The Centrality of Education for Indigenous Income Mobility in Canada

In this article, we employ a multinomial logistic regression model to determine which factors predict middle- and upper income class belonging among Indigenous and non-Indigenous people. We examine the impact of identity, education, occupation, and urbanization on income status. The positive impact of higher education is captured by the model; however, post-secondary education has a greater impact on some Indigenous groups than others. We present interaction terms between education and identity to show that investment in higher education is crucial to Indigenous people’s income attainment; however, some identity groups benefit more than others.

An Assessment of Impact of Higher Education on Oral Health Knowledge, Practices and Lifestyle habits

Aim: To assess impact of higher education on oral health related knowledge, practices, and lifestyle habits among faculty of King Faisal University, Saudi Arabia. Methods: In this descriptive study, a self-administered questionnaire including socio-demographic, oral health awareness, practices, and oral health status questions was distributed among faculty. Descriptive statistics, linear correlation, ANOVA, Independent t-test and logistic regression analysis were used using SPSS. A two-sided significance level of ≤ 5% was implied. Results: Fifty eight percent were males and 91% married. Mean age was 42.8±8.07 years. 66.5% had PhD, 42% were assistant professors. 22% had hypertension, 13.5% diabetes mellitus and elevated cholesterol (23%) and 10% were current smokers. 21% consumed soft drinks, 67% dairy products and 71% fruits daily. Most of the faculty (≥81%) showed a robust oral health related knowledge and 75% practiced oral hygiene measures and 65.5% visited dentist regularly. Almost half (49%) reported dental caries, 66% fillings, 31% gum bleeding, 55% missing teeth, and 24% had artificial teeth. There was a statistically significant difference between females and males regarding lifestyle habits and oral hygiene practices with a mean difference of (p<0.001). Logistic regression analysis showed a significant difference (p<0.001) with respect to gender, income. Conclusion: In this study, majority of the University faculty had an acceptable oral health related knowledge, and demonstrated good oral hygiene practices with a significant impact of gender on oral hygiene practice and life style. Key words: higher education, oral health knowledge, practices, lifestyle, university faculty.

Towards a culture of open scholarship: The role of pedagogical communities

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting A Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.

The Problem with Universities Today

Managerialism creates burdens for academics with no evidence for its benefit. Business imperatives override educational. There is needless competition between universities. Research imperatives override education. Global inequalities in educational need are ignored, universities have not kept up with the way young people gain information and initiatives to reduce the environmental impact of higher education are ‘tinkering’ rather than the required total re-thinking of higher education.

The Impact of Higher Education Institutions in Low-Density Territories

This article highlights the relevance of the location of HEIs in low-density territories in Portugal, using the Polytechnic Institute of Portalegre as a case study. Based on the American Council Education model and following a surveying approach to faculty, staff, and students, this research accounts for the total spending of incoming academics, other nonlocal university members and their visitors, that positively impacts regional development. A demand-side approach was followed so that indirect and induced effects could also be estimated. The main aim of this research paper is to quantify the total impact arising from the location of the Polytechnic in a given region, measured by economic and social indicators such as the financial return from public funds invested in the region, the number of jobs created, and the impact on the local gross domestic product. The results show an impact of more than EUR 17 million in the territory where the Polytechnic operates, representing 3.68% of the local GDP. The institution was also found to be the third major employer in the region, responsible for the creation of 471 jobs that account for 2.25% of the local economically active population.

The Impact of Higher Education Expansion on the Educational Wage Premium in Taiwan: 1985 to 2015

This research investigates the impact of higher education expansion on the educational wage premium from a long-term perspective in Taiwan. By using 1985 to 2015 Manpower Utilization Survey (MUS) data with the difference-in-difference-in-differences model (DDD), this study analyzes the change of the wage premium of university educated versus lower-than-university educated counterparts across the expansion of higher education since 1995. The number of universities in Taiwan tripled between 1995 and 2005, from 50 to more than 150, with upgrading of about 100 technology colleges and vocational schools additionally. Dramatic expansion of universities as well as the number of university graduates will shrink the university wage premium for the young generation who entered into the labor market after year 2000, but the older generation will be less affected. The empirical results show that the wages premium of university graduates of the younger generation is 12% to 21% lower than their older generation counterparts due to the higher-education expansion.

EXPORT OF HIGHER EDUCATION AS THE TOOL FOR COMPETITIVENESS IMPROVEMENT OF ECONOMIES IN THE WORLD

The research paper covers the impact of higher education export on the competitiveness level of key world economies in terms of international division of labor and global value chains, including USA, Germany and China. At the same time, the comparison in the field of higher education export in Russia has been implemented. There have been revealed main factors in the attraction of foreign students in universities of analyzed countries: the economic factor (the profit from higher educational services for foreign citizens), the consumer factor (the profit from living costs of foreign citizens during the educational period), factor of additional labor force (the employment of foreign graduates in the international companies), factor of “soft power” (the loyal attitude to the country, where higher education has been received) and factor of innovation development (the participation of foreign citizens in the development and implementation of research ideas in startups). Additionally, indicators of selected countries were compared in terms of its competitiveness level, including the complexity of economies and its innovation development. The result of this research is identification of interaction between export of higher education and competitiveness level of a country: USA, Germany and China have high indicators in this field in comparison with Russia. Based on the results main directions of higher education export development have been described with a target of competitiveness level increase in the national economy globally.

Overcoming Gender Stereotypes in the Process of Social Development and Getting Higher Education in Digital Environment

Social development and higher education are among the essential tools for overcoming gender stereotypes. The changes in education associated with the digitalization of learning and work, studies show, have little changed the gender landscape. Studying the opinion of students on the problem of gender relations and stereotypes is relevant in terms of the need to determine the impact of higher education in digital environment on changes in perceptions of behavioural patterns and social roles of men and women. This study examines the impact of gender stereotypes, manifested even in online learning and communication and when working in the new digital economy on student’s choice of a life path, profession, education. The research aims to study the influence of students’ social development in the learning process on the formation of gender stereotypes among them. An anonymous written survey was the most suitable method of the study. The survey involved 350 students of socio-humanitarian, technical and natural specialities (60% − women, 40% − men). It was found that getting higher education in digital environment is crucial to social development, as this stage of life helps individuals overcome gender stereotypes. Yet, gender stereotypes continue to dominate among students anyway. To which extent do students agree that the primary purpose of a woman is the role of wife and mother? Most students (44%) agreed with this view of a woman's role, with varying degrees of confidence. Besides, approximately one in four who answered this question (24%) expressed complete agreement with this statement. On the other hand, about a quarter of respondents (26%) strongly or somewhat disagree with this statement. The results of the study can be used in international practice to overcome gender stereotypes. Social development of a person through higher education in digital environment plays a more critical role in overcoming gender stereotypes than previously thought.

Gender, risk-taking and entrepreneurial intentions: assessing the impact of higher education longitudinally

PurposeThis longitudinal study assesses whether higher education has the same impact on the entrepreneurial intentions of women and men with regard to their propensity to risk-taking in particular.Design/methodology/approachA self-administrated survey instrument was used to collect data from students studying business and engineering at five selected universities in Turkey. The survey was carried out in two intervals: first year and fourth year of studies. A total of 215 student participated in both waves.FindingsThe findings indicate that the impact of education is stronger for women than for men as the relationship between gender and entrepreneurial intention is moderated by education and risk-taking propensity in that the entrepreneurial intention of women with high or low risk-taking propensity increases when they acquire higher education. In particular, the boost is more noticeable for women with low risk-taking propensity. On the contrary, the effect of education is negative for men with both high risk-taking propensity and low risk-taking propensity.Practical implicationsThis study has identified that the impact of education is different for women and men. Based on these findings, Turkey could offer gender-specific entrepreneurship education in higher education for individuals who could then exploit their entrepreneurial capacity and thus contribute to the social and economic well-being of the country.Originality/valueThis paper makes two distinct contributions. First, this is one of the few longitudinal studies in the literature which demonstrates the differences between females and males in terms of their entrepreneurial intention and shows how risk-taking and education influence entrepreneurial intention. Second, it offers new insights into entrepreneurship research from a developing-country but emerging-economy context.