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Article
Publication date: 3 April 2017

Uschi Backes-Gellner, Christian Rupietta and Simone N. Tuor Sartore

The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e…

Abstract

Purpose

The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e. spillover effects from secondary-educated workers with dual vocational education and training (VET) to tertiary-educated workers with academic education. The authors argue that, due to structural differences in training methodology and content, secondary-educated workers with VET degrees have knowledge that tertiary academically educated workers do not have.

Design/methodology/approach

The authors use data from a large employer-employee data set: the Swiss Earnings Structure Survey. The authors estimate ordinary least squares and fixed effects panel-data models to identify such “reverse” spillover effects. Moreover, the authors consider the endogenous workforce composition.

Findings

The authors find that tertiary-educated workers have higher productivity when working together with secondary-educated workers with VET degrees. The instrumental variable estimations support this finding. The functional form of the reverse spillover effect is inverted-U-shaped. This means that at first the reverse spillover effect from an additional secondary-educated worker is positive but diminishing.

Research limitations/implications

The results imply that firms need to combine different types of workers because their different kinds of knowledge produce spillover effects and thereby lead to overall higher productivity.

Originality/value

The traditional view of spillover effects assumes that tertiary-educated workers create spillover effects toward secondary-educated workers. However, the authors show that workers who differ in their type of education (academic vs vocational) may also create reverse spillover effects.

Details

Evidence-based HRM: a Global Forum for Empirical Scholarship, vol. 5 no. 1
Type: Research Article
ISSN: 2049-3983

Keywords

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Book part
Publication date: 14 August 2014

Francis Atuahene

Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics…

Abstract

Tertiary education in Ghana has seen rapid advancement over the past two decades. This growth is the result of transformative policy reforms such as upgrading polytechnics into higher education status; the establishment of the University of Development Studies (UDS) in the northern part of the country; the amalgamation of existing Colleges of Education into degree awarding institutions; the creation of the Ghana Education Trust Fund (GETFund) to provide supplementary financial support for infrastructure, faculty research and development; expansion of distance education programs; modification of the student loan scheme; and a conducive regulatory environment that encourages private sector participation in higher education provision. In spite of these developments, the system continues to face several challenges such as limited funding to support academic programs; limited participation rates for low-income students, females, and minorities; difficulty recruiting and retaining young academic and research faculty; inadequate research capacities; limited ICT infrastructure to enhance instruction and curriculum delivery and inadequate facilities to support science and technology education; etc. This chapter focuses on the state of public higher education in Ghana with emphasis on current growth and challenges. The chapter offers descriptive analysis based on government policy reports and documents, enrollment data from universities in Ghana, and data from the Ministry of Education and the National Council for Tertiary Education in Ghana.

Details

The Development of Higher Education in Africa: Prospects and Challenges
Type: Book
ISBN: 978-1-78190-699-6

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Book part
Publication date: 19 December 2016

Nigel O. M. Brissett

Tertiary education in the Anglophone Caribbean, particularly in Jamaica, has become highly competitive and complex and increasingly influenced by global neoliberal…

Abstract

Tertiary education in the Anglophone Caribbean, particularly in Jamaica, has become highly competitive and complex and increasingly influenced by global neoliberal discourses. This free-market driven development is partly evidenced by the proliferation of national, regional, and international providers. Yet, within this seemingly unrelenting international influence, one can also detect more recent approaches by regional governments in concert and individually, through policy and systems of governance to reassert their sovereignty and retain some level of regulation and ownership of tertiary education. This chapter establishes an analytical framework for understanding these tertiary education governance changes by drawing on the principles of critical educational policy analysis. The chapter scrutinizes the multiple sources of power, international, regional, and national, that shape the rapid ongoing tertiary educational changes. Ultimately, the chapter argues that Jamaica’s tertiary education governance can be categorized as a shift from the governance mechanisms of “growth driven” to “regulatory control.” The chapter further posits that future regional shifts in tertiary education governance will be shaped by the continuing postcolonial struggles to adapt to the global order while protecting regional and national interests and aspirations.

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Book part
Publication date: 17 July 2006

Gili S. Drori and Hyeyoung Moon

Education has become an important and frequently studied field for neo-institutional scholars. Undoubtedly, some of the oldest and now canonized neo-institutional works…

Abstract

Education has become an important and frequently studied field for neo-institutional scholars. Undoubtedly, some of the oldest and now canonized neo-institutional works were written about education: clearly John Meyer's (1977) work on education as an institution, but also the work of Robert K. Merton (1938/1970) on early modern science. Our work here on global tertiary education intends to add to this now rich body of institutionalist literature on education on both empirical and theoretical grounds by studying cross-national trends in tertiary education.

Details

The Impact of Comparative Education Research on Institutional Theory
Type: Book
ISBN: 978-0-76231-308-2

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Article
Publication date: 1 May 2007

Katharina Michaelowa

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

Abstract

Purpose

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

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

This research only represents an initial explorative analysis.

Practical implications

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.

Originality/value

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.

Details

Quality Assurance in Education, vol. 15 no. 2
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 19 November 2018

Victor Chang, Yian Chen and Chang Xiong

The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the…

Abstract

Purpose

The purpose of this paper is to gain a deeper insight on how education boosts economic progress in key emerging economies. This project is aimed at exploring the interactive dynamics between the tertiary education sector and economic development in BRICS countries. The author also aims to examine how the structure of higher education contributes to economic expansion.

Design/methodology/approach

The author uses the time series data of BRICS countries across approximately two decades to determine the statistical causality between the size of tertiary enrollment and economic development. The linear regression model is then used to figure out the different impact levels of academic and vocational training programs at the tertiary level to economic development.

Findings

Data from all BRICS countries exhibited a unidirectional statistical causality relationship, except the Brazilian data. The national economic expansion Granger Caused increased tertiary enrollment in Russia and India, while in China and South Africa, higher education enrollment Granger Caused economic progress. The impact from tertiary academic training is found to be positive for all BRICS nations, while tertiary vocation training is shown to have impaired the Russian and South African economy.

Research limitations/implications

This project is based on a rather small sample size, and the stationary feature of the time series could be different should a larger pool of data spanning a longer period of time is used. In addition, the author also neglects other control variables in the regression model. Therefore, the impact level could be distorted due to possible omitted variable bias.

Practical implications

Tertiary academic study is found to have a larger impact level to all countries’ economic advancement, except for China, during the time frame studied. There is a statistical correlation between the education and economic progress. This is particularly true for BRICS countries, especially China. But the exception is Brazil.

Social implications

The government should provide education up to the certain level, as there is a direct correlation to the job creation and economic progress. Furthermore, the government should also work closely with industry to ensure growth of industry and creation of new jobs.

Originality/value

The comparative analysis and evaluation of the dynamic interaction of tertiary enrollment and economic output across all five BRICS nations is unique, and it deepens the understanding of the socioeconomic development in these countries from a holistic management perspective.

Details

Information Discovery and Delivery, vol. 46 no. 4
Type: Research Article
ISSN: 2398-6247

Keywords

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Article
Publication date: 15 March 2011

Samuel Jebaraj Benjamin, M. Srikamaladevi Marathamuthu, Saravanan Muthaiyah and Murali Raman

The purpose of this paper is to examine the affordability of private tertiary education for households in Malaysia.

Abstract

Purpose

The purpose of this paper is to examine the affordability of private tertiary education for households in Malaysia.

Design/methodology/approach

The relevant literature is reviewed to provide an overview of the affordability of private tertiary education. Data are obtained randomly from a private university in Malaysia and the results are analyzed using the one‐sample t‐test and one‐way ANOVA.

Findings

The proxy of affordability, which is the average household income, reveals the per capita average is more than three times the national average, which points out the non‐affordability of students from low and average earning households to afford private tertiary education in Malaysia. Financial assistance of students at the tertiary level is insufficient and may warrant further policy and administrative improvements to reach deserving students. There is also difference in income and hence affordability between urban‐rural households, a perspective that demands changes in the current income distribution policies. In order to address the issues highlighted in this study, salient suggestions have been proposed.

Originality/value

This paper reinforces the need to address the issue of affordability of tertiary education and its significant importance, especially to developing countries.

Details

International Journal of Social Economics, vol. 38 no. 4
Type: Research Article
ISSN: 0306-8293

Keywords

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Book part
Publication date: 4 April 2014

Diane Mara

Does participation in tertiary education in Aotearoa New Zealand weaken or strengthen Samoan ethnic identity? Narratives of Pacific women graduates interviewed for a…

Abstract

Does participation in tertiary education in Aotearoa New Zealand weaken or strengthen Samoan ethnic identity? Narratives of Pacific women graduates interviewed for a doctoral study of ethnic identity construction provide illustrations of how a process of ethnic identity formation is built up through interactions between groups and individuals within institutions where all members of society participate and come into contact with each other. Ethnic identity construction is influenced by both circumstantial situational factors and what people themselves bring into those circumstances (Cornell & Hartmann, 1998). The cultural backgrounds of this group of tertiary students are socially constructed within their families and churches. It is these backgrounds they bring with them into tertiary education contexts. The strengthening of ethnic identity, as experienced by this group of Samoan women graduate students, was unique, complex and at times contradictory.

Details

Māori and Pasifika Higher Education Horizons
Type: Book
ISBN: 978-1-78350-703-0

Keywords

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Book part
Publication date: 17 September 2018

Dawn Smith-Henry

For much of its 43-year history, the community college sector in Jamaica has been plagued by perceptions of inferior status and mediocre tertiary education offerings. The…

Abstract

For much of its 43-year history, the community college sector in Jamaica has been plagued by perceptions of inferior status and mediocre tertiary education offerings. The Jamaican colleges have responded to the criticisms by aggressively pursuing quality assurance initiatives such as program accreditation, expanded course offerings, and ongoing curriculum review. This chapter traces the birth and development of the community college movement in Jamaica and the Caribbean and acknowledges the significant achievement of the Jamaican colleges in increasing access to tertiary education. The chapter also examines threats to the open access policy that may have serious implications for education equity and quality. These include inadequate funding, limited infrastructure to support the curriculum, low enrolment of specialized groups, and unsatisfactory completion and graduation rates. Recommendations for policy and practice are proposed.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Article
Publication date: 19 February 2018

Anil Narayan and John Stittle

The purpose of this paper is to identify and evaluate the role and influence played by the discipline of accounting through its association with the multiple logics of…

Abstract

Purpose

The purpose of this paper is to identify and evaluate the role and influence played by the discipline of accounting through its association with the multiple logics of government reforms to transform the public tertiary education sector in New Zealand.

Design/methodology/approach

The study adopts a case study approach utilising multiple data collection methods. Neo-institutional theory provides an insightful complement to neo-liberalism and enhances the understanding of institutional logics driving government reforms and the transformation of public tertiary institutions.

Findings

The findings reveal that accounting has become a powerful conduit for the exercise of the neo-liberalism reforms by government and implemented by managerial control over public tertiary education institutions.

Research limitations/implications

By addressing a gap in the literature, the paper shows how political and economic neo-liberal policies have been implemented in tertiary education with the discipline of accounting being adopted as a prime driver of these reforms. The paper has significant implications for educational management, academics and learners in understanding how and why the inherent nature, objectives and processes of the overall educational experience have undergone a radical reformation.

Originality/value

New Zealand is one of the first countries to implement these educational reforms and adopted “accounting technologies” to reduce costs and improve performance. But the reality has often been very different. Most of the government’s original objectives have not been fulfilled and the reforms have been costly for the academic profession. This paper provides a valuable source of learning for academics, managers and politicians.

Details

Accounting, Auditing & Accountability Journal, vol. 31 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

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