Who Favors Education? Insights from the World Values Survey

Feldmann, Horst

doi:10.1163/15691330-bja10018

Cited by 3 publications

(1 citation statement)

References 64 publications

(52 reference statements)

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“…The latter point is critical as the emerging centrality of education to improved social outcomes is recognised by those who have experienced its benefits. A recent study using WVS data by Feldmann (2020) found that respondents with higher levels of educational attainment were more likely to regard inadequate education as the most serious problem in the world, while Marginson (2018) finds support for Trow's (1973) prediction that the expansion in higher education places would be led by social demand rather than government fiat.…”

Section: Higher Education and Valuesmentioning

confidence: 99%

Higher education and the importance of values: evidence from the World Values Survey

2022

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The collection of data on values through instruments such as the World Values Survey has focused attention on two opposing but inter-related trends, namely the combination of substantial cultural change in many countries and the persistence of distinctive traditional values. This reflects the interplay between social changes associated with modernisation and globalisation—including increased global trade and the rise of global popular culture—with traditional values country-specific systems. In this paper, we introduce a focus on another potentially important source of change, that of widening higher education participation and attainment, and the extent to which self-reported values differ between university graduates and non-graduates. We investigated this question using data from the most recent collection of the World Values Survey (2017–2020) for six core values—family, friends, leisure, work, politics, and religion—and tested for the influence of higher education attainment on the perceived “importance” of each value and the extent to which this influence differs across values and in gender, generation and country grouping sub-samples. We find evidence for consistent effects in most contexts, with no statistical differences between graduates on non-graduates in relation to the propensity to view family and work as important, statistically significant positive effects on the propensity of graduates to view friends, leisure, and politics as important, and a significant negative effect in relation to religion.

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Section: Higher Education and Valuesmentioning

confidence: 99%

Higher education and the importance of values: evidence from the World Values Survey

2022

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Economic Freedom and People’s Regard for Education

Feldmann

2020

Soc Indic Res

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Using data on 48 countries, this paper finds that people in economically freer countries care more about education. This is probably mainly because economic freedom enables them and their children to achieve higher returns to education. The magnitude of the estimated effect is substantial. The paper combines individual-level data from the World Values Survey with country-level data on economic freedom and other relevant factors. It controls for all relevant characteristics of survey respondents as well as for potentially confounding country-level characteristics. It also addresses potential endogeneity of economic freedom.

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Economic freedom and the quality of education

Feldmann

2024

Kyklos

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This paper finds robust evidence that economic freedom improves the quality of education. This is probably mainly because economic freedom incentivizes parents to invest in high‐quality education for their children and helps them to do so. It also incentivizes and helps both governments and private providers to deliver high‐quality education. The paper uses two different indicators of educational quality: PISA scores and the World Bank's harmonized test scores. The magnitudes of the estimated effects of economic freedom on both indicators are substantial. They are even larger once the indirect impact of economic freedom via GDP per capita and, to a lesser extent, once the indirect impact via government education expenditure is taken into account. The paper uses data on up to 49 countries for PISA scores and up to 137 countries for World Bank scores. It accounts for the endogeneity of economic freedom and controls for all major determinants of educational quality.

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Who Favors Education? Insights from the World Values Survey

Cited by 3 publications

References 64 publications

Higher education and the importance of values: evidence from the World Values Survey

Higher education and the importance of values: evidence from the World Values Survey

Economic Freedom and People’s Regard for Education

Economic freedom and the quality of education

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