Rethinking the Social Capital Theory in the Light of Institutional Diversity
In our research we intended to survey the role played by social connections when students make use of the expanding opportunities offered by contemporary higher education. The contribution of institutions as chains of social relationships to students’ progress was examined from an educational-sociological perspective. Our volume of studies consists of three parts, each part containing three studies. As a summary of the most important findings of our research, we first present our most important observations related to the region concerned. We then follow with the results, which led us to the conclusion that the resources provided by higher education institutions, usually referred to as campuses, may be termed social capital. In the third chapter, we publish our conclusions related to the success and efficiency of students.
The region involved in our research
This research is justified because in Central and Eastern European countries social interest in higher education increased dramatically after the collapse of the communist regimes. As a consequence, the horizontal and vertical expansion of the system took place much more rapidly in these countries than in the Western European nations. At the same time, the number of potential students diminished, generating a competition among higher education institutions. For institutions in underdeveloped regions and those that have a recruitment basis smaller than the average, the changes meant that the number of students coming from families of lower social status has increased. Students with parents with low qualifications, those who study in vocational secondary...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.