Conceptions of the value of higher education in a measured market

Tomlinson, Michael

doi:10.1007/s10734-017-0165-6

Cited by 104 publications

(60 citation statements)

References 45 publications

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“…Returns to education are usually regarded as the individual economic advantages based on a person's level of education (Card 1999;Tomlinson 2017). These returns may diverge across educational levels due to labor market mechanisms that assign high-paying jobs to people with higher education and lower-paying jobs to those with less education.…”

Section: Returns To Educationmentioning

confidence: 99%

More necessary and less sufficient: an age-period-cohort approach to overeducation from a comparative perspective

2019

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In many countries, the skilled labor market has lagged educational expansion. As a result of increased competition, younger cohorts of the highly educated face decreasing returns to education or overeducation. Surprisingly, decreasing occupational outcomes do not coincide empirically with the economic returns among those with tertiary education. Regarding the process of changes in economic returns to education based on cohort transformations, we expect that the expansion of tertiary education affects specific cohorts, which find themselves facing more labor market competition. As a result, the economic returns to education should decrease among younger cohorts even when the overall returns to education remain stable over time. To study this process, we model economic returns with a new age-period-cohort-trended lag (APCTLAG) method, which allows us to compare the gap in economic returns between tertiary and less than tertiary education over cohorts. Using the Luxembourg Income Study (LIS), we analyze trends over three decades in 12 countries. Our results confirm that educational returns for tertiary education have declined over time, even though the gap between the educated and the less educated has remained similar in most of the countries. For younger cohorts, tertiary education has become more necessary to survive in the competitive labor market, but the actual economic returns have decreased-making tertiary education less sufficient than before.

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Section: Returns To Educationmentioning

confidence: 99%

More necessary and less sufficient: an age-period-cohort approach to overeducation from a comparative perspective

2019

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“…For example, many authors consider the values of higher education from the viewpoint of economics, financial profit achieved by university and return of investment (Freeman, 1981;D'Aguiar & Harrison, 2016;Agiomirgianakis et al, 2018;etc.). Other authors consider the values from the viewpoint of marketing and/or marketization of university (Rosi et al, 2018;Sellar, 2013;Tomlinson, 2018). Other authors (including the authors of this paper) consider university values from the viewpoint of psychology, sociology, management and behaviorism (Miller & Nadler, 2016;Watts, 2017;O'Doherty et al, 2019).…”

Section: University Valuesmentioning

confidence: 99%

Relations of University Values and Competences of University Teachers

Blašková

Tumová

Blaško

2019

Journal of Intercultural Management

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Objective: The paper deals with the theoretical and empirical examination of university values in relation to key competences of university teachers. The combination of values that universities should prioritize and the competences that university teachers should possess is seen in the paper as an important precondition for improving the quality and acceleration of modern university progress. The theoretical part analyzes, compares and synthesizes opinions on key terms examined in the paper, i.e. higher education, university, values, and competences. The empirical part presents, on the one hand, the results of the questionnaire survey aimed at defining important university values. The survey was carried out on a sample of n = 279 students of the University of Žilina, Slovak Republic, and obtained 1,786 statements on crucial values or sub-values of the university. On the other hand, based on results of the previous survey (n = 27 university teachers) which was targeted on key competences of the great university teachers, the empirical part seeks to experimentally link university key values with teachers’ key competences. Methodology: Analysis, synthesis, comparison, abstraction, questionnaire survey, thinking experiment. Hypothesis H1: University values defined by students will be repeated in the survey, i.e. student views on the core values of university will be identical or similar in content. Negation hypothesis H0: University values defined by students will not be repeated in the survey. Findings: Respondents reported a total of n0 = 1,786 statements regarding the university values or sub-values. A substantial consensus was found: many of values were repeated for respondents. Defined values were subsequently grouped: from the initially defined n1 = 229 values, n2 = 32 complex values were generated. This leads to a rejection of H0, in favor of H1: the university values generated by students are similar in the content. The results in the evaluative question confirmed the assumption that respondents considered most important mostly those values that the previous open question most frequently reported. Although depending on the study program is always the quality of education in the first place of importance, the order of importance of other values varies to some extent. Value Added: Opinions on university teachers’ competences and university’s values were discussed. Experimental linking of university values to competences of teachers was performed based on the survey results conducted by the authors in 2012 (this one consisted of three sequential interviews/workshops with teachers of University of Žilina). A logical conclusion was formulated: All the university teachers and scientists are becoming authorities competent to build, preserve and transform universal knowledge into an ever-higher level. Recommendations: A conclusion of the paper contains the characteristics recommended for achieve an effective process of developing university competences.

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“…The present study was undertaken with a view to exploring the gap between what students expect from universities and their opinions on what they actually receive. Students' opinions should be analysed in the wider context of consumerism, which, given the promotion of expectations, tends to reflect a focus on formally protecting students' "consumer rights" [62]. The findings of the study demonstrate that expectations in all the aspects taken into considerations (except theoretical knowledge and group work) exceed what is actually delivered.…”

Section: Discussionmentioning

confidence: 92%

Expectations Versus Reality: What Matters to Students of Economics vs. What They Receive from Universities?

Mamica

Mazur

2019

Education Sciences

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The phenomenon of increasing tuition fees is one of the factors which reinforce the increasingly consumerist attitudes among students towards the product (understood as a whole process of university education) they receive from universities. The aim of the study is to characterise the difference between the expectations of students and the extent to which those expectations are met by universities. This analysis also focuses on the conditions that determine this perception of what universities offer and discusses selected issues concerning the relations between universities and industry. The findings demonstrate why creativity, apart from practical knowledge, is one of the most important aspects in the process of education, where a student’s graduation work is aimed at solving specific problems in companies and institutions. In the empirical part of the paper, students’ opinions about the importance of selected aspects of the education process are compared with the level of support provided by universities. The research covered 505 students of economics from 10 different countries. Their expectations of the educational process with regard to the majority of its aspects (apart from theoretical knowledge) proved to be higher than those of their universities. The findings of this research may thus be useful in formulating optimal study plans.

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Conceptions of the value of higher education in a measured market

Cited by 104 publications

References 45 publications

More necessary and less sufficient: an age-period-cohort approach to overeducation from a comparative perspective

More necessary and less sufficient: an age-period-cohort approach to overeducation from a comparative perspective

Relations of University Values and Competences of University Teachers

Expectations Versus Reality: What Matters to Students of Economics vs. What They Receive from Universities?

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