Cross-national structure of economic competence: Insights from a German and Russian assessment

2022 ◽  
pp. 174549992110612
Author(s):  
Denis Federiakin ◽  
Olga Zlatkin-Troitschanskaia ◽  
Elena Kardanova ◽  
Carla Kühling-Thees ◽  
Jasmin Reichert-Schlax ◽  
...  
Keyword(s):  
Higher Education ◽  
General Factor ◽  
Education Economics ◽  
Education Students ◽  
Higher Education Economics ◽  
National Analysis ◽  
The University ◽  
Student Competencies ◽  
Economic Competence ◽  
Cross National

In this paper, we present a study, which models and measures the competencies of higher education students in business and economics—within and across countries. To measure student competencies in a valid and reliable way, the Test of Understanding in College Economics was used, which assesses microeconomic and macroeconomic competencies. The test was translated into several languages and adapted for different university contexts. In the presented study, the test contents were also compared with regard to the educational standards and the university curricula in Russia and Germany. Our findings from the cross-national analysis suggest one strong general factor of economic competence, which encompasses micro- and macroeconomic dimensions. This points to a stronger interconnection between learning and understanding economic contents than previous research suggests and indicates far-reaching curricular and instructional consequences for higher education economics as well as needs for further research, which are discussed in this paper.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

At Berkeley

2018 ◽  
pp. 192-209 ◽  
Author(s):  
Michael Mark Cohen ◽  
Leigh Raiford
Keyword(s):  
Higher Education ◽  
Political Mobilization ◽  
Fund Raising ◽  
University Of California ◽  
Documentary Photography ◽  
Public Higher Education ◽  
Education Students ◽  
Student Activists ◽  
The University

In “At Berkeley: Documenting the University in an Age of Austerity,” Michael Mark Cohen and Leigh Raiford address documentary’s evolving capacity for political mobilization by focusing on the role of documentary photography and film in the struggle around austerity at the University of California, Berkeley. While the university administration used documentary’s graphic appeal to enlist alumni in a fund-raising campaign that effectively naturalized the privatization of public higher education, students took up documentary forms to challenge the logic of neoliberalism. Working with Cohen and Raiford, who teach at UC Berkeley, student activists produced their own counterdocuments, repurposing documentary images that the university uses to sell education in an era of skyrocketing tuition fees, and rendering themselves as active participants in the struggle to reshape the university and the broader society.

Robbins and After

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Further Education ◽  
Cultural Preservation ◽  
Full Time ◽  
Education Students ◽  
Government Bonds ◽  
The First World War ◽  
The Many ◽  
The University ◽  
Further Education Colleges

The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.

The effect of parent university on firm growth: an analysis of the Spanish and Italian USOs

2017 ◽  
Vol 36 (2) ◽  
pp. 233-249 ◽  
Author(s):  
Christian Corsi ◽  
Antonio Prencipe ◽  
María Jesús Rodríguez-Gulías ◽  
Sara Fernández-López ◽  
David Rodeiro-Pazos
Keyword(s):  
Firm Growth ◽  
Lower Growth ◽  
Firm Level ◽  
Content Type ◽  
Two Samples ◽  
Parent University ◽  
National Analysis ◽  
The University ◽  
Interactionist Approach ◽  
Cross National

Purpose The purpose of this paper is to explore the hypothesis that the university context may partially determine the growth of university spin-offs (USOs), with a cross-national analysis and using an “interactionist” approach. Design/methodology/approach Two samples of USOs, from Spain and Italy (531 and 952 firms, respectively), were examined over the 2005-2013 period. Multilevel modelling was applied to empirically test the hypotheses. Findings The results confirmed that the university context is a critical and effective element for explaining USOs’ growth. The university context affected USOs’ growth only for the Spanish firms, while for the Italian spin-offs the evidence does not report a significant determining influence of the university context. This finding may be interpreted as the localization externalities, determined by the Spanish universities, have a more effective impact at firm level compared with those generated by the Italian universities. Research limitations/implications The paper provides evidence that the university context has a significant role in supporting USOs’ growth in Spain, but not in Italy. This finding, together with the fact that the Italian USOs showed lower growth rates over the period of analysis, may suggest that greater involvement by the Italian parent universities is needed to foster USOs’ growth. The main point to be underlined to decision makers is that policies aimed at fostering USOs need the active involvement of the parent university in the whole growth process of the nascent firm, rather than just in the USO creation process. Originality/value A multilevel approach provides both methodological and theoretical contributions to the study of USOs’ growth, which was adopted as an “interactionist” approach is recommended by literature. In addition, a cross-national approach allows for exploration of the actual effect of the university on the growth of USOs, taking into account international differences.

scholarly journals Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study

2020 ◽  
Vol 12 (20) ◽  
pp. 8513
Author(s):  
María Jesús Santos-Villalba ◽  
Juan José Leiva Olivencia ◽  
Magdalena Ramos Navas-Parejo ◽  
María Dolores Benítez-Márquez
Keyword(s):  
Higher Education ◽  
Student Motivation ◽  
Structural Equation ◽  
Equation Modeling ◽  
Teaching Staff ◽  
Education Students ◽  
The University ◽  
Teaching Criteria

Some academics are pushing for teaching staff to implement didactical practices to obtain sustainable behavior. Moreover, a fundamental element of gamification in all educational stages is the noteworthy effect it has on student motivation. In our study, we examined higher education students’ assessments in the University of Malaga on the design of educational gamification and the teaching criteria that relate to gamification, and its effect on student’s motivation, the applications of gamification, and the attitude towards sustainability. A questionnaire was administered to students studying for degrees in education from the University of Malaga. A total of 187 valid surveys were obtained. Partial least squares structural equation modeling was computed for these data based on an exploratory–confirmatory model and using SmartPLS version 3.3.2. A positive relationship between assessment of students’ motivation and sustainability attitude was found. We found that the opinions of the students about the role of their training and teaching design material in education would affect students’ motivation and the sustainability behavior, although the power of this last construct is moderate.

scholarly journals Measuring Discrimination Against Transgender People at the University of the Basque Country and in a Non-University Sample in Spain

2020 ◽  
Vol 17 (7) ◽  
pp. 2374 ◽  
Author(s):  
Naiara Ozamiz-Etxebarria ◽  
Maitane Picaza ◽  
Eneritz Jiménez-Etxebarria ◽  
Jeffrey H. D. Cornelius-White
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Basque Country ◽  
Education Students ◽  
Negative Attitudes ◽  
Transgender People ◽  
University Environment ◽  
Transgender Identity ◽  
Positive Attitudes ◽  
The University

Transgender people suffer from others’ negative attitudes in many situations. The university context is one environment where further progress has to be made to ensure the inclusion of transgender people. In this study, a sample of 376 undergraduate students was collected and their attitudes towards transgender people were analyzed. A comparison was made between number of years in university, and a sample from the general public. In addition, comparisons were made by gender, since the literature shows more negative attitudes toward transgender people in men than in women. The results show relatively positive attitudes toward transgender people among higher education students, but they have little knowledge of transgender identity. In turn, researchers found significant differences between different years in the university and between genders. These results support the need to expand knowledge about transgender people in the university environment.

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