The Role of Higher Education in Human Capital Development

Adedeji, Olugbenga S.; Campbell, Omolara A.

doi:10.2139/ssrn.2380878

Cited by 24 publications

(21 citation statements)

References 10 publications

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“…The formal educational system of every society therefore provides the skills and knowledge to build its human capital for development (Loomis, 2000). Adedeji and Campell (2013) argue that when individuals are highly educated through schooling, it gives them a competitive edge in adopting the knowledge and skills that make them highly productive and innovative in performing a given task. Becker (2009) identifies that a school is a place where people are educated in either one specialized area (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

An evaluation of human capital theory and female entrepreneurship in sub-Sahara Africa

Adom

Asare-Yeboa

2016

IJGE

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Purpose The study aims to evaluate critically how the elements of human capital theory such as level of education, area of education, training and prior work experience influence female entrepreneurship in sub-Saharan Africa, with focus on Ghana. Though it is very critical that the elements of human capital are known and assessed, there is currently very little known about the elements of human capital as pertains to female entrepreneurship in Ghana. This situation has called for a study such as this one. Design/methodology/approach A phenomenological paradigm was adopted for the study. This includes in-depth interview, documentation and observation. Unlike narrative research that reports on lived experiences of an individual, phenomenological study focuses on describing the lived experiences of several individuals. It is mainly a descriptive account of shared experiences of those individuals located near universal lived experience(s). Findings Reporting data from a 2014 qualitative in-depth interview of 25 women entrepreneurs in Accra who work in service delivery, manufacturing and trading, it was revealed that level of education, business training and knowledge gained during the course of their work were crucial factors for their success. As a consequence, this study calls for effective policies that will encourage education and training of women entrepreneurs, especially those with low levels of education, on a sustainable basis. Research limitations/implications The study focused on some of the elements of human capital and women’s entrepreneurship in Ghana. However, there exist other issues that are critical to the development of female entrepreneurship in the sub-Saharan region that can be explored to provide more insight on this subject or different context. Practical implications The human capital dimensions which were evaluated for this study included level of education, area of education, business training and experience gained from prior employment. The outcome is that these elements are crucial for the success of women entrepreneurs in Ghana, but there is the need for wider research in other global regions on women entrepreneurs and human capital factors and whether similar variations prevail. Originality/value Evidence from the literature reveals that little is known until now to evaluate the elements of the human capital of female entrepreneurs in Ghana, and this study seeks to bridge this gap. Results are examined comparing what is pertaining in other international communities, thus avoiding a merely national viewpoint.

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Section: Literature Reviewmentioning

confidence: 99%

An evaluation of human capital theory and female entrepreneurship in sub-Sahara Africa

Adom

Asare-Yeboa

2016

IJGE

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“…Although the concept of human capital is limited to education (Adejumo et al. , 2021; Özdoğan Özbal, 2021; Ranjan, 2020; Burgess, 2016; Adedeji and Campbell, 2013), in the growth literature some are regarding health as another fundamental element of human capital (Hatak and Zhou, 2021; Thinagar et al. , 2021; Zhao and Du, 2021; Currie, 2020; Parro and Pohl, 2018; Churchill et al.…”

Section: Introductionmentioning

confidence: 99%

Health expenditures (total, public and private) and per capita income in the BRICS+T: panel bootstrap causality analysis

Canbay

Kırca

2022

JEFAS

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Purpose The study aims to determine whether there is a bidirectional causality relationship between health expenditures and per capita income in Brazil, Russia, India, China, South Africa and Turkey (BRICS+T). Design/methodology/approach For that purpose, the 2000–2018 period data of the variables were tested with the Kónya (2006) panel causality test. Additionally, the causality relationships between public and private health expenditures and per capita income were also investigated in the study. Findings According to the analysis results, there is no statistically significant causality relationship from total health expenditures and public health expenditures to per capita income in the relevant countries. Besides, there is a unidirectional causality relationship from private health expenditures to per capita income only in Turkey. On the other hand, a unidirectional causality relationship from per capita income to total health expenditures in China, Russia, Turkey and South Africa and from per capita income to public health expenditures in India, Russia, Turkey and South Africa were determined. Consequently, a causality relationship from per capita income to private health expenditures was found out in Russia and Turkey. Originality/value The variables are tested for the first time for BRICS+T countries, vis-à-vis the period under consideration and the method used.

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“…In their Nobel prize winning work 'Poor Economics', Banerjee and Duflo (2011) argue that to counter global poverty effectively, the questions on education and healthcare need to be simplified. The transmission of knowledge and promoting education are considered prerequisites for the production of highly competent experts, which in turn contributes to the development of organizations and a knowledge-based economy that enhances the human capital of a nation (Adedeji and Campbell 2013). Individuals and communities that lack the financial capabilities to pay for food, shelter and clothing are in no position to consider other expenses such as health care and education.…”

Section: Education Poverty and Social Exclusionmentioning

confidence: 99%

Education, poverty and social exclusion: assessment of youth leaving care

et al. 2021

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Amartya Sen's Human Capability Approach considers education a pivotal indicator of human development, and means to reduce poverty and social exclusion. In developing nations like India, education has remained inaccessible to many, especially vulnerable children and youth. Upon turning 18 years of age, youth who have lived in child care institutions are expected to leave care and transition into independent life on their own. While they receive basic education and vocational training in care, it falls short of quality higher education necessary for a smooth transition towards independent life. In an assessment of the situation of such youth in five States of India, Udayan Care, an NGO working with children and youth found that most of the Care Leavers (CLs) were forced to compromise on education and pursue jobs with low remuneration. This study examines the interrelatedness of education, poverty and social exclusion among CLs through secondary literature and empirical data from Udayan Care's national study. Analysing the findings from the lens of the Capability Approach, the gaps in provisions of educational support to CLs and subsequent limitations to address challenges of poverty and social exclusion of this population are highlighted, also making recommendations on ways to improve CLs' outcomes.

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The Role of Higher Education in Human Capital Development

Cited by 24 publications

References 10 publications

An evaluation of human capital theory and female entrepreneurship in sub-Sahara Africa

An evaluation of human capital theory and female entrepreneurship in sub-Sahara Africa

Health expenditures (total, public and private) and per capita income in the BRICS+T: panel bootstrap causality analysis

Education, poverty and social exclusion: assessment of youth leaving care

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