scholarly journals Does State Allocation of University Funding Moderate Effectively Maintained Inequality?

2021 ◽  
Author(s):  
Christian Michael Smith
Keyword(s):  
State Government ◽  
Public Universities ◽  
College Persistence ◽  
Institutions Of Higher Education ◽  
Present Evidence ◽  
Level Of Education ◽  
University Funding ◽  
Second Year ◽  
Effectively Maintained Inequality ◽  
Unequal Allocation

According to the theory of Effectively Maintained Inequality (EMI), economically advantaged individuals not only enter each level of education at higher rates than do their less advantaged peers, but also enjoy qualitative advantages at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin’s unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal pattern of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support hypothesis (1) but not hypothesis (2). The results do not present evidence that the Wisconsin state government facilitated or limited EMI based on its allocation of funds across universities.

scholarly journals Does State Allocation of University Funding Moderate Effectively Maintained Inequality?

2021 ◽  
pp. 232949652110540
Author(s):  
Christian Michael Smith
Keyword(s):  
State Government ◽  
Public Universities ◽  
College Persistence ◽  
Institutions Of Higher Education ◽  
Present Evidence ◽  
Level Of Education ◽  
University Funding ◽  
Second Year ◽  
Effectively Maintained Inequality ◽  
Unequal Allocation

According to the theory of Effectively Maintained Inequality (EMI), economically advantaged individuals not only enter each level of education at higher rates than do their less advantaged peers, but also enjoy qualitative advantages at each level that position them more favorably to continue to the next level. Governments may play a role in facilitating or limiting EMI because they allocate appropriations to public universities; the more between-university variability in these funds, the more horizontal differences high-income students may exploit. I ask whether Wisconsin’s unequal pattern of appropriations across its institutions of higher education exacerbates income-based disparities in college persistence. I test two hypotheses: (1) Economically advantaged students sort into the universities with greatest appropriations; (2) Appropriations promote first-to-second-year persistence. Evidence in favor of both hypotheses would support the claim that an unequal pattern of appropriations exacerbates college persistence disparities and, accordingly, suggest that unequal allocation facilitates EMI. Results support hypothesis (1) but not hypothesis (2). The results do not present evidence that the Wisconsin state government facilitated or limited EMI based on its allocation of funds across universities.

The Knowledge Society and Entrepreneurship Within the Higher Education Institutions in Mexico

2019 ◽  
pp. 86-100
Author(s):  
Miguel Angel Mendoza Pérez ◽  
Ingrid Yadibel Cuevas Zuñiga ◽  
María del Rocío Soto Flores ◽  
Susana Asela Garduño Román
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Institutions Of Higher Education ◽  
New Techniques ◽  
Social Organizations ◽  
Education Support ◽  
Education In Mexico

Knowledge has been an implied part of all social organizations, since it allows the progress and the discovery of new techniques and technologies to put up new activities that are not easily replicated by rivals. The chapter aims to show that institutions of higher education support the society of knowledge in Mexico for entrepreneurship through an analysis of the programs that are taught in the two public universities in the country. The structure of the chapter will be organized into three sections: 1) the knowledge of society and its relation with institutions of higher education, 2) the generation of entrepreneurship in higher education institutions, and 3) the society of knowledge and entrepreneurship in institutions of higher education in Mexico.

scholarly journals The Significant Effect of Leadership and Conflict Management on Job Satisfaction

2020 ◽  
Vol 9 (6) ◽  
pp. 9
Author(s):  
Sophia Anastasiou
Keyword(s):  
Job Satisfaction ◽  
Conflict Management ◽  
Cultural Differences ◽  
Working Conditions ◽  
Employee Satisfaction ◽  
Work Performance ◽  
Present Evidence ◽  
Organizational Goals ◽  
Level Of Education ◽  
Wide Range

The purpose of this work is to present evidence which illustrate the significant effect of leadership and conflict management on employee satisfaction in a range of professions. Leadership and conflict management have a significant effect on job satisfaction. This is illustrated with examples of the interaction between these parameters in a range of professions. It is worth noting that a significant effect of leadership is exhibited in a range of different professional sectors and groups of employees, reflecting the universal value of leadership interacting with a wide range of parameters which may vary according to age, level of education, working conditions, cultural differences and employee expectations. Irrespective of the complexity and variety of determinant parameters, the effect of leadership and conflict management on job satisfaction has been widely exhibited in the reviewed data of the present analysis. Motivated and satisfied employees are a key in achieving organizational goals and leaders should take into account factors related to work performance, motivation and job satisfaction.

scholarly journals Estudio contrastivo de la oferta académica de Grado y anterior al Plan Bolonia en las Universidades Públicas de la Comunidad de Madrid

2015 ◽  
Vol 13 (1) ◽  
pp. 231 ◽  
Author(s):  
Carlos Oliva Marañón
Keyword(s):  
Higher Education ◽  
Public Universities ◽  
Bologna Process ◽  
University Education ◽  
Educational Goals ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Contrastive Study ◽  
Double Degree ◽  
Carlos Iii

<p>La estructura de las enseñanzas universitarias se ha modificado para servir a unos objetivos sociales y educativos más amplios, por lo que, a raíz de la implantación del Espacio Europeo de Educación Superior (EEES), ha aumentado la oferta universitaria de titulaciones de Doble Grado y Posgrado. En este nuevo ámbito educativo se crea un Marco de Cualificaciones de carácter internacional para facilitar la transferencia y el reconocimiento de los estudios cursados en otros países. La mutua confianza entre instituciones de Enseñanza Superior y el reconocimiento de las titulaciones que expiden tiene como soporte básico una metodología común, contrastada, de evaluación y de acreditación de la calidad. Los objetivos de esta investigación son analizar y comparar la oferta académica tanto de Grado como de Ingenierías, Licenciaturas y Diplomaturas de las universidades públicas madrileñas; así como discernir sus señas de identidad. Se ha realizado un estudio contrastivo de titulaciones de Grado, Doble Grado, bilingües, online y anteriores al Plan Bolonia por áreas de conocimiento; de los estudiantes matriculados; y del número de docentes. Los resultados constatan una oferta académica heterogénea; la prevalencia de titulaciones bilingües y online en las Universidades Carlos III y Rey Juan Carlos, respectivamente; la mayor presencia de alumnos matriculados en el área de Ciencias Sociales y Jurídicas en las Universidades Complutense y Rey Juan Carlos; y la adecuación de la oferta académica a las demandas empresariales, lo que sitúa a los universitarios de la Comunidad de Madrid a la vanguardia del conocimiento en la Sociedad de la Información.</p><p><strong>ABSTRACT</strong></p><p><strong>Contrastive study of the academic offer Degree and pre-Bologna Process in Public Universities of Madrid.</strong></p><p>The structure of University education has been modified to serve wider social and educational goals, so that, following the implementation of the European Higher Education Area (EHEA) has increased University offering Undergraduate and graduate Double Degrees. In this new educational sphere, an international qualifications framework character is created to facilitate the transfer and recognition of the studies undertaken in other countries. Mutual trust between institutions of Higher Education and recognition of qualifications they issue are as basic support a common, proven, evaluation and quality accreditation methodology. The objectives of this research are to analyze and compare both academic offerings as Engineering Degree, Degrees and the others Degrees previous of Bologna Plan; as well as to discern the identity of the Public Universities of Madrid. It is performed a contrastive study of undergraduate Degrees, Double Degree, bilingual, online and pre-Bologna areas of knowledge; the students enrolled Degree in teaching; and the number of teachers. The Results indicate a heterogeneous academic offerings; prevalence of bilingual and online Degrees at the Universities Carlos III and Rey Juan Carlos, respectively; the increased presence of students in the area of Social Sciences and Law at the Universities Complutense and Rey Juan Carlos; and the adequacy of academic offerings to professional trends, which places the students of Madrid at the vanguard of knowledge in the Information Society.</p>

Positive mental health and burnout in first to fourth year medical students

2020 ◽  
Vol 79 (8) ◽  
pp. 948-962
Author(s):  
Tamara L Morgan ◽  
Taylor McFadden ◽  
Michelle S Fortier ◽  
Jennifer R Tomasone ◽  
Shane N Sweet
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Female Gender ◽  
Well Being ◽  
Poor Mental Health ◽  
Online Surveys ◽  
Level Of Education ◽  
Validated Questionnaires ◽  
Fourth Year Medical Students ◽  
Second Year

Background: Medical students are at risk of poor mental health and burnout compared to general population age- and education-matched peers, which has future implications for patient care. Research has suggested that demographic factors can predict mental illness and burnout among medical students. However, less is known about predictors of mental health and how they compare to predictors of burnout, and few studies have examined multiple demographics simultaneously. Objectives: This study examined and compared demographic predictors (gender, ethnicity, age, level of education, year of study and proposed specialty) of mental health and burnout in first to fourth year Canadian medical students. Method: Medical students ( n = 129) completed online surveys comprised of validated questionnaires. Results: Multiple regression indicated that third year (β = −.243, p = .013) negatively predicted mental health ( R2 = 15.0%). Female gender (β = .242, p = .005), ‘other’ ethnicities (β = .189, p = .028), third year (β = .391, p < .001) and fourth year (β = .212, p = .023) positively predicted burnout ( R2 = 32.7%). Female gender and fourth year predicted mental health and burnout differently. ‘Other’ ethnicity, second year and third year predicted mental health and burnout similarly. Conclusion: Findings fill gaps in the literature and may inform medical stakeholders in developing targeted programmes for improving medical students’ mental health and burnout. Medical students with greater well-being can progress into physicians who will be more likely to promote well-being in their patients.

scholarly journals Human Capital Development and Exporting Potential of SMES in Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. p136
Author(s):  
Joseph Oluremi OLUBITAN
Keyword(s):  
Human Capital ◽  
Skill Acquisition ◽  
International Market ◽  
Global Market ◽  
P Value ◽  
Human Capital Development ◽  
Level Of Education ◽  
Medium Scale ◽  
Second Year ◽  
Capital Development

More and more Small and Medium scale Enterprises (SMEs) in Nigeria are failing before they enter into their second year of operation and those that continue to operate are not seizing the opportunities of taking their businesses to the global market. Though they have the desires and zeal to be enterprising, lack of adequate human capital development through training and skill acquisition continue to be a high priority bottleneck that delimits the exporting potentials of SMEs in Nigeria. This study looked into the level of education of SMEs operators in Nigeria and their performance at the international market. It investigated the correlation and effect of education on the exporting potential of SMEs in Nigeria. Education was discovered to play a vital part in the exporting potential of SMEs as it had a high significant effect on both export (at P value of 0.001) and export sales of SMEs (at P value of 0.000).

scholarly journals Analisis Implementasi Kerjasama Sister-Province Antara Provinsi Yogyakarta Dengan Gyeongsangbuk-Do Dalam Pengembangan Desa

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Sannya Pestari Dewi
Keyword(s):  
Rural Areas ◽  
Level Of Education ◽  
Low Level ◽  
Religious Tourism ◽  
Second Year ◽  
Bureaucratic Structure ◽  
The Government ◽  
Regional Authorities ◽  
National Borders

Sister-city cooperation between Yogyakarta and Gyeongsangbuk-Do has existed for 10 years. It has shown that regional authorities are able to carry out cooperation across national borders continously, especially in developing rural areas. Sumbermulyo has unique characteristics, which has a diversity of religious adherents who become religious tourism. This village is also one of the largest rice producers in D.I Yogyakarta. However, the low level of education in this region also complements the complexity of the implementation of the collaboration between the two parties. This study aims to analyze implementation of sister-city cooperation between Yogyakarta and Gyeongsangbuk-Do in the development of Sumbermulyo village, Bantul. The implementation of sister-city cooperation is examined by model of implantation policy with four indicators namely communication, resources, disposition, and bureaucratic structure. From the four indicators it was found that the cooperation of D.I Yogyakarta and Gyeongsangbuk-Do in the development of Sumbermulyo village was not successful in its implementation, with only the disposition indicator being met from the program. This is also illustrated by the implementation of program only in the second year of the agreed five years. The failure of this program made the evaluation for the government in the application of sister-province further collaboration.

scholarly journals COMPARISONS OF COUNTERFACTUAL AFFIRMATIVE ACTION POLICIES AT THE FEDERAL UNIVERSITY OF MINAS GERAIS

2021 ◽  
Vol 36 (105) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Affirmative Action ◽  
Public Universities ◽  
Tertiary Education ◽  
Minas Gerais ◽  
Institutions Of Higher Education ◽  
Student Body ◽  
Poor Students ◽  
Education In Brazil

Tertiary education attendance in Brazil varies remarkably among different population groups. In order to decrease inequalities and increase the proportion of minorities in public universities, many institutions of higher education in Brazil have implemented affirmative action policies since the 2000s. The main objective of this paper was to analyze different counterfactual affirmative action policies at the Federal University of Minas Gerais (UFMG) based on simulations, measuring the proportion of minorities and the level of academic performance at this institution under each scenario. The current quota policy of 50% for students from public secondary schools, divided between four main groups (non-poor/non-minority; poor/non-minority; non-poor/minority; poor/minority), was shown to be well-designed to promote higher proportions of minorities among the student body. However, if academic performance is also taken into account, the best options would be either a quota policy of 50% divided between poor and non-poor students or a bonus policy based on a linear function of course competitiveness with an average bonus of 6%.

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