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A liberal higher education for all? The massification of higher education and its implications for graduates’ participation in civil society

Ceryn Evans Orcid Logo, Gareth Rees, Chris Taylor, Stuart Fox

Higher Education, Volume: 81, Issue: 3, Pages: 521 - 535

Swansea University Author: Ceryn Evans Orcid Logo

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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...

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Published in: Higher Education
ISSN: 0018-1560 1573-174X
Published: Springer Science and Business Media LLC 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa54082
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first_indexed 2020-04-29T13:22:32Z
last_indexed 2021-08-18T03:16:21Z
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spelling 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
author_id_str_mv 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
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title 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
document_store_str 1
active_str 0
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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score 11.012924

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