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首页> 外文期刊>International Journal of Lifelong Education >Educational expansion or credential inflation? The evolution of part‐time study by adults at McGill University, Canada
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Educational expansion or credential inflation? The evolution of part‐time study by adults at McGill University, Canada

机译：教育扩张还是凭证通胀？成人在加拿大麦吉尔大学从事兼职学习的演变

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Part‐time students have accounted for a significant proportion of rising participation in higher education in many countries. The objectives of this paper are to enrich the empirical literature concerning the inclusion of part‐time adult learners in higher education, and to assess the two competing theoretical frameworks that have emerged to explain the international expansion of higher education in recent decades: human capital theory and social exclusion theory. Human capital theorists argue that increasingly complex demands of economies and workplaces have caused the expansion of educational provision. Theorists of social exclusion argue that increasingly intense competition among labour market participants has caused the inflation of educational credentials. This paper uses original, archival research to narrate the history of part‐time, degree‐credit study at McGill University in Canada. It finds that McGill provided a wide range of part‐time study opportunities in the 1920s and early 1930s, resisted the provision of such opportunities from the 1940s through the 1960s, and reinstated extensive part‐time study opportunities for adults in the 1970s. While both educational expansion and credential inflation took place at McGill neither human capital theory nor social exclusion theory can fully account for the rise, fall, and re‐birth of part‐time study for adults. To understand this evolution, more proximate causes, such as institutional politics and government funding models, must be explored. This paper raises important questions for future research, including those relating to gender and equity in the participation of part‐time students in higher education.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2010.523944
机译：在许多国家，非全日制学生占越来越多的高等教育参与的很大一部分。本文的目的是丰富有关将兼职成人学习者纳入高等教育的经验文献，并评估为解释近几十年来国际高等教育的发展而出现的两个相互竞争的理论框架：人力资本理论和社会排斥理论。人力资本理论家认为，经济和工作场所日益复杂的要求已导致教育供给的扩大。社会排斥理论家认为，劳动力市场参与者之间日益激烈的竞争导致了教育资格的膨胀。本文使用原始档案研究来叙述加拿大麦吉尔大学兼职学位学历研究的历史。研究发现，麦吉尔在1920年代和1930年代初提供了广泛的兼职学习机会，抵制了从1940年代到1960年代提供的此类兼职学习机会，并在1970年代恢复了成年人的大量兼职学习机会。虽然在麦吉尔发生了教育扩张和证书通货膨胀的问题，但人力资本理论和社会排斥理论都无法完全解释成人兼职学习的兴起，衰落和重生。要了解这种演变，必须探索更直接的原因，例如制度政治和政府资助模式。本文提出了用于未来研究的重要问题，包括那些与性别和平等有关的非全日制学生参与高等教育的问题。查看全文下载全文相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2010.523944

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