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  1. Value and the Humanities : The Neoliberal University and Our Victorian Inheritance
    Autor*in: Bulaitis, Zoe Hope
    Erschienen: 2020
    Verlag:  Springer Nature

    Tracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities... mehr

     

    Tracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities draws upon historical, financial, and critical debates concerning educational and cultural policy. Rather than writing a singular defence of the humanities against economic rationalism, Zoe Hope Bulaitis constructs a nuanced map of the intersections of value in the humanities, encompassing an exploration of policy engagement, scientific discourses, fictional representation, and the humanities in public life. The book articulates a kaleidoscopic range of humanities practices which demonstrate that although recent policy encourages higher education to be entirely motivated by outcomes, fiscal targets, and the acquisition of employability skills, the humanities continue to inspire and aspire beyond these limits. This book is a historically-grounded and theoretically-informed analysis of the value of the humanities within the context of the market.

     
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  2. 60 Jahre Studium Generale und 20 Jahre Angewandte Kulturwissenschaft : Entstehung - Dokumente - Konzeptionen
    Autor*in: Robertson-von Trotha, Caroline Y.
    Erschienen: 2009
    Verlag:  KIT Scientific Publishing, Karlsruhe

    not yet available Zum Jahr des Doppeljubiläums - 60 Jahre Studium Generale, 20 Jahre Angewandte Kulturwissenschaft an der Universität Karlsruhe - dokumentiert der Band die Geschichte und Inhalte der beiden Institutionen. Versammelt sind neben... mehr

     

    not yet available Zum Jahr des Doppeljubiläums - 60 Jahre Studium Generale, 20 Jahre Angewandte Kulturwissenschaft an der Universität Karlsruhe - dokumentiert der Band die Geschichte und Inhalte der beiden Institutionen. Versammelt sind neben Dokumenten und Quellen zur Gründung und Weiterentwicklung von Studium Generale und Angewandter Kulturwissenschaft auch programmatische historische und aktuelle Texte zur überfachlichen Lehre und den Aufgaben kulturwissenschaftlicher Ansätze an einer Technischen Universität.

     
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    Quelle: OAPEN
    Sprache: Deutsch
    Medientyp: Ebook
    Format: Online
    Weitere Identifier:
    Schlagworte: Cultural studies; Education; Organization & management of education
    Weitere Schlagworte: cultural studies; organization of education; kulturwissenschaft; geschichte der kulturwissenschaft; higher education; Geisteswissenschaft; Karlsruher Institut für Technologie; Studium generale
    Umfang: 1 electronic resource (316 p.)
  3. Developing a Sense of Place : The Role of the Arts in Regenerating Communities
    Beteiligt: Ashley, Tamara (Hrsg.); Weedon, Alexis (Hrsg.)
    Erschienen: 2020
    Verlag:  UCL Press, London

    How do cultural planners and policymakers work through the arts to create communities? What do artists need to build a sense of place in their community? To discuss these issues, Developing a Sense of Place brings together new models and case... mehr

     

    How do cultural planners and policymakers work through the arts to create communities? What do artists need to build a sense of place in their community? To discuss these issues, Developing a Sense of Place brings together new models and case studies, each drawn from a specific geographical or socio-cultural context. Selected for their lasting effect in their local community, the case studies explore new models for opening up the relationship between the university and its regional partners, explicitly connecting creative, critical and theoretical approaches to civic development. The volume has three sections: Case Studies of Place-Making; Models and Methods for Developing Place-Making Through the Arts; and Multidisciplinary Approaches to Place and Contested Identities. The sections cover regions in the UK such as Bedford, East Anglia, Edinburgh, Manchester, London, Plymouth and Wakefield, and internationally in countries such as Brazil, Turkey and Zimbabwe. Developing a Sense of Place offers a range of viewpoints from, for example, the arts strategist, the academic, the practice-researcher and the artist. Through its innovative models, from performing arts to architectural design, the volume will serve the needs and interests of arts and cultural policy managers, master planners and arts workers, as well as students of Human Geography, Cultural Planning, Business and the Creative Industries, and Arts Administration, at undergraduate and postgraduate level.

     
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  4. Multilingual Universities in South Africa
    Reflecting Society in Higher Education
    Beteiligt: Hibbert, Liesel (Hrsg.); van der Walt, Christa (Hrsg.)
    Erschienen: [2014]; © 2014
    Verlag:  Multilingual Matters, Blue Ridge Summit, PA

    Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and... mehr

    Standort:
    Brandenburgische Technische Universität Cottbus - Senftenberg, Universitätsbibliothek
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    Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments

     
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    Quelle: Verbundkataloge
    Beteiligt: Hibbert, Liesel (Hrsg.); van der Walt, Christa (Hrsg.)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781783091669
    Weitere Identifier:
    Schriftenreihe: Bilingual Education & Bilingualism
    Schlagworte: higher education; multilingualism; South Africa; universities; Education, Bilingual; Language and languages; Language policy; Mehrsprachigkeit; Hochschule
    Umfang: 1 online resource
    Bemerkung(en):

    Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jul 2018)
  5. Multilingual Higher Education
    Beyond English Medium Orientations
    Autor*in: van der Walt, Christa
    Erschienen: [2013]; © 2013
    Verlag:  Multilingual Matters, Blue Ridge Summit, PA

    The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education... mehr

    Standort:
    Brandenburgische Technische Universität Cottbus - Senftenberg, Universitätsbibliothek
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    uneingeschränkte Fernleihe, Kopie und Ausleihe
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    Kooperativer Bibliotheksverbund Berlin-Brandenburg (KOBV)

     

    The general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education

     
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    Volltext (URL des Erstveröffentlichers)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781847699206
    Weitere Identifier:
    Schriftenreihe: Bilingual Education & Bilingualism
    Schlagworte: higher education; multilingualism; university; Language and education; Language and languages; Multicultural education; Multilingualism; Mehrsprachigkeit; Tertiärbereich
    Umfang: 1 online resource
    Bemerkung(en):

    Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jul 2018)
  6. Academic Biliteracies
    Multilingual Repertoires in Higher Education
    Beteiligt: Palfreyman, David M. (Hrsg.); van der Walt, Christa (Hrsg.)
    Erschienen: [2017]; © 2017
    Verlag:  Multilingual Matters, Blue Ridge Summit, PA

    Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content –... mehr

    Standort:
    Brandenburgische Technische Universität Cottbus - Senftenberg, Universitätsbibliothek
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Link zum Verbundkatalog:
    Kooperativer Bibliotheksverbund Berlin-Brandenburg (KOBV)

     

    Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy

     
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    Volltext (URL des Erstveröffentlichers)
    Quelle: Verbundkataloge
    Beteiligt: Palfreyman, David M. (Hrsg.); van der Walt, Christa (Hrsg.)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9781783097425
    Weitere Identifier:
    Schriftenreihe: Bilingual Education & Bilingualism
    Schlagworte: academic biliteracies; academic literacy; academic reading and writing; bilingualism; biliteracy; higher education; multilingual higher education; multilingual; multilingualism; reading for academic purposes; translanguaging; writing for academic purposes; Mehrsprachigkeit; Hochschulbildung
    Umfang: 1 online resource
    Bemerkung(en):

    Description based on online resource; title from PDF title page (publisher's Web site, viewed 23. Nov 2018)
  7. The Twenty-First Century University
    Developing Faculty Engagement in Internationalization, Second Edition
    Autor*in: Childress, Lisa K.
    Erschienen: 2018
    Verlag:  Peter Lang Verlag, New York

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  8. The gender wage gap among university Vice Chancellors in the UK
    Autor*in: Bachan, Ray; Bryson, Alex
    Erschienen: February 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    The gender wage gap has closed gradually in the United Kingdom, as in other countries, but convergence is slower among top earners. Using linked employer-employee data over two decades we examine the gap among university Vice Chancellors who are... mehr

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    The gender wage gap has closed gradually in the United Kingdom, as in other countries, but convergence is slower among top earners. Using linked employer-employee data over two decades we examine the gap among university Vice Chancellors who are among the most highly paid employees in the UK. Traditionally dominated by men the occupation has experienced a recent influx of women. The substantial gender wage gap of 12 log points in the first decade of the 21st Century closed markedly during the second decade, becoming statistically non-significant in later years. The closure in the gap is accounted for by change in the attributes of male and female VCs and the universities they lead - in particular, the financial performance of universities employing female VCs. The unexplained component of the gap is small and explains none of the convergence in the gap. A "new starter" wage penalty women faced in the early 2000s disappeared. However, women continued to receive a lower wage when replacing an outgoing male Vice Chancellor, whereas no differential was apparent between incoming male Vice Chancellors and the women they replaced.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/232862
    Schriftenreihe: Discussion paper series / IZA ; no. 14110
    Schlagworte: gender wage gap; vice chancellors; higher education; decompositions; linked employer-employee data
    Umfang: 1 Online-Ressource (circa 41 Seiten), Illustrationen
  9. Grades and employer learning
    Autor*in: Hansen, Anne Toft; Hvidman, Ulrik; Sievertsen, Hans Henrik
    Erschienen: March 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This study examines the labor-market returns of skill signals. We identify the labor-market effect of grade point averages (GPA) by leveraging a nationwide change in the scaling of grades in Danish universities. Results show that a reform-induced... mehr

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    This study examines the labor-market returns of skill signals. We identify the labor-market effect of grade point averages (GPA) by leveraging a nationwide change in the scaling of grades in Danish universities. Results show that a reform-induced increase in GPA that is unrelated to ability causes higher earnings immediately after graduation, but the effect fades in subsequent years. The effect at labor-market entry is largest for individuals with fewer alternative signals and the earnings adjustment occurs both within and across firms. Although employers initially screen candidates based on skill signals, our findings suggest that they rapidly learn about worker productivity.

     
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    Weitere Identifier:
    hdl: 10419/236231
    Schriftenreihe: Discussion paper series / IZA ; no. 14200
    Schlagworte: job-market signaling; employer learning; higher education
    Umfang: 1 Online-Ressource (circa 39 Seiten), Illustrationen
  10. The sustainable development goals and the University of Bath
    an opportunity
    Autor*in: Schantz, Nichole M.; Charles, Aurelie; Copestake, James G.
    Erschienen: 2021
    Verlag:  The Centre for Development Studies, University of Bath, Bath

    The United Nations (UN) has designated the 2020s as the “decade of action” to meet the Sustainable Development Goals (SDGs). This paper responds to the call for universities to join this effort by reviewing how the University of Bath could support... mehr

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    The United Nations (UN) has designated the 2020s as the “decade of action” to meet the Sustainable Development Goals (SDGs). This paper responds to the call for universities to join this effort by reviewing how the University of Bath could support the SDGs more fully. A first step is monitor alignment of teaching and research with the 17 SDG goals. Having reviewed how to do this, we then review their role in relation to university management and stakeholder engagement, considering in turn how this can be linked with action on climate change, local collaboration and civic partnerships, engagement with the business sector, international networking, and the role of the SDGs in University league tables and rankings. We conclude with eight recommendations. These cover steps to strengthen a sense of shared purpose among staff and students, increase public awareness of what the University does, and facilitate cross-disciplinary research collaboration and innovative teaching. Universities can choose how far to align themselves with the SDGs over the next decade, but not how far the SDGs will be used by others to evaluate them.

     
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    Format: Online
    Weitere Identifier:
    hdl: 10419/263276
    Schriftenreihe: Bath papers in international development and wellbeing ; no: 64 (2021)
    Schlagworte: Sustainable Development Goals; universities; climate change; higher education; league tables
    Umfang: 1 Online-Ressource (circa 34 Seiten)
  11. Online teaching and gender bias
    Autor*in: Ayllón, Sara
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    I study the impact of online instruction on teaching evaluations at a higher education institution in Spain. Using a difference-in-differences approach, I show that in the semester when teaching moved online, female lecturers were evaluated more... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    DS 4
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    I study the impact of online instruction on teaching evaluations at a higher education institution in Spain. Using a difference-in-differences approach, I show that in the semester when teaching moved online, female lecturers were evaluated more poorly than in previous semesters. The performance of male lecturers was not impacted by the new teaching environment, according to student opinion. I rule out several mechanisms: for example, poorer adaptation to online teaching by female lecturers, less experience in taught courses or student sorting. Additional results indicate that among the female lecturers, those who were younger and who did not have a permanent contract were those impacted most negatively. The bias was driven by male students and by low achievers (who were going to fail the course), and was particularly pronounced in Social Sciences. If the online environment keeps gaining in importance in higher education, the gender gap in teaching evaluations that I document is likely to have important direct and indirect effects on the career progression of women.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/250448
    Schriftenreihe: Discussion paper series / IZA ; no. 14787
    Schlagworte: gender bias; online instruction; teaching evaluations; higher education; Spain
    Umfang: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  12. School-to-work transitions and labor market outcomes
    Autor*in: Hügle, Dominik
    Erschienen: 2021
    Verlag:  Freie Universität Berlin, Berlin

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    Universitätsbibliothek Braunschweig
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    Staats- und Universitätsbibliothek Bremen
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    Universitätsbibliothek Clausthal
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    Fachhochschule Erfurt, Hochschulbibliothek
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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg, Universitätsbibliothek
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    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
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    Technische Informationsbibliothek (TIB) / Leibniz-Informationszentrum Technik und Naturwissenschaften und Universitätsbibliothek
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Zentrale Hochschulbibliothek Lübeck
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    Leuphana Universität Lüneburg, Medien- und Informationszentrum, Universitätsbibliothek
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    Hochschule Magdeburg-Stendal, Hochschulbibliothek
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    Hochschule Osnabrück, Bibliothek Campus Westerberg
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    Hochschule Magdeburg-Stendal, Standort Stendal, Bibliothek
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Dissertation
    Format: Online
    Weitere Identifier:
    Schlagworte: higher education; returns to education; dynamic microsimulation; educational choice; education finance
    Umfang: 1 Online-Ressource (circa 167 Seiten), Illustrationen
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    Dissertation, Freie Universität Berlin, 2021
  13. Impact of changes in values of degrees on wage inequality
    evidence from Chile
    Autor*in: Murakami, Yoshimichi; Nomura, Tomokazu
    Erschienen: March 29, 2021
    Verlag:  Research Institute for Economics and Business Administration, Kobe University, Kobe, Japan

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Schriftenreihe: Discussion paper series / Research Institute for Economics and Business Administration, Kobe University ; DP 2021, 09
    Schlagworte: higher education; returns to degree; wage inequality; unconditional quantile regression; chile
    Umfang: 33 Seiten
    Bemerkung(en):

    Erscheint auch als Online-Ausgabe
  14. Does exposure to more women in male-dominated fields render female students more career-oriented?
    Autor*in: Borges, Bruna Pugialli; Estevan, Fernanda
    Erschienen: [2021]
    Verlag:  [FEA/USP], [São Paulo]

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    Schriftenreihe: Working paper series / Department of Economics-FEA/USP ; no 2021, 02
    Schlagworte: gender; economics; higher education; glass ceiling; labor market
    Umfang: 1 Online-Ressource (circa 64 Seiten), Illustrationen
  15. Estimating the employment and educational effects of vocational training: the role of school quality
    Autor*in: Carvalho, Cristiano Costa; Corbi, Raphael Bottura; De-Losso, Rodrigo
    Erschienen: [2021]
    Verlag:  [FEA/USP], [São Paulo]

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    Schriftenreihe: Working paper series / Department of Economics-FEA/USP ; no 2021, 10
    Schlagworte: Vocational education; short and long-run labor market outcomes; higher education
    Umfang: 1 Online-Ressource (circa 42 Seiten), Illustrationen
  16. From subsidies to loans: the effects of a national student finance reform on the choices of secondary school students
    Autor*in: Gendre, Alexandra de; Kabátek, Jan
    Erschienen: August 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We analyse the effects of a national student finance reform in the Netherlands, which replaced universal subsidies for higher education students by low-interest loans. We show that this reform had a large impact on education choices of secondary... mehr

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    We analyse the effects of a national student finance reform in the Netherlands, which replaced universal subsidies for higher education students by low-interest loans. We show that this reform had a large impact on education choices of secondary school students, lowering their enrolments in college-preparing tracks and increasing the share of students specializing in STEM subjects. The reform also affected the living arrangements of new college entrants. Our findings highlight that secondary school students respond to the modes of higher education financing well ahead of their graduation, and that financial aid uncertainty alone can deter many from pursuing higher education.

     
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    Sprache: Englisch
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    Weitere Identifier:
    hdl: 10419/245737
    Schriftenreihe: Discussion paper series / IZA ; no. 14686
    Schlagworte: Netherlands; higher education; student finance; financial aid; policy uncertainty
    Umfang: 1 Online-Ressource (circa 74 Seiten), Illustrationen
  17. Matching in the dark?
    inequalities in student to degree match
    Autor*in: Campbell, Stuart; Macmillan, Lindsey; Murphy, Richard; Wyness, Gill
    Erschienen: August 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate... mehr

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    This paper examines inequalities in the match between student and degree quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject level: undergraduate enrollment qualifications, and graduate earnings. We find for both that disadvantaged students match to lower quality degrees across the entire distribution of achievement, in a setting with uniform fees and a generous financial aid system. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, driven by subject choice. These inequalities in match are largest among the most undermatched.

     
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    hdl: 10419/245442
    Schriftenreihe: CESifo working paper ; no. 9261 (2021)
    Schlagworte: higher education; educational economics; college choice; mismatch; undermatch
    Umfang: 1 Online-Ressource (circa 61 Seiten), Illustrationen
  18. Intergenerational educational mobility - the role of non-cognitive skills
    Autor*in: Adamecz-Völgyi, Anna; Henderson, Morag; Shure, Nikki
    Erschienen: July 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential 'first in family' or first-generation students make it to university and others do not. This paper looks at... mehr

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    While it has been shown that university attendance is strongly predicted by parental education, we know very little about why some potential 'first in family' or first-generation students make it to university and others do not. This paper looks at the role of non-cognitive skills in the university participation of this disadvantaged group in England. We find that conditional on national, high-stakes exam scores and various measures of socioeconomic background, having higher levels of non-cognitive skills, specifically locus of control, academic self-concept, work ethic, and self-esteem, in adolescence is positively related to intergenerational educational mobility to university. Our results indicate that having higher non-cognitive skills helps potential first in family university students to compensate for their relative disadvantage, and they are especially crucial for boys. The most important channel of this relationship seems to be through educational attainment at the end of compulsory schooling.

     
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    hdl: 10419/245631
    Schriftenreihe: Discussion paper series / IZA ; no. 14580
    Schlagworte: socioeconomic gaps; intergenerational educational mobility; higher education; non-cognitive skills
    Umfang: 1 Online-Ressource (circa 37 Seiten), Illustrationen
  19. Gender separation and academic achievement in higher education
    evidence from a natural experiment in Iran
    Autor*in: Kamal, Zahra
    Erschienen: June 2021
    Verlag:  Bamberg Economic Research Group, Bamberg University, Bamberg

    In 2011, a large university in Tehran launched a policy of gender separation at classroom level without publicly announcing it beforehand. The current paper utilizes this natural experiment to identify the causal impact of participation in single-sex... mehr

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    In 2011, a large university in Tehran launched a policy of gender separation at classroom level without publicly announcing it beforehand. The current paper utilizes this natural experiment to identify the causal impact of participation in single-sex versus mixed classrooms on students’ achievement. Despite the vast yet inconclusive literature on single-sex schooling, this paper addresses the dearth of the research in the context of higher education as well as the context of Muslim-majority countries where single-sex education is prevalent. Empirical findings show that when students’ characteristics and educational competencies are taken into account, attending a single-sex classroom improves both males’ and females’ average performances by around 0.36 standard deviation. While the academic benefit for females does not depend on their ability level, the effect is considerably heterogeneous among males with different initial ability. Nearly all positive effect for males is driven by upper-medium-ability male students performing significantly better in all-male classrooms.

     
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    ISBN: 9783943153927
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    hdl: 10419/242824
    Schriftenreihe: BERG working paper series ; no. 171 (June 2021)
    Schlagworte: education policy; gender separation; single-sex education; coeducation; mixed classroom; higher education
    Umfang: 1 Online-Ressource (circa 36 Seiten), Illustrationen
  20. Should higher education be subsidized more?
    Autor*in: Declercq, Koen; Ooghe, Erwin
    Erschienen: October 2021
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    Fiscal externalities arise if subsidies to higher education raise future net fiscal revenues. We investigate in which countries fiscal externalities provide a justification for increasing subsidies to higher education. First, we show that the... mehr

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    Fiscal externalities arise if subsidies to higher education raise future net fiscal revenues. We investigate in which countries fiscal externalities provide a justification for increasing subsidies to higher education. First, we show that the marginal fiscal recovery rate, i.e. the ratio of the change in total net fiscal revenues and the change in total subsidy costs caused by a small change in tuition subsidies, is the key statistic: if larger than one, then a small increase in subsidies is unambiguously desirable. We also show that the marginal fiscal recovery rate depends on three sufficient statistics: the elasticity of participation with respect to subsidies, the success probability of the marginal student, and the ratio of the net fiscal revenue gain and the subsidy cost of a degree in tertiary education. Second, we use the sufficient statistics formula to approximate the marginal fiscal recovery rate in twenty OECD countries. The average marginal fiscal recovery rate is equal to 0.89, meaning that, on average, 0.89 euro is recovered of an increase in subsidies with one euro. This average hides substantial heterogeneity between countries. In six countries (Australia, Israel, the Netherlands, Ireland, the United Kingdom, and the United States), the marginal fiscal recovery rate is larger than one, implying that an increase in subsidies to higher education is unambiguously desirable in these countries. Third, to check the quality of our approximation, we also simulate the marginal fiscal recovery rate for one country (Belgium) on the basis of a more detailed model that allows for heterogeneity between students. Reassuringly, this simulation provides a roughly similar result than the approximation for this country. Moreover, the more detailed model allows for additional simulations (e.g., to compute a maximal tuition level) that are not feasible with the sufficient statistics formula.

     
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    hdl: 10419/248922
    Schriftenreihe: CESifo working paper ; no. 9377 (2021)
    Schlagworte: higher education; tuition subsidies; fiscal externalities; marginal fiscal recovery rate; maximal tuition
    Umfang: 1 Online-Ressource (circa 44 Seiten), Illustrationen
  21. Does gender matter?
    the effect of high performing peers on academic performances
    Autor*in: Modena, Francesca; Rettore, Enrico; Tanzi, Giulia Martina
    Erschienen: October 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    This paper exploits student-level administrative data on the population of Italian university students from 2006 to 2014 to analyze the effects of high performing (HP) male or female peers on individual academic performance, according to the gender... mehr

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    This paper exploits student-level administrative data on the population of Italian university students from 2006 to 2014 to analyze the effects of high performing (HP) male or female peers on individual academic performance, according to the gender of the student. The identification strategy is based on quasi-random variation in the exposure to HP peers across cohorts, within the same university and the same degree program. The impact of HP students, proxied by their high school final grade, is heterogeneous. We found that female HP peers have stronger positive effects than HP males, in particular with peers of the same gender. Moreover, there is evidence that the exposure to HP males can be even negative, especially for female students in competitive environments, such as the STEM fields, and for low ability students of both genders.

     
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    hdl: 10419/250467
    Schriftenreihe: Discussion paper series / IZA ; no. 14806
    Schlagworte: human capital; higher education; university performance; gender; peers
    Umfang: 1 Online-Ressource (circa 31 Seiten), Illustrationen
  22. Intellectual capital, and knowledge processes for organizational innovativeness across industries: the case of Poland
    the full version of a study published in JIC
    Autor*in: Kucharska, Wioleta
    Erschienen: September 2021
    Verlag:  Gdańsk University of Technology, Faculty of Management and Economics, Gdańsk

    Purpose: This study aims to present the overview of intellectual capital creation micro-mechanisms concerning formal and informal knowledge processes. The organizational culture, transformational leadership, and innovativeness are also included in... mehr

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    Purpose: This study aims to present the overview of intellectual capital creation micro-mechanisms concerning formal and informal knowledge processes. The organizational culture, transformational leadership, and innovativeness are also included in the investigation as ascendants and consequences of the focal relation of intellectual capital and knowledge processes. Method: The empirical model was developed using the structural equation modeling (SEM) method based on a sample of 1,418 Polish knowledge workers employed in the construction, healthcare, higher education (HE), and information technology (IT) industries. Findings: The study exposes that the essence of transformational leadership innovativeness oriented is developing all intellectual capital components. To do so, leaders must support both formal and informal knowledge processes through the organizational culture of knowledge and learning. Furthermore, for best results of the knowledge transformation into intellectual capital, the learning culture must be shaped by both components: learning climate and acceptance of mistakes. Originality: This study presents the "big picture" of all intellectual capital creation micro- mechanisms linking transformational leadership with organizational innovativeness and explains the "knowledge paradox" identified by Mabey and Zhao (2017). This explanation assumes that intellectual capital components are created informally (i.e., human, and relational ones) and formally (i.e., structural ones). Therefore, for best effects, both formal and informal knowledge processes must be supported. Furthermore, this study exposes that the intensity of all explored micro-mechanisms is industry-specific. Implications: Presented findings can be directly applied to organizations to enhance innovativeness. Namely, leaders who observe that the more knowledge is formally managed in their organizations, the less effective the knowledge exchange is - should put more effort into supporting informal knowledge processes to develop human and relational intellectual capital components smoothly. Shortly, leaders need to implement an authentic learning culture, including the mistakes acceptance component, to use the full organizational potential to achieve intellectual capital growth. Intellectual capital growth is essential for innovativeness.

     
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    hdl: 10419/246282
    Schriftenreihe: Array ; 2021, no 3 = 65
    Schlagworte: learning culture; knowledge culture; transformational leadership; innovations; intellectual capital; tacit knowledge; knowledge processes; healthcare industry; higher education; IT industry; construction industry; gender studies
    Umfang: 1 Online-Ressource (circa 58 Seiten)
  23. Achievement rank affects performance and major choices in college
    Autor*in: Elsner, Benjamin; Isphording, Ingo Eduard; Zölitz, Ulf
    Erschienen: [2021]
    Verlag:  Geary Institute, University College Dublin, [Dublin]

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    Schriftenreihe: UCD Geary Institute for Public Policy discussion paper series ; Geary WP2021, 05 (April 21, 2021)
    Schlagworte: Studierende; Bildungsverhalten; Ranking-Verfahren; Qualitative Methode; Hochschule; rank; social comparisons; higher education; peer effects
    Umfang: 1 Online-Ressource (circa 43 Seiten), Illustrationen
  24. Adams and Eves: the gender gap in economics majors
    Autor*in: Bertocchi, Graziella; Bonacini, Luca; Murat, Marina
    Erschienen: December 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We investigate the gender gap in Economics among bachelor's and master's graduates in Italy between 2010 and 2019. First we establish that being female exerts a negative impact on the choice to major in Economics: at the bachelor level, only 73 women... mehr

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    We investigate the gender gap in Economics among bachelor's and master's graduates in Italy between 2010 and 2019. First we establish that being female exerts a negative impact on the choice to major in Economics: at the bachelor level, only 73 women graduate in Economics for every 100 men, with the mathematical content of high school curricula as the key driver of the effect and a persistence of the gap at the master level. Second, within a full menu of major choices, Economics displays the largest gap, followed by STEM and then Business Economics. Third, decomposition analyses expose a unique role for the math background in driving the Economics gender gap relative to other fields. Fourth, a triple difference analysis of a high school reform shows that an increase in the math content of traditionally low math curricula caused an increase in the Economics gender gap among treated students.

     
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    hdl: 10419/250572
    Schriftenreihe: Discussion paper series / IZA ; no. 14911
    Schlagworte: education gender gap; economics; higher education; business economics; major choice; major switching; mathematics; stereotypes
    Umfang: 1 Online-Ressource (circa 50 Seiten), Illustrationen
  25. Equality of opportunity and the expansion of higher education in the UK
    Autor*in: Carrieri, Vincenzo; Davillas, Apostolos; Jones, Andrew M.
    Erschienen: June 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Using nine waves of data from Understanding Society (UKHLS), we study the expansion of higher education in the UK, since the landmark Robbins Report in 1963, and its consequences for levels of and inequalities in household income, physical and mental... mehr

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    Using nine waves of data from Understanding Society (UKHLS), we study the expansion of higher education in the UK, since the landmark Robbins Report in 1963, and its consequences for levels of and inequalities in household income, physical and mental health. We estimate fixed effects models accounting for both cohort and lifecycle effects and use entropy balancing to build a counterfactual scenario that fixes the opportunity set, in terms of the likelihood of being a graduate, at pre-Robbins levels. We confirm that the university expansion was characterised by a large increase in the proportion of graduates, with higher rates of graduation among individuals from more advantaged socioeconomic backgrounds. Having controlled for birth cohort and lifecycle effects, there is evidence of significant inequality of opportunity in the actual outcomes. However, comparing actual outcomes with counterfactual projections, we do not detect an impact of the expansion of higher education on inequality of opportunity (IOp) in income and only small reductions in IOp in physical and mental health.

     
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    hdl: 10419/236516
    Schriftenreihe: Discussion paper series / IZA ; no. 14485
    Schlagworte: equality of opportunity; higher education; entropy balancing; high dimensional fixed effects; health; income
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen