- Organisation for Economic Co-operation and Development (OECD) (106)
- Further Education Development Agency (Great Britain) (FEDA) (72)
- Learning and Skills Council (Great Britain) (LSC) (68)
- National Centre for Vocational Education Research (NCVER) (64)
- Great Britain. Department for Business, Innovation and Skills (BIS) (49)
- Australian Council for Educational Research (ACER) (47)
- Australia. Department of Education, Science and Training (DEST) (46)
- Great Britain. Department for Education and Skills (DfES) (46)
- New Zealand. Ministry of Education (MOE) (44)
- Higher Education Funding Council for England (HEFCE) (40)
- Further Education Staff College (Bristol, England) (FESC) (39)
- Great Britain. Learning and Skills Development Agency (LSDA) (37)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (36)
- Moodie, Gavin (35)
- European Education Information Network (EURYDICE) (34)
- Peer mentoring during the transition to university: assessing the usage of a formal scheme within the UK
Although mentoring has become increasingly popular within [United Kingdom] UK higher education, there is little evaluative research. The current longitudinal study aimed to evaluate the usage of a peer mentoring scheme during a first semester at university amongst 124 students. Results indicate that during the first week at university the majority accessed the scheme but this then diminished by 10 weeks. There were strong positive correlations among contact, satisfaction and perceived mentor social support. Additionally, expectations of mentoring mediated the relationship between contact time and satisfaction. Correlations with student well-being and intention to withdraw, however, indicated that students reporting high levels of mentor support were worse off than those reporting less support. Students wanting more support from mentors were significantly lower on levels of integration and well-being. Findings suggest a potentially vulnerable group of students who access and use the mentoring scheme because of the problems they are experiencing.
Although mentoring has become increasingly popular within [United Kingdom] UK higher education, there is little evaluative ... Show Full Abstract
- Do cognitive skills moderate the influence of neighborhood disadvantage on subsequent educational attainment?
This paper examines how neighborhood quality affects young adults' educational outcomes, and whether neighborhood effects are moderated by cognitive test scores and other proxies for investments during childhood. The empirical results imply that high cognitive test scores help young adults overcome the effects of having lived in a disadvantaged neighborhood during adolescence with respect to attainment of a high school diploma and enrollment in a two- or four-year college. The results are robust to using alternative proxies for investments in children, such as mother's highest grade completed and measures of non-cognitive skills.
This paper examines how neighborhood quality affects young adults' educational outcomes, and whether neighborhood effects ... Show Full Abstract
- Essays on migration, education and work opportunities
This thesis explores migration and education decisions in the context of a West African developing country, namely Burkina Faso. The first chapter provides descriptive empirical evidence on migration motives, internal and international migration patterns, and the role of gender and family in observed migration patterns. The empirical analysis reveals that internal and international migration movements attract very different types of migrants, with education playing a key role. While male migrants without education are more likely to migrate abroad (i.e. to Cote d’Ivoire), their peers with secondary or higher education move to urban centers.
This thesis explores migration and education decisions in the context of a West African developing country, namely Burkina ... Show Full Abstract
- Challenges in accessing higher education: a case study of marginalised young people in one South African informal settlement
Statistics show that student enrolment in higher education institutions in South Africa has dramatically increased over the past years, a clear indication that higher education (HE) is addressing issues of equitable access in the wake of an exclusionary apartheid past. Despite these positive trends there are still marginalised groups in society about whom little [is known] and who risk being overlooked both in access statistics and at the level of actual lives. The article therefore outlines the aspirations and challenges for vulnerable young people in accessing higher education based on a case study conducted at Orange Farm informal settlement in South Africa. A qualitative approach using Sen (2009, 1999a) and Nussbaum's (2011) capabilities approach (CA) was adopted as the conceptual frame for the light it casts on real lives, opportunities and plural achievements, with empirical data collected through face-to-face interviews with purposively selected young people living in an Orange Farm orphanage.
Statistics show that student enrolment in higher education institutions in South Africa has dramatically increased over the ... Show Full Abstract
- Transnational higher education and skilled migration: evidence from Australia
This paper presents empirical evidence regarding the relationship between enrolment in transnational higher education (TNE) and skilled migration into the country of the institution which provides educational services. Based on macro-level panel data, the analysis shows a link between skilled immigration and offshore enrolment in Australian higher education within the previous years, suggesting that the provision of higher education offshore can constitute a successful strategy to enlarge skilled migrants' recruitment. The results also indicate that more caution should be devoted to this kind of issue by developing countries when opening their education market to foreign providers.
This paper presents empirical evidence regarding the relationship between enrolment in transnational higher education (TNE) ... Show Full Abstract
- Enhancing the link between higher education and employment
This study aims to improve the efficiency of fiscal assistance programs for higher education by investigating those variables that influence college graduates' employment rates. An empirical analysis of 2010-2011 higher education statistics shows that two variables - educational expenditure per student and the number of students per full-time faculty member - consistently and significantly affect college graduates' employment rates, even after location and type of school are controlled. Although scholarship rates also affect employment rates positively, the number of students per industry-academe liaison officer does not have a statistically significant effect. Moreover, as educational expenditure per student or the student/faculty ratio increases beyond a certain level, graduate employment improves at an increasing rate. The two variables also affect the employment rate interactively. At a relatively higher level of per-student expenditure, employment rates increase even as the student/faculty ratio rises. However, at a relatively lower level of per-student expenditure, employment rates decline as the student/faculty ratio rises. The policy implication is that fiscal assistance programs for higher educational institutions should accord a much greater weight to these key variables when selecting and assessing institutional recipients.
This study aims to improve the efficiency of fiscal assistance programs for higher education by investigating those ... Show Full Abstract
- Expansion and equality in Chinese higher education
What is the relationship between the fast expansion of higher education and the equality of college enrollment opportunity in China? Based on the data from four large-scale surveys on college graduates in China, this paper explores this question by conducting empirical analysis on the family occupational, educational, regional, and economic status through descriptive and regression analyses. The result shows: firstly, quantitatively speaking, enrollment opportunities have equalized in some aspects as well as unequalized in some others. The percentage of students from medium and inferior occupational families and the percentage of female students have increased, while the percentage of students from families with low academic qualification has not changed much more; but the percentage of students from county and below has obviously decreased. Secondly, qualitatively speaking, enrollment opportunity inequality has deepened continuously. Students with better family occupational, educational, regional, and economic status and male students have more chances to enter elite universities, and those groups have become more and more advantaged with the passing of time.
What is the relationship between the fast expansion of higher education and the equality of college enrollment opportunity ... Show Full Abstract
- Returns to education: accounting for enrolment and completion effects
This paper contributes to the literature by separately analysing the course enrolment and completion effects of vocational education and training (VET) as well as higher education. Moreover, [the authors] investigate the persistence of these wage effects over time while controlling for two potential selection biases. [The authors] take advantage of the Longitudinal Surveys of Australian Youth, which contains comprehensive information about completed and uncompleted courses and subsequent labour market outcomes. [The authors] find evidence of positive enrolment and completion effects for VET and university courses with important differences by type of course.
This paper contributes to the literature by separately analysing the course enrolment and completion effects of vocational ... Show Full Abstract
- Industry learning priorities: challenges for regional Australia in the context of change
This paper will report research in progress into what peak industry bodies perceive their industry's learning needs are, given the challenges and changes facing those industries, with a particular emphasis on regional Australia. The research was undertaken through a telephone survey (n=23) of peak employer organisations, unions, and Industry Training Advisory Boards (ITABS) across a range of industries. Findings include: some industries appear to be more cohesive and further developed than others; changes in the nature of work and work organisations are leading to individuals and groups requiring new skills which include the capacity to be able to work within develop loosely coupled strategic alliances; and communities of practice and continuous learning are necessary to support this trend; and that these continuous learning skills are going to be more important in the future. Implications and recommendations for further research will be outlined.
This paper will report research in progress into what peak industry bodies perceive their industry's learning needs are, ... Show Full Abstract
- Should I stay or should I go?: dropping out from university: an empirical analysis of students' performances
A strong incentive for studying the dropout phenomenon in the context of Italian tertiary education, both from the positive standpoint and from the regulatory one, is because higher education institutions are evaluated and then financially supported also on the base of parameters such as the dropout rate, especially between the first and the second year. An econometric analysis of factors that affect the decision to drop out has been made, using administrative data on students enrolled in post-reform courses at University of Salerno in the academic year 2003/2004. Focusing on very detailed individual information, the database allows to take into account changes in university attendance decisions year by year and to provide a precise identification of the students who drop out. Moreover a non-selective entrance test score has also been taken into account in order to understand whether it could successfully predict and reduce dropout rates. Evidence that the pre-enrollment characteristics and performances play an important role on the students' decision to drop out has been found out. Moreover, the students' non-selective entrance test scores seem to be a good signal of the students' ability. They could well predict the student's future performances suggesting their use to improve the matching between students and their individual specific curricula.
A strong incentive for studying the dropout phenomenon in the context of Italian tertiary education, both from the positive ... Show Full Abstract