ERIC Number: EJ1167087
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
Higher Education and Its Contribution to a Diverse Regional Supply of Human Capital: Does the Binary/Unitary Divide Matters?
Santoalha, Artur; Biscaia, Ricardo; Teixeira, Pedro
Higher Education: The International Journal of Higher Education Research, v75 n2 p209-230 Feb 2018
Diversity has been an important topic of research for some time in higher education, though the purposes underlying this attention have varied across national and regional contexts. In many parts of the world, the term "diversity" has been emphasized with regard to variety among the programs or services provided by academic institutions, and differences among the types of institutions themselves. It is particularly important to discuss whether different dimensions of diversity may influence the degree of effectiveness of higher education (HE) in fulfilling its contribution and relevance to economic and social development. We are particularly interested in analyzing whether unitary or binary systems present significant differences in different dimensions of diversity that may be relevant to enhance higher education institutions' (HEIs) contribution to territorial cohesion, notably by enhancing the local stock of human capital and contributing to the social and cultural development of their regions. Therefore, we propose the following research questions: *Are there relevant patterns regarding different dimensions of diversity between unitary and binary HE systems? *In the case of binary systems, is it possible to find relevant differences in different dimensions of diversity between universities and more vocational HEIs? By looking at these questions, we aim at contributing both to the literature on HE institutional diversity and to the study of the role played by HEIs on regional development.
Descriptors: Higher Education, Human Capital, Cultural Pluralism, Economic Development, College Role, Diversity (Institutional)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A