Knowledge, attitude or risk? What drives the financial literacy gaps of university staff?

Abstract

This study examines the extent to which variations in financial knowledge, attitudes and risk preferences shape the educational investment behaviour of academic and non-academic university staff. Our findings revealed distinct patterns. We documented that being armed with a sound financial knowledge significantly influences the educational investment decisions of academic staff, thus facilitating informed decision-making. We also documented that financial attitudes and risk tolerance exert positive impacts, thus indicating that confidence in terms of one's financial management informs educational advancement. Conversely, a sound financial knowledge does not predict the take-up of further education for non-academic staff, while financial attitudes and risk aversion exert negative impacts, thus suggesting that financial constraints and limited careers inhibit investment in higher education. Institutional dynamics and socio-economic conditions further moderate these relationships and expose structural barriers to financial literacy. The findings identified the necessity for tailored financial literacy intervention measures that address the occupational stratifications and institutional constraints that hinder educational progression.