Broke and Book-Bound

2021 ◽  
pp. 18-27
Author(s):  
Jay Watts ◽  
Gisele Brown ◽  
Michael A. Couch II
Keyword(s):  
Higher Education ◽  
College Students ◽  
Best Practices ◽  
Educational Attainment ◽  
College Attainment ◽  
Global Pandemic ◽  
The Impact

Education has been historically branded as a tool to transcend conditions that have aided and abetted systems of generational and societal inequities. During a global pandemic, there has been no greater challenge to this view than considering the impact of life-altering events and their implications on higher education, success, and thriving. Specifically, the COVID-19 crisis has put this health-based issue on an international stage, but more specifically, spotlighting how it has exacerbated issues such as poverty, hunger, homelessness, and educational attainment. This chapter will examine the existing literature around the issue of global pandemics on college attainment for college students who are resource and access-gapped and best practices to consider to support holistic success during a global pandemic.

Workforce Development and Higher Education Partnerships

2019 ◽  
pp. 369-382 ◽  
Author(s):  
Sheena Copus Stewart ◽  
James E. Witte ◽  
Maria Martinez Witte
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Workforce Development ◽  
Future Trends ◽  
Collaborative Relationships ◽  
Higher Education Partnerships ◽  
Teaching Learning ◽  
The Impact ◽  
Collaborative Efforts

Workforce development and higher education can benefit from collaborative efforts that incorporate and apply teaching, learning, and research from a variety of environments. This chapter introduces the context of workforce development innovation and the impact on employees. Partnerships, in general, are defined and workforce development and higher education partnerships are examined that have influenced building collaborative relationships. Also included is a review of best practices and future trends related to workforce development and higher education partnerships.

Entry Barriers for Academically-Underprepared African American Students at American Institutions

2022 ◽  
pp. 105-124
Author(s):  
John Robert Harrell II
Keyword(s):  
Higher Education ◽  
College Students ◽  
African American ◽  
Education System ◽  
English Language ◽  
Historical Context ◽  
Program Completion ◽  
African American College Students ◽  
Racial Oppression ◽  
The Impact

The impact of systematic racism within the education system has been a web that researchers have aimed at detangling for many years. The myriad effects that racial oppression have had on the education system are numerous; one area of overwhelming concern is the impact on incoming students' readiness to do college-level work in math and English language arts. The purpose of this chapter is to explore the historical implications that race has had on systems of higher education and to describe the perceptions of a subset of African American college students in Texas regarding barriers to college access and program completion during times of crisis. The researcher will use the historical context of racial oppression and the establishment of higher education systems. The demographics shifts to provide a lens through which the perceptions of a sample of African American college students' experiences can be viewed. Ultimately, this chapter aims to share the lived experiences of these students and give voice to college success data.

scholarly journals 10 Things to Know About the Shape of Ohio's Skilled Workforce15

2012 ◽  
pp. 1-4
Author(s):  
Timothy Dunne ◽  
Guhan Venkatu
Keyword(s):  
Higher Education ◽  
Educational Attainment ◽  
Economic Performance ◽  
The State ◽  
College Attainment ◽  
Younger Workers ◽  
Workforce Skills

A region’s economic performance is closely linked to the skills and knowledge of its workforce. Using college attainment as a measure of workforce skills, we examine overall trends in higher education to get a sense of where Ohio stands relative to other states. The data reveal that Ohio has made some progress, especially in improving educational attainment in its younger workers. At the same time, Ohio lags in a number of other dimensions, in particular, in its overall level of college attainment and in attracting educated workers into the state.

scholarly journals Getting a Barista Job: Adjudicating the Impact of Human Capital, Social Capital, Age and Gender

2020 ◽  
Vol 4 (3) ◽  
pp. 139-152
Author(s):  
Ed Collom
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Human Capital ◽  
Educational Attainment ◽  
High Status ◽  
Capital Social ◽  
Age And Gender ◽  
Entry Level ◽  
And Gender ◽  
The Impact

This study concerns the role of human capital, social capital, age, and gender in acquiring a job as an entry-level barista. Employment records were coded and analyzed in order to identify the key factors differentiating this applicant pool. The results from multivariate models produce fewer positive associations between human capital and social capital indicators than the literature suggests. Those with greater educational attainment are more likely to have high-status references on their applications. As seen in previous literature, the social capital of applicants is not very relevant in acquiring this entry-level job. Overall, educational attainment was most salient in increasing the odds of being interviewed and hired. The managers responsible for these decisions appear to favor formal higher education over work experience or references. The findings are discussed vis-à-vis women’s gains in higher education, the growth of the service sector, and the aging of the U.S. population.

scholarly journals Editorial: Advancing Non-placement Work-integrated Learning Across the Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 2-8
Author(s):  
Bonnie Dean ◽  
◽  
Michelle J. Eady ◽  
Venkata Yanamandram ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Integrated Learning ◽  
Special Issue ◽  
Professional Networks ◽  
Transferable Skills ◽  
Global Pandemic ◽  
Workplace Preparation ◽  
Work Integrated Learning ◽  
The Impact

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

Voces de Resistencia: Exploring Salvadoran Students’ Experiences and Needs in Higher Education

2018 ◽  
Vol 19 (4) ◽  
pp. 388-403
Author(s):  
Janette Linares ◽  
Cara S. Maffini
Keyword(s):  
Higher Education ◽  
College Students ◽  
Grounded Theory ◽  
First Generation ◽  
Cultural Adjustment ◽  
Institutions Of Higher Education ◽  
Semistructured Interview ◽  
Grounded Theory Methodology ◽  
Demographic Survey ◽  
The Impact

This study aims to examine how historical and contemporary traumas, refugee experiences, and cultural adjustment affect first-generation Salvadoran students’ identities and experiences in higher education. Thirteen Salvadoran college students completed a demographic survey and a semistructured interview. Using grounded theory methodology, three selective, 11 axials, and 36 open themes were identified. Respondents reflected on the impact of trauma. They also discussed challenges of being first generation and navigating through higher education, though reportedly conceptualizing these as symbols of hope and opportunity for their own growth. Findings demonstrate ways institutions of higher education can better support Salvadoran students.

Are business students more financially literate? Evidence of differences in financial literacy amongst Portuguese college students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paulo Duarte ◽  
Susana Silva ◽  
Wilian Ramalho Feitosa ◽  
Rui Sebastião
Keyword(s):  
Higher Education ◽  
College Students ◽  
Financial Literacy ◽  
Positive Impact ◽  
Business Students ◽  
Financial Education ◽  
Educational Interventions ◽  
Online Questionnaire ◽  
Content Type ◽  
The Impact

Purpose Considering the importance of financial literacy (FL) in people’s lives the goal of this study aims to assess the level of FL of young Portuguese students, addressing the impact of the level of education on the FL of college students. Design/methodology/approach Data from a non-probabilistic sample of 185 students attending higher education bachelor’s and master’s degrees courses in Economics, Management and Marketing was collected between February 25 and March 23, 2019, using an online questionnaire. Descriptive and inferential statistics were computed using IBM SPSS 25 to analyze the data. Findings The findings show that the level of the degree (bachelor’s or master’s degree) and the academic background of the individual’s parents have a positive impact on FL. Moreover, among individuals with a high level of FL, gender and professional situation are additional predictors. Furthermore, the authors observed that the level of FL of Portuguese students attending higher education is overall low, especially in terms of their knowledge of the main financial concepts, which may call for public policies to be implemented so that to reduce this vulnerability. Research limitations/implications Among limitations is the limited sample collected, restricted to a particular target, Portuguese students attending business-related courses such as Economics, Management and Marketing, either studying for a master’s or bachelor’s degree. This issue restricts the generalization of the overall findings to other students studying different fields. Future studies can collect a random and representative sample. Practical implications This study test can be replicated to generate a diagnosis in any region or country, identifying how financially literate the region under analysis is. Also, this can be done to verify the evolution of FL after educational interventions. Social implications FL is an important competence. In fact, youngsters in the whole world have been suffering from a lack of financial knowledge (FK), and some characteristics of them can push them into indebtedness, and, even bankruptcy, such as a higher level of status consumption, the tendency to have an attitude of self-appraisal, to be self-centered, to seek instant gratification. This study helps to lead to a better understanding of this phenomenon. Originality/value Addressing college students attending different levels is an add-on to the existing body of literature. This paper contributes to study differences in FL between college and master students, enlightening and evaluating the role of scholarship maturity on financial education. Furthermore, some of the findings challenge the extant knowledge regarding the influence of professional experience, gender and age on the level of FK that students have. Finally, the current approach is innovative as it addresses FK, FL and numeracy in the same study.

Generational Impact of Single-Parent Scholarships

2016 ◽  
Vol 38 (5) ◽  
pp. 607-632 ◽  
Author(s):  
Eun Koh ◽  
Kim Stauss ◽  
Carmen Coustaut ◽  
Caitlin Forrest
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Educational Attainment ◽  
Qualitative Interviews ◽  
Single Parents ◽  
Single Parent ◽  
College Degree ◽  
Thick Description ◽  
The Impact

The study explored the experiences of 35 children of former Arkansas Single Parent Scholarship Fund awardees through qualitative interviews. Particularly, the study sought to understand their experiences in single-parent households, before, during, and after their parents pursued a college degree as well as how they perceived the impact of the scholarships, especially in relation to their own educational attainment. From the qualitative interviews, three main areas were identified: the hardships of single-parent households, the challenges and possibilities of single parents’ higher education, and the generational impact of the Arkansas Single Parent Scholarship Fund. For each area, themes and subthemes were identified along with their thick description. The findings of the study emphasize the significance of single parents’ educational and economic accomplishment in children’s education and quality of life even though they also note the challenges within single-parent households, especially during the parents’ college years. The implications of the findings are discussed.

Faculty use of Twitter in higher education teaching

2017 ◽  
Vol 9 (1) ◽  
pp. 91-104 ◽  
Author(s):  
Kevin Hull ◽  
Julie E. Dodd
Keyword(s):  
Higher Education ◽  
Social Network ◽  
Best Practices ◽  
Student Learning ◽  
Undergraduate Education ◽  
Good Practice ◽  
Content Type ◽  
Seven Principles ◽  
The Social ◽  
The Impact

Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

scholarly journals Students’ Perceptions Concerning Emergency Remote Teaching During COVID-19

2021 ◽  
Vol 20 (3) ◽  
pp. 278-288
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quantitative Research ◽  
Abrupt Change ◽  
Sudden Change ◽  
Global Pandemic ◽  
Classroom Education ◽  
Digital Collaboration ◽  
The Impact ◽  
Insight Into

Abstract The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic SARS-CoV-2, or more commonly known as COVID-19, caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change to convert entire courses to emergency remote teaching caused distress for not only educators, but also students as they had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research examined the impact on perceived student engagement as a result of the sudden change, and how students in higher education in Finland (n = 121) and Thailand (n = 137) responded to this change. One of the primary findings of the research was that students in Thailand indicated difficulties completing group assignments digitally, while, contrary to that finding, students in Finland consented to ease in digital collaboration concerning their group works. As a logical next step, it is recommended to conduct qualitative research to gain a more comprehensive insight into how the views on this particular statement differed significantly between both focus groups of students.

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