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Article
Publication date: 29 November 2022

Corrado Andini

The aim is to assess how a policy of tertiary education for all affects the shape of the unconditional earnings distribution.

Abstract

Purpose

The aim is to assess how a policy of tertiary education for all affects the shape of the unconditional earnings distribution.

Design/methodology/approach

The paper discusses the quantile-regression literature looking at the link between education and wage inequality, also proving new evidence based on unconditional quantile regressions.

Findings

The findings support the idea that a policy of tertiary education for all increases the overall level of wage inequality.

Research limitations/implications

The research has implications for public policy and administration. Among the limitations, the paper does not deal with distributional aspects related to other outcomes (e.g. health outcomes) of the policy of interest.

Practical implications

The analysis highlights a series of potential government interventions aimed at reducing the wage-inequality externalities of the policy of interest.

Social implications

A policy of tertiary education for all, by itself, is not useful to fight wage inequality.

Originality/value

This paper belongs to the small group of studies using unconditional quantile regressions to study the link between education and wage inequality. It is the first study specifically looking at the distributional effects of a policy of tertiary education for all.

Details

Journal of Economic Studies, vol. 50 no. 6
Type: Research Article
ISSN: 0144-3585

Keywords

Article
Publication date: 31 January 2024

Huthaifa Al-Hazaima, Mary Low and Umesh Sharma

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for…

Abstract

Purpose

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

Design/methodology/approach

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

Findings

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

Research limitations/implications

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

Practical implications

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Social implications

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

Originality/value

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1096-3367

Keywords

Article
Publication date: 11 January 2022

Godwin Oberhiri-Orumah and Ebikabowei Emmanuel Baro

The purpose of this study is to investigate the development of institutional repositories (IR) in tertiary institution libraries in Nigeria.

Abstract

Purpose

The purpose of this study is to investigate the development of institutional repositories (IR) in tertiary institution libraries in Nigeria.

Design/methodology/approach

The study adopted a survey research method. Online questionnaire and IR site investigation methods were used to collect data from 25 university libraries in Nigeria.

Findings

The study revealed that only 25 (14.7%) universities out of the 170 universities in Nigeria have successfully developed IRs and registered their presence in OpenDOAR. Other tertiary institutions such as Polytechnics and Colleges of Education investigated in Nigeria are yet to develop IRs. Contents such as theses and dissertations, conference proceedings and journal articles ranked highest being the most popular contents in the various IRs. The results showed that the development of IR saves space in the library, increases readership, increases access to local contents, minimizes damage to the original material, facilitates the dissemination of scholarly research and assists in globalization of Nigerian research findings. The IRs site investigation revealed that only few IRs have clearly defined access policy, content policy, submission policy and digital preservation policy. The study identified challenges such as inadequate facilities, unstable internet connectivity, lack of fund, irregular power supply, challenge of collecting materials for the IR, lack of skilled ICT personnel, copyright issues and absence of IR policies.

Practical implications

The results from the study will provide important data and insight into the development of institutional repositories in tertiary institution libraries in Nigeria, and generate suggestions for University Librarians, College Librarians, Polytechnic Librarians, tertiary institutions management and policy makers for developing institutional repositories in Nigeria and other developing countries.

Originality/value

The study investigated IR development in tertiary institutions in Nigeria. The findings will inform other tertiary institutions in developing countries that the development of IR provides an opportunity for the visibility of local contents emanating from institutions and make them see the reason to embrace this laudable development.

Details

Global Knowledge, Memory and Communication, vol. 72 no. 4/5
Type: Research Article
ISSN: 2514-9342

Keywords

Book part
Publication date: 25 October 2023

Tinde Kovacs Cerovic, Jadranka Ivkovic, Mónika Kapás and Evgeny Ivanov

Key international and intergovernmental organizations assess the size of the Roma population in Serbia to be around 4–600.000, rendering Serbia among the five countries in Europe…

Abstract

Key international and intergovernmental organizations assess the size of the Roma population in Serbia to be around 4–600.000, rendering Serbia among the five countries in Europe with the highest percentage of Roma population. Although Roma in Serbia have a long history of self-organization, cultural and media organizations, and are formally recognized as national minorities with a National Council of the Roma National Minority as a body with political decision-making influence, the Roma community in Serbia, as in most other European countries, is the most disadvantaged and underprivileged group in the country, often living in underdeveloped neighbourhoods with limited access to social services, especially education and health.

The educational attainment of the Roma population in Serbia, as in other countries in Europe, is far below the attainment of the general population. The education indicators are showing a developing trend, albeit slow. Roma integration policies evolved in Serbia from the early 2000s in the general policy framework of Equity of Education and Inclusive Education and a comprehensive education reform agenda, promoted and legally endorsed by the 2009 Law on the Foundations of the Education System. As the consequence of such an approach, the Roma integration policies intertwined and mutually reinforced with other reform policy areas. The most important post-2000 policies supporting the integration of Roma students into education are the introduction of pedagogical assistants in elementary schools and preschool institutions as a profession, paid from the budget, abolishing the system of school readiness assessment, introducing individual education plans and intensifying affirmative action and scholarships for enrolment in secondary and tertiary education.

Details

Lifelong Learning and the Roma Minority in the Western Balkans
Type: Book
ISBN: 978-1-80382-522-9

Keywords

Article
Publication date: 23 August 2023

Bonnie McBain, Liam Phelan, Anna Ferguson, Paul Brown, Valerie Brown, Iain Hay, Richard Horsfield, Ros Taplin and Daniella Tilbury

The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in…

Abstract

Purpose

The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in Australia. The field of environment and sustainability is broad and constituted by diverse stakeholders. As such, articulating a common set of learning standards presents challenges.

Design/methodology/approach

The authors developed and used a staged collaborative curriculum design methodology to engage more than 250 stakeholders in tertiary environmental education, including discipline scholars, students, professional associations and employers and other environmental educators. The approach was adaptive, to ensure underrepresented stakeholders’ perspectives were welcomed and recognised. The project was commissioned by the Australian Council of Environmental Deans and Directors (ACEDD) and funded by the Federal Government’s Office for Learning and Teaching.

Findings

The collaborative approach developed and used for this work facilitated an inclusive process that valued diversity of perspectives, rather than marginalise diversity in favour of a perspective representing a minimum level of agreement. This is reflected in the standards themselves, and is evidenced by participant feedback, piloting of the standards and their subsequent application at multiple universities. Achieving this required careful planning and facilitation, to ensure a democratisation of the stakeholder consultation process, and to build consensus in support of the standards. Endorsement by ACEDD formalised the standards’ status.

Originality/value

Collaborative curriculum design offered the opportunity to foster a shared sense of common purpose amongst diverse environmental education stakeholders. This approach to curriculum design is intensive and generative but uncommon and may be usefully adapted and applied in other contexts. The authors note one subsequent instance where the approach has been further developed and applied in transforming a generalist science program, suggesting the methodology used in this case may be applied across other contexts, albeit with appropriate adjustments: the authors offer it here in the spirit of supporting others in their own complex curriculum design challenges.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 14 July 2023

Gazi Mahabubul Alam and Md. Abdur Rahman Forhad

This study examines whether education in developing countries directly impacts their foreign income from the top export sector.

Abstract

Purpose

This study examines whether education in developing countries directly impacts their foreign income from the top export sector.

Design/methodology/approach

As most developing countries follow developed nations to shape their development, this study assumes developing countries as education-follower and developed countries as education-leader countries. Considering selected countries from the South Asian Regional Cooperation (SAARC) and African countries as follower countries and Group of Seven (G7) as leader countries, this study employs Dumitrescu-Hurlin Granger non-causality tests.

Findings

This study finds that education-follower countries' achievements do not directly impact foreign earnings from their leading export sectors. However, findings also confirm that leader countries have a bidirectional causal relationship between tertiary education and earnings from high technology exports.

Originality/value

To the best of the authors' knowledge, this is the first study urging research-intensive education with comparative advantages in international trade. Using educational attainment on export earnings from the leading sector, findings support dependency theory in education is still existed.

Details

International Journal of Comparative Education and Development, vol. 25 no. 2
Type: Research Article
ISSN: 2396-7404

Keywords

Article
Publication date: 7 November 2023

Serey Sok, Nyda Chhinh, Hoeurn Cheb, Chankoulika Bo and Pheakdey Nguonphan

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in…

Abstract

Purpose

This study analyzes the significance of various attributes of developmental psychology developed by male and female students within higher education institutions (HEIs) in Cambodia. It also focuses on the mismatch between planned enrollments and the final selection of a course, and the knowledge and skills accessed during the study.

Design/methodology/approach

A sample of 463 students (267 female) was selected for a survey from two private and two public universities, located in both Phnom Penh and other provincial locations.

Findings

It was found that (1) the Cambodian Sustainable Development Goal targets related to quality education are likely to be achieved by 2030, but this will require close monitoring of the targets. While it is likely that the male ratio will be accomplished by 2030, this is less certain for the female ratio. (2) There was a mismatch between the planned enrollment and actual course selection for just under half (49.2%) of students surveyed due to high tuition fees, a lack of scholarships, unavailability of preferred courses, failure to gain admission and parental influence. This mismatch was higher for female students for all of these factors except for parental influence. (3) Students indicated a high degree of access to knowledge and skills, except for technological literacy, economic aspects and interpersonal effectiveness. Overall, male students were found to access a higher degree of both knowledge and skills. (4) The developmental psychology of students was found to be significantly influenced by decision-making ability, empathy, people skills, community engagement and voluntary work.

Research limitations/implications

There were a number of limitations in carrying out this research. For example, discussions were separately organized at each university; the authors did not organize a consultative meeting gathering all the students from the four universities to discuss and get consensus. Moreover, the study did not cover the interviews of parents to gain their views regarding support for their children at HEIs.

Practical implications

Improvement in key aspects of developmental psychology for male students was found to be more significant than for female students, except for intellectual capacity.

Social implications

Still, improvement in the adopt of developmental psychology is required at HEIs in Cambodia and developing countries. Improved developmental psychology among students at universities has been shown to result in a significant enhancement in study performance and competencies. These competencies range from cognitive and intellectual capacity, associated with thinking and analysis; and emotional and social capacity, associated with the development of a societal vision. Students who develop cognitive and intellectual capacity tend to perform tasks more accurately and efficiently, make decisions more effectively and respond intelligently to new or complex circumstances. Students who develop emotional and social capacity are better guided toward focusing on caring for others in the community and establishing peaceful and safe environments. An important implication of the developmental psychology of students within HEIs in Cambodia is the holistic nature of education integrating knowledge, skills, competencies and social responsibility. HEIs should take on the role of equipping students with both cognitive and intellectual capacities for employment; as well as the emotional and social capacities required to build a society based on mutual trust and harmony. Improving the psychological development of students at HEIs in Cambodia may also be significant in achieving the CSDG targets. In terms of policy, HEIs should integrate opportunities for this to be included in the curriculum to increase the opportunities for students to engage in practice-based learning and community engagement activities. This will require providing sufficient learning materials and equipment to enable students to self-learn, think, analyze and innovate, using theories obtained in class, at home. This should be coupled with community engagement programs that provide students with the opportunity to work in the field. All knowledge and skills accessed by students should be integrated with the development of both cognitive and intellectual capacities. Further, social activities organized by HEIs are required to assist in developing the emotional and social capacity of students to interact with communities.

Originality/value

The paper is solely conducted and prepared by SOK Serey, CHEB Hoeurn, CHHINH Nyda, BO Chan Koulika and NGUONPHAN Pheakdey. The findings of the research produce both quantitative and qualitative information on the implementation of Sustainable Development Goals at higher education in Cambodia. In particular, this research is one of the most pioneer academic research studies conducted by a local scholar from Cambodia.

Details

International Journal of Educational Management, vol. 37 no. 6/7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 16 May 2023

Chris Wagner and Andrew Delios

Unlike the traditional growth model of emerging markets after economic liberalization, India’s inward foreign direct investment (FDI) surged paralleling its strong economic growth…

Abstract

Purpose

Unlike the traditional growth model of emerging markets after economic liberalization, India’s inward foreign direct investment (FDI) surged paralleling its strong economic growth in the 2000s, despite the failure to establish a strong secondary sector. This creates an opportunity to deepen the conceptual and contextual understanding of the pivotal mechanisms that impel foreign multinational enterprises to invest into India and provides a natural setting to better understand the nature of its institutional, political and economic environment.

Design/methodology/approach

The authors develop a theory contextualized to Indian inward FDI patterns for the 2000–2017 period. The theoretical framework expands upon received investment motives, with explicit consideration given to the idiosyncrasies of developments in India’s recent macro and socioeconomic environment. The authors test the hypotheses using panel data from 134 countries that invested in India, using a Hausman–Taylor estimation.

Findings

The authors find that India’s transition toward a knowledge economy attracts asset augmenting rather than asset exploiting FDI. Investors appear to target long-term investments by gaining access to India’s digital capabilities, R&D, and growing talent base with a high degree of specialization within analytics, biotechnology, engineering, or pharmaceuticals. Foreign investors do not seem to be notably deterred by infrastructural challenges nor by legal and regulatory restrictions.

Originality/value

By providing a new perspective on India’s atheoretical economic development and FDI environment, this study offers a distinct point of comparison with regard to established hypotheses within the extant literature on FDI into emerging markets. Rethinking contemporary investment motive theory by introducing an adapted conceptual framework provides further opportunity to inform the understanding of firm strategies in similar environments.

Article
Publication date: 3 May 2022

Olufisayo Adedokun and Temitope Egbelakin

Despite several research efforts tackling construction project risks globally, tertiary education building projects are not devoid of experiencing risks with cascading effects on…

Abstract

Purpose

Despite several research efforts tackling construction project risks globally, tertiary education building projects are not devoid of experiencing risks with cascading effects on projects. In the past decades, there has been increasing application of linear assessments of risks in construction risk management practices. However, this study aims to assess the influence of risk factors on the success of tertiary education building projects using a structural equation modelling approach. This study will further reinforce the risk factors that require attention because risk factors are not linear but interdependent.

Design/methodology/approach

A quantitative research method was undertaken in this study, where data collection was achieved via a structured questionnaire survey. In total, 452 questionnaires were administered to client representatives, consultants and contractors involved in executing tertiary education building projects across five public tertiary education institutions in Ondo State, Nigeria. Of 452 questionnaires, 279 were found usable for the analysis, implying a response rate of 61.73%. The Cronbach α test, average variances extracted and composite reliabilities values show high reliability and internal consistency of the instrument used for data gathering. Furthermore, the study adopted percentile, mean, correlation, regression analysis and structural equation modelling for analyzing the data collected upon which the study’s inferences were based.

Findings

The study found that three out of six criteria for measuring the success of tertiary education building projects were significantly affected by risk factors while using the structural equation modelling technique. With this non-linear method of assessment, completion to time was significantly impacted by environmental risk factors. In addition, safety performance was also significantly influenced by logistic, environmental and legal risk factors; furthermore, logistics, design and environmental risks significantly affected profit. However, completion to cost, standard/quality and end-user satisfaction was not significantly affected by the risk factors in tertiary education building projects.

Research limitations/implications

The quantitative data used for the analysis are limited to the tertiary education building projects from selected five tertiary education institutions in Ondo State; therefore, the results do not indicate all tertiary institutions in Nigeria. In addition, the findings are based on building projects that were procured through a competitive tendering arrangement only and thus considered a limitation for this study.

Practical implications

Not all the risks significantly influence the tertiary education building projects. Therefore, risk factors with a significant effect on the success indicators of tertiary education building projects should be prioritized for a successful project. While risk factors have not affected the completion to cost per se, the study implies that the resultant effect of risks on other success indicators could have a cascading effect on these projects in terms of cost and time overruns. These results may assist during the project risk management while also addressing complexity and uncertainty to avoid chaos in a tertiary education building projects.

Originality/value

The study found significant construction risk factors impacting the success of tertiary education building projects using a non-linear methodology, an extension beyond the usual linear method of assessment of risk impacts on the project performance.

Details

Journal of Facilities Management , vol. 22 no. 1
Type: Research Article
ISSN: 1472-5967

Keywords

Book part
Publication date: 20 September 2023

Stephen Hay, Wendi Beamish and Mark Tyler

Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable…

Abstract

Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable Development Goal 4 of the Education 2030 Agenda. The analysis presented in this chapter highlights Australia's patchy endeavours to provide inclusive and equitable programmes at all levels of education and vocational training, particularly in relation to diverse learners and those with Indigenous backgrounds. Findings point to the need for Australian federal and state governments to collaborate, legislatively and financially, to better support policy enactment around the Education 2030 Agenda in partnerships with stakeholders at national, state and local levels.

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