scotland (SAAS), 48 Student(s), 40, 87 construction, 247–249 economic capital and student experience, 208–213 fees, 171–172 financial support, 135 funding, 14 funding structure in Wales after political devolution, 21–27 loans, 40–41, 172 movement in Québec, 188–189 number control, 102 participants, 83–84 support in Wales, 14–30 support system, 39–40, 122–127 tuition fees in Australian HE, 224–235 Sub-degree-level study, 67–68 Subsidised loans, 204–205 Supplemental Education Opportunity Grant (SEOG), 207 Supplemental Nutrition Assistance Program (SNAP), 212 Sweden, 143 access routes to higher education, 153–156 alternative entry routes to higher education, 157 entry routes to higher education in Sweden, 156 in European context, 151–153 HE in, 145–146 neo-liberalism, 144 school and higher education reform, 146–148 share of students in European countries, 152 students in European countries entering higher education, 152 widening access to higher education 2000 onwards, 148–151 Swedish HE sector, 145 Target(ed), 13 funding, 13–14 groups, 128 target-driven approach, 246 Terra nullus , 225 Third collapse of German history, 169 Transparency, 63 Under-represented groups, 9, 64, 128, 146, 171, 243, 246 social objectives of widening participation, 153 Unequal graduate transitions in England, 93–95 actively seeking non-graduate employment after graduation, 92–93 graduating students from lower and average socio-economic backgrounds, 89–92 graduating students from lower socio-economic backgrounds, 87–89 research methods, 82–84 United Kingdom (UK) comparisons, 63–66 undergraduate student funding, 2–7 undergraduate student support, 3–5 Universal services, 15 Universalism, 14 attitude to examples, 30 progressive, 14–16 Universality, 14 Université de Montréal, 193 Universitets och Högskolerådet (UHR), 149 Universities and Colleges Admissions Service data (UCAS data), 6 Unsubsidised loans, 204–205 US funding structure, 200–205 Wales, student support in, 13 policy and political context, 16–18 policy explanations, 27–30 powers and process, 18–21 progressive universalism, 14–16 structure of student funding in Wales after political devolution, 21–27 Weimar Republic ideals, 165 Welsh Government, 14, 16 Whitlam Labor Government, 226 Widening participation (WP), 111 mobility role in, 110–112 policies in German higher education, 169–171 Working-class family environment, 54 localism, 41 Würdigkeit , 173 Young people’s HE decision-making within family context, 42–44 Book Chapters Prelims Chapter 1 Introduction: Higher Education Funding and Access in International Perspective Chapter 2 Student Support in Wales: A Case of Progressive Universalism? Chapter 3 Higher Education Decision-Making and Young People’s Horizons for Action in Scotland Chapter 4 Can the Techniques of New Public Management be Used to Promote Wider Access to Higher Education? Chapter 5 Higher Fees, Higher Debts: Unequal Graduate Transitions in England? Chapter 6 The Implications of HE Funding and Provision Differences for Students Crossing Borders in the UK Chapter 7 Widening Access to Higher Education: Balancing Supply and Demand in Ireland Chapter 8 Widening Access to Higher Education in Sweden: Changing Political Ideologies, Changing Tactics? Chapter 9 Widening Participation in Higher Education: Policies and Outcomes in Germany Chapter 10 Higher Education Funding and Student Activism in Québec: The Printemps Érable and its Aftermath Chapter 11 The Price of University: Economic Capital and the Experience of Underrepresented Students in an Elite US University Chapter 12 Student Tuition Fees in Australian Higher Education: A Litany of Public Issues and Personal Troubles Chapter 13 Higher Education in the Developed World: Common Challenges and Local Solutions Index

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.