Are There Economic Incentives for Non‐Traditional Students to Enter HE? The Labour Market as a Barrier to Widening Participation

The expansion of higher education (HE) in the UK has disproportionately benefited young people from relatively rich families: the gap between rich and poor in terms of participation in HE having widened since the 1970s. We explore a neglected possible cause of this class difference: that the labour market fails to provide sufficient incentives for potential entrants from less advantaged backgrounds to enter HE. Most studies of the rewards from participating in HE in the UK suggest that the rates of returns are sufficiently high to provide clear economic incentives to participate. However, until recently, most studies generated estimates of the average rate of return to graduation, which could overestimate returns to marginal entrants, particularly those from disadvantaged backgrounds. In this review we examine the methodological problems faced by more targeted studies of the rates of return to graduation and review their key findings concerning the economic returns to non‐traditional entrants.     

Research note: Some corrections and suggestions for working with the national faculty survey databases

Our ability to understand the faculty work environment has been greatly enhanced by the availability of largescale national surveys of the professoriate since the 1950s. This technical note identifies ways to improve data comparability among the national faculty surveys. It begins by identifying the national surveys and some of their attributes. The study then estimates faculty sizes and calculates weights for faculty in selected disciplines and institution types. The weights are designed specifically for four surveys conducted in 1969, 1975, 1980, and 1988.     

Where have they gone? Issues in transition and progression for special school leavers

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.     

Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training

The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch.     

What Is Education For?

This paper is a speech given at King's College, University of London, where Dr Tate asks us to review current rationales for teaching and learning in schools. He outlines his own view which states that it is a liberal humanist project in the tradition of Arnold through to Gramsci which seeks to bring civilisation and values to the population. His paper surveys how this answer plays out in other countries as well as what this means for educationalists and education policy makers. He ends by asking the government to look at the big picture and the big idea which education is.     

Reinventing the public value of libraries

ABSTRACT

Libraries worldwide have had to re-think their purpose and adapt to changing community needs and expectations. They are no longer simply repositories for old books. Rather, they are vital components of a community’s social and economic infrastructure that connects communities and fosters creativity and innovation. This paper explores the changing role of libraries—and public value organizations more broadly—in creating positive social, economic, and environmental outcomes for individuals and communities.     

Sport and the New Culture of the ‘Second Golden Age’: Amsterdam’s Sporting Entrepreneurs in the 1880s and 1890s

Abstract

In the second half of the nineteenth century, Amsterdam underwent important changes in its economic, social, and cultural life as the city entered what is often referred to as its ‘Second Golden Age’. Old elites gave way to new and a new more entrepreneurial culture emerged focused on mass, visible, and consumable activities, including sport, in which the body played a central role. This was especially apparent from the late 1870s and 1880s when spatial changes within the city helped to ensure that sport was increasingly the location for new kinds of associational activity and the development of new products, all underpinned by the potential for profit. Entrepreneurs such as Perry & Co., De Gruyter, and the Amsterdamsche Sport-Club were able to effect strategic combinations between the new body culture and consumerism, producing a range of new products and exploiting new technologies to create new markets. In seizing these opportunities, Amsterdam's entrepreneurs were also reproducing the concept of the trainable, measurable, and consumable body.