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Journal articles on the topic 'Finance education programs'
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1
Ghoul, Wafica Ali. "Repositioning Islamic Finance University Education Programs." COMSATS Journal of Islamic Finance 1 (February 12, 2016): 73–81. http://dx.doi.org/10.26652/cjif.120167.
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Korolkov, S. A., A. G. Losev, and V. V. Tarakanov. "Education Programs Management by Education and Finance Plans Implementation." University Management: Practice and Analysis 104, no. 4 (2016): 49–55. http://dx.doi.org/10.15826/umj.2016.103.027.
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Mohd Yusof, Rosylin, Selamah Maamor, and Al-Hasan Al-Aidaros. "Bridging the Supply Gap in Islamic Finance Education: Current Landscape and Future Marketability of Talents." Journal of Emerging Economies and Islamic Research 4, no. 3 (September 30, 2016): 1. http://dx.doi.org/10.24191/jeeir.v4i3.9091.
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Consistent with the government’s effort to further promote Malaysia as the International Islamic Finance Education Hub, this article highlights the supply gap in Islamic finance education and identifies issues for future marketability of Islamic Finance Talents. Specifically, this article focuses the number, nature and nomenclature of programs offered by existing public and private universities in Malaysia and assesses whether the graduates meet the demand of the industry players. This study covers eleven (11) public universities and three (3) private institutions which offer MIF programs both at undergraduate and graduate levels. Based on the survey on existing programs and student enrolment in Muamalat and Islamic Finance (MIF) programs offered by these institutions, the findings reveal that there are 89 Islamic finance programs offered at the various Malaysian institutions. Out of these, 21 are PhD, 36 Masters, 27 Bachelors and 5 Diploma programs. The survey also found that programs with banking and finance focus are the majority constituting at least 37%. These are followed by Muamalat (Shariah and Law) focused programs to the tune of 25%. Others are Islamic economics (20%), Islamic Management (15%) and Islamic accounting (3%). The analysis was also done to critically re-define Islamic Finance education into five domains that is Muamalat (Shariah and Law), Islamic Finance, Islamic Economics, Islamic Accounting and Islamic management and abbreviated as MIF. The study further recommends that Ministry of Education and MQA need to facilitate the approval of new programs in Islamic accounting, Islamic economics and Islamic management. Universities that offer MIF programs should also diversify their programs based on the five domains. Hence, there is a dire need for policy ramifications to include a balance of students’ enrolments in all the five domains to achieve the government target of 54,000 Islamic Finance talents in 2020.
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Roza, Marguerite. "Backtalk: Universities aren’t teaching the finance skills that K-12 leaders need." Phi Delta Kappan 103, no. 7 (March 28, 2022): 67–68. http://dx.doi.org/10.1177/00317217221092248.
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School district leaders are responsible for managing million-dollar budgets, but many have received little or no training in education finance. Marguerite Roza discusses a recent analysis of administrator preparation programs that revealed startling gaps in content, including a tendency to focus on revenue in their finance education, instead of on spending, which district and leaders have more control over. She calls on higher education programs to increase their finance offerings and shares free resources from Georgetown University’s Edunomics Lab that can help them get started.
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Bair, Jeffrey H. "Hiring Practices in Finance Education: Linkages Among Top-Ranked Graduate Programs." American Journal of Economics and Sociology 62, no. 2 (June 28, 2008): 429–33. http://dx.doi.org/10.1111/1536-7150.00220.
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Bair, Jeffrey H. "Hiring Practices in Finance Education. Linkages Among Top-Ranked Graduate Programs." American Journal of Economics and Sociology 62, no. 2 (April 2003): 429–33. http://dx.doi.org/10.1111/1536-7150.t01-2-00007.
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Oziev, Gapur, and Magomet Yandiev. "A New Approach in Education for Islamic Finance Awareness in Russia." Journal of Islamic Finance 8, no. 1 (December 21, 2018): 008–14. https://doi.org/10.31436/jif.v8i1.318.
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At present, Russia has a unique situation with regard to Islamic finance. On the one hand, there is a huge interest and demand for educational programs in this specialty, not only among Muslims but others as well. On the other hand, presently there are not many job opportunities available in this area. This reflects the lack of solvency of demand for Islamic educational products in educational sphere, and interestingly, each group of citizens has its own motives. Most ordinary citizens who have a sincere interest in Islamic finance have naïve understanding about finance in general. Professionals in finance also show great interest in Islamic finance, but the lack of employment prospects for this specialty does not allow them to acquire appropriate educational services. Otherwise, it will be an investment with zero returns. Finally, many high-rank officials - especially after imposition of financial sanctions against Russia – demonstrate a careful demand for Islamic finance sector. They do expect that Islamic finance will solve many of the financial problems of the country and yet they face lack of proper understanding of the specifics of Islamic finance. In general, there is a huge demand for educational products in the sphere of Islamic finance in Russia. However, there is a need for a new approach in education. Therefore, this paper will focus on the followings three focus groups: a) various educational courses to increase public awareness on finance in general and on Islamic finance in particular; b) training for regional leadership and top officials on Islamic finance; c) special programs and training for experts in finance.
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Skobleva, E. I. "State Development Programs as a Tool for Financing Education." Financial Journal 16, no. 6 (December 2024): 116–31. https://doi.org/10.31107/2075-1990-2024-6-116-131.
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The article is devoted to the issues of education financing with a focus on the application of state development programs aimed at supporting education in Russia. The author analyzes the results of the implementation of federal target programs, state programs and, as part of them, national projects and federal projects in the field of science and education. The study pays special attention to the analysis of public expenditures on higher education, which is largely financed from the federal budget. Higher education is the most important factor in the economic and social development of the country, as it largely forms the human capital, which opens up opportunities for the search for non-standard solutions, creation of new knowledge and development of technologies. One of the objectives of sustainable development in the field of education is to ensure equal access to quality vocational and higher education, including university education. The aim of the paper is to study the problems of using program instruments of education financing in Russia. The author considers federal target programs as a form of “pinpoint” financial support of the education system; shows the mechanism of transition to the program method of education financing and the transformation of program documents that determine the volume and directions of education financing; examines national projects in the context of program financing of education; analyzes the items of federal budget expenditures on higher education and draws conclusions about their content and dynamics. The article is based on official statistical data and analytical reports of the Ministry of Finance of the Russian Federation, the Federal Treasury, and the Accounts Chamber of the Russian Federation.
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Fitriani, Febrina Sinta, and Endang Masitoh. "Analysis of Factor Factors That Influence The Implementation of Financial Management Information System (SIMDA) Financial Study." JASa (Jurnal Akuntansi, Audit dan Sistem Informasi Akuntansi) 4, no. 3 (December 16, 2020): 356–64. http://dx.doi.org/10.36555/jasa.v4i3.1404.
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The purpose of this study is to empirically examine the influence of the expertise of system users, education and training programs, information technology and top management support for SIMDA Finance in Village Office in Sub-District Jebres Surakarta. The population in this study is the District of Jebres District with a sample using purposive sampling obtained a sample of 30 respondents. The results showed that the variables of system user expertise, education and training programs as well as top management support had a significant effect on SIMDA Finance, while the information technology variable had no effect on SIMDA Finance.
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Lu, Huirong. "Thoughts on Accelerating the Construction of First-Class Undergraduate Majors: Taking Finance as an Example." Proceedings of Business and Economic Studies 7, no. 5 (October 22, 2024): 239–46. http://dx.doi.org/10.26689/pbes.v7i5.8598.
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This article analyzes the path to constructing first-class undergraduate majors in finance, using the finance major as a case study. Through analysis, it aims to offer reference and inspiration for enhancing the quality of finance education in China and supporting the healthy development of the financial industry. The article begins by examining the current status of finance majors, followed by an analysis of the necessity for establishing first-class undergraduate programs. Finally, it provides a detailed exploration of the specific methods for building such programs in finance. The findings indicate that accelerating the construction of first-class undergraduate finance majors is a long-term and challenging task that requires the combined efforts of the government, universities, industry, and various social sectors. Through comprehensive and innovative reforms in areas such as training objectives and positioning, curriculum development, teaching teams, and practical instruction, the quality and level of finance education can be effectively elevated, thereby cultivating more high-caliber financial professionals who meet the demands of the times.
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Sattar, Sumiya, Saba Latif, Adnan Ali Syed, and Muhammad Faheem Ullah. "The Future of Finance Education in Pakistan: Preparing for an AI-Driven Industry." Journal of Asian Development Studies 13, no. 3 (September 1, 2024): 1652–59. http://dx.doi.org/10.62345/jads.2024.13.3.133.
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This study investigated the transformation of finance education in Pakistan amid the rising influence of artificial intelligence (AI) in the financial sector. Through a mixed-methods approach involving 245 finance educators, industry professionals, and students from major Pakistani universities, the research examined current curricula gaps, industry requirements, and necessary pedagogical shifts. Results indicated significant disparities between existing finance education and industry needs, with 73% of professionals identifying AI literacy as crucial for future finance graduates. The study found strong positive correlations between AI-integrated finance education and graduate employability (r = 0.78, p < 0.001). Recommendations include curriculum redesign, faculty development programs, and industry-academia partnerships to prepare finance students for an AI-driven future.
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Siddiqui, Zakia, and Claudio Andres Rivera. "Embedding fintech-specific content in higher education." Risk Governance and Control: Financial Markets and Institutions 13, no. 4 (2023): 18–29. http://dx.doi.org/10.22495/rgcv13i4p2.
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Fintech is one of the most talked about topics in the finance industry in this era. Still, the change or increase in the market share of fintech companies is relatively small compared to that of other conventional financial services. To help the fintech industry, universities with academicians can play a vital role by introducing fintech-specific content. The most essential element in teaching fintech-specific content is teaching finance and technology (Hendershott et al., 2021). Regarding this, during the last few years, many top universities have taught fintech-specific courses in undergraduate, graduate, and executive programs. This content seeks to prepare specialists from the field who can strengthen the fintech industry better. For now, no specific curriculum or teaching format is taught by fintech as this is a fast-changing industry, and the curriculum needs to be adapted accordingly (Thomas & Milner, 2023). The authors are interested in understanding the critical elements regarding the content that must be introduced in these programs. This paper aims to build a structure for the universities to follow if they want to teach courses in fintech-specific content. To achieve this goal, the authors will collect information and conduct the content analysis on the profile of fintech-specific offered by the top 20 universities in the world and on the literature focusing on fintech-specific content. In addition, there will be a discussion on the pedagogical approaches suggested for higher education institutions building interdisciplinary programs like fintech-specific content programs.
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Verstegen, Deborah A. "Education Fiscal Policy in the Reagan Administration." Educational Evaluation and Policy Analysis 12, no. 4 (December 1990): 355–73. http://dx.doi.org/10.3102/01623737012004355.
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The Reagan administration’s “New Federalism” agenda focused on redirecting national priorities and decentralizing domestic programs through budgetary policy. This research analyzes the consequences of national policy shifts occurring over the decade of the 1980s for public education. Utilizing a multimethod research design, it addresses four fundamental questions: (a) What have been the federal investments in education during the Reagan years? (b) How has the overall Department of Education (ED) budget fared over this time? (c) How have individual programs in ED been affected? (d) In sum, what fiscal changes have occurred in education during the Reagan presidency and to what extent have devolution and diminution in federal education policy been influenced by the Administration’s policies? The author finds significant shifts have occurred in federal education policy and finance during the 1980s. Tax reductions, deficit financing, dwindling productivity, and an uncertain economic outlook indirectly accomplished what could not be otherwise achieved, and set the basis for a new era in national education policy and finance well beyond the Reagan years.
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Wan, Taoyuan, Lin Li, Jun Yin, and Jiaying Li. "Research on Teaching Reform of Finance and Accounting Major in Colleges and Universities under the Integrated Mode of “Post Course Competition Certificate”." Education Reform and Development 6, no. 10 (October 25, 2024): 240–45. http://dx.doi.org/10.26689/erd.v6i10.8670.
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In recent years, with the government’s strong emphasis on vocational education and the in-depth promotion of the “post course competition certificate” integration model, the teaching reform of finance and accounting programs in colleges and universities has gained new development opportunities. This integrated teaching model, which aligns courses with job roles, combines course content with certification requirements and enhances learning through competitions, plays a crucial role in improving the quality of education. It not only enhances teaching effectiveness but also strengthens students’ professional skills and overall competence, meeting the demands of modern vocational education. Furthermore, it positively contributes to students’ personal development and broader societal progress. In this context, this paper explores the teaching reform of finance and accounting programs in colleges and universities under the “post course competition certificate” integration model, intending to provide insights for improving the quality of finance and accounting talent development.
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Kurt, Merve, and Erdal gumus. "Returns on Investment in Education: Evidence from Turkey by Education Level and by Higher Education Program." Revista Hacienda Pública Española 238, no. 3 (September 2021): 3–28. http://dx.doi.org/10.7866/hpe-rpe.21.3.1.
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This paper estimates private and social returns on investment in education in Turkey, by level of educa¬tion and by higher education program, using the 2008-2016 Household Labor Force Survey and Income and Living Conditions Survey panel datasets. The paper uses panel econometrics with the Hausman-Tay¬lor and instrumental variable methods dealing with the endogeneity and unobserved heterogeneity problems. The private returns on investment in higher education tend to be higher as compared to the private returns on investment in non-tertiary education. The results indicate that the private returns on investment from various higher education programs are signifcantly different across various higher ed¬ucation programs. Based on the empirical fndings, a number of policy recommendations are developed.
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Agusniati, Andi. "The Effect of Education Finance On The Quality of Education In Indonesia." Devotion Journal of Community Service 4, no. 1 (January 12, 2022): 104–9. http://dx.doi.org/10.36418/dev.v4i1.354.
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The quality of education is an important component that needs to be considered in order to achieve educational goals, there are several things that affect the quality of education in Indonesia, one of the factors is education financing which is also an important issue throughout the world. This study aims to determine the effect of education financing on the quality of education in Indonesia. This study uses a quantitative research method with a descriptive approach. Data collection techniques in this study used questionnaires and literature studies. The research data were then analyzed using the SPSS program. The results showed that education financing had an effect on the quality of education with a significance value of 0.000 and a proportion of 91%. Education funding affects the quality of education because it is very necessary for school programs, procurement of facilities and infrastructure, teacher salaries, employee salaries, the need to support the achievement of the school's vision and mission and create quality human resources
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Superfine, Benjamin Michael, and Roger D. Goddard. "The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education." Teachers College Record: The Voice of Scholarship in Education 111, no. 7 (July 2009): 1796–833. http://dx.doi.org/10.1177/016146810911100707.
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Background/Context Over the past half-century, the courts have played an increasingly important role in educational governance and decision-making. However, since the courts began to take such an active role in education, the efficacy and effectiveness of judicial intervention in education remain uncertain. Largely in response to problems that they have persistently faced in education litigation in the past, courts ruling in several recent school finance reform cases have begun to experiment with new types of remedial orders requiring the implementation of particular educational programs or systems of governance. Free preschool for students constitutes the most common of these educational programs recently ordered by courts. Purpose/Objective/Research Question/Focus of Study This study examines and analyzes the trend of courts to experiment with new remedial orders requiring the implementation of particular educational programs or systems of governance by analyzing the judicial consideration of preschool programs in two major school finance cases in New Jersey and North Carolina. Research Design This study frames its analysis in the legal literature examining the courts’ role in educational policy, the particular legal and historical contexts of school finance reform litigation, and the educational research evaluating the effectiveness of preschool. Using historical case study analysis and methods more traditionally associated with legal analysis, this study analyzes the opportunities and pitfalls of the preschool remedy and the implications for the imposition of other like remedies. Conclusions This study concludes that, although the preschool remedy is well designed to respond to some major problems that courts have persistently faced in school finance reform litigation, courts have considered the preschool remedy inconsistently and in an oversimplified fashion that does not reflect nuances in the underlying research on preschool. Moving forward, courts need to find a middle route that allows them to respond to problems they have faced in the past while treating scientific research in a more nuanced fashion.
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Amelia Setyawati, Puji Handayati, and Arief Noviarakhman Zagladi. "Enhancement Literacy Finance As A Key Factor In Realize Development Sustainable At The Destination Business Tour Religion." International Journal of Management Research and Economics 1, no. 4 (October 19, 2023): 85–104. http://dx.doi.org/10.54066/ijmre-itb.v1i4.1014.
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The complexity and importance of the role of the religious tourism business in a global context, where spiritual and religious destinations not only attract tourists, but also become centers of economic and cultural activities. The success of a religious tourism business destination depends not only on its spiritual appeal, but also on the manager's ability to understand and manage financial aspects wisely. The importance of increasing financial literacy in the context of the religious tourism business is increasingly visible due to the various challenges faced by the tourism industry, including climate change, changes in consumer behavior and global market dynamics. Recognizing the financial literacy gap in the religious tourism business can be integrated into education and training programs for industry players. The method used in this research is a qualitative research approach with a descriptive research type, to observe the extent to which MSME business actors in the Wali Sembilan religious tourism area understand and can apply financial literacy to increase their business success. This research took place in the Wali Sembilan religious tourism area. Based on results reduction observations, interviews and documentation that have been done interpret it can stated that enhancement literacy finance become factor key in realize development sustainable destination business tour Wali Sembilan religion. Profile perpetrator diverse businesses _ in literacy finance show necessity effort increase, especially among MSMEs as _ bone back economy populist. Enhancement literacy finance give impact positive on ability perpetrator business in make decision smart finances, planning _ investing, and managing risk, create environment stable and powerful business _ competitive. Therefore _ that 's necessary done steps strategic like strengthening literacy programs finance, cooperation between government and private, and integration literacy finance in curriculum education For support continuity economy and business in the destination that.
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Van de Venter, Gerhard. "Structuring ethics education in undergraduate business programs: a proposal." Advances in Economics Education 3, no. 1 (July 5, 2024): 60–75. http://dx.doi.org/10.4337/aee.2024.01.05.
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This paper examines the role that business schools can play in reducing the occurrence of unethical business practices. Recent experience has highlighted the persistence of unethical conduct, especially in the finance industry, and the limitations of legislation in curtailing this type of conduct. In response, alternative approaches, including self-regulation through industry codes of conduct and firm-based ethics training programs, have increased in importance. But these approaches have also been ineffective. Recognising this, the potential for ethics education at the university level is highlighted. This would reflect an Aristotelian perspective based on virtue ethics where participants in the financial system would possess ‘virtues’ or ‘character traits’ that would cause them to refrain from unethical behaviour because of the education they had received in their business degrees. This raises questions about how to ensure that universities realise this potential on the one hand, and the best way to realise it on the other. The paper argues for a mandatory ethics subject in the core of all business degrees as a condition of accreditation by bodies such as AACSB and EQUIS.
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Monk, David H. "Education Productivity Research: An Update and Assessment of Its Role in Education Finance Reform." Educational Evaluation and Policy Analysis 14, no. 4 (December 1992): 307–32. http://dx.doi.org/10.3102/01623737014004307.
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This article begins with a critical review of alternative strategies currently in use to study educational productivity. These unfolding research programs are considered in the light of increasing public demands for improvement of productivity in education. A critique is offered of the dominant conception of the education production process that undergirds many of these studies, and alternative conceptions are offered. The effects of efforts to improve productivity are examined in the context of each of these different conceptions. The article concludes by advocating a new line of research designed to generate insight into more fundamental aspects of education production processes. This new type of productivity research places greater emphasis than is customary on the classroom as the unit of analysis.
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Oates, Grainne, and Roshanthi Dias. "Including ethics in banking and finance programs: teaching “we shouldn’t win at any cost”." Education + Training 58, no. 1 (January 11, 2016): 94–111. http://dx.doi.org/10.1108/et-12-2014-0148.
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Purpose – The purpose of this paper is to identify whether ethics is incorporated into the curriculum in postgraduate banking and finance programmes. There is growing concern that moral failure preceded the global financial crisis with waves of ethical scandals overwhelming the global banking industry highlighting a lack of integrity. Consequently, banking and financial institutions have received much criticism for focusing on higher financial returns that bring personal rewards with significant costs to the majority of society. Design/methodology/approach – The population for this study is Australian universities offering banking and finance postgraduate programs. The data for this study were collected from information available on university websites. The study uses content analysis to examine course content in 897 courses offered within banking and finance programmes. Findings – Findings reveal that 809 (90 per cent) out of 897 courses do not incorporate ethics into banking and finance programmes. Most of the 88 courses incorporating ethics as include the course as “core”, with a relatively small number offering ethics as an “elective”. Only a few courses were offered as stand-alone ethics courses. It appears from the information available that little focus is given to assessment of ethics. Originality/value – This is the first study to explore whether ethics is featured in postgraduate banking and finance programmes.
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Boinauw, Irwan, and Rahmawati Hussein. "Evaluation of Education Finance Policies In Improve Education Quality Original Papua In 2018." Journal of Government and Civil Society 4, no. 1 (April 30, 2020): 53. http://dx.doi.org/10.31000/jgcs.v4i1.2342.
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It has been nineteen (19) years of special autonomy imposed in the land of Papua. But the problem of education in Papua and West Papua is not something new to hear. Papua and West Papua still rank 31 out of 34 provinces in Indonesia. Policies to improve the quality of human resources of Papuans are an important part of the framework for bringing prosperity to all Indonesians. This study uses a descriptive qualitative method. To see the results of the policy evaluation researchers used the theory of evaluation according to Willian N Dunn on four (4) criteria namely; Efficiency; Effectiveness; Leveling out; Responsiveness. Research Results: 1. The education budget allocation of 20% of the APBD is only 13% which has been realized, around 7% that has not been implemented. 2. Undergraduate Scholarship Program, Teacher Welfare Program, and Dropout Rate Program, which is implemented by the City Government of Sorong, has been running well. But there is no clear budget transparency from the Government related to these education financing programs. 3. Every year around 200 indigenous Papuan students are given scholarships. Teacher welfare has been noted but is not guaranteed. Weak economic students are given tuition fees. 4. The implementation of the education funding program by the City Government of Sorong is still unknown by all Sorong city residents, lack of socialization and some programs are still closed. Otonomi khusus sudah diberlakukan di tanah Papua selama sembilan belas tahun lamanya. Tetapi, masalah pendidikan di Papua dan Papua Barat bukan sesuatu yang baru untuk didengar. Papua dan Papua Barat masih menempati peringkat ke-31 dari 34 propinsi di Indonesia. Kebijakan untuk meningkatkan kualitas sumberdaya manusia Papua menjadi bagian penting dari kerangka kerja untuk membawa kesejahteraan bagi seluruh rakyat Indonesia. Penelitian ini menggunakan metode deskriptif kualitatif. Untuk melihat hasil evaluasi kebijakan, peneliti menggunakan teori evaluasi menurut Willian N Dunn pada empat (4) kriteria: Efficiency, Effectiveness, Leveling out, dan Responsiveness. Hasil Penelitian menunjukkan: pertama, alokasi anggaran pendidikan sebesar 20% dari APBD hanya 13% yang telah terealisasi, sementara sekitar 7% belum dilaksanakan. Kedua, Program Beasiswa Sarjana, Program Kesejahteraan Guru, dan Program Angka Putus Sekolah, yang dilaksanakan oleh Pemerintah Kota Sorong, sudah berjalan dengan baik meskipun tidak ada transparansi anggaran yang jelas dari pemerintah terkait program pembiayaan pendidikan. Ketiga, sekitar 200 siswa sudah mendapat beasiswa setiap tahun. Kesejahteraan guru telah dicatat meskipun tidak ada jaminan, sementara siswa dengan ekonomi lemah diberi biaya kuliah. Keempat, implementasi program pendanaan pendidikan oleh Pemerintah Kota Sorong masih belum diketahui oleh semua warga kota Sorong, terutama karena kurangnya sosialisasi dan beberapa program masih ditutup.
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Ogabu, Jesse. "The Future of Finance is Intelligent: Exploring the Positive Impact of AI Education on Efficiency, Innovation, and Profitability in the Financial Sector." International Journal of Research and Scientific Innovation XI, no. XI (2024): 1058–76. https://doi.org/10.51244/ijrsi.2024.11110084.
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Background: The financial services sector is experiencing a revolutionary transformation driven by artificial intelligence (AI) and machine learning (ML) technologies. While technological advancement is crucial, the success of this transformation fundamentally depends on effective AI education and workforce development. Understanding the relationship between AI education and financial sector performance is critical for sustainable digital transformation. Objective: This study examines how strategic investment in AI education and training programs directly contributes to improved operational efficiency, accelerated innovation, and enhanced profitability in financial institutions. Specifically, it investigates the impact of comprehensive AI education programs on implementation success rates, innovation capabilities, and financial returns. Method: The study employs a mixed-methods approach, combining quantitative analysis of performance data from financial institutions with qualitative case studies of successful AI education programs. Data was collected from institutions that have implemented comprehensive AI education initiatives, analyzing outcomes across efficiency, innovation, and profitability metrics. Results: Organizations investing more than 5% of their technology budget in AI-related education achieve 40% higher efficiency gains and 35% greater profitability improvements compared to those focusing solely on technology deployment. Institutions with established AI training frameworks report 60% faster deployment of new AI solutions and 45% higher success rates in AI implementation projects. Furthermore, these institutions launch 2.5 times more AI-driven products and services annually compared to peers without structured AI education programs. Conclusion: Investment in comprehensive AI education programs is crucial for successful digital transformation in financial services. Organizations that prioritize AI education alongside technological investment achieve significantly better outcomes across operational efficiency, innovation capability, and financial performance metrics. Unique Contribution: This research provides empirical evidence linking AI education investment to specific performance improvements in financial institutions, offering concrete metrics for evaluating the returns on educational investment in the context of digital transformation. Key Recommendation: Financial institutions should establish comprehensive AI education programs that combine technical training with practical application, allocating at least 5% of their technology budget to educational initiatives. These programs should span all organizational levels, from basic AI literacy for general staff to advanced technical training for specialists.
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Odden, Allan. "Education Finance 1985: A Rising Tide or Steady Fiscal State?" Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 395–407. http://dx.doi.org/10.3102/01623737007004395.
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Rising national demands to improve public K-12 education are expected to boost financial support for schools; state education reform programs (especially those funded by tax increases) are commonly perceived to increase education funding dramatically. Analysis of changes in education funding across all 50 states during the 1980s shows that education revenues per pupil are neither increasing nor decreasing overall, but are staying constant after adjusting for enrollment increases and inflation. While recent funding increases have halted the drop in the real level of resources per pupil that occurred in the early 1980s, only South Carolina and Tennessee have increased real revenues per child by close to 20%, the extra cost of most reform proposals. Demands for education improvement exceed the level of fiscal resources needed to make those improvements.
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Cohn, Elchanan. "Public school finance programs of the United States and Canada, 1990–1991." Economics of Education Review 12, no. 4 (December 1993): 369–70. http://dx.doi.org/10.1016/0272-7757(93)90074-q.
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korriku, belisa, and AZETA TARTARAJ. "Economic effects of the war in Ukraine and recession." F1000Research 12 (May 22, 2023): 525. http://dx.doi.org/10.12688/f1000research.132365.1.
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Background: The economic effects of wars and recessions can have significant impacts on consumer attitudes and behaviors. Understanding how these attitudes and behaviors change impacts during challenging economic times is crucial for financial education and management. Methods: A survey was conducted to investigate the financial attitudes and behaviors of individuals during a recessionary period. The survey was distributed from January 15th to February 28th, 2023 and included questions about age, financial education level, savings behavior, attitudes towards debt, gender and financial management behavior, age and financial education, and income and savings behavior. Data were analyzed using t-tests and ANOVA. Results: Participants with higher income levels had higher levels of savings and investing behaviors than those with lower income levels. Participants with a higher level of formal education in finance had higher levels of budgeting and investing behaviors than those with a lower level of formal education in finance. Additionally, participants who reported higher levels of self-rated financial knowledge had higher levels of all financial management behaviors (budgeting, saving, investing, and debt management) compared to those with lower self-rated financial knowledge. Conclusions: The findings suggest that financial education and management programs should target individuals with lower income levels and less formal education in finance. Additionally, promoting self-rated financial knowledge may be a useful strategy for improving financial management behaviors. Future research could explore the effectiveness of different financial education and management programs on improving financial attitudes and behaviors during recessionary periods.
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Emmanuel Dumbuya. "Entrepreneurship education and skills-based curriculum: A strategy for economic empowerment in African education." International Journal of Science and Research Archive 13, no. 2 (December 30, 2024): 2811–14. https://doi.org/10.30574/ijsra.2024.13.2.2484.
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This paper explores the potential of entrepreneurship education and skills-based curriculum to address youth unemployment across Africa. With high youth unemployment rates, educational reform efforts that integrate entrepreneurship training can prepare students for self-employment and stimulate job creation. The paper highlights practical strategies for implementing an entrepreneurship-focused curriculum, such as embedding business management, finance, marketing, and ethical practices; establishing partnerships with local businesses for hands-on experience; and creating mentorship programs with local entrepreneurs. This approach aims to foster innovation, resilience, and economic growth within communities, positioning education as a solution to socio-economic challenges in Africa.
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He, Liangquan, and Donglei He. "Statistical Analysis of Students’ Learning Effectiveness in Online Courses Offered by British Partners in China-UK Joint Education Program." Journal of Contemporary Educational Research 8, no. 10 (October 22, 2024): 90–98. http://dx.doi.org/10.26689/jcer.v8i10.8577.
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In the context of internationalization, China-UK Joint Education Programs are receiving increasing attention from universities. Based on the difficulties faced in China-UK Joint Education Program, this paper adopts a questionnaire survey method to study the learning effectiveness of students majoring in digital media technology in the China-UK Joint Education Program at Guangxi University of Finance and Economics, focusing on four aspects: learning materials, learning content, teacher conditions, and student learning outcomes. The research analysis in this paper not only provides strong support for the construction of China-UK Joint Education Program but also offers references for other China-UK Joint Education Programs.
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Iqbal, Iswanaji Haque, and Maamor Chebab Kassim. "Regulatory and Innovation Challenges: Strengthening the foundations of the islamic economy for sustainable growth." Seriat Ekonomisi 1, no. 2 (June 7, 2024): 21–33. http://dx.doi.org/10.35335/11k0rr94.
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This study examines the complex and diverse field of Islamic finance, with a specific emphasis on the regulations, trends in innovation, and measures to raise awareness that aim to encourage its adoption and integration into conventional financial systems. The study does a thorough analysis to identify gaps and inconsistencies in regulations. It highlights the importance of uniformity, clarity, and collaboration among stakeholders to create a favorable regulatory environment. Additionally, it analyzes present patterns and methods in innovation within Islamic finance, emphasizing the revolutionary capacity of technology while recognizing legal and cultural obstacles. In addition, the study evaluates current awareness and education programs, identifying areas of limited comprehension among consumers and financial experts, and suggesting strategies for focused education, digital involvement, and regulatory assistance. In summary, this study highlights the interdependence of regulatory, innovation, and awareness initiatives in influencing the future of Islamic finance. It also promotes the use of collaborative strategies to tackle difficulties and capitalize on possibilities within this ever-changing ecosystem. Research Highlights: Regulatory Challenges and Opportunities: This research unveils the intricate regulatory landscape of Islamic finance, spotlighting the necessity for harmonization and clarity in regulatory frameworks. By identifying gaps and inconsistencies, it underscores the imperative for standardization and collaborative efforts among stakeholders to create a conducive environment for sustainable growth. Technological Transformation: The study illuminates the transformative potential of technology in Islamic finance, showcasing its role in enhancing accessibility, efficiency, and transparency. While recognizing regulatory and cultural barriers, it emphasizes the need for innovation-friendly environments and regulatory engagement to harness the benefits of technological advancements fully. Awareness and Education Initiatives: Through an assessment of existing awareness and education initiatives, this research unveils gaps in understanding among consumers and financial professionals. It advocates for comprehensive educational programs, digital engagement strategies, and regulatory support to bridge these gaps and foster mainstream acceptance of Islamic finance principles.
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Maraliza, Helma. "The Effect of Islamic Financial Socialization and Education on Public Interest in Using Islamic Banking Services." Nomico 1, no. 8 (October 31, 2024): 113–24. http://dx.doi.org/10.62872/dgtfr826.
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This study aims to analyze the influence of Islamic finance socialization and education on public interest in using Islamic banking services. Involving 66 respondents in two major cities in Indonesia, this study uses a survey method with questionnaires to collect data that measures respondents' perception and understanding of Islamic finance principles, such as profit-sharing and the prohibition of usury. Data analysis using SPSS shows that socialization and education of Islamic finance have a significant positive influence on the increase in public interest in using Islamic banking services, where more than 65% of respondents reported an increase in interest after participating in the socialization and education program. These findings indicate that effective education strategies are very important in communicating Islamic finance concepts in order to build public understanding and trust. The implication of this study is the need for Islamic banks and financial institutions to continue to strengthen Islamic financial socialization and education programs to expand public access to sharia-based financial services. This step not only supports the growth of the Islamic banking sector, but also strengthens sustainable financial inclusion in Indonesia.
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Zureck, Alexander. "ACHIEVING ACTIVE LEARNING AND DEEP LEARNING WITH MEDIA USING THE EXAMPLE OF TEACHING FINANCE." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 485–504. http://dx.doi.org/10.33225/pec/21.79.485.
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The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format. Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out. The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples. In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix. Keywords: active learning in finance, motivation in higher education, media selection
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Yablochnikova, I. O. "FORMATION OF PROFESSIONAL COMPETENCY OF MASTER OF FINANCE STUDENTS IN BELGIUM." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 124–31. http://dx.doi.org/10.36906/2311-4444/20-3/17.
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The article dwells upon organizational aspects related to the Master’s Degree training and the effective formation of professional competency in the Master of Finance programs in higher educational institutions of Belgium. The Master of Finance programs of the University of Liège, the University of Leuven, the University of Ghent, etc. were analyzed. The disciplines (compulsory and optional) that students study, the required number of ECTS credits, the planned learning outcomes and the terms of study were characterized. The compulsory disciplines contribute to the formation of theoretical knowledge and practical skills for professional activities in the field of public and corporate finance, budgeting, investment, actuarial calculations and banking. In the optional disciplines, the specificity of the financial activity is taken into account, and the knowledge of highly specialized areas of financial activity is formed. The article also summarizes the application procedure and enrollment conditions for the Master of Finance programs and gives the differences in the programs that have the practical focus and the scientific orientation. The formed competencies of Masters of Finance should ensure constant solvency and sustainable development of entrepreneurial structures, manufacturing enterprises, and the financial, economic and tax system of the country as a whole. The results of the system analysis, implemented by the author and presented in this article, can be of interest for education managers, professors and researchers. It is substantiated that a number of positive aspects of the organization of professional training of Masters of Finance in Belgian universities can be replicated in domestic higher schools.
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Miran, Michael, and Olviane Sumampouw. "Superior College Applied Research Competence of SPI Members in the Context of Improving the Quality of Supervisory Performance at Manado State University." Aptisi Transactions on Technopreneurship (ATT) 5, no. 1 (January 24, 2023): 73–86. http://dx.doi.org/10.34306/att.v5i1.293.
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According to Regulation of the Minister of Education and Culture Number 22 of 2017, Internal Supervision within the Ministry of Education and Culture has the task and function of assisting the Head of the Work Unit in carrying out internal supervision by performing the functions of preparing supervision programs, supervising policies and programs, supervising the management of personnel, finances, and state property, monitoring, and coordinating the follow-up of internal supervision activities. Descriptive analysis was used in conjunction with qualitative research methodologies for this study. As a consequence of speaking with 6 (six) SPI Members at Manado State University, we may deduce the following: 1) Skills required to complete SPI Tasks 2) The percentage of members with expertise in law, finance, and technology 3) To increase the competency of SPI members, ongoing training is required. 4) Do leadership skills effectively assist performance achievement? 5) Recognizing and praising each 6) Should there be selection during the recruitment of SPI members? If so, what kind of selection stages should be used?
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Wu, Scott A., Alexander J. Neuville, Stephen D. Bigach, David M. Kalainov, and Alpesh A. Patel. "An Investment in Knowledge: Personal Finance Education for Medical Students." Journal of Medical Education and Curricular Development 10 (January 2023): 238212052311682. http://dx.doi.org/10.1177/23821205231168225.
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The financial burden of pursuing a medical education continues to grow, with the average medical student now owing over $240,000 in total student loan debt by the time they graduate. This burden peaks at a time when trainees are making some of the most consequential decisions of their careers. Additionally, many students are simultaneously making important financial decisions related to personal aspirations, all before a drastic change in earning potential once they begin practicing as attending physicians. Medical trainees’ financial stress is linked to specialty choice, mental quality of life, and physician burnout, with additional implications of such stress for patient health and safety. 1 – 3 Despite these issues, there are few examples of medical schools providing direct personal finance education to their students. Given the lack of personal finance education opportunities for medical students, the authors designed and implemented a medical student–specific personal finance curriculum at their home institution in conjunction with the Association of American Medical Colleges’ (AAMC) Financial Information, Resources, Services, and Tools program. The curriculum, which is primarily delivered through interactive lectures, covers topics ranging from the basics of saving and investment to clinicians’ potential future roles as administrators and innovators. The authors (1) present details regarding the creation of their personal finance education program; (2) invite fellow medical trainees and their respective institutions to start their own personal finance education programs or add similar curriculum to their health sciences coursework; and (3) call for recommendations by the American Medical Association (AMA) and AAMC in support of formal personal finance instruction for medical students on a national level.
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Wong, Rachel, Patricia Ng, John Bonino, Alda Maria Gonzaga, and Alexandra E. Mieczkowski. "Financial Attitudes and Behaviors of Internal Medicine and Internal Medicine–Pediatrics Residents." Journal of Graduate Medical Education 10, no. 6 (December 1, 2018): 639–45. http://dx.doi.org/10.4300/jgme-d-18-00015.1.
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ABSTRACT Background Residents graduate from medical school with increasing levels of debt and also may possess poor financial knowledge and practices. Prior studies have assessed resident financial knowledge and interest in financial education, yet additional information regarding their attitudes about personal finance and financial planning could be essential for the development of relevant curricula. Objective We assessed baseline financial attitudes and planning behaviors of internal medicine and internal medicine–pediatrics residents in 3 geographically diverse academic programs. Methods A modified version of the Financial Industry Regulatory Authority National Financial Capability survey was administered anonymously to residents in 3 programs in spring 2017. Outcomes included levels of educational debt, positive financial planning behaviors, perception of finances and debt, and education about personal finance. Results Response rate was 62% (184 of 298). Rates of educational debt were high, with 81% (149 of 184) of respondents reporting educational debt, and the majority owing more than $100,000. Residents' financial practices were variable, and residents could be grouped into 1 of 3 categories—concerned-engaged, concerned-unengaged, and unconcerned-unengaged—based on their engagement with debt and financial management. Residents with high debt (> $250,000) had a bimodal distribution of respondents who strongly agreed and those who strongly disagreed they were concerned about debt. Conclusions Resident financial attitudes and practices are variable, ranging from highly engaged residents actively managing their financial wellness to unengaged residents who have low concern, despite high educational debt.
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Adams, Jacob E. "Spending School Reform Dollars in Kentucky: Familiar Patterns and New Programs, But Is This Reform?" Educational Evaluation and Policy Analysis 16, no. 4 (December 1994): 375–90. http://dx.doi.org/10.3102/01623737016004375.
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School finance reform in Kentucky provided significant new general purpose and categorical revenues to school districts. This analysis of comparative case studies in four high- and low-wealth Kentucky districts asks: Did expenditures increase? Did expenditure patterns change? What did reform dollars buy? In short, expenditures increased in all districts, and spending patterns changed only incrementally, with slight percentage increases directed to instruction. Reform dollars purchased instructional materials, technology, and professional development; they compensated teachers; and they funded new, state-mandated programs. Still, nonprogrammatic financial reporting masked the extent to which reform dollars supported required changes in teaching and learning.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Is there a Core Curriculum across Higher Education Doctoral Programs?" International Journal of Doctoral Studies 11 (2016): 127–46. http://dx.doi.org/10.28945/3409.
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Currently the study of higher education has been referred to as a multidisciplinary field. Consensus is continuing to evolve regarding both what is considered the appropriate coursework and the foundational knowledgebase of this field. The study of higher education is maturing and has the potential to transition from being seen as a field to being respected as an academic discipline. The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors with programs that required the completion of standardized coursework prior to beginning a dissertation. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
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Hirth, Marilyn A. "An Investigation of School Superintendents’ Views of School Funding Problems and School Finance Reform in Tennessee." Journal of School Leadership 3, no. 6 (November 1993): 622–34. http://dx.doi.org/10.1177/105268469300300602.
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Current or potential legal challenges have forced many states to scrutinize and reform their existing school finance structures. Many states are experiencing similar school finance problems; therefore, in an effort to provide information that may be beneficial to other states and superintendents, school funding, tax reform, and education reform in Tennessee are examined. It was the purpose of this study to request information from superintendents concerning the extent and impact of budget cuts for 1991–1992, solicit their opinions on tax reform, ask their impression of the small school system lawsuit (Tennessee Small School Systems v. McWherter, 1988), and assess the effect of proposed Basic Education Program (BEP) requirements on special education programs in their local school district.
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Madsen, Paul E. "Has the Quality of Accounting Education Declined?" Accounting Review 90, no. 3 (October 1, 2014): 1115–47. http://dx.doi.org/10.2308/accr-50947.
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ABSTRACT For decades, prominent members of the accounting community have argued that the quality of accounting education is falling. Support for this claim is limited because of a scarcity of data characterizing the constructs of interest. This study is a comparative evaluation of the quality of accounting education from the 1970s to the 2000s using unique data to quantify education quality for accounting and many comparison disciplines. I find that, compared to most other types of college education, accounting education quality has been steady or increasing over the sample period. However, relative to other business degree programs, the evidence is mixed. The quality of students self-selecting non-accounting business degrees has increased while the quality of accounting students has not. The disparity in student quality is not reflected in the pay received by accounting graduates, which has remained stable relative to the pay received by graduates with other business degrees, although this result is likely influenced by regulatory changes during the 2000s, including Sarbanes-Oxley (SOX). Together, the evidence suggests that the quality of accounting education has not declined rapidly over the last four decades, but in the competition among business degree programs for high-quality students, accounting has underperformed. Data Availability: Data used in this study are available in the Freshman and Senior Surveys of the Cooperative Institutional Research Program's Higher Education Research Institute at the University of California, Los Angeles; the IPUMS-USA database, which is compiled and distributed by the Minnesota Population Center at the University of Minnesota; the National Survey of College Graduates, which is available from the National Science Foundation; and the General Social Survey, which is maintained by the National Opinion Research Center at The University of Chicago.
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Ortiz-Rendón, Paola Andrea, Luz Alexandra Montoya-Restrepo, and Jose-Luis Munuera-Alemán. "A Study of Cognitive Results in Marketing and Finance Students." Simulation & Gaming 51, no. 5 (June 16, 2020): 666–84. http://dx.doi.org/10.1177/1046878120925854.
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Background. It is undeniable that human capital is a highly valued resource in today’s increasingly competitive and interconnected world. Management education involving decision-making is a fundamental issue in today’s education systems. Particularly, the marketing audit improves the decision-making process based on the assessment of the marketing performance and the analysis of the market results. Although marketing audits are not widely used among organizations yet, marketing control mechanisms have become more important in organizational performance studies and must be integrated into marketing and finance education programs. Method. This quasi-experimental study followed a pretest/posttest design to measure differences in the scores 281 marketing and finance students in Colombia taking part in a game of marketing audit. Results and conclusion. All students significantly improved their higher grades after taking part in the game. Marketing and finance students also improved their responses. For the students in the final semester and for the male and mixed groups, there is insufficient evidence to suggest that the game can improve their cognitive results. Decisions between marketing and finance professionals must be reinforced, to allow academic organizations involved in developing markets and characterized by low levels of competitiveness improve their education levels.
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VURAL, Bilgin Kıray, and Gülbanu Zencir. "Sexual Health Education Model: IMB Model." European Journal of Therapeutics 16, no. 3 (May 1, 2010): 1–5. http://dx.doi.org/10.58600/eurjther.2010-16-3-1205-arch.
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Sexual health education is a broadly based, community-supported activity that requires full participation of the medical, educational, public health, social welfare and legal systems in our society. Information, Motivation, Behavioural skills (IMB) model is used to create effective sexual health education programs. This model can help individuals to reduce risk behaviours, to prevent sexual health-related problems and to guide individuals in enhancing sexual health. Sexual health education programs are based on the three components of the model: Information- Will help individuals to be better informed Motivation- Will motivate individuals acquire the relevant behavioural skills that will likely to reduce negative outcomes and enhance sexual health. Behaviuoral Skills-Will help individuals acquire the relevant behavioural skills that will likely to reduce negative outcomes and enhance sexual helath.
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Ngao, Ayubu Ismail, and Guoyuan Sang. "Understanding The Approaches Towards Internationalization of Higher Education in China: a Review." Beijing International Review of Education 4, no. 4 (March 3, 2023): 629–53. http://dx.doi.org/10.1163/25902539-04040008.
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Abstract Internationalization of higher education viewed as an engine towards development of any country. National governments around the world adopted different strategies to internationalize their higher education. The current study aimed to understand the approaches towards internationalization of higher education in China. In this study 26 published articles were deeply reviewed and analyzed so as to unpack the approaches towards internationalization of higher education in China. The findings highlighted main five approaches towards internationalization of higher education in China (i) recruiting quality and diversity international students through providing scholarship and delivering quality services (ii) widening chances for Chinese students to study different programs abroad (iii) international universities collaborations or partnership, jointly researches and innovative international programs, (iv) strengthening recruitment process of excellent international academics to higher education and strongly encouraging domestic academics to go abroad for researches and (v) increasing of budget to finance higher education, international activities, international programs like English language program and Chinese culture program. Future studies should concentrate on understanding the approaches towards internationalization of higher education in other countries.
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Jaffe, BS (Accounting), JD, James L. "Teaching emergency management students about money: “Without money you ain't doin bupkis”." Journal of Emergency Management 17, no. 3 (May 1, 2019): 181–98. http://dx.doi.org/10.5055/jem.2019.0417.
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The objective of this article is to address the glaring deficiency in educating emergency managers with regard to the financial aspects of Emergency Management (EM) and suggest curriculum changes. This article reviews 313 Higher Education Programs in EM located in 189 institutions of higher education in the United States to determine which include courses in the financial aspects of EM. The programs reviewed range from undergraduate certificates to PhD Degrees in EM. Of the 313 EM programs, only 78 [24.8 percent] have any courses discussing accounting, budgeting, economics, or finance either as a required or restricted elective course. Only nine [2.9 percent] courses focus on the financial issues of EM. Based upon the data reported, the author suggests changes in EM education as a starting point in the necessary discussion of what an EM educational program should cover.
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Salimi, Hoda, and Morteza Hasheminasab. "Moodle-Based Teacher Education: Effects on Teacher Competencies in EAP Contexts." Studies in English Language Teaching 11, no. 1 (February 21, 2023): p36. http://dx.doi.org/10.22158/selt.v11n1p36.
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Teacher education and how to develop teacher professional development are increasingly being researched. There is a dearth of knowledge about the application of Moodle in EAP teacher education programs (Arno-Macia, 2012). Some studies in this field attempted to fill the gap in the literature by investigating the impact of Moodle on the professional development of EAP teachers. The findings revealed a statistically significant relationship between Moodle-based teacher education programs and the professional development of EAP teachers (Nazari et al., 2019). Based on the current research results, Moodle provided direct communication between the teacher and the students, which significantly helped students improve their knowledge in EAP. The interviewees reported significant disadvantages, including internet connection problems and the need for technological devices. The findings of this study can be viewed as a general motivator for educational policymakers to invest more in Online Educational Programs rather than seeing them as an alternative to traditional teacher training programs.
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Fernández López, Sara. "Links Between Finance and University Organization: Comparative Analysis Spanish University." education policy analysis archives 12 (November 11, 2004): 63. http://dx.doi.org/10.14507/epaa.v12n63.2004.
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Over the last two decades serious problems have arisen in the modus operandi of higher education institutions. Some national governments are trying to solve them through policies to introduce or further promote market strategies in the management of the higher education organizations. The outcomes of these measures are not known yet but it seems that the marketization of higher education is inevitable. Spanish universities are not an exception in this process although it has been slow in comparison with other institutions in Europe; during the 1990s funding through contract-programs or quality evaluation was introduced in order to promote the move towards a better covering of societal needs. In December, 2001, the Organic Law for the Universities was enacted with the explicit purpose of enhancing institutional differences and the consequent competition among institutions. This article discusses the degree of marketization of Spanish universities and compares such processes with the changes occurring in the Netherlands. For this comparison economic policies and universities? degrees of autonomy are specially considered.
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Chuang, Linus T., Thomas C. Randall, Lynette Denny, Carolyn M. Johnston, Kathleen M. Schmeler, Allan L. Covens, David Cibula, et al. "Sister Society Meeting on Global Education Development and Collaboration: Meeting Report." International Journal of Gynecologic Cancer 26, no. 6 (July 2016): 1186–88. http://dx.doi.org/10.1097/igc.0000000000000735.
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ObjectivesTo identify common barriers to teaching and training and to identify strategies that would be useful in developing future training programs in gynecologic oncology in low- and middle- income countries.MethodsThere is a lack of overall strategy to meet the needs of education and training in gynecologic oncology in low- and middle- income countries, the leaderships of sister societies and global health volunteers met at the European Society of Gynecologic Oncology in October 23, 2015. The challenges of the training programs supported by gynecologic oncology societies, major universities and individual efforts were presented and discussed. Strategies to improve education and training were identified.ResultsMajor challenges include language barriers, limited surgical equipment, inadequate internet access, lack of local support for sustainability in training programs, inadequate pathology and radiation oncology, finance and a global deficiency in identifying sites and personnel in partnering or developing training programs. The leaderships identified various key components including consultation with the local Ministry of Health, local educational institutions; inclusion of the program into existing local programs, a needs assessment, and the development of curriculum and regional centers of excellence.ConclusionsProper preparation of training sites and trainers, the development of global curriculum, the establishment of centers of excellence, and the ability to measure outcomes are important to improve education and training in gynecologic oncology in low- and middle- income countries.
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SULLIVAN, CANDACE J., and JULE M. SUGARMAN. "State Policies Affecting School-Linked Integrated Services." Remedial and Special Education 17, no. 5 (September 1996): 284–92. http://dx.doi.org/10.1177/074193259601700504.
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This article describes current federal, state, and local initiatives affecting school-linked integrated services and notes significant changes in federal policies and programs that will influence future developments. after delineating barriers to services integration efforts, outlining state policy trends, and addressing issues of finance, we describe some promising state approaches and consider implications of recent federal actions devolving much responsibility for federal programs to states and localities. the article is intended to be a useful guide for educators seeking to understand how state and local policies and programs related to school-linked services integration efforts affect the ability of school and communities to operate effective, inclusive education programs.
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ZICK, CATHLEEN D., and RICHARD WIDDOWS. "Forecasting the Future of Consumer Programs in Higher Education." Journal of Consumer Affairs 29, no. 2 (December 1995): 460–69. http://dx.doi.org/10.1111/j.1745-6606.1995.tb00057.x.
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Abdalla, Abdalla Khidir, Saud Ben Khudair, Abuzar El Jelly, and Ilham Mansour. "Stakeholders Perception and Attitude Based Framework for Developing Responsible Management Education (RME) Programs." Journal of Business Ethics Education 17 (2020): 47–74. http://dx.doi.org/10.5840/jbee2020174.
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Contributing to the efforts to foster business postgraduate students development toward becoming responsible business leaders is the goal of this study by examining the state of responsible management education in business postgraduate programs in Sudan. We examined perceptions and attitudes toward responsible management and its education among postgraduate-level students and constructed a comprehensive framework appropriate for developing responsible management education programs in under-developed countries. This study’s data were gathered via a structured questionnaire answered by 106 postgraduate business students from the largest four Sudanese business schools and facilities. The students were distributed among the management, finance, and marketing fields. The students exhibited affirmative corporate social responsibility (CSR) perceptions and attitudes with a heightened focus on acting ethically and a diminished focus on financial considerations. A key lesson learned from this study is the need for the continued development of CSR and general ethics across business school curriculums in Sudan.
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ATAPINA, YULIYA A. "Continuing education program: development and implementation at the University cluster." Agricultural Engineering, no. 2 (2024): 86–91. http://dx.doi.org/10.26897/2687-1149-2024-2-86-91.
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The increasing demand for secondary vocational education programs has drawn even more attention to the didactic support of the continuing education programs implemented in the college-to-university transition system. Their obvious benefit is the shortened period of professional training of specialists while maintaining the highest possible quality of the University cluster, where a vocational college is the primary level of the university training. The experience of implementing secondary vocational education programs in Russian State Agrarian University - Moscow Timiryazev Agricultural Academy taking into account the specifics of the technical training and vocational teacher training necessitated the appropriate infrastructural modification: the establishing of the College of Technology and the Center for Technological Support of Education. The results of the questionnaire survey of students of the College of Technology confirmed the need and relevance of the development of continuing educational programs with a shortened period of study. The methodology of designing continuing educational programs consists of successive logically interrelated stages: analytical designing, verification and implementation, correction and optimization. The first stage is the most challenging and time-consuming for the program developers: it is necessary to determine the invariant component of secondary vocational and higher education, which should be taken into account to develop a continuous Bachelor program that would provide short -time training. In the subsequent stages, this program is to be implemented, evaluated and adjusted. Using this methodology, the author attempted to develop a continuous educational program for the training area 44.03.04 ‘Vocational Education and Training (Sector-Specific)’ based on the vocational college program 44.02.03 ‘Pedagogy of Additional Training (Technical Creativity Area)’. The program is intended for training vocational teachers in accordance with the requirements of the Federal State Educational Standard in a shortened time.