Understanding Higher Education

Understanding Higher Education


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With the expansion of Higher Education and changes following the Dearing Report, a very large number of parents have no experience of HE. Their children are about to enter university, employers are unaware of the changes, and new lecturers have a light grasp of the history and ideals of university education. This book is set to appeal to the needs of these groups, and will be of special interest to every (school) careers officer.

Chapters consider both the historical development of the system of Higher Education as well as the scope and nature of its institutional manifestation as we recognise it today. Far from being another Which-style guide for intending applicants, it is written in a straightforward style by the three authors, each known internationally as Higher Education specialists.

Product Details

ISBN-13: 9781871516746
Publisher: Intellect, Limited
Publication date: 03/01/1999
Pages: 192
Product dimensions: 7.00(w) x 9.00(h) x 0.50(d)

Table of Contents

Chapter 1Some Misconceptions1
IYou get long holidays
IIYou've one job, not two
IIIHigher education is like school
IVStudents are irresponsible libertines
VIt's all theory, not practical
VIHigher education sponges on the taxpayer
VIIOnly students and their parents benefit from higher education
VIIISo what's higher education really like?
Chapter 2What is Higher Education For?7
ITo develop attitudes and emotional integrity
IITo cultivate the intellect
IVTo develop culture and standards of citizenship
VKnowledge and research as a national resource
VITo provide an adaptable workforce with a broad range of skills
VIIAims from other perspectives
Chapter 3How the System Developed16
IThe principles of higher education come from ancient Athens
IIMedieval knowledge came from authorities and contested discussion
IIIThe growing freedoms of expression, opinion, observation and criticism
IVThe struggle to establish science, technology and practical subjects
VGovernment responsibility for finance and the "buffer principle"
VIThe age of expansion
VIIThe age of equality
VIIIThe age of efficiency
IXThe age of excellence
Chapter 4Understanding the New Higher Education System33
IIOther collegiate universities
IIIOlder civic universities
IVNewer civic universities
VPost-War universities
VIPost 1992 universities
VIIOther institutions
Chapter 5Is it Worth Entering Higher Education?39
IWhat does it cost?
IIWhat is the case for loans?
IIIWhat are the benefits?
Chapter 6Students in the System: access and participation46
IHow many students are there?
IIGetting in
IIIA closer look at a varied picture
IVThe benefits from accepting foreign students
VAre there too many students?
VIWhat are students like?
VIILocal differences
VIIIThe admissions process
Chapter 7Ways of Learning61
IUnderstanding why students behave as they do
IIPlanning the use of time
IIIEffective reading
IVLearning from lectures
VIThe importance of discussion
VIIPersonal learning
VIIIWhere to get help
Chapter 8Assessment of Students78
IThere's a fundamental problem when assessing students
IIThe purposes of assessment
IIIProblems of validity
IVThe unreliability of assessments
VSome factors related to examination performance
VIThe need to diversify assessment methods
Chapter 9Projects and Research90
IWe should all be researchers now
IITwelve typical stages in research
IIIThe lonely life of the postgraduate research student
IVThe funding of academic research
Chapter 10What Academic Freedom is, Why it Matters104
IThe general and special arguments
IISome assumptions
IIIDistinguishing various freedoms that are claimed
IVWhich of these claims are justified?
VWhy does academic freedom matter?
Chapter 11Pressures for Accountability110
IWho are the stakeholders and how have they affected higher education?
IIHow has the demand for greater accountability been met in practice?
Chapter 12The Government and Finance of Institutions117
IThe general character of academic management
IIAcademic departments
IVSenates and academic boards
VHow the money comes and goes
Chapter 13What are Academics Really Like?126
ISome misleading impressions
IIThe changing composition of British academe
IIIUnderstanding how academics think
IVAcademic life - what is it like?
VStaff development in higher education
Chapter 14The Shape of Things to Come138
IThe inevitability of change
IIThe wider world
IIIThe higher education world - policies and tendencies
IVConclusions and choices

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