Correlation between selected measures of higher education expenditure and economic and demographic variables, 2012-15

2020 ◽  
Keyword(s):  
Higher Education ◽  
Demographic Variables ◽  
Education Expenditure

Analysis of financial sustainability indicators of higher education institutions on foreign direct investment

2020 ◽  
Vol 22 (1) ◽  
pp. 77-99
Author(s):  
Faris Nasif Alshubiri
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Oecd Countries ◽  
Order Theory ◽  
Sustainability Indicators ◽  
Financial Sustainability ◽  
Education Expenditure ◽  
Pecking Order Theory ◽  
Content Type

Purpose The purpose of this study is to examine the impact of financial sustainability indicators of higher education on foreign direct investment (FDI) using empirical evidence from 26 Organization for Economic Co-operation and Development (OECD) countries. The basic criterion for determining the financial sustainability of higher education institutions included indicators of income generated by higher education institutions being greater than the operational costs. However, this requires financial sustainability, which depends on financial self-sufficiency without seeking external financial assistance. This situation is affected by investment attractiveness. Design/methodology/approach Three quantitative proxies were used in this study to explain the financial sustainability indicators in higher education institutions of OECD countries: financial expenditures proxy measured by current tertiary education expenditure (CE); efficiency proxy measured by university-life expectancy (ULE) and endogenous growth proxy measured by gross enrolment tertiary ratio (GETR) to show the effect on FDI. Also, this study used six control variables considered an important part of experimental design and refers to contributing factors that were eliminated to clarify the independent variable and a dependent variable nexus. The quantitative data was collected from World Development Indicators (WDI). This study applied a STATA version using panel data techniques for over 15 years from 2001 to 2015 and also used fixed effect (FE) and random effect (RE) estimations to address problems of heterogeneity. To mitigate the endogeneity problem, the generalized method of moments (GMM) was also used. Findings The results of this study were derived from the adoption of financial models applied in higher education institutions to test the financial sustainability indicators. Based on the RE and FE results, a one per cent increase in the current tertiary education expenditure caused about 0.19 and 0.18 per cent increase in FDI in the OECD economies. This positive and significant impact was higher when considering the problem of endogeneity by applying the GMM estimations. FDI grew by about 0.22 per cent when the CE increased by one percent. Meanwhile, there was a significant and negative relationship between FDI and the GETR variable for the FE results but this previous relationship was insignificant for RE estimations. The FDI in OECD economies decreased by about 0.0006 per cent when the GETR increased by 1 per cent. This negative effect became larger when applying the GMM estimations. Finally, the ULE results showed there was a positive and insignificant relationship between ULE and FDI for all estimators. Practical implications The management and analysis of the financial health indicators is necessary to evaluate educational activities but is not sufficient to achieve financial sustainability, which extends beyond the indicators of financial health to encompass factors such as student achievements; research and scientific output; community engagement; productive capacity; quality inputs; risk and infrastructure; and systems. Originality/value This study is considered one of the few existing studies examining the ways in which to achieve financial sustainability in higher education institutions using quantitative financial methods. Specifically, this study adopted Pecking order theory in its analysis of the financial sustainability indicators to clarify whether the financial sustainability indicators of higher education institutions lead to an improvement in the attractiveness of foreign investment in OECD countries in the long run. The findings contribute to the necessity of adopting internal financing sources in accordance with the Pecking Order theory to help achieve financial sustainability growth.

Academic buoyancy in higher education

2019 ◽  
Vol 11 (2) ◽  
pp. 162-177
Author(s):  
Safoura Jahedizadeh ◽  
Behzad Ghonsooly ◽  
Afsaneh Ghanizadeh
Keyword(s):  
Higher Education ◽  
Factor Loading ◽  
Goal Orientations ◽  
Demographic Variables ◽  
Content Type ◽  
English As Foreign Language ◽  
Academic Buoyancy ◽  
New Instrument ◽  
Efl Students ◽  
The Many

Purpose The purpose of this paper is to design a new instrument toward assessing English as foreign language students’ academic buoyancy and to investigate the association between academic buoyancy and three demographic variables of GPA, gender and educational level using the newly-designed questionnaire. Design/methodology/approach To do so, a new questionnaire consisting of 27 items was designed which measures four aspects of L2 buoyancy, namely, sustainability, regularity adaptation, positive personal eligibility and positive acceptance of academic life. The scale was then translated into Persian and its validity (computed via confirmatory factor analysis estimates) and reliability (computed via Cronbach’s α) were substantiated. Findings All the items were found to have accepted factor loading. The results regarding the association between academic buoyancy and demographic variables along with the relevant discussion are presented. Originality/value Though over the years, researchers have used a variety of methods and scales to measure buoyancy, all of the instruments have been consisted of few items (usually four) which do not include the many aspects related to student buoyancy as one of the tenets of individual differences in positive psychology. Moreover, the same materials were used for distinctive settings of school and workplace in which the individuals adapt different goal orientations and perspectives. Consequently, the need for designing a comprehensive and specific instrument which includes all the aspects of academic buoyancy focusing on EFL students in higher education is manifested.

The Ethics of Tax Evasion: Relevant Demographic Variables within the scope of Higher Education Students and Professors.

2020 ◽  
Vol 8 (10) ◽  
pp. 24-37
Author(s):  
César Ribeiro ◽  
Carlos Santos Pinho
Keyword(s):  
Higher Education ◽  
Principal Component Analysis ◽  
Tax Evasion ◽  
Principal Component ◽  
Older Men ◽  
Demographic Variables ◽  
Education Students ◽  
Input Matrix ◽  
The One ◽  
Official Information

The purpose of our study is to determine the depth of various arguments that have emerged to justify tax evasion as an ethical procedure considering several demographic variables. Data collection was done using a questionnaire addressed to professors and students of higher management and non-management courses. This instrument was based on the 18 statements reflecting the three views of tax evasion ethics used by McGee and Benk [1]. Using a 5-point Likert scale, it is intended to evaluate whether the arguments contained in the statements have an effect on the perception of tax evasion as an ethical procedure and whether the previous effect varies according to age, sex, bachelor degree and income level. A universe of 406,980 individuals was determined using official information (sample: 384 individuals). Principal Component Analysis was used, as well as the Kaiser-Meyer-Olkin Statistics in order to measure the adequacy of the input matrix. After the extraction of the components three variables were identified: “Always Ethical”, “Waste, Corruption and Injustice” and “Discrimination and Oppressive Regimes” (Cronbach's Alpha results: 0.887, 0.85 and 0.862). “Discrimination and Oppressive Regimes” is the one that has values ​​closest to “totally agree” that tax evasion is ethical. In general, older men with higher incomes tend to disagree about the ethics of tax evasion. The originality of the study is reflected in the controversial relationship between Ethics and Evasion and the source of the data collected. Interacting with professors and students allows the business and academic components to be combined.

scholarly journals Gender Difference in Households’ Expenditure on Higher Education: Evidence from Mongolia

2021 ◽  
pp. 211-244
Author(s):  
Tansaya Khajikhan
Keyword(s):  
Higher Education ◽  
Gender Bias ◽  
Gender Gap ◽  
Empirical Data ◽  
Agricultural Sector ◽  
Education Expenditure ◽  
Individual Level ◽  
Educational Expenditure ◽  
Traditional Gender Roles ◽  
Household Heads

AbstractThe existing evidence suggests that there is a reverse gender gap in higher education in Mongolia. Prior studies on the reverse gender gap in education were based on the gross enrolment rates and did not delve deeper in terms of using empirical data analyzed over an extended time-period. This paper investigates gender bias in the households’ expenditure on higher education and tracks changes over the ten-year period from 2008 to 2018 using empirical data. In this regard, this study examines the factors and determinants responsible for the gender bias in the households’ expenditure on higher education. To address these questions, the study employs the Engel Curve approach (unconditional educational expenditure) and Hurdle model, which estimates bias in the enrolment decisions and bias in the conditional educational expenditure, both at the household and individual level in 2008 and 2018, using the Household Socio-Economic Survey of Mongolia. Its findings illustrate that gender bias in households’ expenditure on higher education does exist, and it favors girls over boys at the household and individual levels in 2008 and 2018. The findings show that households allocate a greater share of education expenditure to females aged 16–18 and 19–24 than to their male counterparts. Statistical analysis suggests that households’ residence and the occupation of household heads are two important factors affecting this gender bias. Thus, if a household resides in the countryside and its head is employed in the agricultural sector, female offspring are more likely to receive higher education than male offspring. Traditional gender roles and the Mongolian way of life, which centers around attending to livestock and requiring a male labor force and the wage gap, are contextual factors that help explain this gender bias.

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