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    The development of higher education in Thailand : influences and effects : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Maitrarat, Penpisoot
    This research investigated the way in which Thailand has changed access to and the provision of higher education since 1932. It offers a historically grounded analysis of higher education reforms in Thailand in relation to different forms of internal and external forces in higher education. The factors that influenced those changes and the effects of those changes were identified. In addition, it presented a critical analysis of how Western models of higher education have influenced the development of higher education in Thailand. The historical approach was taken in this research. The data relevant to the social phenomenon of higher education in past until now were drawn from historical record and oral accounts. The notion of policy borrowing and concepts from Foucault’s theory of social practice were employed to explain Thailand’s higher education development. An analysis of the changes and the drivers of those changes as well as the effects of those changes revealed how the past informed the present. It also provided an explanation for contemporary problems experienced within the higher education sector and suggested ways forward.
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    Access to tertiary education institutions in six nations, New Zealand, Australia, the United States of America, the United Kingdom, Sweden, and Japan : a comparative study of funding : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Policy at Massey University
    (Massey University, 1997) Benge, Darryl Clinton
    This project is an examination of international experience, to determine what tertiary funding, and student aid policies, New Zealand should employ to enhance participation of traditionally under-represented groups. It consist of a comparative policy analysis of five other nations with comparable tertiary institutions and equality of access objectives: Australia, the United States of America, the United Kingdom, Sweden and Japan. Through analysing the experiences of these countries and examining relevant research, it was confirmed that significant differences exist between the tertiary participation patterns of privileged groups of people and the participation patterns of lower socio-economic groups, ethnic minorities and women. Lower socio-economic groups and ethnic minorities are internationally under-represented in the tertiary education populace. In most countries studied women have numerical parity with their male cohorts, however women are proportionately over-represented in part-time and extramural studies. Of those disadvantaged students that do acccss tertiary education, many are concentrated in courses with lenient entry pre-requisites and mediocre anticipated financial returns. The thesis concludes that the participation rates of these historically disadvantaged groups will not improve unless: (i) the government adopts the primary role in funding tertiary education; (ii) tuition fees are abolished, or at least made moderate and uniform; and (iii) the student aid is enhanced, particularly the student maintenance grant.