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Introduction Since 1949, when the Chinese Communists took over the mainland China and the Nationalists fled to Taiwan, many changes have taken place in almost every respect on the island. Among the changes, the development of higher education has been one of the most noticeable. In 1945, when the island was first restored to the Nationalist Chinese from the Japanese, there were only four institutions of higher learning. All were publicly supported. Private colleges and universities had not been established prior to 1945 due to the suppressive colonial policy of the Japanese in Taiwan. In addition, students of native origin, with very few exceptions, were barred from entering law school or pursuing the social sciences. As a consequence, most of the students went into areas such as agriculture, engineering and medicine.

While there has been intense debate in the empirical literature over the evolution of the college wage premium in the United States, its evolution in Europe has received little attention. This paper investigates the causes of the evolution of the college wage premium in 12 European countries from 1994 to 2009, assessing the relevance of the supply factor as a determinant of the college wage premium. I use cross-country variation in relative supply, demand, and labour market institutions to examine their effects on the trend in wage inequality. I address possible concerns of endogeneity of the relative supply using an IV strategy exploiting the differential legislations of university autonomy and their variations over time. Results show that the strong increase in the relative supply that European countries have experienced has decreased the college wage premium. The most relevant institution is the minimun wage, which significantly decreases college wage premium.

Attempts to propose a simplified framework from an economic perspective for analyzing education policy. The framework takes into account the demand for and supply of education, the education system structure, the economic effects and consequences, and their interrelations. Maps out some key economic areas, issues and concerns in analysis and discussions of education policy. The framework will serve to facilitate economic considerations and analyses in current education policy debate in different parts of the world.

The purpose of this paper is to predict the number of undergraduate applicants for the National Entrance Examination in Iran during 2012-2025 periods and to identity the factors affecting the demand for higher education in Iran.

In this paper, the method of cohort, participation rate, structural regression and time series econometric models have been used. In the present study, it has been predicted by using four methods mentioned and at the next step, in addition to identifying effective factors, the results given from these four methods have been compared with each other. Furthermore, the most important factors influencing university enrollment decision have been identified by econometric method.

The results of estimating the number of the criteria applicants, show that the tendency to pursue studies is different between males and females. Therefore, their structural models differ from each other. The results of forecast in structural method support the high effectiveness of economic growth index. Most predictions are often confirmed the reduction in the number of applicants during the 2012-2025 period, especially for men.

This paper can be helpful in opening up a discourse around cross-cultural elements in higher education demands and planning for higher education.

It’s important to forecast the demand for higher education using different methods, and to compare the results for specific countries.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.

This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.

This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.

The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.

Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.

Utilizing work task data drawn from the OECD’s Survey of Adult Skills of 2011–2012 and 2014–2015, we derive a new skills-based indicator of graduate jobs, termed ISCO(HE)2008, for 31 countries. The indicator generates a plausible distribution of graduate occupations and explains graduates’ wages and job satisfaction better than hitherto existing indicators. Unlike with the traditional classifier, several jobs in major group 3 “Technicians and Associate Professionals” require higher education in many countries. Altogether, almost a third of labor is deployed in graduate jobs in the 31 countries, but with large cross-national differences. Industry and establishment-size composition can account for some of the variation. In addition, two indicators of the relative quality of the higher education system also contribute to the variation in the prevalence of graduate jobs across countries.

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

This paper focuses on the analysis of how mass inclusion has taken place primarily in the private higher education sector. I present data on the evolution of Brazilian higher education, indicating the complementary roles undertaken by public and private sectors and their effects on the present configuration of our higher education. Then, I discuss the increase in higher education enrollment, in view of two factors: the widening of the supply and demand base – the former specifically by means of the expansion of for-profit private sector – and the adoption of mechanisms for access and commitment to higher education by public financing for students in private institutions.

This study examines corporate governance and ethics (CGE) education by conducting a survey of academicians and practitioners in the United States. Results indicate that the demand for, and interest in, CGE continues to increase. More universities are planning to provide CGE education and many CGE topics are considered important for integration into the curriculum, although the degree of importance varies between academicians and practitioners. The two prevailing methods of CGE education integration are offering a stand-alone course in CGE or infusion of CGE topics into accounting courses. Results pertaining to the importance, delivery, and topical content of CGE education may be useful to universities that are, or are considering, integrating CGE into their curricula or redesigning their CGE courses. The CGE educational issues addressed in this study should help business schools design curricula to prepare students for the challenges awaiting them in the area of CGE.