ANÁLISE DE INDICADORES DA EDUCAÇÃO SUPERIOR SOB ENFOQUE PÚBLICO E PRIVADO: A RELAÇÃO UNIVERSIDADE E SOCIEDADE

É intrínseca a relação entre as universidades e a sociedade, em que uma influência a outra, e ambas são beneficiadas dessa relação. Entretanto, alguns autores tem refletido sobre se essa relação é equilibrada e se a resultante contribui para um ambiente socialmente democrático. Tendo por objetivo contrastar indicadores da educação superior com as reflexões de alguns autores, sob o enfoque do setor público e privado, este artigo levantou pesquisas empíricas sobre a evolução de matrículas em cursos de graduação no setor privado e público, números de instituições de educação superior públicas e privadas, programas de financiamento estudantil e de assistência estudantil. Por meio de análises interpretativistas, concluiu-se que o Estado tem direcionado o enfoque da educação superior para o setor privado, ao mesmo tempo em que tem promovido políticas públicas para o financiamento e assistência aos estudantes que desejam ingressar e permanecer em cursos de graduação. Palavras-Chave: Universidades. Gestão Universitária. Educação Superior. Indicadores. Abstract: The relationship between universities and society is intrinsic, in which one influence the other, and both benefit from this relationship. However, some authors have reflected whether this relationship is balanced and whether the resulting one contributes to a socially democratic environment. With the objective of contrasting higher education indicators whit the reflections of some authors, under the public and private sector approach, this article raised empirical research on the evolution of enrollment in undergraduate courses in the private and public sector, numbers of higher education institutions public and private, student finance and student assistance programs. Through interpretive analysis, it was conclude that the State has directed the focus of higher education on the private sector, while promoting public policies for financing and assisting students who wish to enter and remain in undergraduate courses. Keywords: Universities. University Management. Higher Education. Indicators.

Swedes Studying Abroad – as Tourists?

The number of students temporarily studying in another country to receive a post-secondary education has grown significantly since the 1970s. This study aims to learn more about what attracts Swedish outbound students when studying abroad. What are the popular study destinations? Can data reveal touristic preferences? Descriptive statistics from the Swedish Board of Student Finance are used, making it possible to scrutinize studying abroad on an aggregate level over a period of two decades. The results show that English-speaking countries are attractive to Swedish outbound students. Places growing in popularity are the countries of Poland, Japan, the Netherlands, South Korea, Singapore, and China, as well as the region of Hong Kong in particular. However, more than 50 percent of outbound students study in Europe. In these troubling and uncertain times, we are living in, with COVID-19 and other crises hampering worldwide travel, it is difficult to predict the long-term effects on mobility.

Effect of Financial Literacy and Lifestyle of Finance Student Behavior

This study aims to examine the relationship between financial literacy and financial behavior of the lifestyle of the student and determine differences in financial literacy, lifestyle and behavior of student finance and business economics faculty. This research is quantitative data collection techniques using questionnaires. Sample used were 100 students consisting of students of the faculty of economics and business Muhammadiyah University of North Sumatra, this study uses judgment sampling. Data were analyzed using classical assumption test, multiple linear regression, t test, F test, and the coefficient of determination. Research shows that financial literacy has no effect on the financial behavior.

Rebsamen investment fund integration in finance education

Purpose The purpose of this paper is to describe lessons learned from integrating student-managed investment funds (SMIFs) in finance education systems based on the case of the Raymond Rebsamen Investment Fund at the Sam M. Walton College of Business, University of Arkansas. Design/methodology/approach The paper has three main parts. First, it describes how the Rebsamen Fund operates as an integral part of undergraduate and graduate finance education at the Walton College. Second, it explains how the Fund spawned creation of sister funds, an institute, a 62-seat trading center, and coordinates with other agencies and stakeholders. Third, it lists strengths, weaknesses, opportunities and threats facing future SMIF integration into finance education. Findings The use of innovative experiential learning solutions like SMIFs bridging theory and practice can be enhanced by integrating them into effective systems of finance education. Practical implications Lessons learned include benefits of SMIF management by class, licensing and professional certification, trading centers, use of SMIF finances to support other components of education, proliferation of SMIFs, SMIF stimulation of academic units like centers/institutes, SMIF facilitation of collaboration, importance of tying SMIFs to student finance clubs, coordination of industry speaker visits between SMIF classes and clubs, and use of SMIFs in addressing cutting-edge challenges. Originality/value This paper discusses how SMIFs can be integrated in finance education.