Graduate Views on Access to Higher Education: Is It Really a Case of Pulling up the Ladder?

Autor/inn/en	Webb, Rob; Watson, Duncan; Cook, Steve; Arico, Fabio
Titel	Graduate Views on Access to Higher Education: Is It Really a Case of Pulling up the Ladder?
Quelle	In: Studies in Higher Education, 42 (2017) 3, S.504-518 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1052738
Schlagwörter	Graduate Students; Access to Education; Higher Education; Equal Education; Student Participation; Expectation; Educational Practices; Student Attitudes; Research Methodology; Replication (Evaluation); Test Reliability; Test Validity; Foreign Countries; Multivariate Analysis; Regression (Statistics); United Kingdom + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Expectancy; Erwartung; Bildungspraxis; Schülerverhalten; Research method; Forschungsmethode; Testreliabilität; Testvalidität; Ausland; Multivariate Analyse; Regression; Regressionsanalyse; Großbritannien
Abstract	Using as a starting point in the recent work of Mountford-Zimdars et al., the authors analyse attitudes towards expanding higher education (HE) opportunities in the UK. The authors propose that the approach of Mountford-Zimdars et al. is flawed not only in its adoption of a multivariate logistic regression but also in its interpretation of results. The authors make a number of adaptations, chief among them being the use of an ordered probit approach and the addition of a time dimension to test for changes in attitudes between 2000 and 2010. The authors find that attitudes towards HE expansion have intensified during the decade 2000-2010, but the authors uncover no evidence that this is due to graduates wanting to "pull up the ladder", as suggested by Mountford-Zimdars et al. The authors argue that evidence of a widespread desire to reduce access to HE can most likely be explained by social congestion theory, internal institutional disaffection and rising tuition fees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01