02 SES 17 C, Higher level vocational education: the route to high skills and productivity as well as greater equity? An International Comparative Analysis
Applied degrees in colleges emerged as a distinct form of provision in many Anglophone countries around the turn of the 21st century. This includes foundation degrees and vocational degrees in England, applied baccalaureates in Canada and the United States, and vocational degrees in Australia. The three rationales for this provision are that it can: expand access to higher education (HE) for disadvantaged students; result in HE aligned with the needs of the workplace; and, be cheaper for governments and individuals compared to university provision (Wheelahan 2016). Those of us researching the emergence of this provision thought that it would grow and be a key mechanism to underpin universal systems of higher education (Bathmaker et al. 2008, Skolnik 2013, Wheelahan et al. 2009). However, it did not, and instead growth has occurred through expansion of enrolments in universities. This paper is a theoretical reflection on two research projects led by the author in Australia (Wheelahan et al. 2012, Wheelahan et al. 2009) and one project in Ontario, Canada (Wheelahan et al. 2017). It also reflects on research by other colleagues in Australia (Webb et al. 2017), Canada and the US (Skolnik 2013), and the UK (Bathmaker 2016). The paper explores two limitations on the growth of college HE: first, government ambivalence and intermittent aspirations for differentiation; and second, government marketisation policies that compel colleges to compete with universities in a stratified and hierarchical market structured by positional goods. The paper uses Trow’s (1974) framework of elite, mass and universal HE and Marginson’s (2016) framework of high participation systems to explore the emergence of universal HE systems; neo-institutional theory to explore pressures towards isomorphism and credentialism in these countries (Scott 2014); and, Clark’s (1983) ‘triangle of coordination’ to explore the roles of the state, the market and academic coordination of HE. The paper shows how the hierarchical nature of HE systems keeps college-based HE in its place as a lower status route for disadvantaged students. In universal systems, starting positions are unequal and different forms of participation in HE confer different levels of social and economic advantage. HE systems in Anglophone liberal market economies are structured as a positional good in a partly zero-sum game. Government structured HE markets elicit pressures towards isomorphism and credentialism with college degrees compared to university degrees and found wanting, while government accreditation requirements contribute to imposing ‘university models’ of the degree on colleges.
Bathmaker, Ann-Marie. 2016. "Higher education in further education" Research in Post-Compulsory Education 21 (1-2):20-32. Bathmaker, Ann-Marie et al. 2008. "Dual-Sector Further and Higher Education." Research Papers in Education 23 (2):125 - 137. Clark, Burton R. 1983. The higher education system: academic organization in cross-national perspective. University of California Press. Marginson, Simon. 2016. "High Participation Systems of Higher Education." Journal of Higher Education 87 (2):243-270. Scott, W. Richard. 2014. Institutions and organizations. 4th ed. ed. Los Angeles: Sage. Skolnik, Michael L. 2013. "Reflections on the nature and status of the applied baccalaureate degree." In Alternative pathways to the baccalaureate, Stylus. Trow, Martin. 1974. "Problems in the Transition from Elite to Mass Higher Education." Policies for Higher Education OECD:51-101. Webb, Sue et al. 2017. "Higher vocational education and social mobility." Journal of Vocational Education & Training 69 (1):147-167. Wheelahan, Leesa. 2016. "‘College for all’ in Anglophone countries" Research in Post-Compulsory Education 21 (1-2):33-48. doi: 10.1080/13596748.2015.1125675. Wheelahan, Leesa et al. 2012. Shaken not stirred? The development of one tertiary education sector in Australia. Adelaide: NCVER. Wheelahan, Leesa et al. 2009. Higher education in TAFE. Adelaide: NCVER. Wheelahan, Leesa et al. 2017. CAAT baccalaureates: their impact on students and colleges. Toronto: University of Toronto.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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