scholarly journals Socio-Economic Determinants of Student Mobility and Inequality of Access to Higher Education in Italy

2019 ◽  
Vol 19 (1) ◽  
pp. 125-148 ◽  
Author(s):  
Umut Türk
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Economic Determinants

Open, Flexible and Participatory Pedagogy in the Era of Globalisation

2014 ◽  
pp. 8-23
Author(s):  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Community Members ◽  
Cultural Economic ◽  
Use Of Technology ◽  
Strategic Plans ◽  
Economic Forces ◽  
Institutional Strategies ◽  
Open Education Resources

The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.

Widening Access to Higher Education in Spain: The Unexpected Effects of Two Policy Changes

2002 ◽  
Vol 8 (1) ◽  
pp. 46-59 ◽  
Author(s):  
María Jesús San Segundo
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Policy Changes ◽  
University System ◽  
Economic Determinants ◽  
Access Policy ◽  
Spanish Constitution ◽  
Mature Students ◽  
Educational Investments ◽  
University Curricula

This article describes two policy changes in Spain, which were not designed as part of an access policy: regional decentralisation (following the approval of the Spanish Constitution in 1978) and the reform of university curricula that has taken place since 1989. It is shown that these policy changes have had some unexpected effects on access to higher education by different groups of individuals. The analysis pays special attention to the rates of participation of students in different regions, as well as to the probability of access according to socio-economic origin. Economic determinants of educational investments are emphasised. The article shows that the Spanish university system does not offer many opportunities for mature students to access and finance higher education.

Socio-economic Determinants of Inter-state Student Mobility in India

2017 ◽  
Vol 4 (2) ◽  
pp. 166-185 ◽  
Author(s):  
Shashiranjan Jha ◽  
Sumit Kumar
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Capital Theory ◽  
Economic Determinants ◽  
Education In India ◽  
Education Markets ◽  
Mass Expansion ◽  
Inter State ◽  
Expansion Of Higher Education

This article analyzes the socio-economic determinants of student mobility in India and evaluates the factors that hinder and promote higher educational mobility. It is argued that despite the mass expansion of higher education in India in recent times, student mobility is directed towards developed educational regions. India is a unique case because it consists of regions with a high variation in socio-economic development and has local higher education markets with different levels of competition between institutions. This study shows the importance of the socio-economic characteristics in student mobility. Drawing on the assumptions of human capital theory and the literature on international student mobility, we suggest that individual and family factors are important determinants of inter-state mobility for higher education in India. This article concludes by suggesting how this pattern of inter-state student mobility might have impact on recent policy focus on expansion of higher education in India.

scholarly journals Evaluation of hybrid and distance education learning environments in Spain

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Scott L. Walker ◽  
Abilio Reig-Ferrer ◽  
María Dolores Fernández-Pascual ◽  
Natalia Albaladejo-Blázquez
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Social Learning ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
English Language ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Hybrid Education ◽  
Post Secondary

<span>This article describes the adaptation and validation of the </span><em>Distance Education Learning Environments Survey</em><span>(DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new </span><em>Spanish-Distance Education Learning Environments Survey</em><span> (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.</span>

Open, Flexible and Participatory Pedagogy in the Era of Globalisation

2013 ◽  
pp. 224-239
Author(s):  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Community Members ◽  
Cultural Economic ◽  
Use Of Technology ◽  
Strategic Plans ◽  
Economic Forces ◽  
Institutional Strategies ◽  
Open Education Resources

The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.

Economic literacy among beginning higher education economics students in Japan and Germany and its socio-demographic influencing factors

2022 ◽  
pp. 174549992110576
Author(s):  
Jasmin Reichert-Schlax ◽  
Olga Zlatkin-Troitschanskaia ◽  
Roland Happ ◽  
Michio Yamaoka ◽  
Tadayoshi Asano ◽  
...  
Keyword(s):  
Higher Education ◽  
Influencing Factors ◽  
Student Mobility ◽  
Economic Education ◽  
Access To Higher Education ◽  
Economic Literacy ◽  
Higher Education Economics ◽  
Different Response ◽  
The Impact ◽  
Cross National

In view of cross-national student mobility and increasing internationalization of the labor market, a common understanding of economic concepts as well as awareness for country-specific factors influencing economics education is essential. Therefore, the development of instruments that allow for comparable investigation across countries is crucial. The present study describes economic education in Japan and Germany and explores the specific conditions for access to higher education in each country. On this basis, we examine the level of economic literacy (using TEL-IV) at the beginning of higher education among 232 German and 198 Japanese students of Business & Economics and the impact of personal influencing factors thereon. Overall, comparable entry levels can be observed, whereby each student group shows different response patterns. Predicting economic literacy, primarily gender and interest reach significance. A final outlook regarding the significance of cross-national studies is given, taking limitations and implications of this study into account.

Sign in / Sign up

Export Citation Format

Share Document