Search results
11 – 20 of over 13000Does participation in tertiary education in Aotearoa New Zealand weaken or strengthen Samoan ethnic identity? Narratives of Pacific women graduates interviewed for a doctoral…
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
Keywords
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…
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
Keywords
Sue Malthus and Carolyn Fowler
During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and…
Abstract
During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.
Details
Keywords
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
Keywords
Mark Manthe and John Smallwood
Construction is a complex process which requires the co‐ordination of and co‐operation between stakeholders. Most construction projects require the skills and services of various…
Abstract
Purpose
Construction is a complex process which requires the co‐ordination of and co‐operation between stakeholders. Most construction projects require the skills and services of various built environment disciplines and the effective integration of these skills determines the success of the project. However, built environment students continue to receive discipline‐based education. Construction shapes the built environment; therefore knowledge and understanding, to varying degrees of depth and complexity, of an array of subject areas are one required to suitably equip entrants into the built environment arena. Furthermore, the outdated education system is challenged by academics, built environment practitioners, and media reports. The purpose of this study is to question the suitability of built environment tertiary education in terms of current trends, technologies and practices.
Design/methodology/approach
A questionnaire developed from literature related to the diverse content, appropriateness, empowering effect, and delivery methods of built environment education, was used to survey built environment academics and postgraduate students. The questionnaire also aimed at determining the interconnectedness and cohesion between the five disciplines of architecture, quantity surveying, civil engineering, project management, and construction management.
Findings
There is a perceived need for both university of technology and university programmes, built environment tertiary education is relatively diverse in terms of content, there is a perceived need for a common first year and common subjects at other levels, and there is a trend towards perpetuation of traditional technologies, practices and systems within built environment education.
Originality/value
Certain subject areas should form an integral part of all built environment tertiary education programmes, in particular construction science and technology, management theory, information technology, and project management. This conclusion and the percentage responses relative to other subjects highlight the inadequacy of architecture and, to a lesser extent, civil engineering tertiary education.
Details
Keywords
Karen Bradley and Maria Charles
Growth in female tertiary enrollment has been accompanied by persistent gender differentiation within systems of higher education worldwide. We identify three dimensions of female…
Abstract
Growth in female tertiary enrollment has been accompanied by persistent gender differentiation within systems of higher education worldwide. We identify three dimensions of female “status” in higher education – overall female enrollments, sex segregation across tertiary levels, and sex segregation across fields of study – and we offer a conceptual framework for understanding cross-national similarity and variability on these dimensions. Commonalities across countries reflect the interaction of global pressures for expansion and democratization of education with persistent cultural representations of “gender difference.” Variability can be attributed, in part, to the different ways in which global cultural and structural pressures have been manifested within particular socio-historical settings.
Lorri J. Santamaría, Jenny Bol Jun Lee and Ngaira Harker
This chapter chronicles an international inter-institutional Māori-led small-scale tertiary intervention that has potential for larger scale future implementation. The educational…
Abstract
This chapter chronicles an international inter-institutional Māori-led small-scale tertiary intervention that has potential for larger scale future implementation. The educational intervention, Optimising Māori Academic Achievement (OMAA), is based in Te Puna Wānanga (The School of Māori Education) in the Faculty of Education at the University of Auckland (UoA). It aims to increase the completion rates of Māori students enrolled in the Bachelor of Teaching Māori-Medium Specialisation (Huarahi Māori) at the UoA and the Bachelor of Nursing at Waiariki Institute of Technology, Bay of Plenty. The OMAA initiative is based on the adaptation and implementation of a tertiary intervention that has a research-based track record in North America and has also been successfully adapted for use in Australia. Authors of this chapter are Māori and Indigenous women working as primary investigators, programme directors and leaders facilitating the international inter-institutional intervention among the UoA, Waiariki Institute of Technology (Waiariki) and Victoria University in Melbourne, Australia. Adaptation of the North American tertiary intervention by Māori for Māori is at the heart of the initiative. Māori and Indigenous projects such as OMAA can attract potential postgraduate students from within New Zealand as well as from other countries where there are Indigenous communities of people. Implementation details, implications, lessons learned and future directions will be described in this chapter.
Details
Keywords
Hazel Phillips and Kahurangi Tibble
Since 2002 there has been strategic focus on inclusive tertiary provision as a means of addressing the issues of student groups who have historically not fared well in higher…
Abstract
Since 2002 there has been strategic focus on inclusive tertiary provision as a means of addressing the issues of student groups who have historically not fared well in higher education. Equity groups include Māori, Pasifika and students with disabilities. This chapter charts the terrain of inclusive higher education in Aotearoa through the critical reflections of Kahurangi, a Māori student with a vision impairment. Despite a strategic focus on inclusive provision and Kahurangi’s success his experiences suggest that there is some way to go. The authors argue that given the limited ways in which inclusion and its underpinning theory of disability are theorised inclusive higher educational settings are unlikely to be realised.
Details
Keywords
Laura Marquez-Ramos and Estefanía Mourelle
Might a country’s economic growth performance differ depending on the evolution of its human capital? This paper aims to consider education as a channel for human capital…
Abstract
Purpose
Might a country’s economic growth performance differ depending on the evolution of its human capital? This paper aims to consider education as a channel for human capital improvement and then for economic growth. The authors hypothesize the existence of a threshold for education, after which point the characteristics of economic growth change.
Design/methodology/approach
To address this question, the authors turn from a linear framework to a nonlinear one by applying smooth transition specifications.
Findings
This empirical analysis for Spain points to the existence of nonlinearities in the relationship between education and economic growth at country level, for both secondary and tertiary education. Next, as different patterns emerge in different regions, the authors provide a regional analysis for a number of representative Spanish regions. The results show that both secondary and tertiary education matter for economic growth and that nonlinearities in this relationship should be taken into account.
Practical implications
What is learnt from using Smooth Transition Regression models for the education-economic growth link is that the educational level of the population can be understood as a source of nonlinearities in the economic activity of a country (and of a region). Thus, depending on national and regional educational levels, economic growth behaves differently.
Originality/value
Although the importance of nonlinearities has been identified, linearity is usually assumed in this field of the literature. This paper calls into question the linearity assumption by using time series techniques for 1971-2013 in Spain, an OECD country, and testing whether the results at country level hold for different regions within Spain as a robustness check.
Details
Keywords
Kashif Munir and Ayesha Kanwal
The objectives of this study are threefold: firstly, to measure the impact of educational inequality on income inequality, and per capita income; secondly, to measure the impact…
Abstract
Purpose
The objectives of this study are threefold: firstly, to measure the impact of educational inequality on income inequality, and per capita income; secondly, to measure the impact of gender inequality in education on income inequality, per capita income and educational inequality; and lastly, to test the Kuznets inverted U-shape hypothesis between inequality in education and average year of schooling.
Design/methodology/approach
The study has adopted the Marin and Psacharopoulos (1976) model of human capital in which income earned by an individual can be estimated as a function of number of year spent in schooling or education. Gini coefficient is used as a measure of income inequality, while inequality in education is measured by Gini index of educational inequality. Gender inequality in education is measured by the difference between male and female enrolment ratios as a proportion of male enrolment. The study utilizes the data of six South Asian countries, i.e. Bangladesh, India, Maldives, Nepal, Pakistan and Sri Lanka from 1980 to 2010 at five-year average and employs fixed effect model (FEM) and random effect model (REM) for estimation.
Findings
Result suggests that educational inequality and average year of schooling have positive and significant impact on income inequality. Primary (basic) education and tertiary (higher) education reduce income inequality, while secondary education widens income inequality. Negative relationship exists between educational inequality and per capita income. Unequal distribution of education among boys and girls at primary level increases income inequality, while reduces income inequality at tertiary level. Gender inequality in secondary and tertiary level of education reduces per capita income, while unequal distribution of education among boys and girls further increases the educational inequality. Kuznets inverted U-shape hypothesis does not hold between education expansion and educational inequality, while weak U-shape relationship exists in South Asian countries.
Practical implications
Government has to provide free education in poor regions and makes employment programs to reduce the income and educational inequality respectively, while to remove gender inequality in education it is necessary to build more schools especially for girls. Government has to launch different online education programs for expansion in education at all levels.
Originality/value
This study adds to the literature by analyzing whether the inequality in income increases (decreases) due to increase (decrease) in educational and gender inequality in South Asian countries. This study contributes in the existing literature by developing a measure of educational and gender inequality in education in South Asian countries.
Peer review
The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2020-0226.
Details