scholarly journals The problem of poor student education: Capital limitation & decision making in higher education

2020 ◽  
Vol 16 (1) ◽  
pp. 1-18
Author(s):  
Rika Kartika
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Class ◽  
Learning Problems ◽  
Learning Achievement ◽  
Class Differences ◽  
Student Education ◽  
Poor Students ◽  
Almost All ◽  
Private High School

This study aims to analyze how poor students learning problems are within the limitations of capital. And then, to explore how the decision making of poor students to continue higher education. The study was conducted at a private high school, East Jakarta, using a qualitative approach and case study method. Data collection techniques with interviews, observation, and study documents. The problem of low student education will continue as long as social class differences exist. The contrast of social class plays a role in almost all aspects of education, like learning achievement and educational choices differences. This study shows poor students' inability to get learning achievement because limited economic capital makes the other money little. Poor students who have low achievement don't pursue higher education. They chose to work early, appearing almost as an "unconscious strategy" to survive in an environment full of restrictions and shortcomings. This confirms the existence of poor student habitus that determines in explaining the disposition to work early. And then, poor students who have high achievements tend to go college but resisted the risk of not choose a favorite public university.

Social Class and Wellbeing among Staff and Students in Higher Education Settings: Mapping the Problem and Exploring Underlying Mechanisms

2021 ◽  
Author(s):  
Isla Dougall ◽  
Mario Weick ◽  
Milica Vasiljevic
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Social Factors ◽  
Unique Contribution ◽  
Staff Members ◽  
Class Differences ◽  
High Social Class ◽  
Lower Social Class ◽  
Underlying Mechanisms ◽  
The Relationship

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

Governments Need To, and Do, Trust Universities

2019 ◽  
pp. 385-393
Author(s):  
Mike B. Calford
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Teaching And Research ◽  
Distributed Decision Making ◽  
University Systems ◽  
Direct Support ◽  
Almost All ◽  
Distributed Decision ◽  
Multiple Jurisdictions

Through direct support funding, granting agencies, student scholarships, tax concessions, and other sources governments provide the vast bulk of funding to operate universities. However, governments cede control of how those funds are used to the universities, and these cede control of curricula, assessment, and standards to their academics. Why is this the case for almost all successful university systems? The usual explanation, that the best outcomes of academic pursuit occur with distributed decision making, is simply another description of what has been common in successful systems of higher education under multiple jurisdictions. An answer may come from the consideration that, typically, governments and universities operate on very different timescales. The academic cycles for teaching and research (ten to twenty-five years) far exceed the span of most government administrations (three to five years).

Reaching Adulthood: Persistent Beliefs about the Importance and Timing of Adult Milestones

2020 ◽  
Vol 42 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Kennan Cepa ◽  
Frank F. Furstenberg
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
Social Class ◽  
Transition To Adulthood ◽  
Age Groups ◽  
Full Time ◽  
Disadvantaged Youth ◽  
Class Differences ◽  
Gender And Age ◽  
Changing Attitudes

Since 2000, transition to adulthood behaviors changed across gender and social class. Yet it is unclear whether these changes reflect a corresponding shift in beliefs. In particular, widening inequality and changes to higher education may differentially alter the opportunities available to young adults across gender and socioeconomic status, potentially changing attitudes about entering adulthood. Using the General Social Survey’s 2002 and 2012 waves, this paper explores beliefs about the importance and timing of six adult milestones, completing education, becoming financially independent, working full-time, living independently, getting married, and having children, across age, gender, and social class. We find that similarities in beliefs across gender and age groups persisted. In contrast, even though Americans from different social class backgrounds report similar beliefs about milestone importance, we continue to find social class differences in timing beliefs. Our findings highlight the continued need for institutional supports for disadvantaged youth moving towards adulthood.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Identity options: Social class differences in biracial identification

2006 ◽  
Author(s):  
Sarah Townsend ◽  
Stephanie Fryberg ◽  
Hazel Markus ◽  
Clara Wilkins
Keyword(s):  
Social Class ◽  
Class Differences

To Investigate the Critical Influencing Factors for Decision Making Process of Students Who Want to Study Abroad

2019 ◽  
Vol 118 (11) ◽  
pp. 619-624
Author(s):  
JueJueMyint Toe ◽  
Ali Abdulbaqi Ameen ◽  
Sui Reng Liana ◽  
Amiya Bhaumik
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Study Abroad ◽  
Education Level ◽  
Decision Making Process ◽  
International Level ◽  
Continuing Higher Education ◽  
Clear Trend ◽  
The People ◽  
Study Overseas

Myanmar is the developing country and its education system is not yet to international level. Hence, most of the young adults, who like to upgrade their knowledge global wide and to gain international recognized higher educational certificates, choose to study overseas rather than continuing higher education after their high education nowadays, that becomes the trend of young people to study overseas since the competency among the people is getting intense based on the education level in every industry. The purpose of this research is to understand that students’ decision making process of selecting university. The study will be conducted to see clear trend of Myanmar students’ decision making of studying in abroad. This research will cover the context of what is Myanmar students’ perception of abroad, how they consider among other countries and explaining those factors which determine Myanmar students’ choice and how they decide to study abroad.

scholarly journals Covid-19 FAQ’s in Paediatric and Congenital Cardiology – AEPC position paper.

2021 ◽  
pp. 1-21
Author(s):  
Skaiste Sendzikaite ◽  
Ruth Heying ◽  
Ornella Milanesi ◽  
Katarina Hanseus ◽  
Ina Michel-Behnke
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Health Care Systems ◽  
Scientific Data ◽  
Position Paper ◽  
Paediatric Cardiology ◽  
European Paediatric ◽  
Care Systems ◽  
The Times ◽  
Almost All

Abstract The Covid-19 pandemic has had a huge influence in almost all areas of life, affecting societies, economics and health care systems worldwide. The paediatric cardiology community is no exception. As the challenging battle with Covid-19 continues, professionals from the Association for the European Paediatric and Congenital Cardiology (AEPC) receive many questions regarding Covid-19 in a Paediatric and Congenital Cardiology setting. The aim of this paper is to present the AEPC position on frequently asked questions based on the most recent scientific data, as well as to frame a discussion on how to take care of our patients during this unprecedented crisis. As the times are changing quickly and information regarding Covid-19 is very dynamic, continuous collection of evidence will help guide constructive decision-making.

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