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The COVID-19 pandemic drastically affected higher education and higher education students around the world, but few studies of college students' experiences during the COVID-19 pandemic have been conducted in Latin America. This study describes the COVID-19-related experiences and perspectives of Peruvian college students. We surveyed 3,427 full-time college students (average age: 23 years) attending a multi-campus Peruvian university in fall 2020. Participants were recruited through the digital platform of the learning management system at their university, email, and social media. We asked participants how they were managing risks related to COVID-19; the continuity of social, educational, and work activities; and the psychological and economic impacts of the pandemic on their lives. Since March 2020, 73.0% of participants reported COVID-19-related symptoms, but only 33.9% were tested for COVID-19. During the national quarantine imposed by the Peruvian government (March 15-June 30, 2020), 64.3% of participants remained in their house. Furthermore, while 44.0% of participants were working in February 2020 (95% CI: [41.7%, 46.4%]), only 23.6% (95% CI: [21.7%, 25.7%]) were working immediately after the pandemic began (i.e., at the end of April 2020). Participants were more stressed about the health and educational implications of COVID-19 for Peruvian society and their families than about themselves. The public health, economic, and educational implications of COVID-19 on college students are continuing to unfold. This study informed Peruvian higher education institutions' continued response to the COVID-19 pandemic, the progressive return to postpandemic activities, as well as other future pandemics and other crises.

An i-voting system may promote electoral participation by reducing travel cost and time to polling places, especially among youth who are more accustomed to technological changes. We study the linkage between travel costs on election day and voter turnout by comparing past electoral participation with stated voting behavior in a hypothetical i-voting system. We believe that the link between transportation costs, i-voting, and voter-turnout emerges as an interesting opportunity to disentangle the mechanism behind the expected increase in political participation after diversifying voting channels. Data were collected using an online questionnaire that was disseminated among Chilean university students. Binary and bivariate probit estimates show that conventional turnout probability among university students is negatively affected by travel costs on election day. Interestingly, whereas political interest and democracy valuation still augment the probability of voter turnout with i-voting, travel-to-polling-station costs are not statistically relevant.

Mobile shopping (m-shopping) adoption has been significantly touted in the contemporary era; however, the adoption of m-shopping is still under shadow in many developing countries. The aim of this study is to discover the impact of device system quality on m-shopping adoption among university students with the support of UTAUT and UTAUT2 theories. The study employed PLS-SEM (symmetric) and fsQCA (asymmetric) analysis simultaneously using survey data from 530 respondents who are primarily university students. PLS-SEM results found positive significant relation between device system quality and m-shopping adoption. The study contributes with an extension of earlier studies that combine PLS-SEM (symmetric methods) and fsQCA (asymmetric methods). The study is limited among the university students that may affect the generalizability of the study. The casual recipes in this research aid policymakers to achieve their strategic objectives in implementing positive m-shopping behavior among the university students.

Purpose: The primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities. Design/methodology/approach: This study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps. Findings: The review's findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps. Research limitations/implications: One strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review. Practical implications: The practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience. Social implications: The social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion. Originality/value: This paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

Increasingly higher education institutions are expected to demonstrate their contribution to academia, society, and the economy. This is pertinent for business schools as a key purpose for them is to provide education that enhances management practice, with Doctorates in Business Administration (DBAs) being the highest-level qualification offered in pursuit of this goal. Yet there is scant research that captures the impact of DBAs beyond the individual and academia. This paper focuses on the important role of DBAs in generating and transferring knowledge from academia to practice and in creating wider impact in society and the economy. Based on 36 semi-structured interviews with DBA students and alumni, our research shows how DBA students are able to generate and exchange knowledge between academia and business, enabling a wide range of impacts to be achieved. We show how knowledge transfer is the outcome of a learning process in which DBA students and their supervisors learn to speak each other's language, enabling two-way communication. Facilitated by the power and associated credibility and legitimacy of the DBA students as practicing senior managers, the knowledge can then be transferred. Personal development in the form of analytical skills and increased confidence gained through the learning process results in a personal impact that acts as the precursor to other forms of impact, such as improved organisational performance and broader societal benefits. Research generated by DBAs is thus well-placed to offer opportunities for impact and contribute substantially to the research-practice conversation in higher education.

This study examined the impact of changes in tax codes on voluntary giving to universities and colleges. While higher education institutions have drawn attention to individual gifts and philanthropic donations as supplementary financial resources, the recent introduction of the Tax Cuts and Jobs Act of 2017 in the United States reduced tax incentives for charitable contributions, thus raising concerns regarding considerable declines in charitable giving. By using panel data from the Voluntary Support of Education Survey, this research revealed that changes in tax benefits on charitable giving as a consequence of the new tax policy are associated with an overall decrease in the sum of individual donations and the number of individual donors. This loss of voluntary contribution is notably observed in private colleges and universities with an emphasis on research activities.

This study used the provincial panel data on policy adoption rate of university-affiliated think tanks in China from 2005 to 2017 and built a fixed effects model to explore the impact of the policy adoption rate of university-affiliated think tanks on China's economic growth. The results indicated that China's university-affiliated think tanks developed rapidly and the quality of policy advice improved significantly, but obvious regional imbalance existed. The policy adoption rate of university-affiliated think tanks can significantly affect China's economic growth. The impact was significant in the eastern developed region and western underdeveloped region but not in the moderately developed region in central China. The impact was significant in both the southern developed region and northern underdeveloped region, while the impact in the south was more significant than this in the north. Besides, the policy adoption rate of university-affiliated think tanks had obvious time effect on China's economic growth. As time went by, the effect became stronger, which was significant in eastern and central China but not in the western region. The enhancement of effect was significant in both the southern and northern regions, while the enhancement in the south was higher than this in the north.

Over the past decade, the financial crisis has led to reduced government funding for academic libraries in Greece. Now more than ever, it is imperative for library managers to improve their knowledge and understanding of cost behavior, in order to effectively deliver high quality services at decreasing costs. To do so, they need to apply clearly-defined costing methods, such as Time-Driven Activity-Based Costing (TDABC), that allow them to identify the various costs involved in the library processes. In our study, we applied the TDABC method at the medium-sized library of the University of Macedonia (UoM), in Thessaloniki, Greece, to evaluate the costs of the Inter-library Loans (ILL) services. Since the library managers did not adopt a cost allocation method, the cost estimation of the UoM ILL services was rather simplistic and rudimentary. Our research provides empirical evidence of the advantages of TDABC in an academic library setting. Namely, the TDABC method can help library administrators decide how to successfully allocate the available resources and improve the efficiency of the library processes.

Prairie View A&M University (PVAMU) plays an important role in the social and economic life of the local, state and national economy. This study presents estimates of the economic impacts of the University's contributions, both short-term and long-term, on the local (Waller County), regional (Houston-The Woodlands-Sugar Land Metropolitan Statistical Area), and state (Texas) economies in 2019.The study measures short-term economic benefits like the total output, value-added, labor income, and employment (jobs) created; and the long-term benefits like the contributions PVAMU makes to increase the lifetime earnings potential of its students. The study used the latest version of Minnesota IMPLAN software with built-in multipliers, survey questions, and administrative data; in addition to other standard techniques found in the economic impact analysis literature. The study finds the myriad economic impact of PVAMU University greater than greater than the direct spending by the University for pay-roll, goods and services, construction, and direct spending by PVAMU students. The impacts include $176 million annual contribution to Waller county's income base and employment impact of 1,925 high paying jobs created. For the greater Houston economy, it adds $291 million annually to the income base through direct compensation and induced spending, while the employment impact is 4,183 high paying jobs created. Finally, the economy of Texas had a direct spending impact of $354 million with 5,300 jobs supported.

States provide substantial support for higher education through appropriations to public colleges and universities that can be used to maintain relatively low tuition levels and funds for financial aid. Higher education often receives disproportionate cuts during recessionary periods, and it faces potentially unprecedented reductions in coming years amid a pandemic that has left some states with revenue shortfalls. How states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types. In this study, we document trends in higher education funding over time and use latent profile analysis to identify distinct approaches states have taken to higher education funding. We then examine the trajectories of higher education funding within each approach over time, particularly during prior recessions. We conclude by discussing the implications of each approach for equity, particularly in light of states' early responses to the current economic downturn.

Using generalized difference-in-difference and synthetic control modeling, this study estimates the influence of the community-college baccalaureate (CCB) on institutional finance over time and by intensity. Leveraging data spanning 19 years (1999-2017), I find no impact on overall revenue but suggestive evidence of upfront costs and slight increases in total spending post-adoption. Coupled with increased enrollment, per-full-time-equivalent (FTE) revenue and spending decrease, on average, by approximately 12% and 6%, respectively. Adoption of an additional CCB is associated with a 3% decrease in revenue and a suggestive 2% reduction in spending per FTE. Additional robustness checks suggest that these impacts may vary by state. These results suggest that institutions should consider the trade-offs in broadening access to baccalaureate-level education with the associated strain on resources. Policymakers should consider how best to financially support adoptive institutions as they work to meet student and workforce needs. Implications for policy, practice, and research are discussed.

The disruptions of the COVID-19 pandemic have both short- and long-term repercussions on higher education. To crystallize these impacts in a sector that was particularly vulnerable to the economic effects of the pandemic, this mixed-methods study explores the intersection of international education and community college responses to the pandemic. Findings indicated that due to the pandemic, community college international education programs faced a reallocation of institutional resources, both financial and otherwise, which shapes the educational opportunities available to students and informs the institutional habitus of the US community college. This study's findings have implications in the areas of international student recruitment, limits to higher education access, and impacts on local and regional communities. [Note: The page range (88-103) shown on the PDF is incorrect. The correct page range is 88-104.]

International students in Canada make enormous contribution to the Canadian economy. As domestic students' enrolment has declined, international students' admissions have compensated for economic losses that Canadian universities incur from the decline of domestic students' enrolment. The COVID-19 pandemic is impacting international students' admissions to Canadian universities. Drawing on various secondary data sources, this article argues that international students in Canada are vulnerable due to their temporary immigration status. They are excluded from most governments' relief programs aimed at supporting Canadians during this pandemic. Most international students experience psychological and financial difficulties amid the pandemic. The situation is triggering a further decline in international students' admission, creating economic implications for Canadian universities. By exploring the challenges facing international students and the strategies required to strengthen international students' resilience and universities' capacities, the paper contributes to our understanding of the plights of international students and educational institutions amid the COVID-19 pandemic.

The COVID 19 pandemic has shaken the world with rising deleterious effects. It triggered some fundamental changes to several population segments sand multiple sectors of the economy. The education system is no exception. With the educational institutions being closed due to lockdown for extended duration, delivery of education has been impacted. This paper examines the impact of COVID-19 pandemic on education services and proposes an outlook regarding the future of online learning. Given the acceptance by participants (learners and teachers) and advantages (in terms of spread and volume) of online learning over traditional learning, the online learning would continue to exist.

The study explored the household education expenditures for higher education exam preparation in Turkey. The study employed the case study design, one of the qualitative research designs. The study group consisted of families whose children were preparing for the higher education exam. The families were living in the city of Zonguldak. While determining the study group, criterion sampling technique and snowball sampling technique were used. The study data were collected using a semi-structured interview form. The study showed that households had education expenditures for higher education exam preparation. These expenditures were in the form of exam books and private teaching institutions/private lesson expenditures. Educational expenditures of households affected the economic, social, and individual life of the household. This effect was in the form of postponing or abandoning the basic needs of the household. Families recommended a change in the education system in order to reduce/eliminate household education expenditures. In a period when neoliberal education policies are on the agenda, it can be stated that the contribution of households to education expenditures will continue. Pulling away from the marketized examination approach and strengthening public education expenditures instead of household education expenditures are not limited to education policies, but also depends on the change in political and economic policies.

This paper examines data from the Digest of Educational Statistics and other sources to investigate Latinx educational achievement rates between 2005 and 2019. After comparing educational attainment rates from white, Black, Latinx, and Asian students, the paper documents the improvement in education among Latinx students in recent years despite falling behind other groups. The data suggests that the educational transition rate from secondary school to postsecondary school is an urgent concern to be addressed by educational leaders. To further analyze differential attainment rates, the paper discusses preliminary findings from an ongoing within-group study comparing the eleven largest Latinx communities residing in the United States. Finally, the paper tries to demonstrate that the legacy of national development and a structuration theoretical framework could potentially be useful to explain different rates of educational achievement.

In this study, we develop a conceptual framework that explains the reasons behind a widening of the gaps in private rates of return to university education during an economic crisis such as COVID-19. Next, we report stylized facts on the private rates of return to university education before and after economic crises in Indonesia, Pakistan, and South Africa. We further conduct panel regression analysis to assess the statistical significance of the relationship between private returns and crises in the three countries. We conclude by speculating on COVID-19 implications and future research.

The global spread of COVID-19 has prompted countries worldwide to design initiatives and measures to ensure public health and safety. Saudi Arabia launched a "Stay-at-Home" initiative in March 2020 involving all sectors of society. This exploratory study employed a qualitative research design using written journal reflections to discern the views and opinions of Saudi female graduate students at a large public university in the Eastern Province. The research posed three questions: (1) What were participants' perspectives of the impact of the "Stay-at-Home" initiative; (2) What values did participants manifest during the initiative; and, (3) What were participants' recommendations and innovative solutions to deal with the initiative's effects? Findings reveal that boredom and loneliness, fear of infection, and financial concerns dominated students' perceptions of the impact of the initiative. Participants further identified divine protection and global unity as two key values that were heightened to deal with the initiative and the pandemic. Finally, innovative solutions to mitigate the effects of the initiative were categorized into 13 sub-themes organized around two main spheres of Saudi life -- public (governmental/societal) and private (family/home).

The Corona virus (Covid-19) pandemic, which was first indicated in Wuhan, China and rapidly became a pandemic, led numerous deaths around the world until today. The global Covid-19 pandemic affected higher education institutions, as it affected all areas of life. The pandemic caught the nations off-guard. The effects of the pandemic on internationalization in higher education institutions were among the important issues emphasized in this process. Due to the pandemic, higher education institutions were closed in most nations. While certain countries attempted to solve the problem through distance education, certain others failed to manage the crisis due to the socio-economic and technological infrastructure problems. That's way, as the impact of the pandemic on the economy was felt both in developed and developing countries, it also led to an increase in prevailing inequalities in several fields. Ironically, the invisible part of iceberg of internationalization in higher education became even more significant. Because the inequalities in the opportunities provided for international students became more pronounced. The possibility of an increase in the decline in number of international students made it necessary to rethink internationalization in higher education in the near future. Thus, this study aimed to investigate the impact of Covid-19 on higher education with a critical approach and to present sustainable internationalization recommendations for higher education institutions.

COVID-19 is a recent pandemic that has affected all sectors of the economy, including higher education. The magnitude of the pandemic in the education sector has been diverse, with many disruptions being evidenced. The pandemic has particularly disrupted learning across the world due to the closure of schools. The international students have been adversely affected owing to their precarious situation. This literature review study explored how COVID-19 affected international students in the US. The study identified that the closure of on-site educational instructions coupled with international travel restrictions left international students in precarious situations where they were not learning but the international students could not travel back home. This had trickle-down negative effects on their finances/budget and emotions. The move to e-learning put the international students at a disadvantage as it amplified inequality in the education sector. Based on these devastating impacts, the study recommends the need for policy and practice changes to protect international students from such devastating impacts in the future.

This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic.

This article compares state expenditure data to see how the operating budgets of public community colleges specifically, and public higher education institutions generally, have fared over the past 30 years. Data from the National Association of State Budget Officers (NASBO) have long tracked major state expenditure categories, including the fastest growing and largest component of state expenditures, Medicaid. But NASBO's higher education expenditure data includes state need- and merit-based student aid, and does not isolate public higher education operating budgets. We advance the scholarship by comparing NASBO data to institution and state public higher education operating budget data obtained from the U.S. Department of Education Integrated Postsecondary Education Data System (IPEDS).

Black women pursued graduate and professional school, post-degree options, and employment at a time when their economic future and livelihood were unknown. The novel Coronavirus (COVID-19) complicated what many Black women were already experiencing. Guided by critical race feminism, the purpose of our exploratory study was to highlight how and to what extent COVID exacerbated Black women's economic trajectories via their financial obligations, financial support, and financial stability. We offer two implications for practice: disrupting systemic oppression/inequities and developing a critical awareness of Black women's economic precarity.