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In this chapter we provide a brief history of student fees in Australian higher education (HE), particularly from 1974 when fees were abolished but more substantially from 1989 when they were re-introduced. Of particular interest is the impact of student fees on the equity of access in HE: what has become known in Australia as the proportional representation of ‘equity’ groups (i.e. groups defined by gender, socioeconomic status, disability, indigeneity, rurality or language background; see Martin, L. (1994). Equity and general performance indicators in higher education. Canberra: Australian Government Publishing Service.), although latterly the focus has been on socioeconomic status (SES). Our analysis is of Australian Government policy, framed by a ‘quality of mind’ that C. W. Mills (1959, p. 14) refers to as the ‘sociological imagination’. That is, we draw attention to the absence of this imagination in much government policy, which falsely separates the personal troubles of individuals (e.g. in financing access to HE) from the public issues of societies (e.g. in universalising HE), with a tendency to ascribe responsibility for student fees to the former over the latter. In these terms, we characterise the history of access to Australian HE — specifically the role that student fees have played in this — as fluctuating from personal trouble to public issue and back again.

This chapter’s focus is on the disparate factors that are affecting higher education students that by circumstance not of their making are both displaced and seeking refuge within the fields of continuing their higher education. The fear of losing a young educated generation that can be part of the reconciliation process of the country in the post-conflict era has become close to reality, especially in Syria and in the neighbouring countries where the lost possibility of Syrian refugees’ returning to Syria is higher than other places. We have organized this chapter into three parts. The first part explores the history of higher education for Syrians with emphasis on the last half century. The second part describes the theoretical underpinnings of those displaced in today’s social political context through the lenses of Foucault and Maslow. The third part discusses a specific case study: the challenges Syrian students are facing in Lebanon, focusing on specific policies such as online education as a viable tool for serving displaced students, legal documents and the lack thereof, ability to get scholarships, policies and laws to understand.

The purpose of this paper is to review the literature on female faculty and administrators working in higher education, past and present.

Materials were selected based on scholarly impact and reputation of the author. Selections were then examined to assure varied perspectives and wide period coverage.

Throughout the past century, women have made tremendous strides in the pursuit of equity in the academic working environment. However, statistics and personal experiences indicate that much progress is still needed.

This bibliography is limited to literature on working female faculty and administrators in the USA. It is intended to provide a broad overview of their past and present working conditions. Materials cover the Colonial period though the present. As such, a brief selection of materials available are included. Although there are much fewer resources that include the women of color experience, whenever possible materials are included. For the purpose of this review, the female student demographic is omitted. As there is a plethora of materials on this subject, it should be examined in a separate bibliography.

This bibliography provides students and scholars a brief introduction to research women in higher education which encompasses diverse voices, a wide historical range and contemporary materials.

This chapter provides a review of the language, key examples, and an analysis of social justice practices in higher education philanthropy. By describing how American higher education is supported by philanthropy, the authors articulate the need to have collective approaches that create an equitable distribution of resources. The authors utilize research centered on equity, inclusion, and diversity to encourage leaders to consider applying additional perspectives when analyzing philanthropy in higher education. This combination of multidisciplinary scholarship offers a synthesis of research to show readers how social justice advances and improves philanthropy within higher education. Social justice in the age of philanthropy concludes with key recommendations for advancement offices across campuses and organizations.

This article aims to offer a perspective on issues pertaining to higher education, the graduate and the labour market. It is one of several similar perspectives on the occasion of the 50th anniversary of the publication of the journal Education + Training.

The approach adopted has been to provide a reflective commentary on the salient issues of the period, coincident with two major reports in the history of higher education in the UK – Robbins and Dearing.

In the context of several of the accepted performance indicators, higher education policy is seen to have been “successful”. However, this success must be qualified on the grounds that the majority of the UK school leaving population continue to enter the labour market with no qualifications whatsoever.

This lies in the critique of education and training policy forwarded and in its context, the other comparable articles within the anniversary edition of Education + Training.

The purpose of this paper is to explore the interaction between a liminal rural Australian city (Lithgow) and the development of higher education options across the city's history. The paper proposes a nuanced interaction between national, social, religious, political, regional and local forces to explain why an industrial city such as Lithgow, with obvious educational strengths, would be overlooked while others (such as Wollongong and Bathurst) were not.

The paper takes the form of a longitudinal study of educational institutions, placed in their historical contexts, in order to demonstrate the fluctuation of educational vision with the rise and fall of socio-economic contributors to the town's fortunes.

The paper finds that the city's formation and dependence on war-related industries created boom-bust cycles which negatively impacted on its entrepreneurial, managerial and working class elites, and so on its ability to bring cultural and political influence to bear in the formation of local higher education options, across a period in which higher education becomes an increasingly federal responsibility.

The paper suggests policy ramifications for the support of higher education options in the city.

The paper supports the interpretation that it is not merely that education itself promotes social mobility, but that what type of education is important, along with an eye to how education contributes to the overall well-being and cross-class profile of the city of Lithgow.

This paper fills a gap in historical knowledge about Lithgow's educational institutions, the study of which heretofore has tended to be located with either labor historical or heritage approaches. This paper takes a socio-cultural and longitudinal/holistic approach which brings together a variety of approaches previously not treated.

Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics into higher education status; the establishment of the University of Development Studies (UDS) in the northern part of the country; the amalgamation of existing Colleges of Education into degree awarding institutions; the creation of the Ghana Education Trust Fund (GETFund) to provide supplementary financial support for infrastructure, faculty research and development; expansion of distance education programs; modification of the student loan scheme; and a conducive regulatory environment that encourages private sector participation in higher education provision. In spite of these developments, the system continues to face several challenges such as limited funding to support academic programs; limited participation rates for low-income students, females, and minorities; difficulty recruiting and retaining young academic and research faculty; inadequate research capacities; limited ICT infrastructure to enhance instruction and curriculum delivery and inadequate facilities to support science and technology education; etc. This chapter focuses on the state of public higher education in Ghana with emphasis on current growth and challenges. The chapter offers descriptive analysis based on government policy reports and documents, enrollment data from universities in Ghana, and data from the Ministry of Education and the National Council for Tertiary Education in Ghana.

During the 20th century, the United States rapidly developed its research capacity by fostering a broad base of institutions of higher education led by a small core of highly productive research universities. By the latter half of the century, scientists in a greatly expanded number of universities across the United States published the largest annual number of scholarly publications in STEM+ fields from one nation. This expansion was not a product of some science and higher education centralized plan, rather it flowed from the rise of mass tertiary education in this nation. Despite this unprecedented productivity, some scholars suggested that universities would cease to lead American scientific research. This chapter investigates the ways that the United States’ system of higher education underpinned American science into the 21st century.

The authors present a historical and sociological case study of the development of the United States’ system of higher education and its associated research capacity. The historical and sociological context informs our analysis of data from the SPHERE team dataset, which was compiled from the Thomson Reuters’ Science Citation Index Expanded (SCIE) database.

We argue that American research capacity is a function of the United States’ broad base of thousands of public and broadly accessible institutions of higher education plus its smaller, elite sector of “super” research universities; and that the former serve to culturally support the later. Unlike previous research, we find that American higher education is not decreasing its contributions to the nation’s production of STEM+ scholarship.

The chapter provides empirical analyses, which support previous sociological theory about mass higher education and super research universities.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)