Impacts of Higher Education Institutions on Local Population and Employment Growth

We examine the relationship between higher education institutions (HEIs) and local population and employment growth, using a sample of fifty-seven New Zealand territorial local authorities between 1986 and 2013. We account for HEI endogeneity by estimating with difference generalized method of moments; by including lagged growth plus a large set of other controls; and by including official demographic projections to account for growth-related factors, including university student numbers, which were projected by official statisticians but are otherwise unobservable to the econometrician. Holding all else equal, we find that a greater share of university equivalent full-time students (EFTS) to working-age population raises population and employment growth. At the means, a one percentage point increase in the university EFTS share is associated with a 0.19 (0.14) percentage point increase in the annual average population (employment) growth rate. This (significant) relationship holds under virtually all alternative specifications, including different HEI activity definitions, samples, and specifications. Growth related to polytechnic activity is much weaker and is estimated far less precisely. Consistent with urbanization (but not localization) externalities, we find no evidence for complementarities between HEI activity and several innovation-related area characteristics, possibly reflecting the primary industry base of New Zealand.

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THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

Baltic Journal of Career Education and Management ◽

10.33225/bjcem/19.7.9 ◽

2019 ◽

Vol 7 (1) ◽

pp. 9-20

Author(s):

Inna Yeung

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Well Being ◽

Young Person ◽

Self Determination ◽

Full Time ◽

Actual Problem ◽

The Third ◽

The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

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Renewable Energy and CO2 Emissions: Empirical Evidence from Major Energy-Consuming Countries

Energies ◽

10.3390/en14227504 ◽

2021 ◽

Vol 14 (22) ◽

pp. 7504

Author(s):

Yongming Huang ◽

Zebo Kuldasheva ◽

Raufhon Salahodjaev

Keyword(s):

Renewable Energy ◽

Co2 Emissions ◽

Generalized Method Of Moments ◽

Renewable Energy Consumption ◽

Ongoing Debate ◽

Percentage Point Increase ◽

Point Increase ◽

Negative Effect ◽

Energy Consuming ◽

The Relationship

The goal of this study was to contribute to the ongoing debate on the relationship between renewable energy (RE) and CO2 emissions. In particular, we explored the link between RE and CO2 emissions in a sample of major renewable energy-consuming countries for the period 2000–2015. Therefore, the major contribution of this study was to answer the question of whether a substantial shift to renewable energy consumption will lead to lower CO2 emissions. Using the two-step generalized method of moments (GMM) estimator, our empirical results suggested that RE has a significant negative effect on CO2 emissions. For example, a one percentage point increase in RE leads to a 0.5% decrease in CO2 emissions.

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Dictance learning of mathematical disciplines for students of a pedagogical university taking into account health-saving factors

KANT ◽

10.24923/2222-243x.2020-35.45 ◽

2020 ◽

Vol 35 (2) ◽

pp. 220-225 ◽

Cited By ~ 1

Author(s):

Svetlana Geybuka ◽

Yuliya Kovshova

Keyword(s):

Higher Education ◽

Distance Learning ◽

Health Effects ◽

Higher Education Institutions ◽

Traditional Learning ◽

Full Time ◽

Remote Communication ◽

Traditional Form ◽

Adverse Health Effects ◽

Effective Training

This article discusses the problems of teaching mathematical disciplines in the process of switching from traditional learning to distance learning. Modern possibilities of remote communication between a teacher and students and their application in higher education institutions, in particular, in teaching mathematical disciplines, are analyzed. The conditions for effective training in this form are outlined, including taking into account the preservation of health. The readiness of students and teachers to switch to distance learning is considered. A number of problems that arise during the transition from the traditional form of education to distance learning are identified, and the features of teaching mathematical disciplines are taken into account. Adverse health effects have been identified. A possible solution to these problems is proposed, taking into account health-saving factors, for which the results of the analysis of the initial approbation of the transition to the distance form of full-time students were used.

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An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Review of Social Sciences ◽

10.18533/rss.v2i3.91 ◽

2017 ◽

Vol 2 (3) ◽

Author(s):

Dr. Erin Vicente

Keyword(s):

Higher Education ◽

Cultural Values ◽

Liberal Arts ◽

Support Systems ◽

Higher Education Institutions ◽

Institutional Support ◽

Contingent Faculty ◽

Full Time ◽

College Level ◽

Faculty Experiences

<p>Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Higher education institutions now employ over a half million contingent faculty nationwide, with numbers of contingent faculty hiring continuing to grow (Maldonado & Riman, 2009).</p><p>Currently, much of the research on contingent faculty stresses the use of contingent faculty and full-time faculty perceptions of contingent faculty at the community college level (Meixner, 2010; Tomanek, 2010; Wallin, 2004). Differences between full-time and contingent faculty are difficult to label because of the diversity of contingent faculty motivations (Gappa, Austin, & Trice, 2005; Wagoner, 2007). Therefore, depending on how researchers conduct their study questions contingent faculty either seem satisfied, vulnerable and disenfranchised, or somewhere in the middle which produces a confusing picture of contingent faculty experiences (Wagoner, 2007; Waltman et al., 2012). This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty’s experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution’s cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty. </p>

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Higher Education Institutions and Regional Growth: The Case of New Zealand

SSRN Electronic Journal ◽

10.2139/ssrn.2824882 ◽

2016 ◽

Author(s):

Eyal Apatov ◽

Arthur Grimes

Keyword(s):

Higher Education ◽

New Zealand ◽

Higher Education Institutions ◽

Regional Growth

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Effect of Dark Personalities on Knowledge Hiding Behaviour at Higher Education Institutions

Journal of Information & Knowledge Management ◽

10.1142/s0219649220500318 ◽

2020 ◽

Vol 19 (04) ◽

pp. 2050031

Author(s):

Dewan Niamul Karim

Keyword(s):

Higher Education ◽

Personality Traits ◽

Knowledge Sharing ◽

Higher Education Institutions ◽

Positive Association ◽

Faculty Members ◽

Full Time ◽

Significant Positive Association ◽

Knowledge Hiding ◽

Time Faculty

A key concern in the way of improving knowledge sharing practices is knowledge hiding behaviour. Literature shows that knowledge hiding is a prevalent phenomenon in organisations including higher education institutions (HEIs) and is largely determined by the personality of the knowledge holders. Thus, the present study attempts to examine the effect of dark personalities (undesirable personality traits comprising of Machiavellianism, narcissism, and psychopathy) on knowledge hiding behaviour of faculty members at HEIs. Based on 139 valid responses from the full-time faculty members serving in various private universities in Bangladesh, the study revealed that both Machiavellianism and psychopathy have significant positive association with knowledge hiding behaviour of the academics, whereas narcissism is insignificantly related with knowledge hiding behaviour. This study indicated that dark personalities play a key role in academics’ inclination to hide knowledge.

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„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem

Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings - Valodu apguve: problēmas un perspektīva = Language Acquisition: Problems and Perspective ◽

10.37384/va.2020.16.087 ◽

2020 ◽

pp. 87-101

Author(s):

Inga Kaija ◽

Inga Laizāne

Keyword(s):

Higher Education ◽

International Students ◽

Foreign Language ◽

Language Learners ◽

Higher Education Institutions ◽

Academic Programs ◽

Full Time ◽

Target User ◽

Almost All ◽

Short Time

Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first adult-oriented textbook of Latvian as a foreign language came out in 1960s. Since then, quite a lot of various learning materials have been created with 11 intermediary languages. However, the contents of almost all textbooks are targeted to people who have either a general or philological interest in Latvian, because in the higher education institutions outside Latvia, Latvian is often learned for research purposes as a part of philology studies. The authors of the present paper – Inga Kaija and Inga Laizāne – teach Latvian to international students who study dentistry at Riga Stradiņš University in Latvia. These students have a specific goal when learning Latvian, namely, they have to be able to communicate to their patients in Latvian, which is using the language in a professional environment. The pre-existing textbooks are not suitable for reaching this goal in a relatively short time. Thus, a new textbook had to be created to support the learners’ needs. The textbook “Latvian for dentistry students” has been created to support acquisition of the basics of Latvian with the purpose of enabling a conversation between a dentist and a patient. The needs of the language learners have been acknowledged by employing the communicative approach but also including explanations on grammatical topics. A grammar overview is included in the end of the book. It could be useful for any adult learner of Latvian as a foreign language as well as teachers. Its target user is the practically, rather than academically inclined learner. This kind of grammar overview has not been included in any textbooks of Latvian before.

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Interculturalisation for New Zealand Universities in a Global Context

Policy Futures in Education ◽

10.2304/pfie.2005.3.2.9 ◽

2005 ◽

Vol 3 (2) ◽

pp. 223-233 ◽

Cited By ~ 2

Author(s):

Xiaoping Jiang

Keyword(s):

Higher Education ◽

Comparative Analysis ◽

New Zealand ◽

International Students ◽

Cultural Diversity ◽

Higher Education Institutions ◽

Dominant Culture ◽

Global Context ◽

Minority Cultures ◽

Equitable Treatment

This article critiques the notion of multiculturalism, which aims to assimilate minority cultures into a dominant culture rather than genuinely accept their ‘differences’. Therefore, the author proposes interculturalism as a policy for the multicultural campus because it values equitable treatment of all cultures. Recent years have witnessed an influx of international students into New Zealand's higher education institutions. The author asks whether these institutions have adequate strategies to accommodate the increasing cultural diversity on campus. Through a comparative analysis of multiculturalism and interculturalism, the author sees interculturalisation as an emancipatory process that should be supported, as it emphasises non-discriminative cultural reciprocity based on equality and respect.

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