Main countries of origin of the international students in tertiary education of OECD countries, 2008 and 2012

2014 ◽  
Keyword(s):  
International Students ◽  
Tertiary Education ◽  
Oecd Countries

scholarly journals Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries

2021 ◽  
Vol 11 (3) ◽  
pp. 96
Author(s):  
Hee Jung Gong ◽  
Jung Eun Hong
Keyword(s):  
Postsecondary Education ◽  
Community Service ◽  
Hierarchical Linear Modeling ◽  
Tertiary Education ◽  
Oecd Countries ◽  
Least Square ◽  
Linear Modeling ◽  
Individual Level ◽  
Service Engagement ◽  
The World

This study is concerned with the central issues of community service engagement (CSE) in 21st century democratic societies around the world. To examine the factors influencing postsecondary education attainment’s relationship to CSE, this study utilized data from the Organization for Economic Co-operation and Development (OECD) countries using ordinary least square (OLS) and two-level hierarchical linear modeling (HLM) methods, including various factors for each country’s individual and country levels. The results show that attainment in postsecondary education at the individual level and investment and enrollments in tertiary education both have an influence on increasing CSE in 18 OECD countries. The present study is expected to contribute to an understanding of the relationship between postsecondary education and CSE across the world.

Higher education, gender, and foreign direct investment: Evidence from OECD countries

2021 ◽  
pp. 095042222199727
Author(s):  
George Pantelopoulos
Keyword(s):  
Higher Education ◽  
Foreign Direct Investment ◽  
Direct Investment ◽  
Tertiary Education ◽  
Labour Force ◽  
Oecd Countries ◽  
Educational Levels ◽  
Education Statistics ◽  
Level Of Significance ◽  
The Relationship

The objective of this study was to explore and empirically investigate the relationship between the labour force across educational levels and foreign direct investment (FDI), and to facilitate comparisons of education statistics and indicators across countries based on uniform and internationally agreed definitions. The analysis focuses on OECD countries. The empirical findings suggest that an educated labour force positively affects inward FDI. However, different educational levels do not have the same level of significance; tertiary education appears to have the greatest influence. As far as gender is concerned, the level of female participation in the workforce seems to be crucial in attracting FDI, and governments should therefore adopt policies to promote women’s empowerment.

scholarly journals The Determinants of International Student Demand in New Zealand and the OECD

2021 ◽  
Author(s):  
◽  
Logan Page
Keyword(s):  
New Zealand ◽  
International Students ◽  
Fixed Effects ◽  
International Student ◽  
Tertiary Education ◽  
Descriptive Analysis ◽  
University Education ◽  
Export Market ◽  
Student Demand ◽  
The Impact

<p>Tertiary education, once a purely domestic affair, has become an increasingly globalised industry over previous decades. Whilst the international sector has grown to being New Zealand's fourth largest export market (Ministry of Education, 2016), there is a lack of credible research on the demand of international students.    This thesis aims to provide a greater understanding of the determinants of international student demand, both in New Zealand and internationally. I firstly provide a descriptive analysis of the trends in the international student market for New Zealand and 27 OECD countries. Secondly, I use a fixed-effects approach to analyse the demand of international students within New Zealand, using fees data at the course-by-university level. Thirdly, I then generalise this approach to the international market to provide an analysis of the demand for international students travelling to the OECD.    The findings from these analyses imply that the demand for international university education is relatively inelastic. The impact of a marginal increase in fees decreases the number of EFTS/students at a proportion of less than one. Furthermore, this effect is generally not statistically distinguishable from zero.</p>

scholarly journals Transportation habits of students at UCOL: An assessment of carbon footprint

2019 ◽  
Author(s):  
Kawtar Tani
Keyword(s):  
New Zealand ◽  
International Students ◽  
Carbon Footprint ◽  
Tertiary Education ◽  
Green Method ◽  
Significant Difference ◽  
Mode Of Transportation ◽  
Working Status ◽  
Mode Of Transport

The aim of this study was to explore the transportation habits of students, and assess the transportation-related carbon footprint of the institution. Data about students’ modes of travel to a tertiary education provider in New Zealand were collected in 2018 from 227 students enrolled. Green modes of travel included walking, and cycling, while non-green method was driving. Data collected also included distance from institution, age, gender, ethnicity, and enrolment type. Results showed that more students used a non-green method of travel, international students were more likely to choose a green mode of transport, and females were more likely to drive than were males. There was a significant difference between the working status of participants, and their mode of transportation, where non-green participants were more likely to be working, while green participants were more likely to be not working. Implications and limitations of this study are presented.

Facebook in the International Classroom

2018 ◽  
pp. 20-50
Author(s):  
Inna P Piven
Keyword(s):  
Social Media ◽  
New Zealand ◽  
International Students ◽  
Focus Groups ◽  
Educational Research ◽  
Tertiary Education ◽  
Participant Observation ◽  
Course Delivery ◽  
Key Factors ◽  
Learning Tool

The case explores international students' learning experiences with Facebook-based activities within the eight-week study term known as the intensive mode of course delivery. By implementing participant observation and two asynchronous Facebook focus groups, the study investigates the potential values of Facebook for learning from international students' perspective. In addition, the case looks at the challenges faced by students and discusses key factors that may impact international students' experiences with courses that incorporate Facebook as a learning tool. The research is framed in the context of New Zealand tertiary education and intended as a contribution to the emerging body of educational research on social media.

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.

scholarly journals Different systems, same inequalities? Post-compulsory education and young adults’ literacy in 18 OECD countries

2017 ◽  
Vol 27 (4) ◽  
pp. 332-345 ◽  
Author(s):  
Camilla Borgna
Keyword(s):  
Young Adults ◽  
Social Stratification ◽  
Parental Education ◽  
Open Systems ◽  
Tertiary Education ◽  
Compulsory Education ◽  
Social Background ◽  
Oecd Countries ◽  
Literacy Skills ◽  
The Social

Education is increasingly seen as a substitute for social policy, but opportunities for skill development vary by social background and educational institutions are not neutral in this respect. While previous research has extensively examined how schooling affects skills distribution, the role of post-compulsory education has been long overlooked. Using data from the 2011/2012 Programme for International Assessment of Adult Competences, this article investigates how selected features of upper secondary and tertiary education are connected to the social stratification of young adults’ literacy skills in 18 OECD countries. First, I use individual-level regressions to assess the extent to which disparities in the skills of 24- to 29-year-old individuals are explained by parental education in each country. Second, I apply fuzzy-set qualitative comparative analysis across countries to investigate under which institutional conditions the social stratification of young adults’ literacy skills is most severe. The findings point to the existence of functionally equivalent education regimes: young adults face severe disparities not only in socially selective higher education systems but also in relatively open systems characterized by institutional differentiation; moreover, disparities arising during compulsory schooling are consequential for the skill distribution of young adults, underscoring the importance of a life-course approach to education policies.

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