Alcott, B;
(2017)
Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England.
(Working Papers Series, Faculty of Education, University of Cambridge
04/2016).
Faculty of Education, University of Cambridge: Cambridge, UK.
Preview |
Text
Published version.pdf - Published Version Download (863kB) | Preview |
Abstract
This working paper seeks to contribute to the study of university access in England by analyzing the predominant theoretical conceptual frameworks – human capital and habitus – and then suggesting a supplementary avenue of inquiry. It does so by exploring an additional approach to theorizing the recent drop-off in university applications in England: cognitive framing, which focuses on how new information is presented to and interpreted by an individual. The predominant conceptual models emphasize the explanatory power of the characteristics of a given student or the policy that they encounter; in contrast, framing draws attention to their engagement. In other words, it claims that substantively identical policies can differ in their impact according to variations in how people are informed about them. Consequently, its application could augment the explanations offered by the established conceptual models in order to provide a more nuanced understanding of application disparities in England.
| Type: | Working / discussion paper |
|---|---|
| Title: | Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://foeworkingpapers.com/2017/01/16/cognitive-... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Higher education, widening participation, educational inequality, equity, education policy |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10115903 |
Archive Staff Only
 |
View Item |
