Abstract
| 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 |
| 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 |
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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
PY - 2014/1/7
Y1 - 2014/1/7
N2 - 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.
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.
M3 - Chapter (peer-reviewed)
SN - 9791090365070
VL - 2
T3 - Culture of education series
SP - 695
EP - 710
BT - The international handbook of cultures of educational policy
A2 - Boufoy-Bastick, Béatrice
PB - Analytrics
CY - Strasbourg
ER -