ERN: Government Expenditures & Education (Topic)最新文献

{"title":"Tracking and the Intergenerational Transmission of Education: Evidence from a Natural Experiment","authors":"Simon Lange, Marten von Werder","doi":"10.2139/ssrn.2900402","DOIUrl":"https://doi.org/10.2139/ssrn.2900402","url":null,"abstract":"Abstract Proponents of tracking argue that the creation of more homogeneous classes increases efficiency while opponents point out that tracking aggravates initial differences between students. We estimate the effects on the intergenerational transmission of education of a reform that delayed tracking by two years in one of Germany’s federal states. We argue that while the reform had no effect on educational outcomes on average, it increased educational attainment among men with uneducated parents and decreased attainment among men with educated parents. We also present some suggestive evidence that the reform improved the selection of boys into secondary tracks.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125179526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Winds of Changes Shift: An Analysis of Recent Growth in Bargaining Units and Representation Efforts in Higher Education","authors":"William A. Herbert","doi":"10.58188/1941-8043.1647","DOIUrl":"https://doi.org/10.58188/1941-8043.1647","url":null,"abstract":"This article analyzes data accumulated during the first three quarters of 2016 regarding completed and pending questions of representation involving faculty and student employees in higher education. It is part of a larger and continuing National Center research project that tracks faculty and graduate student employee unionization growth and representation efforts at private and public institutions of higher learning since January 1, 2013. \u0000The data presented in this article demonstrates that the rate of newly certified units at private colleges and universities since January 1, 2016 far outpaces new units in the public sector. There has been a 25.9% increase in certified private sector faculty units over the number of private sector units identified by the National Center for the Study of Collective Bargaining in Higher Education and the Professions in 2012, while the increase in the public sector has been 2.1%. The largest number of newly certified units involves non-tenure track faculty at private non-profit institutions. The second largest group of new units in higher education involves tenured and tenure-track faculty at public institutions. The average final election tallies demonstrate strong support for unionization among higher education faculty: 72.8% among private sector tenured/tenure-track and contingent faculty, and 73.3% among public sector tenure-track and contingent faculty. \u0000The article demonstrates that unionization efforts by private sector tenured and tenure-track faculty and faculty continue to be adversely impacted by two judicially-created doctrines, despite modifications made to the applicable standards in a 2014 National Labor Relations Board decision. It also examines pending and completed unionization efforts by graduate and research assistants in light of the recent NLRB decision finding that private sector graduate student employees are entitled to the associational rights guaranteed under federal labor law.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115576317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Instructor Effectiveness in Higher Education","authors":"Pieter De Vlieger, Brian A. Jacob, Kevin M. Stange","doi":"10.3386/W22998","DOIUrl":"https://doi.org/10.3386/W22998","url":null,"abstract":"Instructors are a chief input into the higher education production process, yet we know very little about their role in promoting student success. This is in contrast to elementary and secondary schooling, for which ample evidence suggests teacher quality is an important determinant of student achievement. Whether colleges could improve student and institutional performance by reallocating instructors or altering personnel policies hinges on the role of instructors in student success. In this paper we measure variation in postsecondary instructor effectiveness and estimate its relationship to overall and course-specific teaching experience. We explore this issue in the context of the University of Phoenix, a large for-profit university that offers both online and in-person courses in a wide array of fields and degree programs. We focus on instructors in the college algebra course that is required for all BA degree program students. We find substantial variation in student performance across instructors both in the current class and subsequent classes. Variation is larger for in-person classes, but is still substantial for online courses. Effectiveness grows modestly with course-specific teaching experience, but is unrelated to pay. Our results suggest that personnel policies for recruiting, developing, motivating, and retaining effective postsecondary instructors may be a key, yet underdeveloped, tool for improving institutional productivity.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127015980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pathways and Challenges of University Engagement: Comparative Case Studies in Austria","authors":"H. Goldstein, Verena Radinger-Peer, S. Sedlacek","doi":"10.2139/ssrn.2876300","DOIUrl":"https://doi.org/10.2139/ssrn.2876300","url":null,"abstract":"Research universities fill a variety of roles within contemporary society (Goldstein, Maier, Luger (1995). Arguably the most important role has been providing advanced education to a segment of the population so that they have the requisite know-how to enter the professions. A second has been to generate knowledge through research that leads to scientific progress over time and indirectly often leads to productivity growth in the economy. These have been the traditional missions of research universities since their founding in the late 19th century. \u0000An additional role of universities, often called the ‘third mission’, has recently become more prominent in Europe and North America, although its genesis can be traced back to the land-grant idea of the Morrill Act of 1864 in the U.S. Its recent increased emphasis relates to the recognition that in the increasingly competitive, global economy, knowledge capital has become widely recognized as the critical factor for long-term productivity growth and economic competitiveness. As such there has been increasing pressure for revising the historical social covenant between universities and societies, as articulated by Parsons and Platt (1973), so as to provide knowledge of wider value, beyond the ivory tower (Benneworth and Sanderson 2009). This pressure to revise the division of responsibilities of the university within society, not by accident, has coincided with the ‘entrepreneurial turn’ of higher education (Goldstein 2010). The ‘third mission’ literature refers to interactions between university researchers and external, non-academic organizations that are initiated and maintained either by the university as an organization or by its individual researchers (Perkman et al. 2013). We view this concept of the ‘third mission’ as encompassing a subset of the dyadic relationships in the triple helix model (Etzkowitz and Leydesdorff 1997). The non-academic organizations can in principle be businesses, government agencies, research institutes, or NGOs, though in practice they veer towards large corporations with well-developed R&D capability. \u0000The term ‘university engagement’ has sometimes been used synonymously with ‘the third mission’. In this chapter, however, we use it to describe a more restricted set of university interactions with external organizations. The conception of university engagement here is the use of know-how and expertise within universities for regional problem-solving, leadership, and the enhancement of regional development through the strengthening of the regional economy and civil society. This restricted definition can include technology development and technology transfer to businesses, but the geographic focus is the region in which the university is embedded, and the ultimate purpose is to build and sustain a healthy social economy in the region. In this sense we may refer to our conception as ‘public engagement’. Here the term ‘public’ refers not to working for government organi","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130905935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competition Pressures and Academic Performance in Chile","authors":"Rómulo A. Chumacero, Juana Gallegos, R. Paredes","doi":"10.4067/S0718-52862016000200003","DOIUrl":"https://doi.org/10.4067/S0718-52862016000200003","url":null,"abstract":"The positive impact that competition has on performance in most industries has been questioned in the education sector. The difficulty to measure competition, the idea that parents don’t rationally choose schools for their children, and that schools do not react to that choice is in the center of the debate. We critically analyze the prevailing methodology in the literature that relates competition and educational performance, and the data used to estimate that impact. We propose a methodology that considers relevant substitutes for each school using various attributes which parents consider when choosing schools, and we apply it to estimate the effect of competition on educational performance in Chile, were more than 90% of the students are covered by a voucher. The evidence supports the hypothesis that competition has a positive, statistically significant, and economically relevant educational impact on private and public schools.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125261355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Childhood Nutrition and Labor Market Outcomes: Evidence from a School Breakfast Program","authors":"A. Butikofer, Eirin Mølland, K. Salvanes","doi":"10.2139/ssrn.2879304","DOIUrl":"https://doi.org/10.2139/ssrn.2879304","url":null,"abstract":"While a growing literature documents the short-term effects of public programs providing children with nutritious food, there is scarce evidence of the long-term effects of such programs. This paper studies the long-term consequences of access to nutritious food using the rollout of a free school breakfast program in Norwegian cities. This program provided children with nutritious food and replaced a hot school meal at the end of the day with similar caloric value but less micronutrients. Our results indicate that access to a nutritious school breakfast increases education by 0.1 years and earnings by 2-4 percent.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126440650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivation, Resources and the Organization of the School System","authors":"Facundo Albornoz, S. Berlinski, A. Cabrales","doi":"10.2139/ssrn.2956696","DOIUrl":"https://doi.org/10.2139/ssrn.2956696","url":null,"abstract":"This paper studies a model where student effort and talent interact with parental and teachers' investments, as well as with school system resources. The model is rich, yet sufficiently stylized to provide novel implications. It can show, for example, that an improvement in parental outside options will reduce parental and school effort, which are partially compensated through school resources. In this way, by incorporating the behavioral responses of parents, teachers and policymakers, the paper provides a rationale for the existing ambiguous empirical evidence on the effect of school resources. The paper also provides a novel microfoundation for peer effects, with empirical implications for welfare and different education policies.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129382993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ABC Model of Research Productivity and Higher Educational Institutional Ranking","authors":"P. Aithal, P. Kumar","doi":"10.5815/ijeme.2016.06.08","DOIUrl":"https://doi.org/10.5815/ijeme.2016.06.08","url":null,"abstract":"Institutional Ranking has become a common practice in higher educational institutions, and business schools are the most benefitted by such ranking announced worldwide based on various ranking criteria. The ranking is usually based on pedagogy, placement, research output, faculty-student ratio, international linkage, management of technology etc. In this paper, based on six postulates, we have argued and analysed why the performance of higher educational institutions should be based on sole criteria of Institutional Research Performance (IRP). We have developed a model of measuring research productivity for higher educational institutions based on calculating institutional research index and weighted research index. The institutional research productivity is calculated using a metric which consists of three institutional variables and one parameter. The three variables identified are the following : Number of Articles published in peer reviewed journals (A), Number of Books published (B), and Number of Case studies and/or Book Chapters (C) published during a given time of observation. The parameter used is a number of full-time Faculty members (F) which remains constant during a given period of observation. A framework for institutional ranking based on institutional research productivity by considering calculated Institutional Research Index is also developed which can be used to give grades to higher educational institutions. Further, the model is tested by making use of case example of two best Business Schools from the USA and two best Business Schools from India. The value of research index and weighted research index are calculated for these institutions and observed variation of research productivity during last four years is also studied and discussed.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123350443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Systematic Review of Quality of Student Experience in Higher Education","authors":"Adrian Heng Tsai Tan, Birgit Muskat, A. Zehrer","doi":"10.1108/ijqss-08-2015-0058","DOIUrl":"https://doi.org/10.1108/ijqss-08-2015-0058","url":null,"abstract":"Purpose: The purpose of this paper is to identify and synthezise major streams of research on quality of student experience in higher education, in order to present an agenda for future research. Design/methodology/approach – A systematic review of high quality journals published during the period 2000 to 2014 in the areas of quality of student experience and higher education was performed.Findings: Findings highlight current research trends on the quality of student experience in higher education. Results show five prevailing research streams: 1) exploration of learning experience; 2) exploration of student experience; 3) gender differences in assessment of higher education experience; 4) improvement in quality of student experience, 5) student satisfaction with higher education experience.Research limitations/implications: The identification of the five research streams presented in the findings of this paper provide the basis for a synthesis of key issues identified within each research stream. These discussions, along with the identification of the purposes and limitations of existential research allow existential issues concerning research on quality of student experience in higher education to be addressed.Practical implications: Literature currently portrays the quality of student experience as a student-centric idea. Together with the purposes and limitations identified in existing research, the paper proposes an agenda for future research that increases the variety of research streams that is essential to provide a deeper understanding of the student experience to enhance the delivery of quality in higher education. Originality/value: The findings contribute to the research scene by providing important insights in terms of the current trends and focus of existing research in the area of quality of student experience in higher education.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116613405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Evolution of University Governance in Ghana: Implications for Education Policy and Practice","authors":"B. Bingab, J. Forson, O. Mmbali, T. Baah-Ennumh","doi":"10.5539/ass.v12n5p147","DOIUrl":"https://doi.org/10.5539/ass.v12n5p147","url":null,"abstract":"The relationship between education and public policy is two way: (1) economic development of a nation depends on the human capital produced by the education system of that nation and (2) public spending and management of the education system is crucial to the welfare of the nation. Changes in this relationship generate public concerns about university governance and its implications to national development. Therefore, this study explores the questions: (1) Have the role and purpose of university governance changed since its inception? (2) Are there differences between the old and the new system of university governance? (3) What larger ramifications does this have on university governance? The study was conducted within the framework of qualitative research design. The researchers adopted the social constructivist worldview with phenomenology approach to inquiry. Participants who were mainly eminent former senior university administrators and regulators with management, administrative and governance experience in public and private university were interviewed. Data was transcribed and read repeatedly over time to make sense of issues raised by informants. Significant statements were selected, interpreted and used in the text to highlight key issues as well as to provide voice of the informants. The findings of the study suggest that remedies for the changes realized in governance should take into account measures such as strengthening institutional capacities; balancing between the interests of the private and public sector actors in university education; and safeguarding the policy space of the ordinary people to participate in university education affairs that concern or affect them.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"820 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131260960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}