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Book part
Publication date: 13 April 2015

Innovation-Driven Economic Development Model: A Way to Enable Competitiveness in Nigeria

Stephen O. Oluwatobi

The objective of this chapter is to explain how an innovation-driven economic development model can help to mitigate corruption and facilitate competitiveness in Nigeria.

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Abstract

Purpose

The objective of this chapter is to explain how an innovation-driven economic development model can help to mitigate corruption and facilitate competitiveness in Nigeria.

Methodology/approach

With the use of descriptive narratives, Nigeria was examined in comparison with other countries such as South Korea. The chapter argues that Nigeria has not experienced development as much as South Korea because of her primary dependence on crude oil for economic sustenance.

Findings

Evidence from the statistics showed that innovation-driven economies are more competitive and less corrupt compared to natural resource-driven economies such as Nigeria. Nigeria has performed poorly in terms of competitiveness, transparency, and governance owing to her dependence on natural resources as a major means for economic sustenance.

Originality/value

Helps to explain why an innovation-driven economic development model is the solution to mitigating corruption and facilitating competitiveness in Nigeria.

Details

Beyond the UN Global Compact: Institutions and Regulations
Type: Book
DOI: https://doi.org/10.1108/S2051-503020150000017017
ISBN: 978-1-78560-558-1

Keywords

  • Competitiveness
  • corruption
  • innovation
  • natural resources
  • Nigeria
  • D73
  • N17
  • N57
  • O13
  • O31
  • O32

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Book part
Publication date: 26 November 2020

Italy: Gender Segregation and Higher Education

Chiara Biasin and Gina Chianese

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International Perspectives on Gender and Higher Education
Type: Book
DOI: https://doi.org/10.1108/978-1-83909-886-420201005
ISBN: 978-1-83909-886-4

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Book part
Publication date: 9 May 2018

Higher Fees, Higher Debts: Unequal Graduate Transitions in England?

Katy Vigurs, Steven Jones, Julia Everitt and Diane Harris

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students…

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Abstract

This chapter draws on findings from a comparative, qualitative research project investigating the decision-making of different groups of English higher education students in central England as they graduated from a Russell group university (46 interviewees) and a Post-92 university (28 interviewees). Half of the students graduated in 2014 (lower tuition fees regime) and the other half graduated in 2015 (higher tuition fees regime). The students interviewed were sampled by socio-economic background, gender, degree subject/discipline and secondary school type. Semi-structured interviews were used to explore students’ future plans and perceptions of their future job prospects. Despite higher debt levels, the 2015 sample of Russell Group graduates from lower socio-economic backgrounds had a positive view of their labour market prospects and a high proportion had achieved either a graduate job or a place on a postgraduate course prior to graduation. This group had saved money whilst studying. The 2015 sample of Post-1992 University graduates (from both lower and average socio-economic backgrounds) were worried about their level of debt, future finances and labour market prospects. This chapter raises questions about whether a fairer university finance system, involving lower levels of debt for graduates from less advantaged backgrounds, might avoid some graduates’ transitions to adulthood being so strongly influenced by financial anxieties.

Details

Higher Education Funding and Access in International Perspective
Type: Book
DOI: https://doi.org/10.1108/978-1-78754-651-620181005
ISBN: 978-1-78754-651-6

Keywords

  • Student finance
  • student debt
  • higher education tuition fees
  • graduate transitions
  • graduate inequality

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Book part
Publication date: 3 June 2008

Rapid expansion of higher education in South Korea: Political economy of education fever

Sunwoong Kim

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…

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Abstract

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.

Details

The Worldwide Transformation of Higher Education
Type: Book
DOI: https://doi.org/10.1016/S1479-3679(08)00008-X
ISBN: 978-0-7623-1487-4

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Article
Publication date: 3 September 2018

The effect of soft skills on French post-secondary graduates’ earnings

Ines Albandea and Jean-François Giret

The purpose of this paper is to construct soft-skill indicators and measure their effects on graduates’ earnings using survey data from a sample of master’s degree…

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Abstract

Purpose

The purpose of this paper is to construct soft-skill indicators and measure their effects on graduates’ earnings using survey data from a sample of master’s degree graduates in France.

Design/methodology/approach

The authors use a quantile analysis to measure the effects of soft skills on income.

Findings

Certain soft skills explain a proportion of the earnings of recent master’s graduates. In particular, they influence the highest salaries and are important for the most highly skilled jobs.

Research limitations/implications

Most of these soft skills are measured using declarative responses and may result from the feeling of having skills rather than actually possessing the skill. Moreover, this paper only looks at graduates who are employed, and a deficit in soft skills may be more penalising for job seekers.

Social implications

While some young people take advantage of soft skills early and benefit from them in the labour market, it is likely that it is even more important for those less endowed with these skills to further develop them before entering the labour market.

Originality/value

This research illustrates the heterogeneous nature of the skills that young post-secondary graduates acquire. French diplomas do not seem to homogenise all of the skills that young people develop through their academic and professional experiences.

Details

International Journal of Manpower, vol. 39 no. 6
Type: Research Article
DOI: https://doi.org/10.1108/IJM-01-2017-0014
ISSN: 0143-7720

Keywords

  • France
  • Quantile regression
  • Wages
  • Post-secondary graduates
  • Soft-skills

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Article
Publication date: 17 November 2014

Gender wage gaps in Australian workplaces: are policy responses working?

Joshua Chang, Julia Connell, John Burgess and Antonio Travaglione

The purpose of this paper is to focus on the implications of the gender wage gap in Australia, before considering policy responses and their effectiveness at both the…

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Abstract

Purpose

The purpose of this paper is to focus on the implications of the gender wage gap in Australia, before considering policy responses and their effectiveness at both the government and workplace levels.

Design/methodology/approach

The method concerns an extensive literature review and an examination of secondary data and reports relating to workplace gender equality and data.

Findings

While the gender wage gap in most OECD countries has decreased over time, in Australia the gap has increased, with the largest contributory factor identified as gender discrimination. Consequently it is proposed that current policy responses supporting women in the workplace appear to be ineffective in closing gender wage gaps.

Research limitations/implications

Further research is recommended to identify the impact of gender equality policies on hiring decisions and whether such decisions include an unwillingness to hire or promote women. As findings were based on secondary data, it is recommended that future research include workplace surveys and case studies.

Practical implications

It is suggested that articles such as this one can assist in guiding public policy and workplace decisions on gender wage equality issues, in addition to providing human resource leaders with the information to make better decisions relating to gender equality.

Originality/value

This paper suggests that current policy responses may not only be ineffective in closing the gender wage gap, but may even exacerbate it as employers may avoid hiring women or continue to pay them less than men, due to costs incurred when attempting to meet policy directives.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 33 no. 8
Type: Research Article
DOI: https://doi.org/10.1108/EDI-10-2013-0080
ISSN: 2040-7149

Keywords

  • Gender
  • Women
  • Public policy
  • Equal opportunity
  • Glass ceiling
  • Wage gap

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Book part
Publication date: 26 July 2016

About the Authors

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Education and Youth Today
Type: Book
DOI: https://doi.org/10.1108/S1537-466120160000020022
ISBN: 978-1-78635-046-6

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Book part
Publication date: 18 December 2016

A Private University Called to a Public Mission: Selective Higher Education, Diversity, and Access

Ashley Macrander and H. Holden Thorp

This chapter is an examination of the recent history of access for marginalized racial and socioeconomic groups to the United States’ most selective institutions of higher…

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This chapter is an examination of the recent history of access for marginalized racial and socioeconomic groups to the United States’ most selective institutions of higher education, including Washington University in St. Louis (WUSTL). Utilizing WUSTL as a case study, we review the university’s place in this narrative from the Black Manifesto and the 1968 sit-in in Brookings Hall to the school’s current effort to shed its status as the nation’s least socioeconomically diverse institution as determined by the fraction of undergraduates receiving Pell grants. Through this exploration of the trend toward the diversification of admissions pools in elite higher education, the chapter concludes with the acknowledgment that selective universities in the United States have the opportunity to significantly impact the country’s racial and socioeconomic disparities.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
DOI: https://doi.org/10.1108/S1479-364420160000019018
ISBN: 978-1-78635-710-6

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Book part
Publication date: 9 November 2020

The Use of Instrumental Variables in Higher Education Research

Kata Orosz, Viorel Proteasa and Daniela Crăciun

Higher education researchers are often challenged by the difficulty of empirically validating causal links posited by theories or inferred from correlational observations…

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Higher education researchers are often challenged by the difficulty of empirically validating causal links posited by theories or inferred from correlational observations. The instrumental variable (IV) estimation strategy is one approach that researchers can use to estimate the causal impact of various higher education–related interventions. In this chapter, we discuss how the body of quantitative research specifically devoted to higher education has made use of the IV estimation strategy: we describe how this estimation strategy was used to address causality concerns and provide examples of the types of IVs that were used in various subfields of higher education research. Our discussion is based on a systematic review of a corpus of econometric studies on higher education–related issues that spans the last 30 years. The chapter concludes with a critical discussion of the use of IVs in quantitative higher education research and a discussion of good practices when using an IV estimation strategy.

Details

Theory and Method in Higher Education Research
Type: Book
DOI: https://doi.org/10.1108/S2056-375220200000006005
ISBN: 978-1-80043-321-2

Keywords

  • Higher education
  • education research
  • quantitative methods
  • regression analysis
  • instrumental variables
  • endogeneity
  • econometrics

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Book part
Publication date: 4 December 2020

The Lads: A Rebellious Refusal of Resilience

Leanne McRae

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Crowd-Sourced Syllabus
Type: Book
DOI: https://doi.org/10.1108/978-1-83867-271-320201004
ISBN: 978-1-83867-272-0

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