Relevant bibliographies by topics / Efficiency and equity in higher education

Academic literature on the topic 'Efficiency and equity in higher education'

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Published: 11 March 2023

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Journal articles on the topic "Efficiency and equity in higher education"

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Psacharopoulos, George. "Efficiency and equity in Greek higher education." Minerva 26, no. 2 (1988): 119–37. http://dx.doi.org/10.1007/bf01096692.

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Gabrichidze, Tinatin. "Higher Education Funding Strategies: Towards Equity, Efficiency, and Quality." European Scientific Journal, ESJ 18, no. 19 (June 30, 2022): 20. http://dx.doi.org/10.19044/esj.2022.v18n19p20.

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As economists have become increasingly interested in higher education, economic reasoning has been applied, resulting in extremely useful research in higher education. With the growth of market forces in higher education, the changing role of government, and advances in research on the economics of higher education, higher education funding is increasingly seen as a tool to stimulate the market. The development of an effective funding strategy may be one of the keys to developing higher education - its quality and efficiency, increasing equity and equality. The article adds to the existing literature on higher education funding and the impact of market forces on higher education. It aims to provide an analysis of economic reasoning applied to higher education, which can be used as a tool to develop a funding strategy. It also includes an overview of different funding models concerning economic reasoning and synthesizes different funding strategies regarding their impact on the higher education market.
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Garca-Pealosa, C. "Efficiency and equity effects of subsidies to higher education." Oxford Economic Papers 52, no. 4 (October 1, 2000): 702–22. http://dx.doi.org/10.1093/oep/52.4.702.

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Bevc, Milena, and Sonja Uršič. "Relations between funding, equity, and efficiency of higher education." Education Economics 16, no. 3 (September 2008): 229–44. http://dx.doi.org/10.1080/09645290802338037.

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Garci-Pealosa, C. "Erratum. Efficiency and equity effects of subsidies to higher education." Oxford Economic Papers 53, no. 1 (January 1, 2001): 187. http://dx.doi.org/10.1093/oep/53.1.187.

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Dundar, Halil Dundar, and Darrell R. Lewis. "Equity, quality and efficiency effects of reform in Turkish higher education." Higher Education Policy 12, no. 4 (December 1999): 343–66. http://dx.doi.org/10.1016/s0952-8733(99)00016-1.

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Boughey, C. "From Equity to Efficiency: Access to higher education in South Africa." Arts and Humanities in Higher Education 2, no. 1 (February 1, 2003): 65–71. http://dx.doi.org/10.1177/1474022203002001006.

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Fahim, Yasmine, and Noha Sami. "Adequacy, efficiency and equity of higher education financing: The case of Egypt." PROSPECTS 41, no. 1 (March 2011): 47–67. http://dx.doi.org/10.1007/s11125-011-9182-x.

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Bevc, Milena. "Funding, equity and efficiency of higher education: introduction to the special issue." Education Economics 16, no. 3 (September 2008): 225–27. http://dx.doi.org/10.1080/09645290802338219.

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Schiefelbein, E. "Higher Education in Latin America: Issues of Efficiency and Equity. Donald R. Winkler." Comparative Education Review 35, no. 3 (August 1991): 571–73. http://dx.doi.org/10.1086/447062.

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Dissertations / Theses on the topic "Efficiency and equity in higher education"

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Wright, Sarah Jean, and res cand@acu edu au. "An Investigation Into the Equity and Efficiency of Australia‘s Higher Education System." Australian Catholic University. School of Arts and Sciences (NSW & ACT), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp179.11112008.

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This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.
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Wright, Sarah Jean. "An investigation into the equity and efficiency of Australia's higher education system." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d1683e0b74db960f896d63b31c64016e51ec173290179d7f86be96f630fa8b28/3094491/65151_downloaded_stream_376.pdf.

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This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia's higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia's higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.
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Robinson, Shannon. "Neither Clear nor Convincing: How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.

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Lau, Hieng Soon. "Financing of higher education in Malaysia : an equity and efficiency analysis of student loans and scholarships." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/6634/.

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Sutherland, Carla. "Equity, efficiency and sustainability in higher education in sub-Saharan Africa : a case study of Makerere University, Uganda." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2885/.

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The World Bank is one of the most dominant influences in higher education policy in Sub Saharan Africa. Throughout the 1990s, the Bank consistently asserted that a reduced role of the state in providing and organising educational services, and a greater reliance on pricing systems in the allocation of those services would have a positive effect on both equity and efficiency in higher education. Critics of this approach countered that the Bank's neo-liberal framework was inappropriate to the provision of a public good such as education and that, in particular, the introduction of user charges was risky, inequitable and inefficient. This thesis explores these claims and counterclaims through an exploratory case-study of Makerere University (Uganda). Its particular focus is on the introduction of a series of cost-sharing measures, most notably the acceptance of 'privately sponsored students' to the University from the mid-1990s onwards. The thesis examines what impact these initiatives have had on questions of equity and efficiency within the institution, while also interrogating their sustainability. Using a series of semi-structured interviews with senior university and government officials, as well as official university documents and World Bank reports, the major changes to student financing at Makerere are studied and described. The impact that the changes have had on the question of efficiency, equity and sustainability are analysed, using both qualitative and quantitative research methods, including a series of semi-structured interviews with senior academics and administrators; focus discussion groups with students; and a student survey (n 1,030). It is demonstrated that the major effect of the changes to student financing has been the rapid increase of students being able to come to Makerere, as well as the associated increase in resources which these students have brought with them to the institution. It is argued that the injection of new resources has positively affected the efficiency of the university, but that increasing concerns are being raised about equity, as the poor are disproportionately excluded from the opportunities offered by the new funding approach. It is suggested further that the heavy reliance on extended family networks for financing ultimately raises questions about the sustainability of the new programmes. Much of the debate over the financing of higher education has been underpinned by the concern that the way in which a higher education system receives funding has a powerful influence in determining what it does - in particular the impact that a shift away from public funding will have on the sector's contribution to national development. It is concluded here that that the way in which the debate over the financing of higher education is currently constructed encourages an overly economistic view of the sector and its role. It is argued that higher education is especially unsuited to this role. The case study demonstrates that currently there is less to be gained from being dogmatic about the role of either the state or the market, than a greater acceptance that failures of either can result in distorted development. Policy implications point towards a greater understanding of the need to identify what is the most appropriate role for each to play to complement one another in a given context. This is needed so that a particular mix is not at the expense of either equity or efficiency, and to ensure that mix remains sustainable.
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Hess, Robert Thomas. "Tension generators : how principals of secondary schools in Oregon process the demands for excellence, equity, and efficiency /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113009.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.
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Graziosi, Grazia. "Il ruolo degli incentivi economici nell'istruzione universitaria." Doctoral thesis, Università degli studi di Trieste, 2012. http://hdl.handle.net/10077/7350.

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2010/2011
The aim of this thesis is to investigate whether the Italian University grants are an effective tool to prevent student drop out and to favor the degree attainment whitin accademic path, both for merit and need-based financial aids. The survey units are italian student enrolled on a degree course in Chemistry, Physics and Mathematics from 2002/02 until 2007/08 in the University of Trieste. On the one hand, the Erdisu (Local Governmental Agency) offers some grants every year to eligible students from low-income families (scarcely related to the merit). The main objective of this intervention is to give equal opportunity to achieve higher education to motivated students irrespective of their income. On the other hand, Fonda Foundation offers some (only) merit-based grants to students enrolled in Chemistry, Physics and Mathematics degree courses. The goal is to award the best students enrolled in the above courses. In order to estimate the causal effect of receiving a grant, we follow the literature on counterfactual analysis and we matching treated and control units using Genetic matching and Coarsened Exact Matching. The results suggest that the need-based financial aids have positive impact to prevent drop-out at 2nd year, but non significant effect on graduation time, whereas the merit-based scholarships increase the probability to achieve the degree on time.
XXIV Ciclo
1973
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Charoenkul, Nuntarat. "Equity in Thai private institutions of higher education." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/220.

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This research aims to investigate the policies, administrative plans and strategies taken by eight leading Thai private institutions of higher education to develop equality of educational opportunity for economically disadvantaged college-age people. It also probes into the viewpoints of students, as the real users of higher education, on the ethics of markets in education as well as the possibility of the development of equity in a private university in Thailand. In addition, it explores students' attitudes towards equity in private higher education, socio-economically disadvantaged students and student aid schemes provided by the eight focus institutions. In this study, the researcher applied a mixed-methods approach to elicit data from a range of sources: the government, the eight focus universities and students. The staff participants are university administrators and officers (ten of them in total, at least one and sometimes two from each focus institution) in charge of student grants and loans. Student participants are divided into two groups: the control group and the focus group. The control group consists of on average 174 students who are non-takers of loans and grants from each institution (1,390 in total). The focus group is composed of on average 203 students who are loan and grant takers from each university (1,626 in total). In the research, all student participants were asked to fill in the questionnaire on students' attitudes towards Thai private higher education, designed by the researcher. Face-to-face interviews were also conducted with 35 students from all the focus institutions (four or five from each university). The research findings reveal that it is possible for the eight focus institutions to develop equality of educational opportunity through the application of a variety of student aid programmes, focusing on loans. In this study, it turns out that a student loan programme tends to be able to assist economically disadvantaged students on a larger scale than can a grant or a scholarship scheme. These results are hoped to serve as a guideline for the promotion of equality of educational opportunity, the establishment and improvement of future student aid schemes, as well as the creation and development of a more equitable system in Thai higher education.
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Koshy, Paul Malcolm. "Equity Policy and Participation in Australian Higher Education." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70567.

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This thesis undertakes an analysis of key issues in Australian higher education equity policy in view of current policy settings and empirical research on the determinants of undergraduate higher education participation. Equity policy is defined to include government initiatives to promote higher education participation amongst groups who have been historically disadvantaged in their access (‘equity student groups’) and the categorisation and measurement tools used to identify students belonging to these groups.
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Kawana, Sanae. "Gender equity policies in higher education in Japan." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43464/1/Sanae_Kawana_Thesis.pdf.

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In a similar fashion to many western countries, the political context of Japan has been transformed since the 1975 UN World Conference on Women, which eventually led to the establishment of the Basic Law for a Gender-equal Society in Japan in 1999. The Basic Law sets out a series of general guidelines across every field of society, including education. This trajectory policy research study targets gender issues in Japanese higher education and follows the development of the Basic Law and, in particular, how it has been interpreted by bureaucrats and implemented within the field of higher education. This feminist policy research study examines Japanese power relationships within the field of gender and identifies gender discourses embedded within Japanese gender equity policy documents. The study documents the experiences of, and strategies used by, Japanese feminists in relation to gender equity policies in education. Drawing on critical feminist theory and feminist critical discourse theory, the study explores the relationship between gender discourses and social practices and analyses how unequal gender relations have been sustained through the implementation of Japanese gender equity policy. Feminist critical policy analysis and feminist critical discourse analysis have been used to examine data collected through interviews with key players, including policy makers and policy administrators from the national government and higher education institutions offering teacher education courses. The study also scrutinises the minutes of government meetings, and other relevant policy documents. The study highlights the struggles between policy makers in the government and bureaucracy, and feminist educators working for change. Following an anti-feminist backlash, feminist discourses in the original policy documents were weakened or marginalised in revisions, ultimately weakening the impact of the Basic Law in the higher education institutions. The following four key findings are presented within the research: 1) tracking of the original feminist teachers’ movement that existed just prior to the development of the Basic Law in 1999; 2) the formation of the Basic Law, and how the policy resulted in a weakening of the main tenets of women’s policy from a feminist perspective; 3) the problematic manner in which the Basic Law was interpreted at the bureaucratic level; and 4) the limited impact of the Basic Law on higher education and the strategies and struggles of feminist scholars in reaction to this law.
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Books on the topic "Efficiency and equity in higher education"

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Higher education in Latin America: Issues of efficiency and equity. Washington, D.C: World Bank, 1990.

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Hughes, Rees. Some equity and efficiency implications of the expansion of higher education in Kenya: The results of a tracer study of University of Nairobi graduates. Nairobi: Institute for Development Studies, University of Nairobi, 1988.

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Regional Co-operative Programme in Higher Education for Development in Asia and the Pacific. and Regional Symposium on Promoting Equity, Excellence, and Efficiency in Higher Education: Implications for Policy, Planning, and Management (1985 : New Delhi, India), eds. Promoting equity, excellence and efficiency in higher education: Implications for policy, planning and management : report of a regional symposium, New Delhi, 14-23 October 1985. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1987.

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Washington (State). Higher Education Coordinating Board., ed. Gender equity report. [Olympia, Wash.]: Washington State Higher Education Coordinating Board, 2000.

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Tavares, Orlanda, Carla Sá, Cristina Sin, and Alberto Amaral, eds. Equity Policies in Global Higher Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7.

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Harvey, Andrew, Catherine Burnheim, and Matthew Brett, eds. Student Equity in Australian Higher Education. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8.

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Lee, John B. The equity of higher education subsidies. [Hyattsville, Md.]: National Center for Postsecondary Governance and Finance, 1987.

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King, Jacqueline E. Gender equity in higher education: 2006. Washington, DC: American Council on Education, 2006.

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Cameron, Barry. Higher education efficiency measurement using DEA. Melbourne: University of Melbourne. Graduate School of Management, 1989.

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McMahon, Walter W. Improving higher education through increased efficiency. Urbana: College of Commerce and Business Administration, 1988.

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Book chapters on the topic "Efficiency and equity in higher education"

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DesJardins, Stephen L. "Understanding and Using Efficiency and Equity Criteria in the Study of Higher Education Policy." In Higher Education: Handbook of Theory and Research, 173–219. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0245-5_4.

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Jacob, W. James, and Weiyan Xiong. "Higher Education Capacity for What? Balancing Issues of Equity, Efficiency, Choice, and Excellence." In The Palgrave Handbook of Asia Pacific Higher Education, 345–63. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-48739-1_23.

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Torotcoi, Simona, Delia Gologan, and Anastasia Kurysheva. "What Works for Underrepresented Groups? Identifying Effective Measures for Enhancing Access to Higher Education in Europe." In European Higher Education Area: Challenges for a New Decade, 177–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_13.

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Abstract Over the last three decades, policy-makers have developed numerous measures, policies, projects and programs with the intention to increase the enrolment and participation of underrepresented groups, however, little is known about the ways in which such initiatives shape opportunities for potential students. Knowing which of these initiatives work and whether they are achieving their intended goals is of utmost importance for policy-makers across Europe. This paper aims to collect, document, scrutinize and critically analyze the current research literature which assesses the effectiveness of different public initiatives at Higher Education Institutions’ (HEIs) level for widening access for underrepresented groups and, at the same time, to identify gaps and make recommendations for potential further research. The 17 identified studies can be categorized based on the access measures they analyze: (1) outreach, counselling and mentoring of prospective students; (2) financial aid measures, and (3) preparatory courses and programs. The findings show that there are little research and information about the actual outcomes of most measures to increase access to HE. We found a lack of adequate, reliable and consistently collected data about the policy instruments already put to practice. Since there is no excuse for the lack of effective action towards more equitable educational systems, more evidence-based approaches will be necessary to learn from these specific access measures and move forward towards more efficient equity policies.
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Kottmann, Andrea. "Bringing Efficiency In?" In Higher Education Dynamics, 29–58. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09677-3_3.

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Molla, Tebeje. "Equity Policy Instruments." In Higher Education in Ethiopia, 125–43. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7933-7_7.

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Malcom-Piqueux, Lindsey, Jason Robinson, and Estela Mara Bensimon. "Equity in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 391–97. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_46.

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Malcom-Piqueux, Lindsey, Jason Robinson, and Estela Mara Bensimon. "Equity in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–7. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9553-1_46-1.

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Jumaev, Nodir Hosiyatovich, and Dilshodzhon Alidzhonovich Rakhmonov. "Improving Funding for Higher Education Institutions in Uzbekistan." In Education, Equity, Economy, 93–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50127-3_6.

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Pinheiro, Rómulo. "Access, Equity, and Regional Development." In Higher Education in Societies, 113–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-746-9_8.

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Zahavi, Mor, Iris BenDavid-Hadar, and Joseph Klein. "Choice and Efficiency in Education: New Perspective on the Tiebout Model." In Education, Equity, Economy, 261–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_13.

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Conference papers on the topic "Efficiency and equity in higher education"

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Sahoo, Sanjaya Kumar, and Sukanta Chandra Swain. "Access and Utilization of Digital Infrastructure for Efficiency: A Comparative Study of Migrated and Local Stakeholders of Higher Educational Institutes of Odisha." In 2nd International Conference on Sustainability and Equity (ICSE-2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsseh.k.220105.005.

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Condruzbacescu, Monica. "PROMOTING OPEN EDUCATION AND FREE EDUCATIONAL RESOURCES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-039.

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The paper focuses on promoting open education and free educational resources. The dynamics of the changes that take place in the world are a challenge for all actors in the education system. Accepting and promoting the postmodern paradigm, based on humanism and constructivism, approaching education from the perspective of the learner and developing the education process from the perspective of the pedagogy focused on competences are just some of the new imperatives. All these realities require a resizing of the educational process and resources, but also of the purposes. Training systems must contribute to meeting the increasingly pressing need for continuous updating of knowledge and skills in the conditions of an increasingly expanded international labor market, while at the same time pursuing greater efficiency and equity. In this context, there is also widespread use, including in the education system, of technologies and information resources, as well as facilitating, through them, access and exchange of information. Electronic resources, online content and virtual educational spaces offer the latest, most diverse information and continuing education opportunities. In recent years, the issues directly related to open data / open educational resources are being widely addressed by the international educational community. At European level, a series of actions were carried out regarding the promotion of open data, in order to improve the quality and access to education, the European Commission elaborating a series of public policy documents that encourage the re-use of information in innovative ways and the design of educational materials under open licenses. Over the last decade, the supply of OER in the world has grown exponentially. However, while there is an increasing variety of subjects, OERs are typically produced in a limited number of languages (mainly in English), and used by certain sectors of education (especially higher education) and specific disciplines.
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Fosu, Agyei. "Technology versus Quality Education in an Underdeveloped Region: A Case Study of UNISA Students in Former Ciskei Homeland in Eastern Cape." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3780.

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Aim/Purpose: This paper seeks to show how University of South Africa (UNISA) is using technology to connect lecturers, tutors and students of [UNISA] in an underdeveloped region in South Africa (SA) to reduce cost and time of travelling to access information, tutorials and help [available] in designated centers, hence making quality and higher education more accessible and less costly. Background: This empirical study gives evidence to back the effectiveness, helpfulness and cost reduction of using technology as a medium of making quality and higher education accessible to under developed regions. Methodology Quantitative and purposeful sampling was deemed appropriate for the study, whereby 200 questionnaires was developed and specifically distributed to UNISA students from former Ciskei towns at East London Tutorial Center. Contribution: The paper is about the usage of mobile technology for knowledge creation and dissemination, instruction and learning, The data generated and presented add to the knowledge base about underdeveloped countries. This data and the conclusions reached based the analysis could be of interest to researchers, university administrators, politicians, planners and policy makers in underdeveloped countries. Findings: Evaluation of the overall effectiveness, helpfulness and cost reduction of e-tutorials show a slight advantage over the face-face tutorials. Recommendations for Practitioners: In the quest for ways and means of making quality and higher education accessible to underdeveloped regions, no matter which medium is chosen, the periodic measurement of success in terms of effectiveness, helpfulness, and cost implication in relation to the learner cannot be over looked. Recommendation for Researchers: More work needs to be done to check the effectiveness of technology as an efficient medium to provide access to quality and higher education to underdeveloped regional economies. Impact on Society The results could have significant implications for raising the level of education and advancing employment equity by improving the delivery and accessibility to quality and higher education to underdeveloped regional economies. Future Research: The analysis of cost efficiency and effectiveness done in this work is just representative of one point of view: the student one of accessibility and cost. There is, however, need in future work to research the implications for the institutions of higher education (in terms teaching design, curriculum design, knowledge of individual learning types, need for change in and rate of change in knowledge view, learning philosophies), individual stakeholders, and the competitive repositioning of society.
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Richmond, Deborah. "Empowered Mobility: Supply Chain Thinking for Youth in Foster Care." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.29.

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The application of global container logistics to high mobility children, such as those in foster care, asks designers to consider an empathic, human-centered approach to an institutionalized system of involuntary mobility, which can result in as many as 3-4 family “placements” per year for some children. In spite of grim statistics for youth in foster care related to graduation, teen pregnancy, drug use and imprisonment, these children develop many positive resiliencies around adaptability, emotional intelligence, empathy and efficiency. Working with a non-profit serving youth in foster care in Watts, Los Angeles, called Peace4Kids, whose motto is “community as family,” the concept of a “mobile village” was born. Following their lead, paired with a deep understanding of consumer culture’s collective intelligence around moving goods through cities, an innovative strategy was used to create a literal delivery platform for educational programming, in partnership with other non-profits, around food equity, social justice and eventually other vocational skills such as apparel arts, machine arts, fine arts and early education.
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Markopoulos, Evangelos, Marlena Schmitz, and Baiba Ziga. "An ESG aligned Global Gender Equity Model for creating equitable corporate and government organisations." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001524.

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Living in the 21st century does not necessarily mean that men and women are treated fairly and respectfully regarding their respective needs and thus in a gender equitable way. On the one hand, women still do three times the amount of unpaid care work, earn 18% less for the same work, make up the minority of C-Suite Level leaders with only 22% compared to 78% of men (which has become even worse due to the Covid-19 Pandemic) and have to deal with issues such as the glass ceiling or glass cliff which prevent their careers from flourishing, to name a few issues. On the other hand, studies by experts conducted in the field of gender equity have shown that women were rated as more effective leaders during and before a crisis, that female participation in the workforce could add between 12-18 trillion dollars to global GDP and increase profits of companies whilst reducing turnover rates and improving productivity as well as employee satisfaction, therefore potentially benefitting society as a whole. To understand why the world has not become gender equitable yet despite the many benefits it would provide, the research conducted in this paper includes academic primary and secondary research, an international literature review, 13 individual interviews with top level managers and/or diversity, equity and inclusion experts (DEI) as well as a global survey with 66 respondents. The results led to the conclusion that there is a need for a shift away from the patriarchal system towards a gender equitable society, which can be achieved with the help of the Global Gender Equity Model (GGEM). The GGEM is a new conceptual model for understanding and describing the implementation of the factors that create gender equitable nations. It is based on four socioeconomic pillars (People, Economy, Education, Governance) aligned with ESG (Environment, Social Governance) criteria adopted by private and public organizations. The four pillars of the GGEM model blend the traditional corporate and government systems of global nations with the current need for individual and collective accountability, collaboration as well as transparency and free flow of information. These pillars were found to be associated with equitable environments and can be seen as both interdependent and positively reinforcing of each other. This means the relative strength of any one pillar has the potential to either positively or negatively influence national gender equity. The GGEM uses the principles behind these pillars to develop and deliver an assessment tool and guidelines that are holistic in their approach to help transform nations from their current inequitable state. The model has been developed to benefit any organization by enacting some or all of these principles no matter their location or the path selected to achieving true gender equity. The integration of the GGEM model with the ESG index has been designed to incentivise the adaptation of the model towards achieving faster and higher organizational ESG scoring. The paper also presents the limitations of the model at its current stage and areas of further research which can support it with technologies and processes that can give adaptation efficiency and implementation consistency.
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Yu, Wanbo, Li Zhang, and Xudong Ren. "Equity and Quality Analysis of Higher Education." In International Conference on Education, Economics and Information Management (ICEEIM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200401.016.

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Xing, Hui, Litao Zhang, Yajie Wang, and Yanli Zhang. "Higher Education Equity And Income Distribution: Theory Survey." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5363558.

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De Jesus Antonia Ochoa Oliva, Maria. "Quality, inclusion and equity in the higher education." In 2021 4th International Conference on Inclusive Technology and Education (CONTIE). IEEE, 2021. http://dx.doi.org/10.1109/contie54684.2021.00030.

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Wu, Han. "Knowledge Inequalities in Higher Education Equity in China." In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211220.295.

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Roskosa, Antra, and Yulia Stukalina. "Exploring Brand Equity-Related Factors in Higher Education." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.003.

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Due to deepened marketing orientation of modern universities the role of branding in the field is constantly growing. In the higher education settings, developing a consistent, attractive and meaningful brand is crucial for maintaining a competitive advantage in the international marketplace in the agenda of commoditization of educational services. Brand equity in higher education –as brand value determined by students’ experiences and perceptions –is related to the university’s superiority in quality and reliability (i.e. first-class academic reputation). The aim of the paper was to assess different brand equity-related factors within the Customer-Based Brand Equity (CBBE) model as perceived by students. The research methods included analysis of theoretical sources and research papers, aswell as a survey administered at Riga Technical University and Transport and Telecommunication Institute (University of Applied Sciences).A questionnaire based on the multi-dimensional Customer-Based Brand Equity model was developed. Structural equation modelling was used for performing confirmatory factor analysis of relationships between different brand equity-related factors. The results of the study indicate that the Performance factor has the highest loading for students, being of primary importance for the development of brand equity by creating positive brand associations and increasing the perceived value. The results of the research would contribute to better understanding of brand equity in higher education settings, which is important for improving the competitive position of a university brand.
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Reports on the topic "Efficiency and equity in higher education"

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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Eaton, Charlie, Sabrina Howell, and Constantine Yannelis. When Investor Incentives and Consumer Interests Diverge: Private Equity in Higher Education. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24976.

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Colón-Muñiz, Anaida, Magaly Lavadenz, and Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, October 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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Chrobak, Bartlomiej. Narrowing the achievement gaps in higher education with social-belonging intervention : A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0021.

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Review question / Objective: Summary - Social-belonging intervention belongs to the family of wise psychological interventions (for exhaustive review of wise interventions, see Walton & Crum, 2021). The latter notion was introduced by Walton (2014), for whom a wise intervention is “a precise tool, often instantiated in a brief exercise, to change a specific psychological process in a real-world setting” (p. 74). In line with this definition, a social-belonging intervention is a brief interactive exercise for freshman students conveying a message according to which worries and doubts about their social belonging in higher education are normal and they tend to dispel over time (Walton & Brady, 2021). This intervention seems to enhance academic outcomes of underrepresented or minority students in higher education (Walton & Brady, 2021), thus helping at narrowing (or closing) the achievement gaps. The main aim of this review is to examine in a rigorous way, using the systematic review methodology, quantitative studies addressing the question of the efficiency of social-belonging intervention in narrowing the achievement gaps in higher education (Research Question 1). Moreover, this review will also focus on analyzing other outcomes (educational and health), which may be impacted and enhanced by this intervention (Research Question 2). Finally, our goal is to investigate how to implement this intervention in the most efficient way (Research Question 3). Answers to these research questions may be a valuable resource to psychologists and educators willing to apply an evidence-based intervention in order to close or to narrow an achievement gap, as well as to psychologists and educational researchers working on higher education.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Mascagni, Giulia, Roel Dom, and Fabrizio Santoro. The VAT in Practice: Equity, Enforcement and Complexity. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ictd.2021.002.

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The value added tax (VAT) is supposed to be a tax on consumption that achieves greater economic efficiency than alternative indirect taxes. It is also meant to facilitate enforcement through the ‘self-enforcing mechanism’ – based on opposed incentives for buyers and sellers, and because of the paper trail it creates. Being a rather sophisticated tax, however, the VAT is complex to administer and costly to comply with, especially in lower-income countries. This paper takes a closer look at how the VAT system functions in practice in Rwanda. Using a mixed-methods approach, which combines qualitative information from focus group discussions with the analysis of administrative and survey data, we document and explain a number of surprising inconsistencies in the filing behaviour of VAT-remitting firms, which lead to suboptimal usage of electronic billing machines, as well as failure to claim legitimate VAT credits. The consequence of these inconsistencies is twofold. It makes it difficult for the Rwanda Revenue Authority to exploit its VAT data to the fullest, and leads to firms, particularly smaller ones, bearing a higher VAT burden than larger ones. There are several explanations for these inconsistencies. They appear to lie in a combination of taxpayer confusion, fear of audit, and constraints in administrative capacity.
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Pakhira, Deblina, and Judi Fusco. Designing for the future of research: Putting equity-relevant research into practice with scenarios and personas. Digital Promise, October 2022. http://dx.doi.org/10.51388/20.500.12265/163.

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SEERNet, a hub of five digital learning platforms (DLPs), either in K-12 or higher education, are enabling researchers with capabilities to conduct research and collect data on large numbers of students. Based on the new Standard for Excellence in Education Research (SEER Standards) around Equity, we propose that researchers should consider future-oriented approaches and methodologies to conduct equity-relevant research using DLPs. Taking a future-oriented approach, we created scenarios and personas to help us envision an equitable and inclusive future. Scenarios and personas are tools that may help center equity in research. We make three additional recommendations to bring new perspectives into future-oriented, equity-relevant research practices. First, include diverse research perspectives. Second, engage teachers, students, and families as partners in research. Third, minimize bias. In SEERNet, we invite the research community to join in future conversations as we continue to consider personas and future-oriented scenarios and see what they can help us understand and do.
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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.

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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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