Rob Strathdee
Biographic Data
| ID | 4368806 |
|---|---|
| NAME | Rob Strathdee |
| GIVEN NAMES | Rob |
| FAMILY NAME | Strathdee |
| SIGNATURE | STRATHDEE R |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0001-9288-8737 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The new localism, social reproduction, and reform of school-based vocational education in the state of Victoria, Australia
Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of Education (which is used to…
Examining geography as a predictor of students’ university intentions
While improving educational aspirations has been positioned by various stakeholders (e.g. governments, researchers, educators) as an important part of increasing higher education participation, there appears to be disagreement in the literature about this relationship. If a key goal of eliciting students’ educational aspirations is to reliably predict future university participation, researchers should choose aspiration measures supported by evid…
Social Exclusion and the Remaking of Social Networks
How do young people make effective transitions into work? This question has occupied the minds of parents and young people, and also researchers and policy makers, as they face up to challenges presented by globalization and technological change. The foremost governmental response to this challenge has been to expand training systems to improve young people's qualifications. However, it is clear that for many this response has failed to deliver t…
Neo-tribal capitalism, socio-economic disadvantage and educational policy in New Zealand
This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds…
The social composition of VET in New Zealand
This paper identifies three, overlapping, phases of restructuring of New Zealand's system of vocational education and training (VET). These are the meritocratic, the market and the managed. In very different ways, each phase has been designed to increase the propensity of students from all social backgrounds to participate in VET. This paper contributes to debates about the impact of reform of VET in New Zealand by reporting on the results of a s…
Markets in education
The publication of Trading in Futures and When Schools Compete helped give empirical support to the view that choice policies increased differences between schools. However, dispute about this research and changes in policy mean that our understanding of the impact of school choice policies in New Zealand remains partial. This paper aims to address continued uncertainty about the impact of school choice policies in New Zealand. It presents the re…
Who is missing from higher education in New Zealand
There is disagreement in the literature regarding the influence of social and cultural factors on the propensity for young people to undertake higher education. This study draws upon a national data set of over 45,000 young people to assesses their propensity to progress to bachelor level study, while controlling for their ethnic backgrounds, their socio‐economic status (as measured by the decile of the last secondary school they attended), their…
Reply to O’Neill
In a recent contribution to this journal, John O'Neill (2011) argues that recent privatisation practices in New Zealand public schooling are evidence of a small, but growing, influence of neo-liberalism on New Zealand's public education. The focus in his paper is on the active enablement of non-government provision of public education through, for example, awarding public funding to private companies to deliver educational services (rather than t…
The effects of type of institution attended on graduate earnings in New Zealand
This paper presents research on the returns to tertiary education for individuals who graduated between 1997 and 2008 with bachelor degrees from universities and polytechnics in New Zealand based on their experiences post study. It examines data on their post-study earnings drawn from two longitudinal datasets linking administrative data on individuals' tertiary education records to their earnings. An advantage of this research is that it reports…
Reputation in the sociology of education
The present paper raises questions about the use of the concept of reputation in sociological studies of the relationship between higher education and the labour market. Sociologists of education have yet to subject the concept of reputation to sustained critique and evaluation. This situation is unsatisfactory because a number of critical scholars claim that graduates earn a premium as a consequence of attending an elite institution for no reaso…
Tertiary education reform and legitimation in New Zealand
This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenu…
Globalization, innovation, and the declining significance of qualifications led social and economic change
This paper raises questions regarding the ability of new qualifications frameworks and assessment systems to promote innovation and social inclusion. Of interest in this paper is the centrality of tacit skill in promoting innovation. Tacit skill is central to innovation, although its positional character is not well understood by policy‐makers. It is argued that the relationship between tacit skill and innovation throws doubt on the relationship …
Changes in Social Capital and School-to-Work Transitions
This article draws on data generated in semi-structured interviews to describe changes in social capital in the form of social networks across two generations of male school leavers. The article achieves this by comparing and contrasting the school-to-work transitions of eleven poorly qualified males, who left school in the late 1990s, to the transitions made by their fathers in the years between 1955 and 1980. The data show that the value of the…
Changes in Social Capital and School-to-Work Transitions
This article draws on data generated in semi-structured interviews to describe changes in social capital in the form of social networks across two generations of male school leavers. The article achieves this by comparing and contrasting the school-to-work transitions of eleven poorly qualified males, who left school in the late 1990s, to the transitions made by their fathers in the years between 1955 and 1980. The data show that the value of the…
Reputation in the sociology of education
The present paper raises questions about the use of the concept of reputation in sociological studies of the relationship between higher education and the labour market. Sociologists of education have yet to subject the concept of reputation to sustained critique and evaluation. This situation is unsatisfactory because a number of critical scholars claim that graduates earn a premium as a consequence of attending an elite institution for no reaso…
Neo-tribal capitalism, socio-economic disadvantage and educational policy in New Zealand
This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds…
Tertiary education reform and legitimation in New Zealand
This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenu…
Globalization, innovation, and the declining significance of qualifications led social and economic change
This paper raises questions regarding the ability of new qualifications frameworks and assessment systems to promote innovation and social inclusion. Of interest in this paper is the centrality of tacit skill in promoting innovation. Tacit skill is central to innovation, although its positional character is not well understood by policy‐makers. It is argued that the relationship between tacit skill and innovation throws doubt on the relationship …
Who is missing from higher education in New Zealand
There is disagreement in the literature regarding the influence of social and cultural factors on the propensity for young people to undertake higher education. This study draws upon a national data set of over 45,000 young people to assesses their propensity to progress to bachelor level study, while controlling for their ethnic backgrounds, their socio‐economic status (as measured by the decile of the last secondary school they attended), their…
Examining geography as a predictor of students’ university intentions
While improving educational aspirations has been positioned by various stakeholders (e.g. governments, researchers, educators) as an important part of increasing higher education participation, there appears to be disagreement in the literature about this relationship. If a key goal of eliciting students’ educational aspirations is to reliably predict future university participation, researchers should choose aspiration measures supported by evid…
The social composition of VET in New Zealand
This paper identifies three, overlapping, phases of restructuring of New Zealand's system of vocational education and training (VET). These are the meritocratic, the market and the managed. In very different ways, each phase has been designed to increase the propensity of students from all social backgrounds to participate in VET. This paper contributes to debates about the impact of reform of VET in New Zealand by reporting on the results of a s…
Reply to O’Neill
In a recent contribution to this journal, John O'Neill (2011) argues that recent privatisation practices in New Zealand public schooling are evidence of a small, but growing, influence of neo-liberalism on New Zealand's public education. The focus in his paper is on the active enablement of non-government provision of public education through, for example, awarding public funding to private companies to deliver educational services (rather than t…
Changes in Social Capital and School-to-Work Transitions
This article draws on data generated in semi-structured interviews to describe changes in social capital in the form of social networks across two generations of male school leavers. The article achieves this by comparing and contrasting the school-to-work transitions of eleven poorly qualified males, who left school in the late 1990s, to the transitions made by their fathers in the years between 1955 and 1980. The data show that the value of the…
Globalization, innovation, and the declining significance of qualifications led social and economic change
This paper raises questions regarding the ability of new qualifications frameworks and assessment systems to promote innovation and social inclusion. Of interest in this paper is the centrality of tacit skill in promoting innovation. Tacit skill is central to innovation, although its positional character is not well understood by policy‐makers. It is argued that the relationship between tacit skill and innovation throws doubt on the relationship …
Reputation in the sociology of education
The present paper raises questions about the use of the concept of reputation in sociological studies of the relationship between higher education and the labour market. Sociologists of education have yet to subject the concept of reputation to sustained critique and evaluation. This situation is unsatisfactory because a number of critical scholars claim that graduates earn a premium as a consequence of attending an elite institution for no reaso…
Tertiary education reform and legitimation in New Zealand
This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenu…
The effects of type of institution attended on graduate earnings in New Zealand
This paper presents research on the returns to tertiary education for individuals who graduated between 1997 and 2008 with bachelor degrees from universities and polytechnics in New Zealand based on their experiences post study. It examines data on their post-study earnings drawn from two longitudinal datasets linking administrative data on individuals' tertiary education records to their earnings. An advantage of this research is that it reports…
Reply to O’Neill
In a recent contribution to this journal, John O'Neill (2011) argues that recent privatisation practices in New Zealand public schooling are evidence of a small, but growing, influence of neo-liberalism on New Zealand's public education. The focus in his paper is on the active enablement of non-government provision of public education through, for example, awarding public funding to private companies to deliver educational services (rather than t…
The social composition of VET in New Zealand
This paper identifies three, overlapping, phases of restructuring of New Zealand's system of vocational education and training (VET). These are the meritocratic, the market and the managed. In very different ways, each phase has been designed to increase the propensity of students from all social backgrounds to participate in VET. This paper contributes to debates about the impact of reform of VET in New Zealand by reporting on the results of a s…
Markets in education
The publication of Trading in Futures and When Schools Compete helped give empirical support to the view that choice policies increased differences between schools. However, dispute about this research and changes in policy mean that our understanding of the impact of school choice policies in New Zealand remains partial. This paper aims to address continued uncertainty about the impact of school choice policies in New Zealand. It presents the re…
Who is missing from higher education in New Zealand
There is disagreement in the literature regarding the influence of social and cultural factors on the propensity for young people to undertake higher education. This study draws upon a national data set of over 45,000 young people to assesses their propensity to progress to bachelor level study, while controlling for their ethnic backgrounds, their socio‐economic status (as measured by the decile of the last secondary school they attended), their…
Neo-tribal capitalism, socio-economic disadvantage and educational policy in New Zealand
This paper draws on the idea of neo-tribal capitalism to argue that in New Zealand educational disadvantage is typically understood through the lens of ethnicity and that policy-makers appear blind to disadvantage that is related to socio-economic status. A clear expression of this gap is the fact that while New Zealand has strategies to lift the achievement of Māori and Pasifika school students (many of whom come from relatively poor backgrounds…
Social Exclusion and the Remaking of Social Networks
How do young people make effective transitions into work? This question has occupied the minds of parents and young people, and also researchers and policy makers, as they face up to challenges presented by globalization and technological change. The foremost governmental response to this challenge has been to expand training systems to improve young people's qualifications. However, it is clear that for many this response has failed to deliver t…
Examining geography as a predictor of students’ university intentions
While improving educational aspirations has been positioned by various stakeholders (e.g. governments, researchers, educators) as an important part of increasing higher education participation, there appears to be disagreement in the literature about this relationship. If a key goal of eliciting students’ educational aspirations is to reliably predict future university participation, researchers should choose aspiration measures supported by evid…
The new localism, social reproduction, and reform of school-based vocational education in the state of Victoria, Australia
Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of Education (which is used to…
Sociology (12 works) · Economics (11 works) · Political science (11 works) · Economic growth (9 works) · Education Systems and Policy (8 works) · Youth Education and Societal Dynamics (7 works) · Higher education (6 works) · Law (6 works) · Law (5 works) · Public relations (5 works)