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The purpose of this study is to estimate the impact of conflict witnessed in Pakistan on the enrolment rates of boys and girls. Pakistan has the world’s second-highest number of out-of-school children, with an estimated 22.8 million children aged 5–16 years not attending school.

By merging data on violence with the data on enrolment rates, this paper finds that exposure to violence is correlated with a decline in overall district-level enrolment rates in the short run at primary-level schools and middle-level schools.

However, for boys, violence is also negatively correlated with enrolment rates at middle-level schools in the medium run. One possible mechanism tested in this paper is the potential substitution of boys into the labour market during a period of conflict.

To the best of the authors’ knowledge, this paper adds to the existing literature in several ways. Firstly, the effect of conflict on the labour market by impacting schooling for boys and girls is examined for the first time in Pakistan. Secondly, the district-level data set on enrolment rates used for this study is novel and has not been used before for this type of analysis. Thirdly, while this study strengthens the evidence that the short run effects of conflict are stronger than the long-run effects, it also confirms the negative effects of conflict do not fade away immediately. Fourthly, this study emphasizes that each conflict is unique in terms of its heterogeneous effects across different cohorts, such as gender, as these effects are dependent on the mechanism through which conflict impacts each individual.

The purpose of this paper is to explore individual enrolment trajectories to fully understand the actual disparity in secondary education enrolment statuses among the different socio-economic status (SES) groups in a newly emerged nation, Myanmar.

The differences in enrolment statuses among various SES groups (high, middle and low) were examined based on enrolment trajectory diagrams and individual enrolment patterns using longitudinal data. The analyses utilised a sample of 932 students from government schools in the urban Yangon Region.

The results revealed that the ideal enrolment trajectory cases (i.e. entering secondary education at Myanmar’s official age and completing all grades without repetition) increased for the highest-SES level, whilst the cases with diverse and complex enrolment trajectories increased for the lower-SES levels. Additionally, over-aged students in the lowest-SES level (boys in particular) were more likely to demonstrate worse enrolment patterns.

By analysing disparities with enrolment trajectories rather than with the cross-sectional parity index, the findings offer clearer and more detailed evidence for the current enrolment status inequalities by SES level in Myanmar. This more complete evidence could allow for an effective accomplishment of worldwide equitable and universal secondary education.

This study aims to assess the enrolment scenario of Library and Information Science (LIS) education in India offered through distance mode.

The scope of the study is limited to India, reflecting the trend of distance education in LIS in India. The study is based on the secondary data collected by the Ministry of Human Resource and Development, Government of India (GOI) under All India Survey on Higher Education (AISHE). It is to mention that Ministry of Human Resource and Development, GOI, is regularly collecting data from higher education institutions all across the country under AISHE project. The data in the study have been analysed for the period 2011 to 2018.

The findings of the study reveal that, of the total enrolments made in LIS education in India during the period 2011 to 2018, nearly one-fourth of students were enrolled through regular mode and three-fourth were enrolled through distance mode, signifying distance mode of education as the largest medium of LIS education in India. The enrolment figures through distance mode showed slight inconsistency with the result, a negative (−0.49%) average annual corresponding growth was recorded in the enrolment of LIS students through distance mode. Of the total students enrolled in different LIS programmes through distance mode during the period of study, the majority (67.78%) of students were enrolled in the Under Graduate programme (B.Lib.I.Sc.). Similarly, of the total students enrolled in LIS through distance mode during the period of study, 51.36% were female students and 48.63% male students. In terms of caste category, of the total students enrolled during the period of study, 10.12% belonged to the Scheduled Caste category, 4.7% to Scheduled Tribes category, 28.77% Other Backward Class and 56.08% to others, which include general category students as well.

Learning through distance education is a welcome step as long as the idea is to improve the society and to reach out to those who hitherto remained unreached. Sustainable means of enrolment and employability has to be the order of the day, mostly based on demand and supply principle.

This study is original and first of its kind covering enrolment of the students in LIS courses.

Purpose – This chapter aims to provide an overview of the use of strategic enrolment management at DePaul University in Chicago.

Design/methodology/approach – A case study approach is used to provide an analysis of strategic enrolment management (SEM) and its particular use at DePaul University in the context of the university's long-standing commitment to student access.

Findings – As the United Kingdom moves to a more market-based system of higher education, universities may need to pay closer attention to strategic enrolment management concepts and practices. While enrolment management has been criticised for reflecting a wider movement toward ‘marketisation’ in higher education, the experience at DePaul University in Chicago indicates that SEM has played an important role in clarifying the university's commitment to student access during a period of environmental and institutional change.

Originality/value – This chapter sets DePaul's experience within the wider development of SEM in the United States and illustrates some of the ways in which enrolment managers at the university have been able to balance a mission-based commitment to student access with other institutional goals and priorities.

The purpose of this paper is to provide an overview of the relationship among different levels of education.

International cross‐country comparisons, bi‐ and multivariate analyses, with many graphical illustrations. These methods are used to compare educational outcomes at the primary, secondary and tertiary level in terms of quantity (enrolment) and quality (measured in terms of student achievement, university rankings, patents and researchers), and to analyse the impact of heterogeneity between secondary schools on tertiary outcomes.

The results suggest that certain minimum levels of enrolment at primary and secondary level represent a necessary condition for the development of functioning higher education. Another relevant result of our analysis is that strong differences between educational institutions at secondary level may be detrimental for tertiary education quality.

This research only represents an initial explorative analysis.

In order to improve tertiary education outcomes, education policy should not concentrate on tertiary education alone, but also consider insufficiencies at lower levels of education.

This paper attempts to fill a gap in the present educational literature in that it tries to provide some empirical evidence for the theoretical argument that quality tertiary education requires a sound basis of students to draw from; i.e. a basis of students which should be restricted as little as possible by lack of access to secondary or even primary education, and/or by lack of access to sufficiently quality oriented schools.

The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals.

The approach includes a practice perspective, field-notes and documents analysis.

This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals.

This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability.

The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment.

This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

The purpose of this paper is to examine the relationship between perceived brand orientation (PBO), satisfaction, loyalty, and post-enrolment communication behaviour in the Australian higher education sector.

Two hundred and fifty-eight questionnaires were completed by undergraduate students of a particular university in Australia. Structural equation modeling was employed in this study to examine the associations between the constructs.

This study provides empirical evidence that PBO has a positive and significant relationship with all dependent variables. The research reveals that students' perception of a university's brand orientation is significantly related to satisfaction, loyalty, and post-enrolment communication behaviour.

The findings may guide the key decision makers in higher education institutions to understand the importance of brand orientation in their corporate strategy to enhance satisfaction, loyalty, and positive WOM, which can be used to differentiate themselves from other institutions in the highly competitive education market.

Past researchers have not looked into the dynamic relationships between PBO, satisfaction, loyalty, and post-enrolment communication behaviour, and hence research is to be called for in this area. The paper is the first to examine brand orientation from the perspective of the students and provide higher education institutions with recommendations to improve service quality through brand orientation.

Discussion of the case will enable students to identify the cornerstones of industry development using simple frameworks like PESTLE and five forces that shape strategy. They will be able to identify critical success factors and evaluate how a firm gets competitive advantage. They will also be able to assess whether the advantage is sustainable for the firms and along which dimensions they have only competitive parity. The issues of contemporary firms growing through the use of network strategies is also highlighted and students will learn to appreciate the role of platforms and connectivity for gaining sustainable advantage.

This case describes the growth strategy of NoPaperForms, a start-up in the domain of enrolment automation for higher education in India. Naveen Goyal, the founder CEO sensed an opportunity in this growing industry segment and acquired it from the founder, Vishal Shah in 2017. The ultimate objective of an educational institute was to attract talent, Goyal evolved a comprehensive enrolment solution starting with the time a prospective student made an inquiry for enrolment till the time he/she paid for enrolment. It was a complete panel, bundled and packaged in a single system taking care of lead management, lead nurturing, application management, fee payment, post-application management and enrolment. He developed it into a unique blend of a customer relationship management (CRM), which was unique in the country. At this juncture, Goyal was exploring growth avenues. On the client side, he had the alternatives of focusing on the B2C segment or diversifying from B2B to B2C. Geographically, he had the options of expanding to tier II and tier III cities, which were the next growth hubs. The option of growing internationally was also on the cards. The purpose of the case is to analyse the opportunities in the education technology sector, specific to student enrolment and leverage the competencies of the firm to detail the future strategy of the firm.

The case can be used in a MBA program for a course in Strategic Management in the module of strategy formulation after fundamental concepts and theories of Strategic Management have been discussed.

Teaching notes are available for educators only.

CSS 11: Strategy.

The purpose of this paper is to examine the interactive effect of human capital in financial development–economic growth nexus. Relative to the quantity-based measure of enrolment rates, the main aim was to determine how quality of human capital proxied by pupil–teacher ratio influences the relationship between domestic financial sector development and overall economic growth.

Data are obtained from the World Development Indicators of the World Bank for 29 sub-Saharan African (SSA) countries over the period 1980–2014. The analyses were conducted using the system generalised method of moments within the endogenous growth framework while controlling for country-specific and time effects. The author also follows Papke and Wooldridge procedure in examining the long-run estimates of the variables of interest.

The key finding is that, while both human capital and financial development unconditionally promotes growth in both the short and long run, results from the interactive terms suggest that, irrespective of the measure of finance, financial sector development largely spurs growth on the back of quality human capital. This finding is also confirmed by the marginal and net effects where the interactive effect of pupil–teacher ratio and indicators of finance are consistently huge relative to the enrolment. Statistically, the results are robust to model specification.

While it is laudable for SSA countries to increase access to education, it is equally more crucial to increase the supply of teachers at the same time improving on the limited teaching and learning materials. Indeed, there are efforts to develop rather low levels of the financial sector owing to its unconditional growth effects. Beyond the direct benefit of finance, however, higher growth effect of finance is conditioned on the quality level of human capital. The outcome of this study should therefore reignite the recognition of the complementarity role of human capital and finance in economic growth process.

The study makes significant contributions to existing finance–growth literature in so many ways: first, the auhor extend the literature by empirically examining how different measures of human capital shape the finance–economic growth nexus. Through this the author is able to bring a different perspective in the literature highlighting the role of countries’ human capital stock in mediating the impact of financial deepening on economic growth. Second, the author makes a more systematic attempt to evaluate the relative importance of finance and human capital in growth process while controlling for several ancillary variables.

The purpose of this paper is to examine the status of access to school amongst the indigenous children of India. It looks at the enrolment, gender parity and drop‐out at different levels of school education as well as gender‐wise.

Sociological factors and the economics of education discourses on the significance of education and reasons for impediments to access are reviewed. The paper uses SES data for the year 2006‐2007 published by the Indian Ministry of Human Resource Development in the year 2008.

The indigenous children still remain the most deprived group in terms of access to school education and drop‐outs. The girls are the most affected stakeholders. The enrolment and gross enrolment have increased in the last three decades, but it is still very low at the higher levels of schooling. Similarly, the gender gap amongst the indigenous children increases at the higher levels of schooling. The high poverty and opportunity cost of attending schools are the major reasons for low participation.

Although the macro‐level strategies of government reflect an overall increase in enrolment and fall in drop‐out, research is needed to study grass root/micro‐level strategies adopted by NGOs for individual indigenous communities at different locations and their effectiveness.

The effective and equal access to and within indigenous children is an important tool for their socio‐economic development. The paper provides both an aggregated and a disaggregated picture by both gender and state.