The graduate contribution

Research output: Chapter in Book/Report/Conference proceedingChapter (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 languageEnglish
Title of host publicationThe international handbook of cultures of educational policy
Subtitle of host publicationcomparative international issues of policy-outcome relationships - economic influences with standards and governance
EditorsBéatrice Boufoy-Bastick
Place of PublicationStrasbourg
PublisherAnalytrics
Pages695-710
Number of pages16
Volume2
ISBN (Print)9791090365070
Publication statusPublished - 7 Jan 2014

Publication series

NameCulture of education series
PublisherAnalytrics

Fingerprint

student union
graduate
student
education
employability
cost-benefit analysis
funding
curriculum
present

Cite this

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). Strasbourg: Analytrics.
Moir, James. / The graduate contribution. The international handbook of cultures of educational policy: comparative international issues of policy-outcome relationships - economic influences with standards and governance. editor / Béatrice Boufoy-Bastick. Vol. 2 Strasbourg : Analytrics, 2014. pp. 695-710 (Culture of education series).
@inbook{d8c011cf68ed4fa5ac5bf0dddc48f683,
title = "The graduate contribution",
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.",
author = "James Moir",
year = "2014",
month = "1",
day = "7",
language = "English",
isbn = "9791090365070",
volume = "2",
series = "Culture of education series",
publisher = "Analytrics",
pages = "695--710",
editor = "B{\'e}atrice Boufoy-Bastick",
booktitle = "The international handbook of cultures of educational policy",

}

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.

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 proceedingChapter (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 -

Moir J. The graduate contribution. In Boufoy-Bastick B, editor, The international handbook of cultures of educational policy: comparative international issues of policy-outcome relationships - economic influences with standards and governance. Vol. 2. Strasbourg: Analytrics. 2014. p. 695-710. (Culture of education series).