Higher Education As a Public Good
Critical Perspectives on Theory, Policy and Practice
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Social & Cultural Studies, Social Science, Sociology
| Author: | ISBN: | 9781454199946 | |
| Publisher: | Peter Lang | Publication: | January 1, 2013 |
| Imprint: | Peter Lang Inc., International Academic Publishers | Language: | English |
| Author: | |
| ISBN: | 9781454199946 |
| Publisher: | Peter Lang |
| Publication: | January 1, 2013 |
| Imprint: | Peter Lang Inc., International Academic Publishers |
| Language: | English |
Higher education is likely to involve the majority of people at some time in their lives in the twenty-first century. The main drivers of expansion in the previous century were a belief that widening access promotes social equity and the advance of knowledge as the main factor underpinning economic success for individuals and societies. However, universal higher education in rapidly changing economies raises many questions that have been inadequately treated by previous authors. This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions. Most of the authors are not satisfied with this conclusion, but they recognise, from several disciplinary perspectives, that it is no longer possible to take it for granted that higher education is intrinsically a public good. Are there convincing alternatives?
Higher education is likely to involve the majority of people at some time in their lives in the twenty-first century. The main drivers of expansion in the previous century were a belief that widening access promotes social equity and the advance of knowledge as the main factor underpinning economic success for individuals and societies. However, universal higher education in rapidly changing economies raises many questions that have been inadequately treated by previous authors. This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions. Most of the authors are not satisfied with this conclusion, but they recognise, from several disciplinary perspectives, that it is no longer possible to take it for granted that higher education is intrinsically a public good. Are there convincing alternatives?
