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Liberalism, Human Capital and Equity University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 2012 Liberalism, human capital and equity: an historical analysis of Australian Commonwealth Government reports on university education, 1950 to 2000 Kim Draisma University of Wollongong Recommended Citation Draisma, Kim, Liberalism, human capital and equity: an historical analysis of Australian Commonwealth Government reports on university education, 1950 to 2000, Doctor of Philosophy thesis, Faculty of Education, University of Wollongong, 2012. http://ro.uow.edu.au/theses/3577 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] i LIBERALISM, HUMAN CAPITAL AND EQUITY: AN HISTORICAL ANALYSIS OF AUSTRALIAN COMMONWEALTH GOVERNMENT REPORTS ON UNIVERSITY EDUCATION, 1950 TO 2000 A thesis submitted in fulfilment of the requirements for the award of the degree DOCTOR OF PHILOSOPHY from UNIVERSITY OF WOLLONGONG by KIM DRAISMA, B.A. (Hons), Dip.Ed. FACULTY OF EDUCATION 2012 ii CERTIFICATION I, Kim Draisma, declare that this thesis, submitted in fulfilment of the requirements for the award of Doctor of Philosophy, in the Faculty of Education, University of Wollongong, is wholly my own work unless otherwise referenced or acknowledged. The document has not been submitted for qualifications at any other academic institution. Kim Draisma 12 March 2012 iii ABSTRACT This thesis provides an historical examination of the development of Australian university education, 1950 to 2000, a period of rapid population expansion and social and technological change. The thesis examines the variants of liberal ideology held by successive Commonwealth Governments that influenced the direction of changes in university education. In so doing it examines the relationship of liberal ideology to notions of what constituted a university education - and the kinds of people who gained access to it. Consequently, the thesis also examines concepts of human capital, equity and equality of access, since these are fundamental to an understanding of the variants of liberalism. The primary aim was to determine the extent to which an understanding of liberal ideology and human capital theory could explain both the expansion of university education and the constraints placed on entry mechanisms. The theoretical framework draws on the theories: of cultural and social capital developed by Bourdieu, Coleman and Putnam; and of credential inflation, developed by Hirsch. Notions of liberty, individual freedom and equality, core concepts of liberalism, are examined in relation to its variants, from Classical Liberalism to Modern and Welfare Liberalism, Neo-conservatism and Neo- liberalism. The relationship between political ideology and policy formation is examined, as is the relationship between liberalism and notions of egalitarianism, equity and equality of opportunity. The thesis is arranged chronologically, with each chapter examining one of the five major reviews into and/or reports on Australian university education in the second half of the twentieth century: the Murray Report, the Martin Report, the Williams Report, the Dawkins suite of papers, and the West Report. These reports, and contemporaneous materials, provide the primary source evidential basis for the study. The evidence is examined in relation to: the ideological influences and pressures that effected change to the social mix of the entry cohort over time; and state and other stakeholder notions of university iv education as a public good or private good, an opportunity for public service or capitalist opportunity for commodification. The thesis demonstrates that the variant constructs of liberal ideology, which powerful individuals held as personal belief systems, directly influenced the development of university education in Australia. The thesis provides clear evidence that the outcomes of the - seemingly transparent - process of government initiating reviews and/or commissioning reports, is inherently influenced by the political ideology held by the initiator. v ACKNOWLEDGEMENTS I wish to thank the late Professor Ron King, Dr Jennifer Jones and Associate Professor Sarah Ferber for their supervision and support during the research and writing of this thesis. Special thanks go to Dr Dianne Snow, who was instrumental in the development of the central idea of the thesis and who invited me to understand that ‗everything‘ was a variant of liberalism. Dr Christine Fox has been a compassionate, understanding and inspiring supervisor, without whom the thesis would never have been finished. Only she fully understands all the hiccups that have occurred throughout the journey and her friendship is the true legacy of the process. I am in her debt. I have been very fortunate in having the support of Prof. Robert Castle. Without his exhortations to ‗just get the thing done‘ and his allowing me time to disappear to do exactly that, the thesis would not have been finished. I thank him for his trust in me – in so many ways. I have wonderful friends and family members, who believed I would finish this thesis, even when I did not. Thank you to Gabrielle Draisma ASM, Dr Bronwyn Beecher-Heino, Bev Buchanan, Ivica Knezevic, Josipa Draisma, Dr Penney MacFarlane, Sandra Dove, Dr Sue Curtis, Dr Jeannette Stirling, Dr Heather Jamieson and Gabrielle O‘Connor. They‘ve all, in their own ways, helped me or kept me going. Most importantly, thank you to my loves; Rin, Luke, Ben and Imogen Draisma, who bring joy and meaning to my life. Without Rin‘s support over the last forty years, I would not have completed my undergraduate degrees or this thesis. And finally, this thesis is dedicated to my late mother, Jean Irwin Marheine Lamb, who loved me, and who taught me to love education. vi TABLE OF CONTENTS PAGE CERTIFICATION ii ABSTRACT iii ACKNOWLEDGEMENTS v LIST OF TABLES x LIST OF SPECIAL NAMES AND ABBREVIATIONS xi CHAPTER ONE INTRODUCTION Orientation to the thesis and chapter outline 1 Historical background 1 Personal contextualisation 11 Contribution of the thesis 20 Methodology 21 Focus and Aims of the research 28 Thesis outline 30 CHAPTER TWO THEORETICAL FRAMEWORK: HUMAN CAPITAL, LIBERALISM, EQUITY AND EQUALITY Introduction 31 Human, cultural and social capital 31 Labour market response to need or the rise of Credentialism 39 Liberalism 44 Classical Liberalism 44 New liberalism, Modern Liberalism, Welfare Liberalism and Utilitarianism, 51 Neo-liberalism, Neo-classical economic theory and Economic Rationalism 55 Social policy and equality 60 vii Egalitarianism 61 Equity 62 Equality of opportunity 63 Conclusion 65 CHAPTER THREE MURRAY: A FULL AND TRUE EDUCATION BEFITTING A FREE MAN AND THE CITIZENS OF A FREE COUNTRY Introduction 67 Problems of the growing nation and university expansion 67 Convention on the universities of New South Wales 81 Prime Ministerial support for university education 84 Report of the Committee on the Needs of Universities 86 Report of the Committee on Australian Universities 90 Growth in demand for graduates 95 The Murray Report: liberalism, human capital and Equal opportunity 104 Conclusion 106 CHAPTER FOUR MARTIN: THE BENEFITS OF EDUCATION ARE THE VERY STUFF OF A FREE AND DEMOCRATIC SOCIETY Introduction 109 The Australian Universities Commission 111 Committee on the Future of Tertiary Education in Australia 116 Improving entry mechanism 126 Funding the development of human and economic capital 129 The Martin Report: Liberalism, human capital and equal opportunity 133 Conclusion 139 viii CHAPTER FIVE WILLIAMS: EDUCATION IS AN INVESTMENT BOTH ON THE PART OF THE COMMUNITY AND THE INDIVIDUAL Introduction 141 Growing dissatisfaction with the binary system 142 Whitlam: Modern Liberalism and creating opportunity for equality 144 Fraser: Economic Rationalism and New Federalism 153 Committee of Inquiry into Education and Training 155 The Williams Report: improving the competitiveness of the economy and limiting university expansion 157 Conclusion 168 CHAPTER SIX DAWKINS: HIGHER EDUCATION HAS A VITAL ROLE IN IMPROVING THE SKILL BASE OF THE POPULATION Introduction 170 Transitioning from social justice to Economic Rationalism 171 Dawkins‘ Green Paper 178 Dawkins‘ White Paper 194 A fair go and a fair chance for all 199 Keating and Economic Rationalism 204 Dawkins: Neo-liberalism, human capital, equity and access 206 Conclusion 213 CHAPTER SEVEN WEST: ACCESS TO THE MARKET, MINIMUM STANDARDS, STUDENT CHOICE AND PRICE COMPETITION Introduction 215 Kemp: Economic Rationalism 218 The West Review of Higher Education Financing and Policy 220 West Report: Equity and structural elitism 223 ix Conclusion 228 CHAPTER EIGHT CONCLUSION 229 Reflection 240 POSTSCRIPT 242 BIBLIOGRAPHY 246 APPENDICES I APPENDIX A II Australian Population Data 1947 to 1996 APPENDIX B III Membership of the Committee of Inquiry into Education and Training [Williams Committee] APPENDIX C IV Membership of the Review Committee for the Review of Higher Education Financing and Policy [West Committee] APPENDIX D VI Equity and Access Programs in NSW and ACT universities, 1996 APPENDIX E IX Timeline and Elements of Liberalism, Human Capital and Equity in Australian Federal government APPENDIX F XXV Gluck, Russell & Draisma, Kim. The Pipeline Project: An Investigation of Local Infrastructures to Educate Aboriginal Professionals for Community, Professional and Industrial Organisations in the Illawarra and Surrounding Regions,
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