A Comparative Look at the Challenges of Access and Equity: Changing Patterns of Policy Making and Authority in the UK and US Higher Education

Autor/in	Douglass, John Aubrey
Titel	A Comparative Look at the Challenges of Access and Equity: Changing Patterns of Policy Making and Authority in the UK and US Higher Education
Quelle	In: Higher Education Policy, 18 (2005) 2, S.87-116 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/palgrave.hep.8300075
Schlagwörter	Comparative Analysis; Higher Education; Access to Education; Student Diversity; Educational Policy; Cultural Influences; College Admission; Admission Criteria; Educational Change; Foreign Countries; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Bildungsreform; Ausland; USA
Abstract	This essay compares and contrasts approaches to access and equity in these two nations, focusing largely on higher education (HE) in England and public HE in select states in the US. Three general themes are offered in the following narrative. The first is the transition of admission policy making from an internal academic decision to an increasingly external and politically driven process, and linked to the drive to develop mass systems of HE. Seven general phases are identified in the effort to expand access, and to increase the diversity of students, particularly within public universities. A second theme compares the cultural differences between the UK and the US and their influence on policymaking. A third theme relates to the contrasting organization of HE and the influence on admission policies. There are significantly different sources of power and authority in the US and in the UK. Even with these differences, however, one sees a pattern of convergence in policy goals, and in the type of initiatives intended to broaden access and to increase the participation rate of designated populations. (Author).
Anmerkungen	Palgrave Macmillan. Brunel Road, Houndmills, Bassingstoke, Hampshire, RG21 6XS, UK. Tel: +44-1256-357893; Fax: +44-1256-328339; e-mail: subscriptions@palgrave.com; Web site: http://www.palgrave-journals.com/hep/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10