Oxford Review of Education ( IF 2.159 ) Pub Date : 2021-04-12 , DOI: 10.1080/03054985.2021.1908247 Michael Tomlinson 1
ABSTRACT
Finding a conceptually informed and substantive means of understanding the value of higher education (HE) remains a challenging but crucial issue in the context of continued market-orientated policies. This article offers a way forward and posits that formal approaches to measuring the value of HE can only have currency if engaging in longer-term and sustainable notions of value given that many of the benefits of HE are manifest in less tangible, non-immediate and non-monetary outcomes. Capability perspectives are drawn upon better to capture the more developmental and longer-term value potentiality of a university education. We explicitly refer to three key spheres of value pertaining to personal, social and economic milieus that may be derived from HE. This approach moves beyond the utilitarian gain approach to value popularised in recent HE policy, in particular the Teaching Excellence and Student Outcomes Framework. Instead, it brings into play the significance of agency and selfhood as key value dimensions, and a broader conception of working life. The implications for engaging with future measurements of the value of HE are also discussed.
中文翻译:
缺失的价值:参与高等教育的价值和对未来测量的影响
摘要
在持续以市场为导向的政策的背景下,寻找一种概念上知情和实质性的方式来理解高等教育 (HE) 的价值仍然是一个具有挑战性但至关重要的问题。本文提供了一条前进的道路,并假设衡量 HE 价值的正式方法只有在参与长期和可持续的价值概念时才具有货币意义,因为 HE 的许多好处体现在不太有形、非即时和非货币结果。更好地利用能力观点来捕捉大学教育更具发展性和长期价值的潜力。我们明确提到了可能源自高等教育的与个人、社会和经济环境有关的三个关键价值领域。这种方法超越了近期高等教育政策中普及的价值获取方法,特别是卓越教学和学生成果框架。相反,它发挥了作为关键价值维度的代理和自我的重要性,以及更广泛的工作生活概念。还讨论了参与未来 HE 价值测量的意义。