'It's Just Not Worth a Damn!' Investigating Perceptions of the Value in Attending University

Autor/inn/en	Cook, Steve; Watson, Duncan; Webb, Rob
Titel	'It's Just Not Worth a Damn!' Investigating Perceptions of the Value in Attending University
Quelle	In: Studies in Higher Education, 44 (2019) 7, S.1256-1267 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1434616
Schlagwörter	Value Judgment; College Attendance; Foreign Countries; Outcomes of Education; Educational Benefits; Employment Potential; College Graduates; Tuition; Wages; Educational Demand; Socioeconomic Status; Social Class; Conflict; Educational Trends; Social Attitudes; Attitude Measures; Cost Effectiveness; Debt (Financial); United Kingdom + Suchen Sie Ihr Suchwort? Werturteil; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Ausland; Lernleistung; Schulerfolg; Bildungsertrag; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulabsolvent; Hochschulabsolventin; Unterweisung; Unterricht; Wage; Löhne; Bildungsanforderung; Bildungsnachfrage; Socio-economic status; Sozioökonomischer Status; Social classes; Soziale Klasse; Konflikt; Bildungsentwicklung; Social attidude; Soziale Einstellung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Großbritannien
Abstract	Mass expansion of the UK Higher Education (HE) sector is eroding its well-documented benefits -- leading many to question whether HE remains worthwhile. Avoiding the traditional approach of estimating the returns to HE, we investigate why many now feel that attending university will not yield any financial benefits. Using BSA data from 2010 we find that this negativity is being driven by perceived lack of graduate job prospects, the rise in tuition fees and wage underpayment. We conclude that this may well fuel uncertainty and reduce demand for HE from lower socio-economic groups while increasing intra class conflict in higher socio-economic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01