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The present study aims to assess the enrollment scenario of Library and Information Science (LIS) education across different states in India. The study is purely based on…
The present study aims to assess the enrollment scenario of Library and Information Science (LIS) education across different states in India. The study is purely based on the secondary data collected and compiled by the Ministry of Human Resource and Development, Govt. of India under All India Survey of Higher Education (AISHE). The data were retrieved from the official website of the Ministry of Human Resource Development, Govt. of India, for the period from 2011–2012 to 2017–2018. From the data analysis, it emerged that of the 36 states and union territories in India, LIS education is being imparted across 32 states and union territories, accounting nearly 90% states of the country. Tamil Nadu is the leading state in India, producing nearly one-fourth of Library Science graduates each year. The male–female enrollment at the national level stands in the ratio of 48:52 students, respectively. Of the total enrollments made during the period of study, 96% students enrolled in Nagaland were male, while nearly 72% students enrolled in Goa were females. These and many more related aspects of LIS education in India have been discussed in detail.
Sustainable Development Goal (SDG) Indicator 4.2 calls for all girls and boys to have access to high-quality early childhood education by 2030. This global mandate…
Sustainable Development Goal (SDG) Indicator 4.2 calls for all girls and boys to have access to high-quality early childhood education by 2030. This global mandate establishes a new framework of accountability to increase access to preprimary education in low- and middle-income countries through measurement and reporting. As with other global indicators, however, the measurement of preprimary education access is more complex and nuanced than may be supposed. This data-oriented chapter delves deeply into the measurement of SDG 4.2 and explores the accuracy of the indicator being used: the adjusted net enrollment ratio, one year before the official age of primary entry. The chapter analyzes data from both education management information systems (EMIS) and household surveys to triangulate information about children’s access to preprimary education before they begin primary school. The analysis concludes that the indicator used to measure SDG 4.2 is overestimating access to preprimary education, because it includes large numbers of children who enroll in primary school before the official age of entry. This suggests that parents “vote for preschool” by sending their under-age children to primary school when access to affordable preprimary is limited. Implications for SDG measurement and preprimary policy are discussed.
The purpose of this paper is to draw attention to the impact student enrollment manipulations have on the allocation of state resources among higher education…
The purpose of this paper is to draw attention to the impact student enrollment manipulations have on the allocation of state resources among higher education institutions, and is motivated by a concern that gamesmanship in accounting for student enrollments leads to a lack of accurate and transparent reporting and ultimately inequities in intrastate funding of higher education institutions. To explore this issue, we use a case study methodology to analyze a State Auditor's Office investigation of a whistle-blower's complaint that a university employee wrongfully inflated the university's student count to increase state funding for the institution. We find that while the method the employee used to inflate student enrollments was ultimately condemned, another method of enrollment manipulation with much greater funding implications was not. Further research is needed to determine the scope of funding implications for similar types of enrollment manipulations across state-funded academic institutions.
This study examines share price reaction to the enrollment by companies in the Children’s Food and Beverage Advertising Initiative. We find that, on average, in the month…
This study examines share price reaction to the enrollment by companies in the Children’s Food and Beverage Advertising Initiative. We find that, on average, in the month of enrollment, shareholders of companies that join the CFBAI experience abnormal return of −3% and so do the shareholders of the immediate competitors that do not join the initiative. However, over the subsequent five years, while the shareholders of companies enrolled in the initiative experience an average abnormal return of +16.6%, that of non-enrolled competitors experience a further abnormal return of −34%. The abnormal returns for the two groups (at the time of enrollment and over the subsequent five years) are uncorrelated and so benefitting at the expense of competitors does not appear to be the motive for enrolling in the CFBAI. The study also provides comparison of number of employees and other important financial ratios before and after enrollment in the CFBAI for the two groups.
Conditional cash transfers (CCT) have been adopted in many countries over the last two decades. Although the impacts of these programs have been studied extensively…
Conditional cash transfers (CCT) have been adopted in many countries over the last two decades. Although the impacts of these programs have been studied extensively, understanding of the economic mechanisms through which cash and conditions affect household decisions remains incomplete. In particular, relatively little is known about the effects of these programs on intra-household allocation decisions. This chapter uses evidence from a program in Cambodia, where eligibility varied substantially among siblings in the same household, to illustrate these effects. A simple model of schooling decisions highlights three different effects of a child-specific CCT: an income effect, a substitution effect, and a displacement effect. The model predicts that such a CCT should unambiguously increase enrollment for eligible children, but have an ambiguous effect on ineligible siblings. The ambiguity arises from the interaction of a positive income effect with a negative displacement effect. These predictions are shown to be consistent with evidence from Cambodia, where the CESSP Scholarship Program (CSP) makes modest transfers, conditional on school enrollment for children of middle-school age. Scholarship recipients were more than 20 percentage points more likely to be enrolled in school, and 10 percentage points less likely to work for pay. However, the school enrollment and work of ineligible siblings was largely unaffected by the program. A possible fourth effect, operating through non-pecuniary spillovers of the intervention among siblings, remains largely outside the scope of the analysis, although there is some tentative evidence to suggest that it might also be at work.
This study aims to assess the enrolment scenario of Library and Information Science (LIS) education in India offered through distance mode.
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.
The purpose of this paper is to explore individual enrolment trajectories to fully understand the actual disparity in secondary education enrolment statuses among the…
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.
Theories of sociotechnical change seek to understand technology as both material and social artifacts. Actor‐network theory (ANT) offers an approach to sociotechnical…
Theories of sociotechnical change seek to understand technology as both material and social artifacts. Actor‐network theory (ANT) offers an approach to sociotechnical change that has been criticized for emphasizing a micro‐level analysis of political strategies at the expense of larger social and cultural processes. This paper presents an approach to sociotechnical change that links the enrollment process of ANT with broader social practices, through the concept of inclusion in multiple technological frames. Inclusion in different technological frames is used to explain the sources of enrollment strategies in the early personal digital assistant (PDA) industry. Two case studies of PDA evolution (Psion, led by David Potter, and Palm, led by Jeff Hawkins) are used to illustrate the link between enrollment strategies and inclusion.
University rankings and metrics have become an increasingly prominent basis of student decisions, generalized university reputation, and the resources university’s…
University rankings and metrics have become an increasingly prominent basis of student decisions, generalized university reputation, and the resources university’s attract. We review the history of metrics in higher education and scholarship about the influence of ranking on the position and strategic behavior of universities and students. Most quantitative analyses on this topic estimate the influence of change in university rank on performance. These studies consistently identify a small, short-lived influence of rank shift on selectivity (e.g., one rank position corresponds to ≤1% more student applicants), comparable to ranking effects documented in other domains. This understates the larger system-level impact of metrification on universities, students, and the professions that surround them. We explore one system-level transformation likely influenced by the rise of rankings. Recent years have witnessed the rise of enrollment management and independent educational consultation. We illustrate a plausible pathway from ranking to this transformation: In an effort to improve rankings, universities solicit more applications from students to reduce their acceptance rate. Lower acceptance rates lead to more uncertainty for students about acceptance, leading them to apply to more schools, which decreases the probability that accepted students will attend. This leads to greater uncertainty about enrollment for students and universities and generates demand for new services to manage it. Because these and other system-level transformations are not as cleanly measured as rank position and performance, they have not received the same treatment or modeling attention in higher education scholarship, despite their importance for understanding and influencing education policy.
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…
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.