Index

Citation

(2018), "Index", Riddell, S., Minty, S., Weedon, E. and Whittaker, S. (Ed.) Higher Education Funding and Access in International Perspective (Great Debates in Higher Education), Emerald Publishing Limited, Leeds, pp. 253-264. https://doi.org/10.1108/978-1-78754-651-620181014

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited

---

INDEX

Abitur

, 167, 168

Accreditation of prior learning

, 154, 157

Admission test

, 131

Admissions to Higher Education Review

, 73

Adult education

, 153, 157, 186–187

provision

, 144

at upper secondary level

, 156

Akademikersteuer. See Graduate taxes

American model of financial aid

, 200

Anti-globalist movements

, 190–191

Anxiety

, 212

debt

, 212

graduate labour market

, 91–92

Aptitude tests

, 245

Articulation arrangements

, 111

Audit society

, 62

Australian Government

, 224, 226, 228, 229, 234–235

Australian HE, student tuition fees in

, 225

income-contingent loans

, 232–235

personal troubles

, 223–225

tuition fees as public issue

, 229–232

Australian Labor Government

, 231

Bachelor-Master-courses

, 168

‘Back-to-school’ injunctions

, 193

Balancing supply and demand in Ireland

funding regime and student support

, 122–127

HE access

, 127–131

policy debates

, 134–137

proportion of undergraduate students

, 126

structure of Irish higher education

, 121–122

trends in HE participation

, 131–134

Balancing work and study

, 217–218

Berufsschule

, 167, 168

Bildungsexpansion

, 164

Bildungsgutschein. See Education coupons

BME students

, 107, 109, 110

Bologna Process

, 151, 164

Brandon

, 213–214, 217

Budget constraints

, 110

Bund

, 165, 173

Bundesausbildungsförderungsgesetz (BAföG)

, 172, 173

Bundesländer

, 165, 171

Bundesverfassungsgericht. See Federal Constitutional Court

Bursaries

, 6, 40–41, 90, 94, 95, 145, 181, 191

Cassells Report

, 135, 136

Central Applications Office (CAO)

, 129

Cherry-picking

, 72–74

Christian Democratic Union (CDU)

, 171, 179

Christian Social Union (CSU)

, 172, 179

Classism

, 171

Collège d’Enseignement Général et Professionel (CEGEP)

, 187–188

Commission on Widening Access

, 65

Commonwealth Government of Australia. See Australian Government

Commonwealth Supported Places (CSPs)

, 231

Consumerism

, 247

Convergence, international patterns of

, 249–250

Cooperative federalism

, 165

Crisis in funding

, 135

Cross-border movers

characteristics

, 103–107

fee differences

, 108–110

policies affecting

, 100–101, 108, 112–114

widening participation

, 110–112

Cultural capital

, 49, 55, 94

Darlehenfonds. See Student loans

Deferred payment scheme

, 233

Den Öppna Högskolan document (2001)

, 149

Department of Education

, 200, 204

Deutsches Studentenwerk. See German Student Service

Developed World, higher education

cost of higher education

, 241–242

globalisation and higher education

, 242–244

international patterns of convergence and divergence

, 249–250

power struggles between governments and universities

, 244–247

student activism

, 247–249

Devolved administrations (DAs)

, 102, 108

Die Grünen. See Green Party

Die Linke. See Left, The

Diplôme d’études professionnelles (DEP)

, 187

Diplôme d’études secondaires (DES)

, 187

Disability Access Route to Education scheme (DARE scheme)

, 130

Divergence, international patterns of

, 249–250

Economic and Social Research Council (ESRC)

, 44, 70

Economic capital

, 199

and student experience

, 208–213

Economic crash (2008)

, 242–243

Economic divide

, 214–216

Education coupons

, 172

‘England and Wales’ sector

, 109

Entry routes

, 154–158

Equal Status Survey

, 133

Equality of opportunity

, 226

Equity credentials of income-contingent loans

, 232–235

Ethos and methods of New Public Management

, 62–63

European context, Sweden in

, 151–153

European University Association

, 244

Fachhochschulreife

, 167, 168

Family case studies

, 44, 46–48

Family context

, 42–44

Family stories

, 48–53

Federal Aid Program

, 200

Federal Constitutional Court

, 171

Federal Government of Australia. See Australian Government

Federal Office of Statistics

, 173, 175

Federal Student Aid

, 200, 201–204

FEE-HELP

, 231

Fee(s)

, 101

differences

, 108–110

and number control policies

, 101–102

Financial support, cost and types of

, 205–207

Financial/financing

, 228

guilt

, 208

hardship

, 90–91

plans

, 88

savings during study

, 87–88

stability and security

, 92

Foster accountability

, 62–63

Free Fees Initiative

, 123

Free public education

, 186

Free Trade Area of the Americas (FTAA)

, 191

Free tuition

, 5, 33, 39, 55, 209, 248–249

Full-time postgraduate study

, 88, 89

Fully state-funded system

, 135

Funding

models

, 20

regime

, 122–127

structure

, 200

systems

, 171–172

Further education (FE)

, 40, 128

Gaming

, 72–74

Gender Action Plan

, 65–66

German education

catastrophe

, 169

system

, 165

German Student Service

, 166–167

Germany, policies and outcomes in

, 163

academic background of students

, 175

education system and access to higher education

, 165–169

funding for less advantaged students

, 172–174

number of students and gender differences

, 166

reducing or reinforcing social inequality

, 174–175

student fees and funding systems

, 171–172

widening participation

, 169–171

Global financial crisis (2008)

, 81–82

Globalisation

, 242

and higher education

, 242–244

positive feature

, 249

Government(s)

, 112

budget reductions

, 112

government and universities

, 244–247

Graduate(s)

, 85

employment

, 88

high levels of anxiety about entering graduate labour market

, 91–92

perspectives across 2014 and 2015 sample

, 85–86

premium

, 82

success

, 82

taxes

, 172

Graduating students

experiencing financial hardship

, 90–91

financial savings during study

, 87–88

full-time postgraduate study

, 89

high levels of anxiety about entering graduate labour market

, 91–92

from lower and average socio-economic backgrounds

, 89

from lower socio-economic backgrounds at Russell Group university

, 87

seeking non-graduate employment

, 88–89

Grant or subsidised loan

, 26–27

Great Lakes

participant finances

, 209–211

University

, 207

Green Party

, 172

Grundschule

, 168

Gymnasium

, 167, 168

Hauptschule

, 168

Hawke-Keating Labor Government

, 227

High fees regimes

, 243

Higher education (HE)

, 14, 39–40, 82, 83, 122, 143, 225

accessing routes to

, 153–156

annual tuition fees

, 101

attendance

, 199

characteristics of cross-border movers

, 103–107

cross-border movers

, 100–101, 108–114

education system and access to

, 165–169

fees and number control policies

, 101–102

regulating access to

, 63–66

sectoral differences

, 102–103

Higher Education Access Route scheme (HEAR scheme)

, 130, 133

Higher Education Act (2004)

, 63–64, 246

Higher Education Authority (HEA)

, 122

Higher Education Contribution Scheme (HECS)

, 227–236

Higher education decision-making

family case studies

, 46–53

Higher education institution (HEI)

, 42, 46–47, 65, 85, 122, 165

Higher Education Loan Programme (HECS-HELP). See Higher Education Contribution Scheme (HECS)

Higher Education Statistics Agency (HESA)

, 41–42, 103

Higher National Certificate (HNC)

, 6

Higher National Diploma (HND)

, 6

Hochschulrektorenkonferenz. See Higher Education Institutions

Högskoleprovet test. See Scholastic Aptitude Test

Honnef Model

, 172–173

Human capital theory

, 171

Humboldtian traditions

, 165

Income-contingent loans (ICLs)

, 135–136

equity credentials

, 232–235

Informed consent

, 83–84

Institutes of Technology (IoTs)

, 121, 122

Institutional inertia and resistance

, 70–71

International patterns of convergence and divergence

, 249–250

Investment in Education report

, 127

Ireland, balancing supply and demand in

current policy debates

, 134–137

funding regime and student support

, 122–127

policy on access to

, 127–131

proportion of undergraduate students

, 126

structure of Irish higher education

, 121–122

trends in HE participation and differences

, 131–134

Irish higher education, structure of

, 121–122

Jean Charest’s Liberal government

, 191, 194

Kultusministerkonferenz. See Standing Conference of Educational Ministers

La Révolution tranquille

, 187

Labour–Liberal Democrat coalition agreement

, 19–20

Left, The

, 172

Legitimate inequalities

, 111

Lenders

, 205

Leuven/Louvain-la-Neuve Communiqué

, 151

Liberal PM Jean Charest

, 191

Lifelong Learning policy of European Union

, 167–168

Ligue des droits et libertés (LDL)

, 191

Lisbon Process

, 164

Loi sur l’instruction publique (LIP)

, 186

Low-income backgrounds

, 172

Means-tested grants system

, 3, 9

Mills’ concepts

, 224

Mobility role in widening participation

, 110–112

National Assembly of Québec

, 194

National Center for Educational Statistics (NCES)

, 206

National Office of Equity of Access (2003)

, 127

Nationalism

, 242, 249

Neo-liberalism

, 144

‘Neo-social’ aspect

, 233

New Public Management techniques

, 61, 246

barriers

, 68, 70

ethos and methods of

, 62–63

gaming and cherry-picking

, 72–74

institutional inertia and resistance

, 70–71

likelihood

, 66–68, 69

regulating access to higher education

, 63–66

surface compliance

, 72

New social movement

, 248

No-fees regimes

, 243

Non-graduate employment

, 88–89, 92–93

Non-graduates

, 28, 82

Non-means tested benefits

, 13–14

Non-targeted funding

, 13–14

Non-traditional HE

, 83

Northern Irish approach

, 109–110

OECD analysis

, 2

Office for Fair Access (OFFA)

, 63–64

Office for Federal Student Aid

, 206

Office for Students (OfS)

, 64

Oireachtas Committee

, 135

Parallel approach

, 124

Parti Québécois government

, 185, 187, 189, 194

Participation of Local Areas (POLAR)

, 64

PISA-study of OECD

, 171

PLUS loan

, 205

Policy

changes affecting availability and accessibility of places

, 112–114

context

, 16–18

debates

, 134–137

divergence

, 249

explanations

, 27–30

makers

, 241

Political context

, 16–18

Political devolution and Welsh higher education

, 21–27

Politique gouvernementale d’éducation des adultes et de formation continue tout au long de la vie (PÉA)

, 187

Populism

, 249

Post-1992 University (2015)

, 83

lower and average socio-economic backgrounds at

, 89–92

Post-university plans

, 88

Postgraduate Education Loan Scheme (PELS)

, 231

Poverty

, 213

Power struggles between governments and universities

, 244–247

Powers and process

, 18–21

Price of University

balancing work and study

, 217–218

Brandon

, 213–214

case study of one elite US University

, 207–208

cost and financial support types for underrepresented students

, 205–207

economic capital and student experience

, 208–213

experiencing economic divide

, 214–216

finances

, 199–200

US funding structure

, 200–205

Printemps Érable

, 185–188, 192

1990 to

, 189–192

Progressive universalism

, 13–16

Proportionate universalism

, 15–16, 31

Protected characteristics

, 64

Psychological

safety net

, 87

tension

, 62

Public issue

demise of university tuition fees as

, 229–232

meets personal trouble

, 232–235

rise of university tuition fees as

, 225–229

Public service professionals

, 62

Québec

educational system

, 187

higher education funding and student activism in

, 185

higher education system

, 186–188

judiciarising conflict

, 192–194

1990 to Printemps Érable

, 189–192

Printemps Érable

, 186–188, 192

student movement in

, 188–189

student protests

, 194–195

Québec Solidaire

, 189–190

Ralf Dahrendorf’s Education as Citizen Right

, 170

Realschule

, 167, 168

Regional Technical Colleges

, 121

Regulating access to HE

, 63–66

Regulatory systems

, 62

Repayment(s)

, 33, 136, 228

loan

, 145–146

period

, 146

post-graduate income-contingent repayment schemes

, 243

threshold

, 234

Resistance, institutional inertia and

, 70–71

Robert Bourassa’s Liberal government

, 190

Rudd-Gillard Government

, 231

Russell Group University (2015), lower socio-economic backgrounds at

, 87–89

Scholarships

, 172, 199, 226

Scholastic Aptitude Test

, 147, 154

School and higher education reform

, 146–148

Scottish context

, 39–42

Scottish domiciled students studying in Scotland

, 40–41

Scottish Enterprise

, 71

Scottish Funding Council (SFC)

, 64

Scottish Government

, 6, 18, 64–65, 249

Scottish higher education policy-making

, 71

Scottish Index of Multiple Deprivation (SIMD)

, 55, 64, 73

Scottish-domiciled entrants to HEIs

, 67–68

Scottish-domiciled students

, 73

Social background

, 149

access courses for students

, 155

trends in HE participation and differences

, 131–134

Social capital

, 94

Social citizenship

, 100–101

Social Democratic Party (SPD)

, 172

Social inequality, reducing or reinforcing

, 174–175

Social mobility

, 128

Social policy

, 15

Social role

, 49

Social welfare

, 247

Socio-economic

advantage

, 106

differences

, 174

Socio-economic group (SEG)

, 128, 133

Socio-economic status (SES)

, 232

Sociological Imagination, The (Mills)

, 224

Sputnik-shock (1957)

, 169

“Squeezed middle”

, 95

Standing Conference of Educational Ministers

, 165

Statistisches Bundesamt

, 166

Student activism

, 10

impact

, 247–249

Student Assistance Fund

, 124

Student Awards Agency for Scotland (SAAS)

, 48

Student(s)

, 40, 87

construction

, 247–249

economic capital and student experience

, 208–213

fees

, 171–172

financial support

, 135

funding

, 14

funding structure in Wales after political devolution

, 21–27

loans

, 40–41, 172

movement in Québec

, 188–189

number control

, 102

participants

, 83–84

support in Wales

, 14–30

support system

, 39–40, 122–127

tuition fees in Australian HE

, 224–235

Sub-degree-level study

, 67–68

Subsidised loans

, 204–205

Supplemental Education Opportunity Grant (SEOG)

, 207

Supplemental Nutrition Assistance Program (SNAP)

, 212

Sweden

, 143

access routes to higher education

, 153–156

alternative entry routes to higher education

, 157

entry routes to higher education in Sweden

, 156

in European context

, 151–153

HE in

, 145–146

neo-liberalism

, 144

school and higher education reform

, 146–148

share of students in European countries

, 152

students in European countries entering higher education

, 152

widening access to higher education 2000 onwards

, 148–151

Swedish HE sector

, 145

Target(ed)

, 13

funding

, 13–14

groups

, 128

target-driven approach

, 246

Terra nullus

, 225

Third collapse of German history

, 169

Transparency

, 63

Under-represented groups

, 9, 64, 128, 146, 171, 243, 246

social objectives of widening participation

, 153

Unequal graduate transitions in England

, 93–95

actively seeking non-graduate employment after graduation

, 92–93

graduating students from lower and average socio-economic backgrounds

, 89–92

graduating students from lower socio-economic backgrounds

, 87–89

research methods

, 82–84

United Kingdom (UK)

comparisons

, 63–66

undergraduate student funding

, 2–7

undergraduate student support

, 3–5

Universal services

, 15

Universalism

, 14

attitude to examples

, 30

progressive

, 14–16

Universality

, 14

Université de Montréal

, 193

Universitets och Högskolerådet (UHR)

, 149

Universities and Colleges Admissions Service data (UCAS data)

, 6

Unsubsidised loans

, 204–205

US funding structure

, 200–205

Wales, student support in

, 13

policy and political context

, 16–18

policy explanations

, 27–30

powers and process

, 18–21

progressive universalism

, 14–16

structure of student funding in Wales after political devolution

, 21–27

Weimar Republic ideals

, 165

Welsh Government

, 14, 16

Whitlam Labor Government

, 226

Widening participation (WP)

, 111

mobility role in

, 110–112

policies in German higher education

, 169–171

Working-class

family environment

, 54

localism

, 41

Würdigkeit

, 173

Young people’s HE decision-making within family context

, 42–44