This article was downloaded by: [University of Strathclyde]On: 10 October 2014, At: 09:15Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number:1072954 Registered office: Mortimer House, 37-41 Mortimer Street,London W1T 3JH, UK

Higher Education in EuropePublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/chee20

Book Reviews and Book NotesPublished online: 02 Aug 2006.

To cite this article: (1987) Book Reviews and Book Notes, Higher Education inEurope, 12:3, 98-102, DOI: 10.1080/0379772870120315

To link to this article: http://dx.doi.org/10.1080/0379772870120315

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of allthe information (the “Content”) contained in the publications on ourplatform. However, Taylor & Francis, our agents, and our licensorsmake no representations or warranties whatsoever as to the accuracy,completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views ofthe authors, and are not the views of or endorsed by Taylor & Francis.The accuracy of the Content should not be relied upon and should beindependently verified with primary sources of information. Taylor andFrancis shall not be liable for any losses, actions, claims, proceedings,demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, inrelation to or arising out of the use of the Content.

This article may be used for research, teaching, and private studypurposes. Any substantial or systematic reproduction, redistribution,reselling, loan, sub-licensing, systematic supply, or distribution in any form

to anyone is expressly forbidden. Terms & Conditions of access and usecan be found at http://www.tandfonline.com/page/terms-and-conditions

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014

98 Bibliographical References

BOOK-REVIEWS AND BOOK-NOTES

Higher Education and Social Stratification: An InternationalComparative Study

by Torsten HusenUncsco: International Institute for Educational Planning, Paris, 1987, 70 p.ISBN 92-803-1125-5

In this publication, Professor Husen analyzes the social stratificationprocess, viewed across the artificial line dividing the developing and the indus-trialized countries. The study presented, as the author points out, is a "linkin a long chain of investigations over some 40 years on the social implicationsof formal education".

In the first part of the report, the problem of education and social strati-fication has been put into a broader historical and socio-economic perspective.Professor Husen admits that he uses "social differentiation" synonymouslywith "social stratification", as the former is a more adequate expression fordeveloping countries, but given the established recognition of the latter inthe social-science literature, he is using it both in the title of the study andin the text.

The last part of the report addresses the empirical evidence relativeto education and social stratification in several countries. The evidence ismostly that brought together by the HEP studies in a number of countries.

A first conclusion emerging from Professor Husen's investigations is thatindustrial countries and developing societies have developed different patternsof relationships between educational opportunity and social background, giventhe differing socio-economic realities in which formal education emerged atvarious levels.

After the Second World War, the belief held was that expanded accessto education in the industrialized countries would automatically producegreater equality of educational opportunity and would enhance social andeconomic quality. Massive expansion of enrollment and a policy of financialsupport for post-primary formal education have not yielded the results expectedin the 1960's. Professor Husen points out that the role of education, partic-ularly of higher education, as a social stratifier has become a growing concernin light of the previous optimism about the role of formal education as anequalizer.

As for the developing countries, Professor Husen draws the attentionof the reader to the fact that in studying the role of education in social strati-fication one should keep in mind that the school in these countries is a trans-ferred institution. Third world countries have taken over the' European andNorth American model at three levels: primary, secondary, and tertiary.

The rapid expansion of higher education has created as many problemsas it has solved. The lack of relevance of both the contents and the struc-

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014

Bibliograpliical References 99

ture of systems of higher education with respect to national needs continuesto he a major prohlem.

Professor Husen argues that in spite of historical and socio-economicdifferences, formal education plays a major role as a social stratifier in bothdeveloped and developing countries through the linkage of education andemployment. This linkage takes different forms at different stages of socialand economic development. In the highly industrialized nations the linkageis strengthened by on-the-job competition and by ensuing meritocratic ten-dencies. The latter have developed over a short period. On the other hand,in many developing countries those recruited for university studies tend tocome from humble backgrounds. Because of the pressure to be admitted tohigher education institutions, a consequence, in some cases, is that the numberof graduates will outgrow the need for highly trained manpower or at leastoutgrow the financial capacities of public sectors to absorb them.

The sixth conclusion formulated by the author in the last chapter of thestudy seems to express in a nutshell the substance of the whole book, namelythat "social stratification in all types of societies is boosted by competitionand selectivity and by a meritocratic reward system. Advanced educationby definition is reserved for a selected few, but is defined differently in highlyindustrialized than in non-industrialized societies. In the former societiesmass higher education has led to the establishment of an elite sector preparingfor prestigious and specially rewarded positions. In the latter types of soci-eties the very fact of attaining higher education leads to elite positions thatensure material and other rewards".

Professor Husen's study has a very high scholarly level which makes itan original contribution to international comparative research on problemsof equality in education and social mobility.

M. Patru

Increasing Students' Learning: A Faculty Guide to Reducing Stressamong Students

by Neal Whitman, David Spendlove, and Claire ClarkERIC Clearinghouse on Higher Education, Washington, 1986, 87 p.(including index)

Students learn best under an optimum level of stress, neither too littlenor too great. The practice of stress inoculation involves "giving people infor-mation or educating them as to what is stressful, what to expect, and howbest to cope", reports this book. The theory of stress inoculation seems tohold promise in a classroom setting. Students, as learners, respond favourablywhen they have clear instructions, know what is expected of them, and feelcomfortable approaching the instructor for private consultations.

Several techniques for increasing students' learning are proposed by theauthors. One technique is to give students explicit information about whatis expected of them, from a detailed syllabus to dates of tests, and conveyingthe importance of classroom attendance and discussion. Relevant and fre-

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014

100 Bibliographical References

quent feedback about performance, using grades, written comments, andprivate consultations, is another important technique. The authors point outthat establishing a professional student-teacher relationship, whereby theprofessor shows concern for the overall academic performance and developmentof the student beyond the narrow confines of a specific course, is essential.Teachers can also help students learn by telling them how best to learnfrom them as teachers.

Perhaps even more important than modulating stress within the class-room is for faculty to help students cope with outside stress. Different peoplehave various thresholds of negative or destructive stress. A professor mustapply an average level of stress within the classroom to inspire students towork to the best of their abilities.

For some students, this level will still be too great. For their sake, pro-fessors must become proficient at first recognizing and second, treating negativestress. The most common signs are: refusal to modify destructive behaviourdespite warnings, acritical adoption of new methods, procrastination or itsopposite, hypervigilance. Seeing these or similar symptoms, professors shouldseek students out, talk to them, and suggest coping mechanisms. This bookrecommends such tips as improving study habits, learning positive self-talk,managing time wisely, joining a student support group, and learning to relax.

Technology-Based Learning: Selected Readings

Edited by Nick BushbyNichols Publishing Company, London, 1987, 356 p.ISBN 1-85091-273-4

Technology-based learning is becoming an increasingly important factorin determining the quality of education and training. This new book presents— in one volume — a compilation of forty-one articles written by expertcontributors from the USA, UK, and Europe.

First published in Programmed Learning and Educational Technology(PLET) and in the Aspects of Educational Technology Series, many of the papershave been revised and updated or abridged to form a coherent collectionof accessible and useful articles for researchers and professionals.

Divided into sections, the book takes the reader from the politics of tech-nology-based learning through curriculum issues and the various technologiesto selected applications in education and training.

This objective, comprehensive work will be of interest to those concernedwith the research, development, and interpretation of technology-based learn-ing at all levels of education and training. The targeted readership includesteachers and research workers in primary, secondary, and tertiary education,students of education, trainers in industry and the armed services, and existingspecialists in CBL/CBT and interactive video.

This book will bring to the reader an awareness of the rich variety ofinstructional methods and media available — with the aim of stimulatingand widening their range of teaching and training skills.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014

Bibliographical References 101

Contents: Introduction — Section A: Politics and Innovation — Section B;Curriculum Issues — Section C: The Technologies — Section D: Applications— Section E: Bibliography.

Assessing Students: How Shall We Know Them?

by Derek RowntreeKogan Page Ltd., London, 1987, 275 p. ISBN 1-85091-300-5

In this book, Derek Rowntree emphasizes the enduring quality of theissues which underlie our changing assessment practices — truth, fairness,trust, humanity, social justice — the idea (and ideologies), the conceptualtools necessary to examine the issues of today, are all to be found in AssessingStudents.

Featuring a completely new introduction and feedback section, yet main-taining its unique approach, this highly readable work considers the fivekey dimensions of assessment: Why assess?—What to assess? — How toassess? — How to interpret? — How to respond? Guiding the reader throughthe many conceptual and terminological traps, the book ends with seventeenconstructive proposals for making assessment work in the best interests ofthe student, the assessor, and the community as a whole.

Authoritative and sometimes controversial, Assessing Students providesa framework for the exploration of this vitally important subject. It enablesthe assessor to gain a deeper understanding of assessment procedures andencourages both teachers and students to view assessment from a broaderperspective.

British Universities' Guide to Graduate Study 1987—88The Authoritative Source

Published by the Association of Commonwealth Universities for the Com-mittee of Vice-Chancellors and Principals of the Universities of theUnited Kingdom, 3rd edition, 1987, 292 p. ISBN 0 85143 104 6

Over 2,500 courses are listed in this 3rd edition of the British Universi-ties1 Guide to Graduate Study — the authoritative guide for both home andoverseas graduate students who want to update their skills and broaden theirhorizons. About 40% of the information relates to new courses and new ini-tiatives. Many of the courses are unique and are designed to meet specificneeds both in Britain and in overseas countries, such as developing countries("Processing and Regional Planning for Developing Countries") or are gearedto specific occupations ("Transport Planning and Management", "Museumand Gallery Administration", etc.).

Other courses, such as engineering and business studies, include projectswith industry and commercial companies.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014

102 Bibliographical References

The guide also contains information about the structure and length ofcourses; the qualifications awarded; the nature of graduate work; fees, grants,and awards; and a description of each university institution.

The British Universities' Guide to Graduate Study (third edition) is avail-able from: The Association of Commonwealth Universities, John FosterHouse, 36 Gordon Square, London WC1II OPF, United Kingdom.

Tradition and Reform at the University under an InternationalPerspective. An interdisciplinary approach (vol. 1)

by Hermann RohrsNew York, Frankfurt/M., Berne, 1987, 345 p. ISBN 3-8204-9539-8

The volume is a conscious attempt to place the tasks facing universityreform in an historical background. Given the complexity of the subject,the approach is an interdisciplinary one, with contributions from renownedrepresentatives of sociology, psychology, pedagogy, political science, economics,history, literary studies, etc. The subject of the volume is international inscope; hence, authors from various parts of the world have been askedto participate.

The publication was designed to coincide with the 600th anniversary ofHeidelberg University, one of the oldest and most revered seats of learning,and also one whose influence has been international in scale. Such centenarieshave repeatedly served as an occasion to reflect on the university as aninstitution, the idea behind it, and the implementation of that idea. The pre-sent volume represents a renewed attempt at such reflection. With prominentcontributors from East and West participating, the international orientationof the undertaking has been maintained in the fullest sense. Modern societyis becoming more and more dependent on scientific planning and activity.For this reason, the universities have not only grown in terms of pure sizebut also in terms of importance and of influence. This change in the positionof the university in society and in the tasks it has to fulfill makes the ques-tion of university reform an issue of major public interest, not merely oneof specialized academic significance. The volume addresses itself to all thoseinvolved in higher education, whether as teachers or as students, whatevertheir faculty or subject, to the politicians in the broadest sense of the termand the general reader interested in the topic in question.

Dow

nloa

ded

by [

Uni

vers

ity o

f St

rath

clyd

e] a

t 09:

15 1

0 O

ctob

er 2

014