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In recent years, questions about the purpose of higher education (HE) have come to the fore as HE tuition fees have escalated both in the UK and internationally. The extent to which universities provide students with opportunities for developing skills needed not only for future employment but participation in civic life has become an important contemporary issue. Drawing on interviews with 29 graduates from three distinct types of UK higher education institutions (HEIs) ('elite,' 'old' and 'new'), the paper explores the extent to which the pedagogical experiences provided by these different institutions offer students the sorts of experiences and skills needed for later civic participation. Our analyses suggest that the pedagogical arrangements in these institutions are highly differentiated and provide varying opportunities for developing civic skills. Whilst this potentially has significant implications for the cultivation of students' civic skills and participation in civil society, we argue that civic participation is not so much determined by pedagogic or disciplinary cultures but is located on the intersection of ranging personal and social circumstances and pedagogic experiences., Author(s): Ceryn Evans [sup.1] , Gareth Rees [sup.2] , Chris Taylor [sup.2] , Stuart Fox [sup.3] Author Affiliations: (1) grid.4827.9, 0000 0001 0658 8800, School of Education, Swansea University, , [...]

Addressing the root cause of Japanese higher education problems, the present literature-based study explores Japanese higher education's power relationship with one of the most influential stakeholders, the business world. It first draws attention to the incongruity between the business enterprises' proclaimed struggle with the securement of human resources capable of advancing overseas business and their rejection of international students deficient in Japanese(ness) qualities and employment of monolingual Japanese students. It is then argued that these conflicting discourses and practices have granted Japan's higher education leeway to be rhetorically global but practically non-global on Japanese-dominant campuses. Moreover, their reproduction of Japanese students' inward-looking mentality discourse is in synchronization with the implementation of internationalization programs that minimize interaction between Japanese and international students, with the former taking English as a foreign language classes and the latter placed in English-medium ones specifically designed for them. Suggestions are provided for future research that should explore how the Japanese business world's changing performance impinges on Japanese higher education's (non-) globalization policies, practices, and discourses centering around Japanese and international students., Author(s): Yoko Kobayashi [sup.1] Author Affiliations: (1) grid.411792.8, 0000 0001 0018 0409, Faculty of Humanities & Social Sciences, Iwate University, , 3-18-8 Ueda, Morioka, 020-8550, Iwate, Japan Introduction Against the [...]

Higher education offers the potential to support glonacal (global, national, and local) development. This study presents new empirical and conceptual insights into the ways in which higher education can help to achieve and exceed the outcomes enshrined in the Sustainable Development Goals. Open-ended online surveys were used to learn how academics in Georgia and Kazakhstan view the contributions of universities to addressing self-identified development challenges; and how universities work with the government and the private sector for realising their glonacal development potential. While the study provides ample evidence on the national manifestations of the developmental role of universities, it also shows that limited academic freedom and institutional autonomy impede the full realisation of the potential of higher education. The assumptions underpinning the academics' views on how higher education can support development are discussed in the light of an innovative framework of essentialist and anti-essentialist approaches. Juxtaposing the national with the global development missions of universities, the paper raises questions on the possibility of delinking higher education from the immediate human capital and modernisation needs of the nation-state and becoming concerned with the global, on promoting freedom to cultivate intellectual curiosity through education and research, and stimulating a more holistic imaginary of the developmental purposes of higher education., Author(s): Maia Chankseliani [sup.1] , Ikboljon Qoraboyev [sup.2] , Dilbar Gimranova [sup.2] Author Affiliations: (1) grid.4991.5, 0000 0004 1936 8948, Department of Education, University of Oxford, , 15 Norham Gardens, [...]

Postsecondary education provides graduates with greater access to job opportunities and higher earning potential throughout their lifetimes. But higher education isn't the only provider of communal uplift. 'Broadband use--inclusive broadband [...]

Obviously, I learned many lessons in college, and wanted to share those that have greatly helped shape my career as a university professor. I attended my local college after graduating [...]

Racist acts, particularly anti-Black racism, have a long history in higher education. If colleges and universities wait to respond only to individual events or act only after harm is done [...]

A study on growth of residual wage inequality due to post secondary education of workers, using quantile regression studies, is presented.

The relationship of a 21-year-old Iranian female college student, with her friends and family, help nurture and define her college life experiences and her hopes in life after graduation. She is one of a growing number of female students re-shaping Iranian campuses and possibly on the threshold of change in Iranian society, which makes it important to analyze Muslim women's education deeply.

Using detailed time use data for Germany a positive correlation is found between the level of schooling and time investments in informal education. Two hypotheses explain this observation: (1) highly educated people have higher opportunity costs of their leisure time and thus prefer leisure activities which add to their market productivity (wage effect) and (2) highly educated people have a preference for 'high quality' leisure (taste effect). The demand for informal education is derived in a household production model accounting for both explanations. An empirical investigation finds evidence for both effects with the taste effect being more important. JEL classification. C24; D13; J22; J24 Keywords: Informal education; Lifelong learning; Time allocation; Household production; Censored LAD

The influence of higher education on civic behavior is examined. The results of the analysis using data from the High School and Beyond (HS&B) longitudinal study and 1972-2000 General Social Surveys (GSS) are presented.

Economists have speculated for at least a century that the social return to education may exceed the private return. In this paper, I estimate spillovers from college education by comparing wages for otherwise similar individuals who work in cities with different shares of college graduates in the labor force. A key issue in this comparison is the presence of unobservable characteristics of individuals and cities that may raise wages and be correlated with college share. I use longitudinal data to estimate a model of non-random selection of workers among cities. I account for unobservable city-specific demand shocks by using two instrumental variables: the (lagged) city demographic structure and the presence of a land-grant college. I find that a percentage point increase in the supply of college graduates raises high school drop-outs' wages by 1.9%, high school graduates' wages by 1.6%, and college graduates wages by 0.4%. The effect is larger for less educated groups, as predicted by a conventional demand and supply model. But even for college graduates, an increase in the supply of college graduates increases wages, as predicted by a model that includes conventional demand and supply factors as well as spillovers. Keywords: Education; Externalities; Spillovers; Wages

In this paper, we consider research on links between higher education and family background, focusing particularly on the experiences of two cohorts of individuals born in 1958 and 1970. The findings point to a rise in educational inequality during the period relevant to these two cohorts. Specifically, links between educational achievement and parental income/social class strengthened during this period. Furthermore, a person's actual (measured) ability became a poorer predictor of whether they would get a degree than was previously the case. The expansion of higher education in the UK during this period appears to have disproportionately benefited children from richer families rather than the most able. Furthermore, the labour market success or failure of individuals became more closely connected to their parents' income, revealing a fall in the extent of intergenerational mobility over time. JEL classification: I2.

This article challenges the well-established finding that persons with higher levels of education are more likely to marry outside their own ethnic group. The empirical research upon which that finding is based has been dominated by studies of groups of either immigrant or low socio-economic status. We revisit the question by examining census of population data on two minorities -- Protestants in the Republic of Ireland and the Swedish-speaking Finns -- which are indigenous, traditionally of high socio-economic status and have strong communal institutions. For this type of minority, we reject the hypothesis that persons with higher levels of education are more likely to form intermarriages. We explain our finding in terms of the association between level of education and social integration into the minority sub-culture. Our findings also provide insights into the process whereby after national independence the high socio-economic status of formerly politically dominant minorities is maintained. KEY WORDS: education / ethnicity / Finland / intermarriage / I Ireland I minority

A modification of the Test of Ability to Subordinate (RTAS) was used to assess the English syntactic ability of college-level deaf students before and after the academic year. Results showed that students significantly improved in the nine target RTAS structures. However, students with lower general English proficiency significantly improved than those with higher English proficiency.

The paper empirically examines four propositions which are derived from the thesis of 'educational credentialism' in Japan using social survey data sets collected in Japan, the United States and Britain. The thesis implies that the opportunities for education are open to all the individuals in the society and that educational credentials are the major determinant of socio-economic achievement in Japanese society. The data analysis seems to support none of the propositions. Educational attainment is not independent of social background, and educational credentials are not necessarily more important than social background in labour market success in Japan. The socio-economic benefits of education are not particularly larger in Japan than in the United States and Britain, and the effect of college quality on labour market outcomes is not always stronger in Japan than in the United States. The paper concludes with a discussion on why the thesis of 'educational credentialism' is so prevalent in Japan despite limited empirical support.

College scientific literacy courses in the US are responsible for the high scores of Americans in scientific literacy tests. The US had a scientific literacy rate of 28%, second only to the 35% of Sweden.

How does parental education affect time in the paid workforce and time with children? Potentially, the effects are contradictory. An economic perspective suggests higher education means a pull to the market. Human capital theory predicts that, because higher education improves earning capacity, educated women face higher opportunity costs if they forego wages, so will allocate more time to market work and less to unpaid domestic labour. But education may also exercise a pull to the home. Attitudes to child rearing are subject to strong social norms, and parents with higher levels of education may be particularly receptive to the current social ideal of attentive, sustained and intensive nurturing. Using data from the Australian Bureau of Statistics Time-use Survey 1997, this study offers a snapshot of how these contradictory pulls play out in daily life. It finds that in Australia, households with university-educated parents spend more daily time with children than other households in physical care and in developmental activities. Sex inequality in care time persists, but fathers with university education do contribute more time to care of children, including time alone with them, than other fathers. Mothers with university education allocate more daily time than other mothers to both childcare and to paid work.

The influence of parental education, family income and selected aspects of social capital on the probability of attending different types of post-secondary education is studied using four waves of the National Educational Longitudinal Survey (NELS). The results have indicated that parental expectations, parent/adolescent discussion of school activities, Catholic school attendance, school changing, parental involvement in school activities and parent-school academic contact are strongly related to post-secondary enrollment.

Higher education helps privileged status groups to get greater educational advantages as the inequalities are prevailing in the education system and operating within the formal schooling structure. This critical thinking development at institutions encourages participation of reproducing social inequalities.

There is tremendous pressure on institutions to cut the costs associated with the faculty, although many faculty members have unacceptably low wages. University program administrators have sued contingent academics because it has a dynamic effect on faculty ranks and also on higher education and the contingent workers.

The climate of ideas in the higher education offering any defense against the anti-Western terrorism abroad in the world today is examined. It reveals that divisive ideologies weaken the unity, resolve, and moral confidence.

The author examines his undergraduate and graduate education, which helped influence his interest in family sociology and ultimately led to his becoming a family sociologist/psychologist.

Educator John Dewey's attempts to establish a department of pedagogy to train teachers are evaluated. His emphasis on theory and practice, and the evolution of teacher education compared to medical, dentistry, and engineering education are analyzed., The history of schools, colleges, and departments of education (SCDEs) suggests that they were born with a congenital malaise, into an inhospitable surround, or both. Conduct of their teacher education [...]