Introduction

In the long run, an increase in the overall level of education in the population may well be almost inevitable, despite the variable returns it may have for many. It is not as clear, however, how this education will be delivered. Higher education (HE) is cast in the present discourse as the main route for upward social mobility by the majority but, as has been shown in previous chapters, there are an increasing number of naysayers doubting its ability to confer benefits on all who participate. At the same time, HE is changing. As the number of (different types of) students entering HE increases, new forms of provision and new providers are entering the sector. This is leading to a battle within HE itself to define what it is and what it does, as external educational, economic and social forces pose both threats and opportunities.

This chapter looks at the relationship between HE and social mobility. It explores whether HE as it is presently constructed can provide all students with the skills they need to progress in work and life. Can and should HE move from becoming something for 40 to 50% of the population to something for 90%? Should it remain where it is, or is something new needed, to provide the greater post-secondary education that this century will inevitably see? Under a holistic view of social mobility there is a need for a post-secondary education route that can enable individual progression throughout life. Can HE do this for some, any, or all? Participation in HE increased from 19% in 1990 to close to 50% by the early 2010s (Bolton 2012, BIS 2013a), but, as argued later, the economic benefits remain robust, and most students are still very satisfied with their decision to enter HE despite fees increasing (Grove 2014). However, tensions are showing. If there is to be another step-change in HE participation in England, changes bigger than those that enabled the last increase in participation to work may be required.