Traditional or non-traditional students?: incorporating UK students’ living arrangements into decisions about going to university

Since the introduction of the post-1992 university, various, and ongoing, higher education (HE) policy reforms have fuelled academic, political, media and anecdotal discussions of the trajectories of UK university students. An outcome of this has been the dualistic classification of students as being from either ‘traditional’ or ‘non-traditional’ backgrounds. An extensive corpus of literature has sought to critically discuss how students experience their transition into university, questioning specifically the notion that all students follow a linear transition through university. Moreover, there is far more complexity involved in the student experience than can be derived from just employing these monolithic terms. This research proposes incorporating students’ residential circumstances into these debates to encourage more critical discussions of this complex demographic. Drawing upon the experiences of a sample of students from a UK ‘post-1992’ university this research will develop a profile for each accommodation type to highlight the key characteristics of the ‘type’ of student most likely to belong to each group. In doing so this establishes a more detailed understanding of how a ‘student’ habitus might affect the mechanisms which are put in place to assist students in their transitions into and through university.     

New challenges to Korean universities: increase of older students

This article explores the implications of the recent increase in older students at Korean universities dominated by younger students. A case study design is used to gain an in-depth understanding of experiences of older students in a Korean university. Semi-structured interviews of twelve older students, three professors, two administrators, and four younger students at the university were conducted for the date collection. The results suggest that the experiences of Korean older students differed from those of counterparts in western countries since academic and extracurricular services of Korean universities were geared towards younger students and thus were unhelpful for older students with multiple responsibilities at work and home. Also, the results show that traditional hierarchical relationships between younger and older students created strains for older students who had to rely heavily on younger counterparts. This study's findings highlight the crucial roles of higher education systems and culture in the experiences of older Asian students.     

发展残疾人高等教育的目的追求

残疾人高等教育是高等教育的重要组成部分 ,也应该按照高等教育目的的要求来培养残疾人。但是 ,由于残疾人身心发展的特点 ,要求在具体制定残疾人高等教育目的时 ,必须考虑其特殊性 ,真正使残疾人的潜能得到最大限度地开发     

当前我国高等教育公平性问题及其对大学生的影响

我国教育领域存在的多方面不公平现象,对大学生的世界观、人生观、价值观等都产生了一定的消极影响。本文从当前高等教育公平面临的客观形势与学生对教育不公平的主观感受两方面,分析大学生不公平意识与行为形成的原因,探讨教育不公平对大学生思想行为以及对整个社会公平理念的影响。     

‘Some people might say I'm thriving but … ’: non-traditional students' experiences of university

The expansion of neo-liberal policies' framing higher education has contributed to an increase in participation rates of students from non-traditional backgrounds. While an increase of a wider range of students might be seen as contributing to a more just and equitable higher education system, research has shown that broadening entry points does not necessarily ensure inclusion or positive experience for these students. This research investigated the experiences of first in family, rural and international students as they transitioned into their first year of university. Focus group interviews and surveys were used to collect data. Using Bourdieu's theory of field, habitus and capital as well as Weiss's dimensions of loneliness findings illuminate a number of poignant experiences for non-traditional students. We suggest that facilitating the transition for non-traditional students might require a cultural change by universities and a move away from the notion that the students need to ‘adapt’ to university. Rather, the evolving university might provide for increasingly diverse student cohorts by embracing their habitus and unique features.     

What do LGBTQ students say about their experience of university in the UK?

Little is known about the experiences of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) university students in the UK. One of the main reasons for this seems to be that the monitoring of sexual orientation and gender identity is not routinely undertaken and is not consistent across all Higher Education establishments. This can mean that identifying LGBTQ students is not always easy, and one result of this is that LGBTQ students who have lesser rates of student satisfaction are not being targeted for improvement strategies, which are intended to increase satisfaction and increase student survey scores. One study that gives some new insight into the experiences of LGBTQ students in England was conducted in collaboration with the LGBT service provider METRO and The University of Greenwich. This article explores some of the main findings from that study and discusses the implications these may have for Higher Education and those establishments wishing to increase satisfaction and wider participation with sexual minority students.     

Cultivating self-worth among dislocated Tibetan undergraduate students in a Chinese Han-dominated national key university

Drawing upon fieldwork conducted with a group of dislocated Tibetan undergraduate students of the neidi ban program in a Han-predominated university, this paper examines the ways in which these students make sense of their worlds. To achieve this, they have actively and engagingly organized a series of symbolically meaningful activities that draw on the symbolic resources from their cultural traditions, their specific educational trajectory, and their anticipation for the future. The paper, nonetheless, also questions in the conclusion how the program can sustain a promising future that is inseparable from the sense of self-worth among the Tibetan students.     

高等教育公平:一个制度分析的视角

高等教育公平问题的实质是制度问题,制度缺失是我国高等教育公平问题生成的主要缘由.传统的通过政府主导的强制性制度变迁来弥补制度供给不足、加强有效制度供给,还存在诸多困难,政府的作用是有限的.那么当前一种可能的选择就是,引入多元制度变迁主体,调整制度变迁方式,建立适宜的高等教育公平制度架构,为政府、高校、社会、家庭话语权的均衡提供制度支持.     

高等职业教育招生现状与对策研究

本文根据当前高职招生工作的现状及特点，剖析了现阶段高职招生工作中的困难，提出了相应的对策，并进行了探讨。     

‘We’re as good as anybody else’: a comparative study of working-class university students’ experiences in England and Ireland

This article is based on a comparative study of working-class students’ experiences in English and Irish higher education. It highlights the lack of comparative studies on this topic based on qualitative research and why filling this gap is important in understanding access and widening participation. Drawing on biographical interviews with 139 people in a range of elite and non-elite institutions, the article discusses similarities as well as some differences between the data from the two countries in terms of class, identity and how working-class students view and value higher education. It maps out how the research relates to recent debates over social class and outlines the theoretical implications of these findings.     

高等教育与收入公平间“马太效应”的统计分析——基于美国数据的实证研究杨

本文选择美国的长期历史数据,基于人力资本理论的衍生模型,分析了收入不平等与高等教育入学机会不平等间的统计关系.研究发现:高等教育入学机会的公平性是影响收入分配差距的重要原因,其间呈现出让\"贫穷者更贫穷、富有者更富有\"的\"马太效应\",这对于改变收入分配格局、使其向更为公平的方向发展非常不利,尤其在经济危机来临时效应更为显著.这对正处于收入分配差距逐渐拉大、高等教育迈入大众化阶段的我国来说更应引起重视,必须采取措施以破解这种\"马太效应\",以维护社会和经济的稳定发展.     

浅析民国时期“庚款留美生”跻身于高等教育的原因

新文化运动前后,大批归国庚款留美生投身于高等教育事业,极大地促进了中国近代高等教育的发展。之所以出现这种现象,从外因来说,是因为北洋政府统治时期政权频繁更迭、社会动荡不安,但教育界自由空气浓厚,而且伴随着经济的发展,自由、民主的文化氛围也日益高涨;从内因来说,是因为庚款留美生本身兼具中西文化特质,具有较强的社会责任感和较高的专业知识。