Participation in Higher Education

: problems in comparing British, French and German business education systems

Abstract

This research set out to investigate and compare student numbers in Business Education in Britain, France and former West Germany and to make some evaluation of the differences and their implications for student mobility between the countries. It focused on entrant, participation and graduation rates with a view to making an initial estimation of survival rates in this subject in the three countries.

There were three main trends that formed the background to the project: firstly the moves towards closer integration of the European Community, particularly in the field of education where student mobility between countries is being encouraged; secondly the general democratisation of higher education and the moves towards increasing student participation in higher education; and thirdly, the growth of Business and Management studies.

Following a description of the general systems of education in Britain, France and Germany, and the structures of Business Education in particular, the research looked at existing data from official sources and the intention was to use these figures to compare student participation and survival in Business Education.

As the research progressed, however, it became clear that there were considerable methodological problems involved in the use of the secondary sources, and the experience of other organisations involved in similar studies served as a useful pointer to potential hazards in making comparisons.

The main subject of this research therefore became an analysis of the inherent problems of this form of international comparison. It has highlighted the variations in educational structures and statistical administrative systems, as well as the cultural and historical differences in Business Education in Britain, France and Germany. The research has shown how it is only in the context of these differences that comparative statistics relating to student participation in higher education can be fully understood.

Date of Award	1993
Original language	English
Awarding Institution	Aston University