Higher Education Enrollment Research Articles

A Research Framework for Data Envelopment Analysis with Upper Bound on Output to Measure Efficiency Performance of Higher Learning Institution in Aceh Province

The higher education system in Indonesia can be considered not only as an important source of developing knowledge in the country but also could create favourable living conditions for the country. Therefore, it is not surprising that enrollments in higher education continue to expand. Data envelopment analysis (DEA) is a method to evaluate the technical efficiency of production units which have multiple input and output. The higher learning institution considered in this paper is Min Aceh province of Indonesia. This research framework of this research is DEA, with the bounded output. Accordingly, we present some important differences in efficiency performance of higher education institute. Finally, we will discuss the effort from these departments to become efficient.

First Nations People: Addressing the Relationships between Under-Enrollment in Medical Education, STEM Education, and Health in the United States

In the United States of America, an analysis of enrollment statistics to institutions of higher education, those pursuing Science, Technology, Engineering, and Mathematics (STEM) fields, as well as those pursuing medical education show a paralleled ethnic stratification. Based upon such stratification, Native Americans consistently rank amongst the lowest demographic groups to enroll in and pursue higher education, STEM or medical education. A perturbed history of the First Nations people in the establishment of the United States of America laid the foundation for a multitude of factors contributing to current trends in health, living, and academic pursuits amongst First Nation’s people. This paper aims to explore the factors underlying the lack of Native American enrollment in higher education, careers in STEM and medicine. An investigation was conducted following a broad literature review relevant to the topic, and articles were critically appraised using the Search, Appraisal, Synthesis of Analysis (SALSA) framework as well as the Standards for Reporting Qualitative Research (SRQR). Findings from such studies indicate that the Native American communities face a unique set of social circumstances rooted in a historical context, with several unmet basic needs of living required for integration, access, and pursuit of higher education.

Global private higher education: an empirical profile of its size and geographical shape

Societies’ relative use of private and public services is an abiding and significant issue of scholarly and policy interest. For higher education, however, there has hitherto been no comprehensive dataset and, accordingly, no extensive, reliable analysis of the private-public distribution. As this article provides both the dataset and the analysis, it allows us to discover both the size and geographical shape of global private higher education. Having grown greatly for decades, the private sector now holds a third (32.9%) of the world’s total higher education enrollment. We find striking patterns of concentration and dispersion. The several largest country systems account for much of the private enrollment but, simultaneously, private sectors now exist in all but a few systems; a stunning 97.6% of the world’s present enrollment is in systems with dual-sector provision. Societies no longer rely exclusively on public provision. We discover too that private enrollment concentrates mostly in developing regions, though it is noteworthy in developed regions as well. Asia and Latin America are the twin giants but in all regions, at least 10% of students are in the private sector.

Human Capital, Higher Education Enrolment and Economic Growth in the SSA Countries (Panel Model Approach)

This study offers exploratory analysis on the relationship among human capital, higher education enrolment and economic growth in SSA countries. With data from twenty-two African countries across the four economic blocs, five variables which include human capital formation, capital stock, employment rate, total factor productivity and higher education enrolment were regressed against gross domestic product per capital. Panel analysis which includes fixed and random effects analyses were carried out. We report results from fixed effect (within) regression as Hausman test suggests. It was discovered that SADC countries perform better among the four economic blocs. To further study individual country specific effects, we employ least square dummy variables (LSDV). Sixteen countries out of twenty-two exhibit specific effects. Our findings revealed that enrolment rate of higher education in SSA have a very weak relationship with economic growth in the SSA countries. This reflects why there is a weak relationship between economic growth and the total factor productivity and consequently negative consequential effects on our total factor productivity. The main policy implication is that for SSA countries to maintain sustainable economic growth, home based human capital must be given a priority in the form of increased higher education budget and financing.

Human Capital, Higher Education Enrolment and Economic Growth in the SSA Countries (Panel Model Approach)

This study offers exploratory analysis on the relationship among human capital, higher education enrolment and economic growth in SSA countries. With data from twenty-two African countries across the four economic blocs, five variables which include human capital formation, capital stock, employment rate, total factor productivity and higher education enrolment were regressed against gross domestic product per capital. Panel analysis which includes fixed and random effects analyses were carried out. We report results from fixed effect (within) regression as Hausman test suggests. It was discovered that SADC countries perform better among the four economic blocs. To further study individual country specific effects, we employ least square dummy variables (LSDV). Sixteen countries out of twenty-two exhibit specific effects. Our findings revealed that enrolment rate of higher education in SSA have a very weak relationship with economic growth in the SSA countries. This reflects why there is a weak relationship between economic growth and the total factor productivity and consequently negative consequential effects on our total factor productivity. The main policy implication is that for SSA countries to maintain sustainable economic growth, home based human capital must be given a priority in the form of increased higher education budget and financing.

Early-Life Nutrition Is Associated Positively with Schooling and Labor Market Outcomes and Negatively with Marriage Rates at Age 20–25 Years: Evidence from the Andhra Pradesh Children and Parents Study (APCAPS) in India

India's Integrated Child Development Services (ICDS) is among the world's largest public nutritional programs, providing daily nutritional supplements and other public health and educational services to pregnant and nursing women, children aged <6 y, and adolescent girls. We estimated the long-term association between early-childhood ICDS nutrition and adult outcomes. We used follow-up data from a controlled nutritional trial conducted during 1987-1990 in 29 villages near the city of Hyderabad. In 15 intervention villages, a balanced protein-calorie supplement-made from locally available corn-soya ingredients and called upma-was offered to pregnant women and to children <6 y old. No supplement was offered in the 14 control villages. During 2010-2012, adults born during the trial were re-surveyed (n = 715 in the intervention arm and n = 645 in the control arm). We used probit regression and propensity score-matching methods to estimate the association between birth in an intervention village and rates of secondary and graduate education completion, marriage, and employment or enrollment in higher education of these adults. Adults born in the intervention group during the trial, compared with the control group, were 9% (95% CI: 0.04, 0.14; P < 0.01) more likely to complete secondary school and 11% (95% CI: 0.06, 0.15; P < 0.01) more likely to complete graduate education, were 6% (95% CI: -0.11, -0.01; P < 0.05) less likely to be ever-married at age 20-25 y, and were 5% (95% CI: 0, 0.11; P < 0.05) more likely to be employed or enrolled in higher education. The estimated associations for graduate education completion and employment-study rates were greater for men, whereas the associations for secondary education and ever-married rates were greater for women. Exposure to nutritional supplement in utero or during the first 3 y of life was associated with improved adult educational and employment outcomes and lower marriage rates in India.

Academic and Social Challenges Faced by African International Students in Collegiate institutions in America

International students’ enrollment in higher education in the U.S has expanded considerably in the last decades. In 2015, the United States hosted more of the world’s 4.1 million international students than any other country (Institute for International Education, 2015). With the number of foreign students that come to study in the U.S, 14.5% of international students are African students with the majority of the population coming from Nigeria, Kenya and Ghana. The U.S. is often described as the land of opportunity abroad, but this research intends to explore that perception for international students, especially African students. Many consider African international students as the gateway to local business owners in the U.S seeking to expand a wider global horizon, especially in Africa. This research explored the different types of academic and social challenges faced by African international students in collegiate institutions in America through auto-ethnographic research, and to find possible solutions to those challenges faced by African students. This is a qualitative research approach that used the sequential autoethnographic experience of the author as the research tool in identifying and categorizing some of the challenges faced by African international students. It is the researcher’s intention that the findings in this research will be used as a guide for the next group of African international students aspiring to come to the U.S to study.

Intervention in Learning Strategies: Study with New University Students

Abstract Psychoeducational intervention programs in higher education can contribute to academic success. This research aimed to verify the effects of a program for the development of learning strategies in university students. The design used was quasi-experimental, with pre-test, intervention and three post-tests. 83 students participated, of which 59 were from the Control Group and 24 from the Experimental Group. It was used in the pre-test and post-tests the Learning Strategies Scale for University Students (LSS-US). The results in the post-tests revealed qualitative but not quantitative differences. The data allowed us to reflect on the impact of enrollment in higher education and to confirm the need to teach self-regulated learning strategies from the first year of graduation. The lack of previous knowledge, high expectations, as well as the number of intervention sessions were variables that possibly interfered in the results, not allowing, from a statistical point of view, a significant increase in the scale scores.

Too Few Women at the Top: The Persistence of Inequality in Japan by Kumiko Nemoto

Reviewed by: Too Few Women at the Top: The Persistence of Inequality in Japan by Kumiko Nemoto Kaye Broadbent (bio) Too Few Women at the Top: The Persistence of Inequality in Japan. By Kumiko Nemoto. Cornell University Press, Ithaca, 2016. viii, 282 pages. $49.95. In a glowing article on the independence and forthrightness of Japan’s first lady, Abe Akie, the Japan Times quoted her as saying in 2015 that “Japanese women are held back by pressure from men to be ‘cute’ rather than ‘capable and hardworking.’”1 This theme is covered in a substantial portion of Kumiko Nemoto’s book, Too Few Women at the Top: The Persistence of Inequality in Japan. Nemoto investigates why there are so few women managers (only 10 per cent of Japan’s managers are women [p. 3]) in five of Japan’s large corporations. Japan is a significant economy in the world market, but according to international reports on the global gender gap it ranks 105th of 136 countries (p. 3). Japanese women’s enrollment in higher education was 46 per cent in 2012, yet only 15 per cent of women were lower-level managers in 2011 (p. 3), indicating that a deficit in human capital is not the problem. And, as Nemoto notes, “it is likely that further growth in women’s education in Japan will not greatly affect the number of women managers” (p. 3). The book is extensively researched across an interesting mix of industries and companies: two cosmetic companies, two investment firms (one of which is U.S. owned), and a bank. By including a U.S.-owned company, Nemoto is able to examine management style as a factor affecting women’s rise to senior positions. Despite changes and shifts in the dominant “lifetime” employment system, Nemoto shows us life for Japanese workers in the large corporations [End Page 237] showcased has not improved greatly. The introduction of merit-based pay and family-leave policies, which mark an adjustment to the “lifetime” employment system, has made a difference for some workers, but overall there is little evidence these changes have yielded positive gains for employees in the corporations she examines. The 2015 suicide of 24-year-old Takahashi Matsuri from excessive work (karōshi) is a recent example of the culture of long working hours which exists in large Japanese organizations, and references to excessive work and overtime resonate throughout Nemoto’s interviews with employees in these five firms. In investigating the conditions for employees in Japan’s major corporations, including cosmetics firms which are considered “female friendly,” Nemoto deftly characterizes the daily work experiences of women and men trying to survive within the companies. It’s grim reading, with no silver lining that I could detect. The book makes two important contributions. The first is more workplace evidence through an analysis of employment conditions, promotion opportunities, and organizational culture in the five large workplaces. None of these features of these industries in Japan has been well researched in English. Nemoto’s study includes evidence of the impact of family leave policies and men’s attitudes toward and perceptions of women managers in particular in the context of the continuing economic downturn and growing employment insecurity. In this way, the book provides an update of employment conditions in Japan for both women and men. While the insights offered into the situation of white-collar women workers will be familiar to readers knowledgeable about gender and employment in Japan, the book does offer more evidence from different industries. There are interviews with women who have been promoted to management positions—often having to mimic the work behaviors of their male management colleagues—and become “Queen Bees.” They describe their success as a trade-off for a personal life, personal time, and a family. A number of women encountered by Nemoto had thrived in this work lifestyle, while others had clearly burnt out or opted for less-demanding career tracks. Opting out of the career track and taking what is viewed as a “lesser” path has meant forgoing promotion opportunities and financial rewards. In focusing on these themes, Nemoto’s book stands as a complement and an addition to the...

Returns to Higher Education in China: Evidence from the 1999 Higher Education Expansion Using Fuzzy Regression Discontinuity

China experienced a 47% expansion in higher education enrolment between 1998 and 1999, and a six-fold expansion in the decade to 2008. In this paper, we explore a fuzzy discontinuity in the months of births induced by the expansion to study the returns to higher education in China. We find that the mean years of education increased by roughly one full year around the cut-off point of the 1999 expansion as defined by months of births. Importantly, each additional year of university education induced by the 1999 higher education expansion increases monthly wage income by 21%, whereas the corresponding OLS estimate is only 8%. Our findings are insensitive to alternative window widths, functional forms, or the exclusion of the self-employed. Moreover, the returns to degrees also appear to vary by gender, with lowers returns to women except when they are the only child in the family.

Influence of a Short-Term Study Abroad Experience on Professional Competencies and Career Aspirations of Graduate Students in Student Affairs

Influence of a Short-Term Study Abroad Experience on Professional Competencies and Career Aspirations of Graduate Students in Student Affairs Patty Witkowsky and Sylvia L. Mendez While the specific mission of master's-level student affairs preparation programs (SAPPs) may differ, the overarching purpose is to prepare graduates educated in student development to serve as leaders within higher education (Long, 2012; Nuss, 2003). As student populations evolve with increasing diversity, specifically in international populations (Farrugia, Bhandari, Baer, Robles, & Andrejko, 2017), SAPPs must seek ways to educate their graduate students in order to promote success in the current global environment. While an institution may assert internationalization as a goal, it will not become a reality unless the faculty, staff, policies, priorities, and opportunities are part of the infrastructure to support that goal (Schulz, Lee, Cantwell, McClellan, & Woodard, 2007). Given recent trends of increasing international student population (5.3% of overall higher education enrollment) and study abroad participation (10.4% of undergraduate students; Farrugia et al., 2017), developing culturally aware professionals to contribute to campus internationalization is increasingly paramount. The success of international students at US institutions and the promotion of study abroad and reintegration of students back to their home institutions require culturally competent student affairs professionals who are able to fulfill social justice and inclusion-related competencies (ACPA & NASPA, 2015). In response to the increasing internationalization of higher education, evidence exists of the inclusion of short-term study abroad experiences in SAPPs as a pedagogical approach to expose SAPP graduate students to higher education systems outside the country and expand students' intercultural competence (Schulz et al., 2007). Previous publications related to this approach have focused on the structure of the courses, learning outcomes, and logistical considerations for such experiences (Haber & Getz, 2011; Yakaboski & Birnbaum, 2017) but are limited in exploring its influence on SAPP graduate students' professional development. Thus, the following research question guided our study: How does participation in a short-term study abroad experience in SAPP curriculum influence graduate students' intercultural competence, work with international students, and career development? LITERATURE REVIEW Short-term study abroad experiences provide undergraduate and graduate students with the opportunity to engage in experiential learning and to grow in their intercultural competencies through cultural immersion with application to an academic discipline. These experiences aid in their personal and global awareness and confidence in contributing to an international world (Doyle, 2009; Fischer, 2009; Franklin, 2010; Haber & Getz, 2011; Kitsantas, 2004; Slotkin, Durie, & Eisenberg, 2012; Yakaboski & Birnbaum, 2017). [End Page 769] These programs have been found to provide undergraduate and graduate students with an (initial) experience abroad that fuels their chosen career path, overseas travel interests, and cultural, social, and political attitudes and views (Doyle, 2009; Fischer, 2009; Franklin, 2010; Kitsantas, 2004; Norris & Dwyer, 2005). Graduate students in SAPP have reported that international experiences directly translate to their work with students. In the other literature related to SAPP graduate student outcomes from a short-term study abroad experience, they reported improved multicultural and intercultural competence and further developed listening and empathy skills (Haber & Getz, 2011). It is no surprise directors of these preparation programs are considering ways to internationalize by embedding short-term study abroad experiences into their curricula (Schulz et al., 2007). A primary benefit of short-term study abroad programs is that typically they are led by faculty members within an academic program; therefore, the academic content is directly related to the discipline of study (Donnelly-Smith, 2009; Haber & Getz, 2011; Slotkin et al., 2012; Yakaboski & Birnbaum, 2017). The coursework and materials can be successfully integrated into programmatic goals and objectives, and the familiarity among the students and faculty allows for a more structured and modeled approach to reflect on the experiential learning being undertaken. This type of study abroad program provides considerable qualification and quantification of the present and future work-related knowledge, skills, and dispositions being developed through the experience (Doyle, 2009; Fischer, 2009; Franklin, 2010; Haber & Getz, 2011; Slotkin et al., 2012). An additional benefit of a short-term study abroad experience, rather than a semester or year-long experience, is the ability to attract broader participation across student groups as evidenced by the current statistics that 63% of study abroad...

Estimating a Model of Qualitative and Quantitative Education Choices in France

We estimate a structural model of education choices in which individuals choose between a professional (or technical) and a general track at both high school and university levels using French panel data (Generation 98 ). The average per-period utility of attending general high school (about 10,000 euros per year) is 20% higher than that of professional high school (about 8000 euros per year). About 64% of total higher education enrollments are explained by this differential. At the same time, professional high school graduates would earn 5% to 6% more than general high school graduates if they both entered the labor market around age 18. The return to post-high school general education is highly convex (as in the US) and is reaped mostly toward the end of the higher education curriculum. Public policies targeting an increase in professional high school enrollments of 10 percentage points would require a subsidy of 300 euros pervyear of professional high school.

Mississippi’s Economy and its Impact on Higher Education Enrollment

This research examines the relationship between Mississippi’s statewide economy and the online enrollment statistics to major universities around the state. Online learning has been a growing trend in recent years and is becoming a cheaper alternative to some than going away to attend classes at a university while still getting a quality education. Therefore, it is important to consider the impact of Mississippi’s statewide economy to see how big of a role it plays into universities online enrollment rate versus their traditional enrollment. Several studies have considered the impact of online learning, but there is a lack of research regarding enrollment based on economic data.

Enrolment in Higher Education in Africa: A case of the University of Nairobi Kenya

Irrespective of whether a country’s economy is prospering or experiencing a downturn, employers can benefit from a skilled workforce able to respond to changing economic circumstances. Training their workers is one means of building such a workforce. But what influences the decisions by employers to train their workers is the heart of this study and the reason as to why employees pursue further studyThe purpose of the study was to establish the varying factors influencing employee’s enrolment in higher education. .The study adopted mixed method research design and the sample of 202 employees in the middle and lower level carder from the University of Nairobi. The questionnaires were used to collect data .The findings of the study indicated that (87%) of the employees work environment was not appealing. The findings also indicated that most staff had no knowledge and lack proper policy in terms of pursuing education, these could also be attributed to enrolment for higher education as cited by 68% employees. The study recommended the establishment of educational policy, to benefit those pursuing courses in line with the profession and hence no benefits to institutions. That there is need to undertake a savvy on the impact of training.

Paving the Road to Success: A Framework for Implementing the Success Tutoring Approach

The exponential growth of higher education enrolment in South Africa has resulted in increased diversity of the student body, leading to a proliferation of factors that affect student performance and success. Various initiatives have been adopted by tertiary institutions to mitigate the negative impact these factors may have on student success, and it is suggested that interventions that include aspects of social integration are the most successful. This paper outlines an approach called Success Tutoring (a non-academic tutorial approach used as part of a student success and support programme in the Faculty of Commerce, Law, and Management at the University of the Witwatersrand), which is underscored by empirical evidence drawn from evaluation data collected during Success Tutor symposia. The authors draw conclusions and make recommendations based on a thematic analysis of the dataset, and ultimately provide readers with a framework for implementing Success Tutoring at their tertiary institutions.

The Data Revolution Comes to Higher Education: Identifying Students at Risk of Dropout in Chile

Enrolment in higher education has risen dramatically in Latin America, especially in Chile. Yet graduation and persistence rates remain low. One way to improve graduation and persistence is to use data and analytics to identify students at risk of dropout, target interventions, and evaluate interventions’ effectiveness at improving student success. We illustrate the potential of this approach using data from eight Chilean universities. Results show that data available at matriculation are only weakly predictive of persistence, while prediction improves dramatically once data on university grades become available. Some predictors of persistence are under policy control. Financial aid predicts higher persistence, and being denied a first-choice major predicts lower persistence. Student success programs are ineffective at some universities; they are more effective at others, but when effective they often fail to target the highest risk students. Universities should use data regularly and systematically to identify high-risk students, target them with interventions, and evaluate those interventions’ effectiveness.

School Climate and College Attendance for Black Adolescents: Moving Beyond College-Going Culture.

Understanding how contexts promote positive educational outcomes is a critical objective of adolescent research. This study provides support for the established link between school climate and educational outcomes and expands our understanding of this association by examining multiple aspects of school climate in a sample of Black adolescents in the United States (N=1,740). Data were drawn from the Education Longitudinal Study of 2002, and multinomial logistic regression and multiple group modeling in a structural equationmodeling framework revealed that Black high school students' perceptions of school safety, school liking, and academic press were associated with enrollment in higher education. Null moderation results suggest that these facets of school climate operate similarly for all students regardless of their gender or socioeconomic status.

Life expectancy and education: evidence from the cardiovascular revolution

In this study we investigate the causal impact of increasing adult longevity on higher education. We exploit the fourth stage of the epidemiological transition, i.e. the unexpected decline of deaths from heart attack and stroke in the 1970s as a large positive health shock that affected predominantly old age mortality. Using a differences-in-differences estimation strategy we find across U.S. states that the cardiovascular revolution led to an increase in adult life expectancy by about 2 years, which caused higher education enrollment to increase by 7 percentage points, i.e. 30 percent of the observed increase from 1970 to 2000. Our findings are robust to the inclusion of state-specific health trends and a host of confounding variables. They suggest large effects of improving longevity on higher education enrollment.

Data envelopment analysis with upper bound on output to measure efficiency performance of departments in Malaikulsaleh University

The higher education system in Indonesia can be considered not only as an important source of developing knowledge in the country, but also could create positive living conditions for the country. Therefore it is not surprising that enrollments in higher education continue to expand. However, the implication of this situation, the Indonesian government is necessarily to support more funds. In the interest of accountability, it is essential to measure the efficiency for this higher institution. Data envelopment analysis (DEA) is a method to evaluate the technical efficiency of production units which have multiple input and output. The higher learning institution considered in this paper is Malikussaleh University located in Lhokseumawe, a city in Aceh province of Indonesia. This paper develops a method to evaluate efficiency for all departments in Malikussaleh University using DEA with bounded output. Accordingly, we present some important differences in efficiency of those departments. Finally we discuss the effort should be done by these departments in order to become efficient.

Boys, Girls, and the Second Shift: Paid and Unpaid Labor in High School and Adolescents’ Enrollment in College

Sociological research examines the gender gap reversal in higher education and the gender division in paid and unpaid labor for adult women, especially “the second shift literature,” as two distinct topics. In this study, we extend the insights of the second shift literature to research on youth labor and adolescents’ enrollment in higher education. Using data from the Youth Development Study from 1988 to 1992, we find that the negative association of unpaid labor with adolescents’ college enrollment odds was at least as large as, if not greater than, that of paid labor. Although labor engagement had adverse impacts both for female and male adolescents during this time, the negative associations of youth labor with college enrollment were more pronounced for male students. We discuss the implications of these findings and explain their relevance to more contemporary cohorts of high school students in the conclusion.