The Future of Social Mobility? MOOCs and Hegemonic Design Bias

February 2019 AUTHOR Michael J. Meaney Ph.D. Candidate, Economics and Sociology of Education Gates Cambridge Scholar University of Cambridge Visiting Research Fellow Action Lab at EdPlus Arizona State University Funding for this work provided, in part, by the Gates Cambridge Trust. Research support provided by the Faculty of Education at the University of Cambridge, and … Continue reading The Future of Social Mobility? MOOCs and Hegemonic Design Bias

Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England

 October 2016 AUTHOR Ben Alcott   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 … Continue reading Cognitive Framing and Its Theoretical Implications for Tuition Fee Policies in England

Can Pakistan afford quality education for all its children and young people?

 AUTHORS Professor Pauline Rose  (Research for Equitable Access and Learning (REAL) Centre, University of Cambridge) Dr Rabea Malik  (IDEAS Pakistan)                                                          ACKNOWLEDGEMENTS This working paper by Professor Pauline … Continue reading Can Pakistan afford quality education for all its children and young people?