The graduate contribution

James Moir

The graduate contribution

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)

Abstract

The changed funding landscape of higher education in the English sector of the UK has led to the argument that students will select courses of study in terms of a cost-benefit analysis of their employability opportunities and earning potential. However, in Scotland the position is different, and although free at present for Scottish and European Union (EU) students, English students will nonetheless have to pay around £9000 per annum to study in Scotland. This anomalous situation has led some to argue that this position is unsustainable and that some form of graduate contribution from Scottish and/or EU students will be required. It is therefore timely to consider not only what financial contribution students ought to make but also what their contribution is in terms of the graduate attributes they develop and their worth to society. These issues are discussed with respect to the investment made in modernising the curriculum in Scottish higher education. It is argued that Scotland’s tradition of a generalist higher education provision provides benefits not only for Scottish students but also for EU students looking to develop a broad range of skills that enable them to understand and tackle global issues.

Original language	English
Title of host publication	The international handbook of cultures of educational policy
Subtitle of host publication	comparative international issues of policy-outcome relationships - economic influences with standards and governance
Editors	Béatrice Boufoy-Bastick
Place of Publication	Strasbourg
Publisher	Analytrics
Chapter	26
Pages	695-710
Number of pages	16
Volume	2
ISBN (Print)	9791090365070
Publication status	Published - 7 Jan 2014

Publication series

Name	Culture of education series
Publisher	Analytrics

Access to Document

http://culturometrics.com/wp-content/uploads/2016/03/Int-Cultures-of-Education-Policy-VOL2.pdfLicence: CC BY-NC-SA

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Moir, J. (2014). The graduate contribution. In B. Boufoy-Bastick (Ed.), The international handbook of cultures of educational policy: comparative international issues of policy-outcome relationships - economic influences with standards and governance (Vol. 2, pp. 695-710). (Culture of education series). Analytrics. http://culturometrics.com/wp-content/uploads/2016/03/Int-Cultures-of-Education-Policy-VOL2.pdf

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Moir, J 2014, The graduate contribution. in B Boufoy-Bastick (ed.), The international handbook of cultures of educational policy: comparative international issues of policy-outcome relationships - economic influences with standards and governance. vol. 2, Culture of education series, Analytrics, Strasbourg, pp. 695-710. <http://culturometrics.com/wp-content/uploads/2016/03/Int-Cultures-of-Education-Policy-VOL2.pdf>

The graduate contribution. / Moir, James.

The international handbook of cultures of educational policy: comparative international issues of policy-outcome relationships - economic influences with standards and governance. ed. / Béatrice Boufoy-Bastick. Vol. 2 Strasbourg : Analytrics, 2014. p. 695-710 (Culture of education series).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)

TY - CHAP

T1 - The graduate contribution

AU - Moir, James

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AB - The changed funding landscape of higher education in the English sector of the UK has led to the argument that students will select courses of study in terms of a cost-benefit analysis of their employability opportunities and earning potential. However, in Scotland the position is different, and although free at present for Scottish and European Union (EU) students, English students will nonetheless have to pay around £9000 per annum to study in Scotland. This anomalous situation has led some to argue that this position is unsustainable and that some form of graduate contribution from Scottish and/or EU students will be required. It is therefore timely to consider not only what financial contribution students ought to make but also what their contribution is in terms of the graduate attributes they develop and their worth to society. These issues are discussed with respect to the investment made in modernising the curriculum in Scottish higher education. It is argued that Scotland’s tradition of a generalist higher education provision provides benefits not only for Scottish students but also for EU students looking to develop a broad range of skills that enable them to understand and tackle global issues.

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