CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Selling the Liberal Arts Degree in England: Unique Students, Generic Skills and Mass Higher Education
Tác giả
Telling K.
Năm xuất bản
2018
Source title
Sociology
Số trích dẫn
13
DOI
10.1177/0038038517750548
Liên kết
Tóm tắt
This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-education landscape. Through an analysis of the promotional websites of the 17 English liberal arts degrees offered in the 2016–2017 academic year, the article links their emergence to broader trends, while insisting that there are crucial differences in the ways in which elite and non-elite universities use new degrees to negotiate the higher education landscape. © The Author(s) 2018.
Từ khóa
credentialism; elitism; graduate labour market; graduate skills; higher education; liberal arts; massification; ‘soft’ skills
Tài liệu tham khảo
Ball S.J., Class Strategies and the Education Market: The Middle Classes and Social Advantage, (2003); Success as a knowledge economy: Teaching excellence, social mobility and student choice, (2016); Bloom A., The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students, (1987); Boltanski L., Chiapello E., The New Spirit of Capitalism, (2007); Bourdieu P., Passeron J.-C., The Inheritors: French Students and Their Relation to Culture, (1979); Bourdieu P., Passeron J.-C., Reproduction in Education, Society and Culture, (1990); Brewer D.J., Gates S., Goldman C., In Pursuit of Prestige: Strategy and Competition in US Higher Education, (2002); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Brown P., Power S., Tholen G., Et al., Credentials, talent and cultural capital: A comparative study of educational elites in England and France, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2016); Brown R., Carasso H., Everything for Sale? The Marketisation of UK Higher Education, (2013); Brynin M., Individual choice and risk: The case of higher education, Sociology, 47, 2, pp. 284-300, (2012); Collini S., What Are Universities For?, (2012); Collins R., The Credential Society: An Historical Sociology of Education and Stratification, (1979); Connolly C., Enemies of Promise, (2008); Etkowitz H., Ranga M., Dzisah J., Whither the university? The Novum Trivium and the transition from industrial to knowledge society, Social Science Information, 51, 2, pp. 143-164, (2012); Ferguson M., Difficult style and ‘illustrious’ vernaculars, Just Being Difficult? Academic Writing in the Public Arena, pp. 15-28, (2003); Fish S., Save the World on Your Own Time, (2008); Harpham G.G., The Humanities and the Dream of America, (2011); Hillman N., The coalition’s higher education reforms in England, Oxford Review of Education, 42, 3, pp. 330-345, (2016); Higher education: Report of the Committee appointed by the Prime Minister under the chairmanship of Lord Robbins, (1963); Hook S., Education for Modern Man, (1946); Jones S., The university game: Differentiation and (de)regulation in English higher education, (2016); Kelly C., Derrida in the university, or the liberal arts in deconstruction, Canadian Journal of Higher Education, 42, 2, pp. 49-66, (2012); Malcolmson P., Myers R., O'Connell C., Liberal Education and Value Relativism: A Guide to Today’s BA, (1996); Mangset M., Contextually bound authoritative knowledge: A comparative study of British, French and Norwegian administrative elites’ merit and skills, Elites, Privilege and Excellence: The National and Global Redefinition of Educational Advantage, pp. 201-216, (2015); Nussbaum M., The professor of parody: The hip defeatism of Judith Butler, New Republic, 220, 8, pp. 37-45, (1999); Nussbaum M., Not for Profit: Why Democracy Needs the Humanities, (2012); Roberts K., Social mobility: Lift going up, doors closing. Going down, doors wide open; any volunteers?, Discover Society, 4, (2014); Roche M., Why Choose the Liberal Arts?, (2010); Rodeiro C.L.V., Provision of GCE A-level subjects: Statistics report no. 1, (2005); Scott P., The Meanings of Mass Higher Education, (1995); Scott P., Robbins, the binary policy and mass higher education, Higher Education Quarterly, 68, 2, pp. 147-163, (2014); Temple P., What has the coalition government done for higher education?, London Review of Education, 13, 2, pp. 173-178, (2015); Tholen G., Symbolic closure: Towards a renewed sociological perspective on the relationship between higher education, credentials and the graduate labour market, Sociology, 51, 5, pp. 1067-1083, (2017); Tholen G., Relly S.J., Warhurst C., Et al., Higher education, graduate skills and the skills of graduates: The case of graduates as residential sales estate agents, British Educational Research Journal, 42, 3, pp. 508-523, (2016); Van Der Wende M., The emergence of liberal arts and sciences education in Europe: A comparative perspective, Higher Education Policy, 24, 2, pp. 233-253, (2011); Weber M., Economy and Society: An Outline of Interpretive Sociology, (1978); Williams G., A bridge too far: An economic critique of marketization of higher education, Browne and Beyond: Modernizing English Higher Education, pp. 57-72, (2013); Zimdars A.M., Meritocracy and the University: Selective Admission in England and the United States, (2016)
Nơi xuất bản
SAGE Publications Ltd
Hình thức xuất bản
Article
Open Access
All Open Access; Green Open Access
Nguồn
Scopus