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The Modernisation of European Universities

Cross-National Academic Perspectives


Edited By Marek Kwiek and Andrzej Kurkiewicz

The recent decade brought about new ways of thinking about universities. European-level educational policies became increasingly influential as the agenda of university reforms was viewed as part of greater Lisbon strategy reforms. National governments adopted the economic concept of the university consistently developed in subsequent official documents of the European Commission. The EU member states currently need to balance their educational policies between the requirements of policies promoted by the EU and the requirements of their national systems. Additionally, the national educational policies are under high pressure due to globalisation. European universities and European academics operate in the midst of these large-scale changes. Their interpretations of and their responses to what is termed «the modernisation agenda of European universities» are at the core of this volume.


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Chapter 8: The Social Dimensions of Modernizing Higher Education.A Czech-Dutch Comparative Study on Student Financeand Equity. Petr Matějů, Simona Weidnerová, Hans Vossensteyn, Tomáš Konečný


Chapter 8 The Social Dimensions of Modernizing Higher Education. A Czech-Dutch Comparative Study on Student Finance and Equity1 Petr Matějů, Simona Weidnerová, Hans Vossensteyn, Tomáš Konečný 1. Introduction The Czech Republic is facing significant reforms in student funding consisting of the implementation of tuition fees and new systems of student financial aid. In searching for efficient systems of student funding that may serve as models for the Czech reforms, the Netherlands is one of the most interesting candidates. The aim of the chapter, based on data from the EUROSTUDENT IV project (2009) and EU-SILC survey data (2005), is to contribute to a better understand- ing of the impact of financial conditions on higher education participation among students from different socio-economic backgrounds by comparing the Netherlands with the Czech Republic, two countries with important similarities as well as differences in their education systems, student funding and participa- tion patterns in higher education. We posed the question whether student fund- ing instruments have an impact on the likelihood of attending tertiary education for students from different socio-economic origins. The presumed role of tuition fees and student support in the decisions of students to attend college has been addressed by a wealth of both sociological and economic studies (e.g. Dynarsky and Clayton, 2006; Kane, 2003; Bound and Turner, 2006; Vossensteyn, 2005). From a sociological perspective, student choice is mainly driven by family background characteristics and peer opinions, whereas an economic perspective puts much greater emphasis on the relative price of education...

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