How did the latest increase in fees in England affect student enrolment and inequality?

This paper presents a first analysis of the increase of undergraduate tuition fees to £9,000 (€11.000) in English higher education in 2012. I use a semi-experimental research design to estimate the effect of the reforms, based on student enrolment data drawn from the Higher Education Statistics Agency (HESA). Taking into account possible anticipation effects of the fee increase, I find that enrolment declined by 15 % in the treated groups as a result of the tuition fee increase. This number is almost three times higher than what previous studies have found, and may represent a serious long term cost for the English economy. The decline in enrolments is particularly pronounced for students in older age groups and students from the service class and the middle class. No effect is visible for students from the working class, indicating that the reforms did not lead to a much-feared increase in class bias in higher education enrolment. The reforms also seem not to have exacerbated ethnic inequality in higher education, as all ethnic groups were negatively affected by the reforms. These results are consistent with earlier research in the United States and the United Kingdom, although they expand our understanding of student price responsiveness in other important ways. The paper argues that younger and older students face different costs and benefits. Older students may be less certain about their benefits, and therefore be more sensitive towards price increases. The strong decrease in mature learners may require a policy response, taking into account these differing incentives

Social identification, widening participation and Higher Education: Experiencing similarity and difference in an English red brick university

In 2012, the UK government introduced the National Scholarship Programme - a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of eighty semi-structured interviews conducted in an English Red Brick University over a three-year period, this paper uses Jenkins’ work on social identification to examine the process es by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The paper explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non- repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme

Connecting with older people: multiple transitions in same place

This chapter presents an overview about sustaining dignified care for stroke patients nearing the end of their hospital stay. It explores the conceptualisation of empathy in practice in relation to a recovery trajectory of multiple transitions. Broadly these transitions concretise a cumulative change process as preparation for discharge is initiated. Approaching the discharge transition can be difficult for all concerned as organisational demands converge as a cluster of divergent mixed emotions, expectations and experiences among staff and patients. Minimal attention has been given to the emotional impact of multiple transitions characteristic of lengthy stays and so this chapter draws on the outcomes of an ethnographic study which sought to understand the process more thoroughly through the experiences of patients and staff

Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a Northern Red Brick University

Drawing on a thematic analysis of longitudinal qualitative data (ntotal = 118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick university variously attempted to manage their individual budgets. It explores how students reconcile their income—in the form of loans, grants, and bursaries—with the cost of living. Four arenas of interest are described: planning, budgeting, and managing “the student loan”; disruptions to financial planning; the role of familial support; and strategies of augmenting the budget. In detailing the micro‐level constraints on the individual budgets of lower and higher income undergraduates, the article highlights the importance of non‐repayable grants and bursaries in helping to sustain meaningful participation in higher tariff, more selective, higher education institutions. It also supports an emerging body of literature that suggests that the continuing amendments to the system of funding higher education in England are unlikely to address inequality of access, participation, and outcome

International Experience of Mechanical Thrombectomy During the COVID-19 Pandemic: Insights from STAR and ENRG

Background: In response to the COVID-19 pandemic, many centers altered stroke triage protocols for the protection of their providers. However, the effect of workflow changes on stroke patients receiving mechanical thrombectomy (MT) has not been systematically studied. Methods: A prospective international study was launched at the initiation of the COVID-19 pandemic. All included centers participated in the Stroke Thrombectomy and Aneurysm Registry (STAR) and Endovascular Neurosurgery Research Group (ENRG). Data was collected during the peak months of the COVID-19 surge at each site. Collected data included patient and disease characteristics. A generalized linear model with logit link function was used to estimate the effect of general anesthesia (GA) on in-hospital mortality and discharge outcome controlling for confounders. Results: 458 patients and 28 centers were included from North America, South America, and Europe. Five centers were in high-COVID burden counties (HCC) in which 9/104 (8.7%) of patients were positive for COVID-19 compared with 4/354 (1.1%) in low-COVID burden counties (LCC) (P<0.001). 241 patients underwent pre-procedure GA. Compared with patients treated awake, GA patients had longer door to reperfusion time (138 vs 100 min, P=<0.001). On multivariate analysis, GA was associated with higher probability of in-hospital mortality (RR 1.871, P=0.029) and lower probability of functional independence at discharge (RR 0.53, P=0.015). Conclusion: We observed a low rate of COVID-19 infection among stroke patients undergoing MT in LCC. Overall, more than half of the patients underwent intubation prior to MT, leading to prolonged door to reperfusion time, higher in-hospital mortality, and lower likelihood of functional independence at discharge.info:eu-repo/semantics/publishedVersio

Critical reflections on the benefits of ICT in education

In both schools and homes, information and communication technologies (ICT) are widely seen as enhancing learning, this hope fuelling their rapid diffusion and adoption throughout developed societies. But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. This article examines two possible explanations - first, that convincing evidence of improved learning outcomes remains surprisingly elusive, and second, the unresolved debate over whether ICT should be conceived of as supporting delivery of a traditional or a radically different vision of pedagogy based on soft skills and new digital literacies. The difficulty in establishing traditional benefits, and the uncertainty over pursuing alternative benefits, raises fundamental questions over whether society really desires a transformed, technologically-mediated relation between teacher and learner

A ‘home-international’ comparative analysis of widening participation in UK higher education

Since devolution of education policy to the four ‘home’ nations of the UK, distinct approaches to addressing social inequalities in higher education participation have developed across the four jurisdictions (England, Wales, Scotland and Northern Ireland). From a critical examination of 12 policy documents, this paper presents a comparative policy analysis of the qualitatively distinct ways that inequalities in higher education are conceptualised across the ‘home’ nations. Basil Bernstein’s theoretical ideas are drawn on to help unearth distinctions in their beliefs about the underlying nature of educational inequalities. These can be understood in relation to their degree of closeness to either neoliberal or social democratic ideological positions, and we show that the ‘home’ nations of the UK place differing emphases on what form of higher education they aim to widen access to, and how they intend to achieve thi