Dr Who? Equity and Diversity among University Postgraduate and Higher Degree Cohorts

Autor/inn/en	Harvey, Andrew; Andrewartha, Lisa
Titel	Dr Who? Equity and Diversity among University Postgraduate and Higher Degree Cohorts
Quelle	In: Journal of Higher Education Policy and Management, 35 (2013) 2, S.112-123 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2013.775921
Schlagwörter	Foreign Countries; Access to Education; Disproportionate Representation; Graduate Students; Socioeconomic Status; Rural Population; Higher Education; Student Diversity; Barriers; Cultural Capital; Social Justice; Economic Development; Public Policy; Educational Policy; Student Costs; Educational Mobility; Scholarships; Student Financial Aid; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socio-economic status; Sozioökonomischer Status; Landbevölkerung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Wirtschaftsentwicklung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Studienkosten; Bildungsmobilität; Scholarship; Stipendium; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Australien
Abstract	Lack of equitable access at the higher levels of university is detrimental to individuals and more broadly to economic productivity and social cohesion. This paper considers the nature and extent of under-representation in postgraduate and higher degree study and proposes responses at both the institutional and policy levels. Particular focus is given to low socio-economic and regional students within the Australian context. Major causes of postgraduate inequity include the pipeline effect, which is fuelled by institutional stratification and low levels of institutional mobility. Moreover, the influence of financial barriers and limited cultural capital does not "wash out" during undergraduate study. Proposed institutional strategies include redirecting a proportion of equity scholarships to postgraduates, giving consideration to need in the allocation of postgraduate scholarships, and offering funded postgraduate places to selected disadvantaged students. At a policy level, suggestions include government targets for postgraduate participation, undergraduate debt remission, and increased postgraduate Commonwealth-supported places. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10