Journal articles on the topic 'Credential Effects'
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DeWitt, Samuel E., and Megan Denver. "Criminal Records, Positive Employment Credentials, and Race." Journal of Research in Crime and Delinquency 57, no. 3 (November 14, 2019): 333–68. http://dx.doi.org/10.1177/0022427819886111.
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Objectives: To assess the impact of positive credentials on perceptions of individuals with criminal records and whether the effects of credentials differ by the type of conviction or the criminal record holder’s race. Methods: We present fictional job applicant details to a nationwide survey of American adults ( n = 5,822) using a factorial design. We manipulate whether the job applicant is Black or White and has a criminal record or not. Among those randomly assigned to have a criminal record, we also vary the type of felony (violent or drug), whether they report a positive credential, and the type of credential (if applicable). Results: Among those with criminal records, respondents viewed applicants with positive credentials more favorably than those without credentials. In fact, a supportive reference letter from a former employer mitigates most of the stigma from a criminal record. The results are consistent by applicant race as well as criminal record type, and our employer respondents react similarly to experimental conditions as compared to the overall sample. Conclusions: Our results suggest that the inclusion of positive credentials can help reduce criminal record stigma and aid in the normification process.
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Li, Amy Y., and Alec I. Kennedy. "Performance Funding Policy Effects on Community College Outcomes: Are Short-Term Certificates on the Rise?" Community College Review 46, no. 1 (December 8, 2017): 3–39. http://dx.doi.org/10.1177/0091552117743790.
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Objective: Performance funding (PF) policies allocate a portion of state funding to colleges based on student outcomes. This study is the first to account for policy type and design differences, and explores the impact of performance funding on three levels of credential completions: short-term certificates, medium-term certificates, and associate’s degrees. Method: We create a panel dataset of 751 two-year colleges from years 1990 to 2013 using data from the Integrated Postsecondary Education Data System. We conduct a series of analyses using difference-in-differences with the inclusion of college- and state-level control variables. Results: We find that, on average, performance funding produces no significant changes in completions of any of the three credentials. Policy types characterized by a greater proportion of funding tied to the base budget, mission differentiation in performance metrics, inclusion of underrepresented student metrics, and longer periods of operating years produce an increase in short-term certificates, no significant change in medium-term certificates, and a decrease in associate’s degrees. Contributions: This study’s findings suggest that because awarding more short-term certificates is a relatively quick and cost-effective way to capture performance funds, colleges might be engaging in a path of least resistance by churning out short-term certificates and redirecting focus away from associate’s degrees, which is concerning given that short-term certificates generally offer limited labor market benefits compared to medium-term certificates and associate’s degrees. Our results also underscore the importance of policy designs in explaining differential impacts on credential completion.
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Xiu, Lin, and Morley Gunderson. "Credential Effects and the Returns to Education in China." LABOUR 27, no. 2 (April 12, 2013): 225–48. http://dx.doi.org/10.1111/labr.12009.
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Banerjee, Rupa, Feng Hou, Jeffrey G. Reitz, and Tingting Zhang. "Evaluating Foreign Skills: Effects of Credential Assessment on Skilled Immigrants’ Labour Market Performance in Canada." Canadian Public Policy 47, no. 3 (September 1, 2021): 358–72. http://dx.doi.org/10.3138/cpp.2021-014.
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Formal educational qualification is increasingly built into immigrant selection systems in many countries, but in a global context, the transferability and portability of such qualifications has been questioned. In 2013, Canada introduced the requirement for a formal assessment of educational credential equivalence for applicants in the skilled worker category. In this study, we use a Canadian national immigration database and difference-in-differences methodology to investigate whether requiring formal Educational Credential Assessment (ECA) as part of the selection process for skilled immigrants has improved labour market outcomes. Our results indicate that the ECA requirement is positively related to early employment rates and earnings for both men and women. However, this effect is limited to those with no previous employment experience in Canada. We also find that, even with the ECA requirement, significant differences in the earnings of immigrants from different source regions remain. Implications and recommendations are discussed.
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Holzer, Harry J., and Zeyu Xu. "Community College Pathways for Disadvantaged Students." Community College Review 49, no. 4 (April 15, 2021): 351–88. http://dx.doi.org/10.1177/00915521211002908.
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Objective: We estimated the correlations between the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—and the attainment of credentials with labor market value. We focused on the extent to which there were recorded changes in students’ choices over time, whether students made choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. Method: Using micro-longitudinal administrative data on a full cohort of Kentucky community college students, we provide summary data on a range of pathway characteristics and outcomes, as well as binomial and multinomial logit estimates of how pathway characteristics affect the odds of completing different kinds of credentials. Some of the logit estimates were based on random or fixed effects models. Results: We found that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affected outcomes. Student choices of pathways—and especially differences by gender and academic readiness—sometimes ran strongly counter to information about later chances of success in terms of probabilities of completing programs and attaining strong earnings. Students also changed pathways quite frequently, making it harder to accumulate the credits needed in their fields. Contributions: Attainment of credentials with greater market value by community college students could likely be improved by appropriate guidance and supports for them along the way and perhaps by broader institutional changes as well.
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Abdul Latip, Muhammad Safuan, Farhana Tahmida Newaz, and Ravindran Ramasamy. "Students' Perception of Lecturers' Competency and the Effect on Institution Loyalty: The Mediating Role of Students' Satisfaction." Asian Journal of University Education 16, no. 2 (August 6, 2020): 183. http://dx.doi.org/10.24191/ajue.v16i2.9155.
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The study investigated the impact of lecturers’ competencies on student satisfaction and student loyalty involving a total of four exogenous variables, namely, knowledge and credential, pedagogy knowledge and skill, industrial experience, and motivation of the lecturers. The mediating effect of student satisfaction was tested. The target population of the study comprised a total of 1,055,245 active students enrolled in bachelor’s degree, master’s degree, and doctoral degree programmes in Malaysia. A total of 386 valid responses were obtained through a traditional questionnaire method in eight higher education institutions. The findings revealed that, knowledge and credential, industrial experience, and motivation of lecturers all have significant positive relationships with students’ satisfaction. On the other hand, only the motivation of lecturers was found to have positive effects on student loyalty towards the institution. Students’ satisfaction was found to mediate the relationships of knowledge and credential, industrial experience and motivation of lecturers toward student loyalty. The outcome of the study also accentuated the importance of maintaining and delivering a good service quality by the institution, achieved primarily through competent lecturers as this will lead to student loyalty and institutional sustainability. In return, students will have a better understanding of the subjects taught, and the institution will be likely to sustain and to have a positive brand awareness in the market.
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Waters, Johanna L. "In Pursuit of Scarcity: Transnational Students, ‘Employability’, and the MBA." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1865–83. http://dx.doi.org/10.1068/a40319.
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‘Credential inflation’ is perhaps one of the more contentious consequences of the recent expansion of higher education. Concerns over the effects of credential inflation have spawned a number of debates around concepts of ‘employability’ and postgraduate learning. In the contemporary knowledge-based economy, it is argued, the employability of young graduates is increasingly dependent upon their ability to maintain ‘positional advantage’ in a labour market characterised by ‘boundaryless careers’. I examine these debates in the context of East Asia. Here, young people's positional advantage is sought, firstly, through the acquisition of an international first degree, obtained at an overseas institution. However, with more and more middle-class students going abroad for their education before returning to seek work, the ‘overseas degree’ is also increasingly subject to devaluation through credential inflation. I highlight the significance of postgraduate education and particularly the Masters of Business Administration (MBA) for young, overseas-educated, graduates in Hong Kong. I argue that the MBA is now seen as a vital supplement to an overseas undergraduate education and as part of an extended temporal and spatial process of study, in the face of prevalent discourses of ‘employability’, individual responsibility, and the need for the continual upgrading of skills.
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Saenz, Marisa B., Vandana Nandakumar, and Maria Adamuti-Trache. "A Comparative Study of High School Students' Math Achievement and Attitudes: Do Math Teacher Qualifications Matter?" International Journal of Education in Mathematics, Science and Technology 11, no. 2 (January 20, 2023): 304–22. http://dx.doi.org/10.46328/ijemst.2528.
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Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders’ math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct knowledge within the activity, context, and culture in which it is learned. The study shows that not only does cognitive apprenticeship enable skill development and knowledge acquisition, but it shapes student math self-efficacy and interest in the subject, and it develops their math identity if students viewed math teachers as role models. The study employs a comparative research design to explore the main effects and interaction between teachers’ credential type and field of study degree on student outcomes. One notable finding is that teacher credentials (i.e., level of education certification) affected student math achievement and math identity but had weaker effects on math self-efficacy, math utility and interest in math courses. Second, holding a math degree affected students’ math achievement and math identity, while holding a degree in education had some positive effects on increasing students’ interest in math courses. Results have direct implications for the field of Mathematics Education showing that teacher qualifications affect student beliefs and attitudes toward mathematics.
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Ross, Catherine E., and John Mirowsky. "Refining the Assocation between Education and Health: The Effects of Quantity, Credential, and Selectivity." Demography 36, no. 4 (November 1999): 445. http://dx.doi.org/10.2307/2648083.
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Bol, Thijs, Christina Ciocca Eller, Herman G. van de Werfhorst, and Thomas A. DiPrete. "School-to-Work Linkages, Educational Mismatches, and Labor Market Outcomes." American Sociological Review 84, no. 2 (March 18, 2019): 275–307. http://dx.doi.org/10.1177/0003122419836081.
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A recurring question in public and scientific debates is whether occupation-specific skills enhance labor market outcomes. Is it beneficial to have an educational degree that is linked to only one or a small set of occupations? To answer this question, we generalize existing models of the effects of (mis)match between education and occupation on labor market outcomes. Specifically, we incorporate the structural effects of linkage strength between school and work, which vary considerably across industrialized countries. In an analysis of France, Germany, and the United States, we find that workers have higher earnings when they are in occupations that match their educational level and field of study, but the size of this earnings boost depends on the clarity and strength of the pathway between their educational credential and the labor market. The earnings premium associated with a good occupational match is larger in countries where the credential has a stronger link to the labor market, but the penalty for a mismatch is also greater in such countries. Moreover, strong linkage reduces unemployment risk. These findings add nuance to often-made arguments that countries with loosely structured educational systems have more flexible labor markets and produce better labor market outcomes for workers. An institutional environment that promotes strong school-to-work pathways appears to be an effective strategy for providing workers with secure, well-paying jobs.
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Stephenson, Amber L. "Journey Toward Evidence-Based Status: Seeking Admission to Formal Program Registries." Health Promotion Practice 18, no. 5 (September 19, 2016): 681–87. http://dx.doi.org/10.1177/1524839916670575.
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In the past two decades, evidence-based status has been a coveted credential for many nonprofit organizations hoping to legitimize their programs or interventions. Several formal registries exist to provide a collection of health and prevention programs evaluated by experts and deemed “evidence-based.” While registries offer positive benefits like allowing for a centralized listing of approved programs, there have been concerns about issues pertaining to the process of obtaining the evidence-based credential. Namely, some of the criticisms include the use of inappropriate study designs, the lack of consistent evaluation of evidence provided in support of programs, as well as program creators being involved in the evaluation that ultimately shows positive program effects. Using focus groups of prevention specialists, this study explores the quest for evidence-based status. The results show themes of vindication, acting as a resource, and perceptions of relevant others informing the deeper meaning of motivation for pursuit of evidence-based status. Additionally, emergent themes of program iteration and evolution inform program preparation. The article shows that while placement on an evidence-based registry is a highly sought-after achievement, many program creators fail to understand the evaluation process for admittance as well as the potential criticisms of the lists.
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Vargas, Joel, Sarah Hooker, and Carol Gerwin. "Blending high school and college can sharpen the focus of each." Phi Delta Kappan 99, no. 3 (October 23, 2017): 13–18. http://dx.doi.org/10.1177/0031721717739587.
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With a postsecondary credential essential to finding a good job but the cost of college beyond the means of many families, a growing number of high schools are offering their students a powerful head start on higher education. About 1.3 million U.S. teens participate in dual enrollment, up from 680,000 when the century began. Critics worry that this trend could lead to an erosion of college standards, but the evidence to date has been entirely positive. Researchers have found that dual enrollment has strong effects on high school graduation, college enrollment, and college completion, particularly for low-income youth and others underrepresented in higher education.
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Ferguson, Jeffery M., and Lexis F. Higgins. "Effects of the Price of Tax Preparation Services and the CPA Credential on the Perception of Service Quality." Journal of Professional Services Marketing 5, no. 1 (November 7, 1989): 87–100. http://dx.doi.org/10.1300/j090v05n01_08.
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Ferguson, Jeffery, and Lexis Higgins. "Effects of the price of tax preparation services and the CPA credential on the perception of service quality." Services Marketing Quarterly 5, no. 1 (1989): 87–99. http://dx.doi.org/10.1080/15332969.1989.9984940.
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Courey, Susan, Pamela LePage, Jose Blackorby, Jody Siker, and Trang Nguyen. "The Effects of Using Dynabook to Prepare Special Education Teachers to Teach Proportional Reasoning." International Journal of Web-Based Learning and Teaching Technologies 10, no. 1 (January 2015): 45–64. http://dx.doi.org/10.4018/ijwltt.2015010104.
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The Dynabook research project was a collaborative effort aimed at developing and evaluating a new interactive Web-based resource for use in teacher education to improve how teachers learn to teach middle-school mathematics. This paper describes the outcomes of research during a three-year project to develop and evaluate the effectiveness of the “Dynabook.” The purpose of this mixed methods study was to understand how special education college faculty used the proportional Dynabook and how it affected the learning of teacher candidates in their courses, as it was being designed and modified over a period of three years. In the results, faculty note an improvement in the credential candidates' skills in solving proportional problems and answering pedagogical content knowledge questions, and in their mathematical thinking as measured in complexity of classroom discussions. The candidates also reported feeling more confident in their teaching of proportional reasoning, their implementation of UDL, and understanding of TPACK.
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Boylan, Rebecca L., and Linda Renzulli. "Routes and Reasons Out, Paths Back." Youth & Society 49, no. 1 (August 2, 2016): 46–71. http://dx.doi.org/10.1177/0044118x14522078.
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Dropout is a major issue facing our country’s schools; however, many students who drop out of school later go on to finish their degree either by returning to high school or by earning a General Education Development (GED) credential. Despite this, there has been relatively little research on these students who “stopout” of high school. Drawing on a sample of high school dropouts, we build on research conceptualizing dropouts as having been “pushed” or “pulled” out of school by examining how routes out of school influence the process of return. Our analysis reveals that being either pushed or pulled has little differential impact on the reengagement process. But, particular reasons within the categories have strong effects on keeping students out of school and on the pathways that they take if they return. Implications are suggested for both school practice and for how researchers should best conceptualize dropouts.
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Babones, Salvatore J. "Trade globalization, economic development and the importance of education-as-knowledge." Journal of Sociology 46, no. 1 (November 20, 2009): 45–61. http://dx.doi.org/10.1177/1440783309337674.
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It is widely asserted that globalization puts a premium on knowledge, but in fact there is no empirical correlation across countries between globalization and returns to education. One reason for this discrepancy may be that education is not everywhere coequal with knowledge. In this article the overall contribution of education to income is modelled as the sum of the contributions of two components of education, education-as-knowledge and education-as-credential. Assuming that the former dominates in developed countries while the latter dominates in developing countries, it is possible to separate these two effects. In a broadly comparative analysis of returns to education in 80 countries using World Values Survey data, globalization is found to be positively associated with education in developed countries but negatively associated with education in developing countries, consistent with the model. These results are robust in the face of controls for the supply and demand for education.
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Wu, Mei-Jiun. "The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model." Teachers College Record: The Voice of Scholarship in Education 115, no. 4 (April 2013): 1–28. http://dx.doi.org/10.1177/016146811311500408.
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Background/Context Recently emerged with the implementation of the California's Public Schools Accountability Act of 1999 and the NCLB Act of 2001 is an increase in the number of education production function studies estimating the relationship between educational inputs and APIs. While the majority of past research on California school performance focuses on the impacts of different demographic measures and school resources on API scores at interschool level, few are done to study the effects of changes in similar factors on performance gain at intraschool level. Given that school performance is to be measured against oneself over time under California's current accountability system, the need is great to understand how school performance gain is affected by changes in student demographics and school characteristics within the school. Objective Of Study The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. It is hypothesized that changes in factors contributing to interschool variations in API may also affect school API gains. In addition, the impacts of these variables on API gains of individual schools are then compared with results from prior cross-sectional studies to see if their effects on school performance differ between and within the schools. Research Design Using the fixed effects regression a hypothetical causal relationship proposed between API gains and changes in nine student demographic variables, including seven racial/ethnic, free and reduced price meal and English language learning subgroups, plus seven school resource variables was estimated. Findings School API gains appeared very sensitive to changes in all 16 variables. A 1% change in student demographics at school level was significant enough to change API by an average of -5.0077 to 1.2372 points, while changes in school resources by 1 unit was found to affect school API in the range of -0.0212 to 2.5013. Conclusions While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study's confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.
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Li, Chiung-Li, Yi-Hsuan Chen, and Hung-Yen Li. "Technical College Students’ ARCS Learning Motivation on Hospitality English Vocabulary." International Journal of Human Resource Studies 8, no. 1 (January 22, 2018): 189. http://dx.doi.org/10.5296/ijhrs.v8i1.12370.
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The purposes of the study were to examine technical college students’ hospitality English vocabulary learning performance and motivation. The subjects were 93 students from a technical college in southern Taiwan. The instruments included one questionnaire called ARCS questionnaire consisting of four factors about learning motivation on hospitality English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on hospitality. The subjects accepted a 40-hour hospitality English vocabulary training course. Then, 93 subjects took a 50-minute PVQC test and 10-minute ARCS questionnaire in December, 2015. The researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and inferential statistics. The results revealed that most of the subjects liked to learn hospitality English vocabulary, and found that learning hospitality English vocabulary was important for them, and most of them reported that English was associated with salary and promotion in the future; however, most of them spent little time learning English after school. The results also showed that some learning motivation factors had effects on hospitality English vocabulary learning performance, like being treated and assessed by teachers equally, getting recognition, or being willing to work hard. Finally, the researchers drew a conclusion based on the results and provided some teaching and research implications for the future.
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Harris, Peter J., Rajkumar Buyya, Xingchen Chu, Tom Kobialka, Ed Kazmierczak, Robert Moss, William Appelbe, Peter J. Hunter, and S. Randall Thomas. "The Virtual Kidney: an eScience interface and Grid portal." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 367, no. 1896 (June 13, 2009): 2141–59. http://dx.doi.org/10.1098/rsta.2008.0291.
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The Virtual Kidney uses a web interface and distributed computing to provide experimental scientists and analysts with access to computational simulations and knowledge databases hosted in geographically separated laboratories. Users can explore a variety of complex models without requiring the specific programming environment in which applications have been developed. This initiative exploits high-bandwidth communication networks for collaborative research and for shared access to knowledge resources. The Virtual Kidney has been developed within a specialist community of renal scientists but is transferable to other areas of research requiring interaction between published literature and databases, theoretical models and simulations and the formulation of effective experimental designs. A web-based three-dimensional interface provides access to experimental data, a parameter database and mathematical models. A multi-scale kidney reconstruction includes blood vessels and serially sectioned nephrons. Selection of structures provides links to the database, returning parameter values and extracts from the literature. Models are run locally or remotely with a Grid resource broker managing scheduling, monitoring and visualization of simulation results and application, credential and resource allocation. Simulation results are viewed graphically or as scaled colour gradients on the Virtual Kidney structures, allowing visual and quantitative appreciation of the effects of simulated parameter changes.
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Hu, Chen, and James J. Dignam. "Biomarker-Driven Oncology Clinical Trials: Key Design Elements, Types, Features, and Practical Considerations." JCO Precision Oncology, no. 3 (December 2019): 1–12. http://dx.doi.org/10.1200/po.19.00086.
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In this precision oncology era, where molecular profiling at the individual patient level becomes increasingly accessible and affordable, more and more clinical trials are now driven by biomarkers, with an overarching objective to optimize and personalize disease management. As compared with the conventional clinical development paradigms, where the key is to evaluate treatment effects in histology-defined populations, the choices of biomarker-driven clinical trial designs and analysis plans require additional considerations that are heavily dependent on the nature of biomarkers (eg, prognostic or predictive, integral or integrated) and the credential of biomarkers’ performance and clinical utility. Most recently, another major paradigm change in biomarker-driven trials is to conduct multi-agent and/or multihistology master protocols or platform trials. These trials, although they may enjoy substantial infrastructure and logistical advantages, also face unique operational and conduct challenges. Here we provide a concise overview of design options for both the setting of single-biomarker/single-disease and the setting of multiple-biomarker/multiple-disease types. We focus on explaining the trial design and practical considerations and rationale of when to use which designs, as well as how to incorporate various adaptive design components to provide additional flexibility, enhance logistical efficiency, and optimize resource allocation. Lessons learned from real trials are also presented for illustration.
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Li, Chiung-Li, Yi-Chieh Lin, and Chienyan Hsieh. "The Factors Influencing Technical University Students’ Hospitality and Tourism English Vocabulary Learning." International Journal of Human Resource Studies 7, no. 2 (April 12, 2017): 18. http://dx.doi.org/10.5296/ijhrs.v7i2.10909.
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The purposes of the study were to examine technical university students’ tourism and hospitality English vocabulary learning achievement and the factors influencing their hospitality and tourism English vocabulary learning. The subjects were 62 students from a technical university in southern Taiwan. The instruments included one questionnaire called TARGETT questionnaire consisting of seven factors about learning motivation on hospitality and tourism English vocabulary and one English test called Professional Vocabulary Quotient Credential (PVQC) on hospitality and tourism. The subjects accepted a 40-hour vocabulary learning training course. Then, the subjects took a 50-minute PVQC test and 10-minute TARGETT questionnaire on December 22, 2015; the researchers collected the data from the questionnaire and PVQC test and analyzed the data by descriptive statistics and inferential statistics. The results revealed that most of the subjects liked to learn hospitality and tourism English vocabulary, and found that learning hospitality and tourism English vocabulary was important for the subjects. The results also showed that male subjects had significantly different opinions from female ones in some factors of learning motivation. Moreover, female and male subjects significantly showed that teaching tasks, grouping activities, and evaluation had more effects on their hospitality and tourism English vocabulary learning. Finally, the researchers drew a conclusion based on the results and provided some teaching and research implications for the future.
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Hendajany, Nenny, Tri Widodo, and Eny Sulistyaningrum. "HUMAN CAPITAL VERSUS THE SIGNALING HYPOTHESES: THE CASE OF INDONESIA." Journal of Indonesian Economy and Business 31, no. 1 (October 15, 2016): 192. http://dx.doi.org/10.22146/jieb.15290.
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Education positively affects a person's income. It can be explained in two ways. Firstly, education directly increases the productivity of a person, which is in accordance with the views of the theory of human capital. The second way is an indirect effect, in which education acts as a sign (signal) of a worker’s unobserved characteristics, as assessed by an employer who is considering hiring the person. This is consistent with the view of the signaling theory. Both views are often debated in literature. This paper examines the returns to education in Indonesia, separating out the credential effects from the pure years of schooling effects. We used survey data from the Indonesian Family Life Survey (IFLS) 2000, 2007, and 2014 to test the difference of the two theories in estimating the returns to education in Indonesia. This study used three models which consisted of the human capital model, the signaling model, and the hybrid model. The human capital model used the number of years of schooling as a variable representing education, the signaling model used dummy variables from the level of education achieved (elementary school, junior high school, senior high school, diploma, university), and the hybrid model combined both measures of the variables. The hybrid model allows for the separation of the impact of human capital based on an additional year of schooling, and the impact of signaling by the accomplishment of a particular certificate. The results of the study provide strong evidence of the presence of the returns to education either through the human capital or the signaling theories. Keywords: education, human capital, signaling, returns to education
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Pal, Durba, Pratip Chakraborty, H. N. Ray, B. C. Pal, Debashis Mitra, and Syed N. Kabir. "Acaciaside-B-enriched fraction of Acacia auriculiformis is a prospective spermicide with no mutagenic property." REPRODUCTION 138, no. 3 (September 2009): 453–62. http://dx.doi.org/10.1530/rep-09-0034.
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As a part of our continued venture to develop a safe and effective spermicide, we have identified a triterpene glycoside (Acaciaside-B (Ac-B))-enriched fraction (Ac-B-en) isolated from the seeds of Acacia auriculiformis and evaluated its spermicidal potential in vitro. Sperm motility was completely inhibited within 20 s at a minimum effective concentration (MEC) of 120 μg/ml. Tests for sperm viability by dual fluoroprobe staining showed the effect to be spermicidal with an EC50 of 35.20 μg/ml. A series of investigations including tests for hypo-osmotic swelling, membrane lipid peroxidation, and electron microscopy document that the spermicidal effect of the fraction involves loss of sperm plasma membrane integrity and dissolution of the acrosomal vesicle – the two most important structural components that play diverse roles in physiological functions of sperm including fertilization. The fraction at 10×MEC exerted no detrimental effects on in vitro growth of Lactobacillus acidophilus, which is considered the major constituent of vaginal microflora that maintains vaginal health. Ames tests performed with different strains of Salmonella typhimurium including TA 97a, 98, 100, and 102, which detect mutagens causing bp substitution or frameshifting at G-C or A-T bp, demonstrate no mutagenic potential of the fraction. Significant spermicidal potential with no possible mutagenic effect and adverse impacts on lactobacilli growth attests to the credential of Ac-B-en as a prospective future spermicide for the development of a safe and effective vaginal contraceptive formulation.
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Cao, Shoufeng, Marcus Foth, Warwick Powell, and Jock McQueenie. "What Are the Effects of Short Video Storytelling in Delivering Blockchain-Credentialed Australian Beef Products to China?" Foods 10, no. 10 (October 11, 2021): 2403. http://dx.doi.org/10.3390/foods10102403.
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Short videos have become the most-liked medium for Chinese consumers to learn about a brand’s products or services. This paper assesses how short video storytelling shapes Chinese consumers’ perceptions towards blockchain-credentialed Australian beef and their willingness to pay (WTP). A controlled experiment with a one-minute short video was implemented in an online survey. Respondents in the treatment group watched the video before filling out the survey, whereas respondents in the control group did not. The paper analyses and compares the empirical results from local (n = 76) and foreign (n = 27) consumers. Results illustrate that the short video, as part of our food communications, positively shapes consumer perception towards meat quality, labelling and traceability trust of Australian beef but has only slight or even negative effects on WTP. This could be due to the short video offering consumers a sense of supply chain visibility but not delivering the right messages to meet their expectation of blockchain credentials. Furthermore, short video storytelling effects vary among consumers with different socio-economic characteristics. Our results posit that short video storytelling can be a useful tool in communicating blockchain-credentialed food products but require the design of a tailor-made storytelling experience for diverse consumers.
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Tasidou, Aimilia, Pavlos S. Efraimidis, Yannis Soupionis, Lilian Mitrou, and Vasilios Katos. "Privacy-preserving, user-centric VoIP CAPTCHA challenges." Information & Computer Security 24, no. 1 (March 14, 2016): 2–19. http://dx.doi.org/10.1108/ics-07-2014-0046.
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Purpose – This work aims to argue that it is possible to address discrimination issues that naturally arise in contemporary audio CAPTCHA challenges and potentially enhance the effectiveness of audio CAPTCHA systems by adapting the challenges to the user characteristics. Design/methodology/approach – A prototype has been designed, called PrivCAPTCHA, to offer privacy-preserving, user-centric CAPTCHA challenges. Anonymous credential proofs are integrated into the Session Initiation Protocol (SIP) protocol and the approach is evaluated in a real-world Voice over Internet Protocol (VoIP) environment. Findings – The results of this work indicate that it is possible to create VoIP CAPTCHA services offering privacy-preserving, user-centric challenges while maintaining sufficient efficiency. Research limitations/implications – The proposed approach was evaluated through an experimental implementation to demonstrate its feasibility. Additional features, such as appropriate user interfaces and efficiency optimisations, would be useful for a commercial product. Security measures to protect the system from attacks against the SIP protocol would be useful to counteract the effects of the introduced overhead. Future research could investigate the use of this approach on non-audio CAPTCHA services. Practical implications – PrivCAPTCHA is expected to achieve fairer, non-discriminating CAPTCHA services while protecting the user’s privacy. Adoption success relies upon the general need for employment of privacy-preserving practices in electronic interactions. Social implications – This approach is expected to enhance the quality of life of users, who will now receive CAPTCHA challenges closer to their characteristics. This applies especially to users with disabilities. Additionally, as a privacy-preserving service, this approach is expected to increase trust during the use of services that use it. Originality/value – To the best of authors’ knowledge, this is the first comprehensive proposal for privacy-preserving CAPTCHA challenge adaptation. The proposed system aims at providing an improved CAPTCHA service that is more appropriate for and trusted by human users.
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Yu, Junli, Shelagh M. R. Campbell, Jing Li, and Zhou Zhang. "Do sources of occupational community impact corporate internal control? The case of CFOs in the high-tech industry." Accounting, Auditing & Accountability Journal 32, no. 4 (May 24, 2019): 957–83. http://dx.doi.org/10.1108/aaaj-06-2016-2594.
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Purpose The Chief Financial Officer (CFO), despite being a critical organization member responsible for ensuring quality of financial reporting, audit and compliance, is under-researched. Grouped as a member of top management teams (TMS) in studies, factors influencing decision making in this group rely on static measures of characteristics without regard for dynamic and longitudinal influences of career trajectories and industry occupational group memberships. The relationship between the high-tech industry as a site of notable reported internal control (IC) weakness and influences on CFOs requires closer examination. The paper aims to discuss these issues. Design/methodology/approach The study draws together the upper echelons theory and occupational communities (OCs) to explore the impact of shared values and behavioral norms from different sources on executive decision making. Internal and external sources of OC are proposed and their influence on activities with respect to corporate IC is tested. The sample of 1,573 firm/year observations includes high-tech firms listed on major US exchanges was developed using data from five distinct databases. Executives’ biographic information was manually collected. Findings Results indicate that senior financial executives belong not only to their firm and its culture but also to OCs that extend beyond the firm. Membership in professional credential granting occupational groups has less impact on effective IC than experience in the high-tech industry. In combination, multiple OCs show evidence of compound and counteracting effects on IC. The OC that arises in the high-tech industry makes a measurable positive difference in the quality of IC in sample firms, in contrast with the OC among credentialed accounting and financial professionals. Research limitations/implications This quantitative study of OC reveals the differential impact of different sources of OC and contributes to the literature on TMS a new framework for examining decision making. OC is typically studied through qualitative methods and, thus, potential exists to further explore the specific nature and dynamics of the OCs identified in this study. Practical implications The study highlights the role of broad affiliations and networks among senior financial executives which may have bearing on their ability to effectively manage IC. The role of these networks may also partially explain instances of CFO failure and thus dismissal. Knowledge of the role of OC may help boards of directors in the selection and promotion of senior financial officers of the firm. Originality/value The paper offers a different perspective on professional accounting expertise in one specific industry where incidence of IC weakness is high relative to other industries. Study results expand recent research on TMS to include sociological impacts of cohort groups. Despite generally weaker IC in the high-tech sector, this study demonstrates the value of exploring group membership within the industry as an important predictor of behavior. The result is a new perspective to CFO decision making which illustrates the relevance of OCs among upper echelons. The implications of findings for CFO recruitment and promotion are borne out in recent instances of senior financial executive failure in the sector.
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Herrera Cuesta, Damián. "Credencialismo educativo y desigualdades estructurales persistentes en la era de la modernización en España." Tendencias Sociales. Revista de Sociología, no. 4 (July 17, 2019): 99. http://dx.doi.org/10.5944/ts.4.2019.25259.
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Es frecuente escuchar en los debates políticos que las economías desarrolladas pueden resolver los problemas de las aspiraciones individuales, la eficiencia económica y la justicia social a través de la creación de una economía basada en altas calificaciones y altos salarios. Junto a estas premisas se tiende a otorgar a la universidad un papel de especial protagonismo en el ámbito del desarrollo social y económico. Sin embargo, los bienes credenciales basados en los títulos de educación superior que dan acceso a las mejores posiciones dentro de la estructura de las ocupaciones resultan altamente costosos, tanto si adoptamos el punto de vista cultural como desde la perspectiva económica. En esta nota de investigación presentamos parte de los resultados de un estudio de más de tres años en el que se analiza la importancia de los recursos educativos y económicos disponibles por los estudiantes universitarios de diferentes orígenes socioeconómicos y sus efectos sobre la experiencia universitaria y las diferentes transiciones al mercado laboral, doce meses después de haber finalizado sus estudios.It is common to hear in political debates that developed economies can solve the problems of individual aspirations, economic efficiency and social justice through the creation of an economy based on high qualifications and high salaries. Along with these premises, there is a tendency to grant the University a special role in the field of social and economic development. However, credential goods based on higher education degrees that give access to the best positions within the structure of occupations are highly costly, whether we adopt the cultural point of view or from the economic perspective. In this research note we present part of the results of a study of more than three years in which the importance of the educational and economic resources available to university students of different socioeconomic origins and their effects on the university experience and the different transitions to the labor market, 12 months after completing their studies.
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Adamuti-Trache, Maria, and Robert Sweet. "Exploring the relationship between educational credentials and the earnings of immigrants." Canadian Studies in Population 32, no. 2 (December 31, 2005): 177. http://dx.doi.org/10.25336/p6t30g.
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The study uses the 2002 Ethnic Diversity Survey (EDS) to examine the relationship between immigrants’ educational credentials and earnings. Three aspects of an individual’s credentials are considered: country of origin, level of education, and field of study. In addition, we examine the constraining effects of gender and visible minority status on the ability of immigrants to negotiate the value of their educational credentials in the Canadian labour market.
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Dovidio, John F., Raina Fishbane, and Mark Sibicky. "Perceptions of People with Psychological Problems: Effects of Seeking Counseling." Psychological Reports 57, no. 3_suppl (December 1985): 1263–70. http://dx.doi.org/10.2466/pr0.1985.57.3f.1263.
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The present experiment examined the effects of variations in psychological history and academic qualifications on impressions of college applicants. 94 male and 81 female undergraduates were led to believe that the applicant had previous psychological problems or had previous psychological problems and sought professional help, or they were given no information about psychological history. Subjects also were informed that the person had strong or weak academic credentials or they were given no academic data. Applicants with previous psychological problems were rated more favorably when they sought counseling than when they did not. Applicants for whom no psychological problems were indicated were rated most highly over-all on security and sociability whereas applicants who had problems and sought counseling were evaluated most favorably on competence and character. A main effect for academic credentials was also obtained: subjects generally rated applicants with strong credentials most highly. The over-all pattern of results supports previous research indicating that people are ambivalent about persons with psychological problems.
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Gilmore, David C., and Gerald R. Ferris. "The Effects of Applicant Impression Management Tactics on Interviewer Judgments." Journal of Management 15, no. 4 (December 1989): 557–64. http://dx.doi.org/10.1177/014920638901500405.
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Applicants in employment interviews use a variety of impression management techniques such as emphasizing positive traits, conforming to the opinions of the interviewer, and claiming responsibility for positive events. A field experiment was conducted on 62 employment interviewers who viewed videotaped interview segments in which either high or low levels of impression management techniques were depicted. Applicant credentials were also manipulated. Results indicated that interviewers were influenced by impression management techniques regardless of applicant credentials. The implications of these results are discussed with respect to theory, research and practice of the employment interview.
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Falomir-Pichastor, Juan M., Gabriel Mugny, Natasha Frederic, Jacques Berent, and Fanny Lalot. "Motivation to Maintain a Nonprejudiced Identity." Social Psychology 49, no. 3 (May 2018): 168–81. http://dx.doi.org/10.1027/1864-9335/a000339.
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Abstract. In the context of nationals’ attitudes toward immigrants, three studies investigated the moderating role of normative context and justification for prejudice on licensing effects. Justification for prejudice was either assessed (Studies 1 and 2) or experimentally induced (Study 3). The normative context (egalitarian vs. discriminatory) and the possibility to obtain (or not) credentials as a nonprejudiced person were manipulated in all studies. A licensing effect (i.e., greater prejudice in the credentials as compared to the no-credentials conditions) was observed only in the egalitarian norm condition when justification for prejudice was high. Thus, credentials appear to provide a way for establishing a normative self-image as nonprejudiced when justification for prejudice is high, which reduces conformity to an egalitarian norm.
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Grove, Wayne A., and Andrew J. Hussey. "Preferential Admission and MBA Outcomes: Mismatch Effects by Race and Gender." B.E. Journal of Economic Analysis & Policy 14, no. 3 (July 1, 2014): 613–68. http://dx.doi.org/10.1515/bejeap-2012-0071.
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Abstract We consider the “mismatch” hypothesis in the context of graduate management education. Both blacks and Hispanics, conditional on a rich set of human capital variables, prior earnings and work experience, and non-cognitive attributes, are favored in admission to top 50 Master of Business Administration (MBA) programs. To test for mismatch effects, we provide two comparisons: (1) comparable individuals (in terms of race, gender, and credentials) at different quality MBA programs and (2) individuals of differing race or gender (but with similar credentials) at comparable MBA programs. Despite admission preferences, blacks and Hispanics enjoy similar or even higher returns to selectivity than whites.
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van der Meer, Peter H. "Educational credentials and external effects: A test for the Netherlands." Research in Social Stratification and Mobility 29, no. 1 (January 2011): 107–18. http://dx.doi.org/10.1016/j.rssm.2010.12.003.
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Cristea, Mirela, and Gratiela Georgiana Noja. "European agriculture under immigration effects: New empirical evidence." Agricultural Economics (Zemědělská ekonomika) 65, No. 3 (March 19, 2019): 112–22. http://dx.doi.org/10.17221/69/2018-agricecon.
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European agriculture is widely shaped under the compelling effects of international migration, both economic (labour) immigration and the refugee crisis. This complex endeavour could lead to significant spillover effects also upon the agricultural sectors in neighbouring locations, with different overall economic performances for migrant receiving countries. The research is thus set to assess the outcomes of the European agriculture under the impact of economic and humanitarian migration, focusing on the results achieved by ten EU Member States (most targeted by migrants), during 2000–2016. A balanced panel comprising a complex set of indicators was configured in order to provide accurate credentials for the methodological endeavour that consists of spatial analysis and structural equation modelling (SEM). Estimations show that the agricultural sector will be mainly shaped by economic immigration and less by the humanitarian flows. Major effects are induced through the value added by the agricultural sector, increases in exports of basic foods and agricultural raw materials (spatial analysis). However, a fail to properly manage the EU labour mobility for the following years could lead to a negative downturn on agricultural productivity (SEM).
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Shipilov, Andrew V., Henrich Greve, and JungYun Han. "Separating Effects of Educational Credentials From Cohort Composition on Artistic Achievement." Academy of Management Proceedings 2018, no. 1 (August 2018): 10962. http://dx.doi.org/10.5465/ambpp.2018.10962abstract.
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Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. "Teacher credentials and student achievement: Longitudinal analysis with student fixed effects." Economics of Education Review 26, no. 6 (December 2007): 673–82. http://dx.doi.org/10.1016/j.econedurev.2007.10.002.
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Kornfeld, John, Karen Grady, Perry M. Marker, and Martha Rapp Ruddell. "Caught in the Current: A Self-Study of State-Mandated Compliance in a Teacher Education Program." Teachers College Record: The Voice of Scholarship in Education 109, no. 8 (August 2007): 1902–30. http://dx.doi.org/10.1177/016146810710900802.
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Background/Context The nationwide preoccupation with accountability continues to grow, with teacher credentialing programs facing growing scrutiny through state-mandated accountability systems. In response to Senate Bill 2042 passed by the California state legislature in 1998, the California Commission for Teacher Credentialing (CCTC) established new standards to which all credentialing institutions in the state must comply. Implementing credential programs aligned to the new standards could have an enormous impact on teacher education in California. The way we use language in particular contexts not only represents perspectives, but creates them as well. Therefore, California's new teacher education standards, replete with their highly prescriptive language, could conceivably result in a new standardization of the way teacher educators conceptualize and implement programs throughout the state. Focus of Study The authors examine the impact of California's state-mandated revision of teacher education programs on their department's—as well as on individual faculty members'— approach to teacher education. They explore the extent to which faculty were able to uphold their department's ideals of a progressive, learner-centered teacher education program—in spite of the state's stringent new requirements. Setting The research took place in the secondary teacher education department at a California State University. Participants The participants were all ten full-time faculty members in the department at the time of the program revision. Research Design In this qualitative self-study, the authors conducted and analyzed interviews with department members, and analyzed discussions in department meetings, program documents, and conversations (formal and informal) among the authors themselves. Drawing from critical discourse theory, the authors investigate the ways that the discursive practices in state regulations governing teacher education variously positioned members of the department, making particular teacher educator subjectivities available, and examine how faculty members both adopted and resisted these subjectivities as the department developed and implemented the new state-required program. Findings In spite of claims by faculty that the standardization process had little impact on their approach to teaching, the authors’ analysis of interview and conversational data and documents suggests otherwise. Faculty members’ increased use of technocratic language and terminology reflecting compliance with the new state standards reveals a substantive shift in the ways they think about what they do. Conclusions The authors argue that no one should assume he or she is immune to the effects of top-down standardization; but they note that this type of self-study process can enable faculty to realign their actions with their beliefs, to regain control of their discourse and of their identities as teacher educators.
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Pastore, Donna L., and William G. Meacci. "Employment Process for NCAA Female Coaches." Journal of Sport Management 8, no. 2 (May 1994): 115–28. http://dx.doi.org/10.1123/jsm.8.2.115.
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This study examined the process by which female coaches of NCAA Division I, II, and III institutions are recruited, selected, and retained. A total of 501 administrators and coaches of women's teams responded to a questionnaire consisting of 22 employment process statements that elicited (a) the extent to which each process was used, and (b) the importance attached to each process by the subjects. Principal component analyses of the two data sets yielded five factors: Organizational Policies, Candidate's Experience, Informal Recruiting, Formal Recruiting, and Candidate's Credentials. A 2 × 2 × 3 × 5 (Gender × Position × Division × Use of Factors) repeated measures ANOVA showed significant two-way interaction effects for gender, position, and division. Tukey's post hoc analyses indicated that Candidate's Credentials was rated highest by all subgroups. A 2 × 2 × 3 × 5 (Gender × Position × Division × Importance of Factors) repeated measures ANOVA showed a significant two-way interaction effect for division. Tukey's post hoc analyses indicated that respondents rated Candidate's Credentials and Organizational Policies highest.
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Kanthawala, Shaheen, and Wei Peng. "Credibility in Online Health Communities: Effects of Moderator Credentials and Endorsement Cues." Journalism and Media 2, no. 3 (July 6, 2021): 379–96. http://dx.doi.org/10.3390/journalmedia2030023.
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Online health communities (OHCs) are a common and highly frequented health resource. To create safer resources online, we must know how users think of credibility in these spaces. To understand how new visitors may use cues present within the OHC to establish source credibility, we conducted an online experiment (n = 373) manipulating cues for perceptions of two primary dimensions of credibility—trustworthiness and expertise—by manipulating the presence of endorsement cues (i.e., likes) and of moderators’ health credentials (i.e., medical professional) using a fake OHC. Participants were predominantly male (60.4%) and Caucasian (74.1%). Our findings showed that moderators with health credentials had an effect on both dimensions of source credibility in OHCs, however, likes did not. We also observed a correlation between the perceived social support within the community and both dimensions of source credibility, underscoring the value of supportive online health communities. Our findings can help developers ascertain areas of focus within their communities and users with how perceptions of credibility could help or hinder their own assessments of OHC credibility.
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Wilson, Debbie L., Carole L. Kimberlin, David B. Brushwood, and Richard Segal. "Investigation of the Potential Effects of Registration Requirements on Florida Pharmacy Technician Credentials." Journal of Pharmacy Technology 26, no. 3 (May 2010): 116–22. http://dx.doi.org/10.1177/875512251002600304.
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Young, I. Phillip, and Kimberly Miller-Smith. "Effects of a State Mandated Policy (Site-Based Councils) and of Potential Role Incumbents on Teacher Screening Decisions in High and Low Performing Schools." education policy analysis archives 14 (March 2, 2006): 7. http://dx.doi.org/10.14507/epaa.v14n7.2006.
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Some states have viewed teacher selection as a means of improving student performance and have mandated the use of site-based teacher councils. To assess the utility of this legislative action, an experimental study was conducted. This study uses a 2X3X2 factorial design that varies state legislation, role of the decision maker, and academic performance of the school site. Credentials of hypothetical teacher candidates were evaluated as if screening for a vacant position, and evaluations were submitted to a MANOVA. Results indicate that legislated alterations in the teacher-selection process failed to have any substantial effects on outcomes in the screening of teacher candidates for elementary school positions. Although screening decisions were found to be the same for participants affiliated with both low- and high-performing school districts, teachers were more appreciative of candidate’s credentials than either principals or parents.
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Tibajev, Andrey, and Carina Hellgren. "The Effects of Recognition of Foreign Education for Newly Arrived Immigrants." European Sociological Review 35, no. 4 (March 18, 2019): 506–21. http://dx.doi.org/10.1093/esr/jcz011.
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Abstract We analyze the effects of formal recognition of foreign higher education on employment probabilities and earnings for newly arrived immigrants in Sweden. Prior research has found that immigrants have lower returns on education if it was acquired in the country of origin than if it was acquired in the host country. One reason for this is that foreign credentials work poorly as productivity signals and risk-averse employers avoid employees with credentials they do not fully understand. A formal recognition statement can help overcome this problem by providing credible information about the foreign education, thus reducing uncertainty. Data consists of immigrants who, within the first ten years of residence in Sweden, had their foreign degree formally recognized during 2007–2011. Using fixed effects regressions, we estimate the treatment effect of official recognition to be 4.4 percentage points higher probability of being employed, and 13.9 log points higher wage for those with employment. We also find considerable treatment effect heterogeneity across subcategories of immigrants from different regions of origin, with different reasons for immigration and who obtained recognition during different economic conditions. Our conclusions are that the mechanism of employer uncertainty is real, and that recognition does reduce it. But as the signal of foreign education becomes better, other mechanisms such as human capital transferability problems and quality differences, and the ability to use foreign human capital, become more salient, leading to heterogeneous effects.
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Harris, Douglas N. "Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives." Education Finance and Policy 4, no. 4 (October 2009): 319–50. http://dx.doi.org/10.1162/edfp.2009.4.4.319.
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Annual student testing may make it possible to measure the contributions to student achievement made by individual teachers. But would these “teacher value-added” measures help to improve student achievement? I consider the statistical validity, purposes, and costs of teacher value-added policies. Many of the key assumptions of teacher value added are rejected by empirical evidence. However, the assumption violations may not be severe, and value-added measures still seem to contain useful information. I also compare teacher value-added accountability with three main policy alternatives: teacher credentials, school value-added accountability, and formative uses of test data. I argue that using teacher value-added measures is likely to increase student achievement more efficiently than a teacher credentials-only strategy but may not be the most cost-effective policy overall. Resolving this issue will require a new research and policy agenda that goes beyond analysis of assumptions and statistical properties and focuses on the effects of actual policy alternatives.
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Zilvinskis, John, Victor Borden, and Ronald E. Severtis. "Employing a Quasi-Experimental Technique to Measure the Effects of Conditional Admissions." Journal of College Student Retention: Research, Theory & Practice 22, no. 1 (September 6, 2017): 141–54. http://dx.doi.org/10.1177/1521025117728027.
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Colleges and universities employ conditional admission policies to identify students with subpar academic qualifications, who may need additional support to succeed. Using institutional data of more than 2,000 students, the study applies labeling theory to a quasi-experimental design (difference-in-differences testing), measuring the effects of a new conditional admission policy. The policy did not affect grade point average, number of credits attempted, or persistence for students with lower academic credentials but yielded a 16% decrease in credits completed. The results of this study question the value of policies that label students as conditional admits without providing comprehensive support for those students.
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Catanio, Joseph T., Gary Armstrong, and Joanne Tucker. "The Effects of Project Management Certification on the Triple Constraint." International Journal of Information Technology Project Management 4, no. 4 (October 2013): 93–111. http://dx.doi.org/10.4018/ijitpm.2013100106.
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This research paper describes key information technology (IT) project management activities in terms of project scope, time, and cost management, namely the triple constraint. The authors contend that the ability to properly manage and execute these activities is the quintessential component that oftentimes drives whether projects succeed or fail. The literature shows that IT projects have a dismal success rate but successful projects have been on the rise. The authors attempt to determine if the increase of successful projects correlates to the increase in the number of certified project managers. Empirical evidence is presented that indicates certified project managers do not perform project scope, time, and cost management activities better than project managers without professional certification credentials.
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Clotfelter, Charles T., Helen F. Ladd, and Jacob L. Vigdor. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects." Journal of Human Resources 45, no. 3 (2010): 655–81. http://dx.doi.org/10.1353/jhr.2010.0023.
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Klettke, Bianca, and Martine Powell. "The Effects of Evidence, Coherence and Credentials on Jury Decision-Making in Child Sexual Abuse Trials." Psychiatry, Psychology and Law 18, no. 2 (May 2011): 263–69. http://dx.doi.org/10.1080/13218719.2010.543400.
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Cristea, Mirela, Graţiela Georgiana Noja, Eleftherios Thalassinos, Daniel Cîrciumaru, Constantin Ștefan Ponea, and Carmen Claudia Durău. "Environmental, Social and Governance Credentials of Agricultural Companies—The Interplay with Company Size." Resources 11, no. 3 (March 11, 2022): 30. http://dx.doi.org/10.3390/resources11030030.
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Based on the significance of the corporate social responsibility (CSR) activities, respectively, the Environmental, Social and Governance (ESG) measures, for companies’ advancement in the fields of agriculture, the purpose of our study is to appraise how the ESG measures influence the size of public companies from the agricultural sectors, with particular attention on the environmental pillar. The research methodology consists in applying two econometric procedures to assess the direct effects of the ESG activities on the size of public agricultural firms by models of robust regression (RREG) and to appraise global implications of ESG measures on companies’ dimension by models of structural equations (SEM). Data encloses the ESG indicators, focusing on environmental indicators and agricultural companies’ size (proxied by total assets), extracted from the Thomson Reuters Refinitiv Eikon database for the fiscal year 2020. Main results reveal that several components of the ESG measures, especially the environmental ones, may influence the size of the agricultural companies, given the significant companies’ strengths in implementing CSR actions to ensure sustainable resource management. We propose adequate strategies for companies to provide robust resource management and proper integration of the environmental credentials.
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Esses, Victoria M., Caroline Bennett-AbuAyyash, and Natalia Lapshina. "How Discrimination Against Ethnic and Religious Minorities Contributes to the Underutilization of Immigrants’ Skills." Policy Insights from the Behavioral and Brain Sciences 1, no. 1 (October 2014): 55–62. http://dx.doi.org/10.1177/2372732214550166.
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The underutilization of immigrants’ skills, particularly the skills of ethnic and religious minorities, is of considerable concern to policy makers because of its economic and social costs. Recent research suggests that discrimination may be contributing to this well-documented unemployment and underemployment of skilled minority immigrants. In particular, the ambiguity of immigrants’ foreign-acquired skills and personal characteristics may provide a cover for the expression of bias toward immigrants who are religious and ethnic minorities. Experiments controlling for all other variables show that discrimination may influence both the hiring of minority immigrants and reactions to claims of employment discrimination by minority immigrants. Also, factors that reduce the ambiguity of minority immigrants’ credentials and factors that suppress the expression of bias reduce these effects. These findings point to policy interventions that have the potential to improve the labor-market outcomes of skilled immigrants and contribute to host nations’ economic and social outlooks. Interventions should focus not only on skilled minority immigrants and reducing the ambiguity of their credentials and skills but also on members of the host society and their motivation to control prejudiced reactions to minorities.