scholarly journals METHODS OF TEACHING FINANCIAL LITERACY IN HIGHER EDUCATION: EXPERIENCE AND PROSPECTS

2020 ◽  
pp. 08-18
Author(s):  
Tetiana KIZYMA ◽  
Iryna KRUPIAK ◽  
Natalia KOLOMYYCHUK
Keyword(s):  
Higher Education ◽  
Corporate Culture ◽  
Financial Literacy ◽  
Methodological Approach ◽  
Integral Condition ◽  
Well Being ◽  
Educational Institutions ◽  
Positive Effects ◽  
Education Experience ◽  
Theoretical Thinking

Introduction. An integral condition for determining the role of educational factors in the process of forming the financial worldview of citizens is the development and testing of effective and efficient methods of teaching financial literacy. At the same time, there is currently no single methodological approach to the teaching of financial literacy in educational institutions of Ukraine, which requires intensification of scientific efforts aimed at studying the above problem. The purpose is to systematize the experience of teaching financial literacy in higher education and highlight the prospects for its improvement in modern conditions of development of the domestic educational space. Methods. Methods of dialectical analysis and synthesis, as well as methods of logical generalization, comparison and formalization are used in the reseach. Results. The newest methods of teaching financial literacy are studied, the features and advantages of each of them are highlighted and the positive effects they cause are emphasized, namely: promoting the development of theoretical thinking and cognitive interest in financial literacy; activation of perception of material in the process of teaching the basics of financial literacy; providing professional motivation and formation of corporate culture in students when studying the discipline "Methods of teaching financial literacy". A number of scientific and pedagogical events organized and conducted at Ternopil National Economic University together with teachers of secondary, vocational and higher educational institutions are analyzed in order to discuss the vectors of improving the current methods of teaching financial literacy. The necessity of using innovative tools in teaching financial literacy in domestic educational institutions is substantiated and the directions of increasing the level of financial literacy of Ukrainians in modern conditions are suggested. Perspectives. Further research is proposed to focus on identifying the main vectors of increasing the level of financial literacy of children and youth, as the most potentially favorable for this segment of Ukrainian society. In our opinion, this will provide an opportunity to form a holistic system of measures to overcome the sometimes indifferent attitude of young Ukrainians to their future financial well-being.

The Argument for Teaching Financial Literacy at Higher-Education Institutions

2016 ◽  
Vol 43 (3) ◽  
pp. 349-365 ◽  
Author(s):  
SHERI GEDDES ◽  
TODD STEEN
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Financial Literacy ◽  
Higher Education Institutions ◽  
Financial Education ◽  
Well Being ◽  
Academic Programs ◽  
Human Flourishing ◽  
Substantial Impact ◽  
Financial Decisions

ABSTRACT Evidence suggests that financial decisions have a substantial impact on human flourishing. This paper examines the arguments for higher-education institutions to take a role in the provision of financial education for their students, families and alumni, who often incur substantial debt and make other sacrifices to obtain a postsecondary education. It also analyzes the current state of financial education at 322 higher-education institutions. While many postsecondary institutions have embraced some aspects of financial education, other higher-education institutions appear reluctant to infuse this multidisciplinary topic into their academic programs. Colleges and universities should consider developing robust programs that boost financial literacy and improve lifelong economic well-being.

scholarly journals Features of Formation of Russian Legislation on Higher Education of the XVII-XVIII Centuries

2021 ◽  
Vol 18 (4) ◽  
pp. 388-397
Author(s):  
A. G. Bykova ◽  
I. V. Kiselev
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Social Relations ◽  
18Th Century ◽  
Educational Institution ◽  
Historical Context ◽  
Well Being ◽  
Legal Regulation ◽  
University Education ◽  
Educational Institutions

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

scholarly journals The age structure of the scientific and pedagogical staff: data from the regions of Russia

2021 ◽  
Vol 14 (33) ◽  
pp. e16491
Author(s):  
Iuliia S. Pinkovetskaia
Keyword(s):  
Higher Education ◽  
Normal Distribution ◽  
Age Structure ◽  
Methodological Approach ◽  
Age Groups ◽  
Statistical Information ◽  
Educational Institutions ◽  
Density Functions ◽  
Regional Features ◽  
Regions Of Russia

The purpose of our study was to evaluate the indicators characterizing the age structure of the scientific and pedagogical staff of universities and other higher educational institutions in the regions of Russia. In the course of the work, the indicators characterizing the specific weights of teachers belonging to five age groups from 25 to 34 years, from 35 to 44 years, from 45 to 54 years, from 55 to 64 years and over 65 years in the total number of teachers working in higher education institutes were evaluated. The study used official statistical information for 82 regions of Russia. We used the density functions of the normal distribution as models. The results of the research allowed us to draw conclusions: the largest number (more than a quarter) of teachers was observed in the group from 35 to 44 years; 24% of teachers were aged from 45 to 54 years; 20% of teachers were slightly older. The least number of teachers was observed in the age groups over 65 years and from 25 to 34 years. The proposed methodological approach and the results obtained have originality and scientific novelty, since the assessment of regional features of the age structure of scientific and pedagogical personnel in the regions of Russia has not been carried out before.

Financial Fragility, Changing Face of Academia and Their Role in the Dissemination of Financial Literacy

2021 ◽  
pp. 51-68
Author(s):  
Muhammad Akhtar ◽  
Syed Muhammad Ziyad Hameed ◽  
Rehan Aftab
Keyword(s):  
Curriculum Design ◽  
Financial Literacy ◽  
Sampling Technique ◽  
Well Being ◽  
Financial Fragility ◽  
Educational Institutions ◽  
Teaching Methodology ◽  
Public And Private ◽  
The Road ◽  
Financial Decision

Financial decision making is affected by financial literacy, having its implications spread across communities, countries and the societies in general. The importance and fragility of financial literacy has been the subject of previous studies. However, current study dived deep into public and private universities to find their contribution. Longitudinal survey approach employed withmultistage stratified random sampling technique, clustered to respondents' demographics. Financial literacy is evaluated based on simplicity, relevance, brevity and capacity of differentiation. Finding reveals that the students of the private sector became more capable of processing financial information after studying finance courses. Similarly, students having finance courses before joining universities were more financially literate as compared to others. Irrefutably, the study recommends improvement in curriculum design, teaching methodology and assessment. Higher educational institutions must improve curriculum and improvise teaching pedagogies. The findings of the study have paved the road for the dissemination of financial literacy for the growth of individuals, society and the economy Keywords: Financial literacy, Financial fragility, Financial well being, Academia.

When the war is over: Lithgow, Western Sydney and the search for higher education options

2014 ◽  
Vol 43 (1) ◽  
pp. 46-61
Author(s):  
Mark Hutchinson
Keyword(s):  
Higher Education ◽  
Political Influence ◽  
Holistic Approach ◽  
Well Being ◽  
Educational Institutions ◽  
Content Type ◽  
Educational Vision ◽  
Australian City ◽  
The City ◽  
Practical Implications

Purpose – The purpose of this paper is to explore the interaction between a liminal rural Australian city (Lithgow) and the development of higher education options across the city's history. The paper proposes a nuanced interaction between national, social, religious, political, regional and local forces to explain why an industrial city such as Lithgow, with obvious educational strengths, would be overlooked while others (such as Wollongong and Bathurst) were not. Design/methodology/approach – The paper takes the form of a longitudinal study of educational institutions, placed in their historical contexts, in order to demonstrate the fluctuation of educational vision with the rise and fall of socio-economic contributors to the town's fortunes. Findings – The paper finds that the city's formation and dependence on war-related industries created boom-bust cycles which negatively impacted on its entrepreneurial, managerial and working class elites, and so on its ability to bring cultural and political influence to bear in the formation of local higher education options, across a period in which higher education becomes an increasingly federal responsibility. Practical implications – The paper suggests policy ramifications for the support of higher education options in the city. Social implications – The paper supports the interpretation that it is not merely that education itself promotes social mobility, but that what type of education is important, along with an eye to how education contributes to the overall well-being and cross-class profile of the city of Lithgow. Originality/value – This paper fills a gap in historical knowledge about Lithgow's educational institutions, the study of which heretofore has tended to be located with either labor historical or heritage approaches. This paper takes a socio-cultural and longitudinal/holistic approach which brings together a variety of approaches previously not treated.

scholarly journals Improving the quality of higher education based on the positive image of HEE in the social and information space: legal and management aspects

2021 ◽  
Vol 39 (7) ◽  
Author(s):  
Viktor Horodovenko ◽  
Olena Bilovodska ◽  
Volodymy Vatras ◽  
Ilona Kanzafarova ◽  
Roman Melnyk
Keyword(s):  
Higher Education ◽  
Corporate Culture ◽  
Online Survey ◽  
Methodological Approach ◽  
Real Data ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Training Costs ◽  
Quality Of Higher Education

In the paper the authors improved the methodological approach to quantitative assessment of the image of a higher education establishment (HEE). This approach is based on the structure of the image of higher education establishment (educational process quality, training costs, visual characteristics of higher education establishments, stability of student intake and employment graduates, educational and extracurricular work as for applicants, corporate culture and traditions) for selected target audiences, provides comprehensive assessment and takes into account the significance (weight) of selected parameters evaluation. The image of higher education establishments was evaluated for three groups of the target audience: applicants, their parents and first-year students of higher education establishments of Ukraine. It was based on the real data of existing higher education establishments of Ukraine and EU, and online survey of 756 people. The author's approach is important for the general approach to the management of the HEE image, analysis and selection of forms, methods, mechanisms and tools of such management, search and justification of the place and role of image management in the management of the entire higher education establishment.

scholarly journals A Global MetaUniversity to Lead by Design to a Sustainable Well-Being Future

2021 ◽  
Vol 2 ◽  
Author(s):  
Robert Costanza ◽  
Ida Kubiszewski ◽  
Tom Kompas ◽  
Paul C. Sutton
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Well Being ◽  
Production Model ◽  
Educational Institutions ◽  
Full Potential ◽  
Agenda Building ◽  
Face To Face ◽  
Learning Research ◽  
Real World Problems

The COVID19 pandemic has revealed deep, ingrained problems with higher education, but also opportunities for positive transformation. In the post-COVID world, education at all levels has the chance to become: (1) universally available at low cost; (2) focused on developing competencies, (3) empowering fulfilling lives, not merely job training; and (4) engaged with communities to solve real-world problems. Achieving this will require overcoming the mass production model of higher education by utilizing the full potential of the Internet in creative ways balanced with face-to-face solutions-based integrated learning, research, and outreach agenda. Building a global collaborative consortium of universities and other educational institutions can move this agenda forward. We describe how this “MetaUniversity” could be structured and how it would serve to advance this agenda and lead the way to a sustainable well-being future for humanity and the rest of nature.

scholarly journals Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter?

2019 ◽  
Vol 3 (2) ◽  
pp. 37-54 ◽  
Author(s):  
Artem Ingmar Benediktsson ◽  
Anna Katarzyna Wozniczka ◽  
Anh Dao Katrín Tran ◽  
Hanna Ragnarsdóttir
Keyword(s):  
Higher Education ◽  
Multicultural Education ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Immigrant Students ◽  
Teaching Method ◽  
Well Being ◽  
University Education ◽  
Responsive Teaching ◽  
Positive Effects

The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.

scholarly journals Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia

2021 ◽  
Vol 18 (12) ◽  
pp. 6534
Author(s):  
Mohammed Arshad Khan ◽  
Vivek Vivek ◽  
Maysoon Khojah ◽  
Mohammed Kamalun Nabi ◽  
Mohinder Paul ◽  
...  
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Higher Education Institutions ◽  
Well Being ◽  
Educational Institutions ◽  
Validity And Reliability ◽  
Examination System ◽  
Affective Factors ◽  
National Capital ◽  
Online Examination

Online examinations, commonly referred to as e-exams (electronic examinations), underwent a considerable progression, getting adapted ubiquitously among higher education institutions worldwide. Their preferment was rapid due to the emergence of the COVID-19 pandemic. The process of conducting exams online is being opted as the appropriate way of assessment, ensuring the students’ safety and well-being. According to Warts et al., this form of examination has been pretty effective in the past when blended with the conventional assessment. However, at present, implemented as the singular way of assessment, e-exams have shown a more significant promise in being beneficial to the learners. As a matter of fact, a comprehensive analysis on understanding the learners’ perception towards the e-exams was not done earlier, particularly in the developing nations. Thus, it was pertinent to examine the pre-requisites of e-exams to promote it as a useful tool for the smooth conduct of exams in the aforesaid nations. Against such a backdrop, this study was conducted during January to March 2021 on 207 students enrolled in four universities, three situated in the National Capital Territory (NCT) of Delhi, India: Delhi University (DU), Jamia Millia Islamia (JMI), and Jawaharlal Nehru University (JNU), and one situated in Saudi Arabia, namely Saudi Electronic University (SEU). A quantitative approach was employed for the study, with the responses recorded via web questionnaires. Confirmatory -factor analysis (CFA) was applied in the study to examine whether the process of conducting online examinations is being chosen as the appropriate form of assessment, ensuring the safety and well-being of students through AMOS (version 24) software. For determining the reliability of the two latent constructs, namely “Perceptions of students towards E-exams (PSE)” and “Pre-requisites of E-exams (POE),” Cronbach’s alpha was used through SPSS (version 25) software in the study, and the results reveal that the strong internal consistency exists between all the measured variables. In addition, the mean and standard deviation were used by the researchers to find out the pre-requisites of the online examination system. The participants expressed their insights on the relative benefits of online examination. Their perception was based on pedagogy, validity and reliability, affective factors, practicality, and security. From their insights, it was concluded that online examination is more advantageous than conventional paper-based exams. The outcome also applies to the authenticity of grading and the overall efficiency concerning the time, effort, and expenditure on conducting the examination. Contrarily, the participating students also recognized numerous hurdles in implementing e-exams concerning security, validity, and impartiality. The conclusion further revealed that online examination is especially relevant for formative assessment of learning instead of summative assessment, provided authenticity, security, and flexibility are used as fundamental tenants in the proper implementation of e-exams. The outcome of the present study will facilitate higher education institutions and policymakers in taking the electronic examination system to the next level.

scholarly journals Financial Leverage of Faculty of Higher Educational Institutions in the Province of Capiz

2020 ◽  
Vol 3 (2) ◽  
pp. 13-14
Author(s):  
Joesan D. Borres ◽  
Joseph G. Guevarra
Keyword(s):  
Financial Literacy ◽  
Financial Management ◽  
Well Being ◽  
Educational Institutions ◽  
Financial Leverage ◽  
Higher Educational Institutions ◽  
Insufficient Amount ◽  
Higher Educational ◽  
The Difference ◽  
The Relationship

Faculty-entrepreneurs started their business using savings and personal money.  Over time, with an insufficient amount of capital and to maximize business operation, faculty-entrepreneurs incur debt. Findings on financial literacy, financial capability, financial management, and faculty's financial well-being were very low and negative. So far, there is a dearth of studies that have been conducted on financial leverage, particularly on the faculty who are engaged in business. Financial leverage refers to the source of business capital used in the form of equity and debt. The paper explored the level of financial leverage in terms of equity and debt of faculty of higher educational institutions when they are taken as a whole and grouped according to age, sex, and gross monthly business income. Likewise, it determined the difference in the level of financial leverage in terms of equity and debt when teachers are grouped according to the aforementioned demographics. Also, it explored the relationship between equity and debt.  Likewise, it determined the result of financial leverage in their investment practices.

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