Relevant bibliographies by topics / Higher education|School administration|School finance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Higher education|School administration|School finance'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Higher education|School administration|School finance"

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Chatterji, Aaron K., Joowon Kim, and Ryan C. McDevitt. "School spirit: Legislator school ties and state funding for higher education." Journal of Public Economics 164 (August 2018): 254–69. http://dx.doi.org/10.1016/j.jpubeco.2018.05.013.

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Malamud, Ofer, and Cristian Pop-Eleches. "School tracking and access to higher education among disadvantaged groups." Journal of Public Economics 95, no. 11-12 (2011): 1538–49. http://dx.doi.org/10.1016/j.jpubeco.2011.03.006.

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Jackson, C. Kirabo, Rucker C. Johnson, and Claudia Persico. "The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms *." Quarterly Journal of Economics 131, no. 1 (2015): 157–218. http://dx.doi.org/10.1093/qje/qjv036.

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Abstract Since the Coleman Report, many have questioned whether public school spending affects student outcomes. The school finance reforms that began in the early 1970s and accelerated in the 1980s caused dramatic changes to the structure of K–12 education spending in the United States. To study the effect of these school finance reform–induced changes in public school spending on long-run adult outcomes, we link school spending and school finance reform data to detailed, nationally representative data on children born between 1955 and 1985 and followed through 2011. We use the timing of the passage of court-mandated reforms and their associated type of funding formula change as exogenous shifters of school spending, and we compare the adult outcomes of cohorts that were differentially exposed to school finance reforms, depending on place and year of birth. Event study and instrumental variable models reveal that a 10% increase in per pupil spending each year for all 12 years of public school leads to 0.31 more completed years of education, about 7% higher wages, and a 3.2 percentage point reduction in the annual incidence of adult poverty; effects are much more pronounced for children from low-income families. Exogenous spending increases were associated with notable improvements in measured school inputs, including reductions in student-to-teacher ratios, increases in teacher salaries, and longer school years.
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Gallagher, Ryan M., Joseph J. Persky, and Haydar Kurban. "The Growth of Local Education Transfers." Public Finance Review 46, no. 6 (2017): 1002–23. http://dx.doi.org/10.1177/1091142117697422.

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We argue that previous research studying the relationship between a growing elderly population and local support for public education has overlooked a key component to public education finance: redistribution payments made by older households. A fuller accounting of these payments indicates that a growing elderly population might very well prove to be a boon to local public school students not a burden as has been previously suggested. Beginning with a national sample of suburban school districts, this article shows that a higher elderly to student ratio within a district actually increases per-student revenues, even after accounting for the downward pressure that older households place on tax rates. We then explore a specific channel through which elderly households redistribute resources to school-age children: local property taxes. Focusing on Chicago-area suburban school districts, we show that a rise in a community’s elderly to student ratio actually increases the level of per-student property tax redistribution that occurs.
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Dougal, Casey, Pengjie Gao, William J. Mayew, and Christopher A. Parsons. "What’s in a (school) name? Racial discrimination in higher education bond markets." Journal of Financial Economics 134, no. 3 (2019): 570–90. http://dx.doi.org/10.1016/j.jfineco.2019.05.010.

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Angrist, Joshua D., Parag A. Pathak, and Christopher R. Walters. "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics 5, no. 4 (2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)
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Saastamoinen, Antti, and Mika Kortelainen. "When Does Money Stick in Education? Evidence from A Kinked Grant Rule." Education Finance and Policy 15, no. 4 (2020): 708–35. http://dx.doi.org/10.1162/edfp_a_00284.

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We study the effects of intergovernmental grants on school spending within the Finnish system of high school education funding. Using a kinked grant rule, the system allocates lump-sum intergovernmental grants to local high school education providers. Utilizing the quasi-experimental variation in grants given by the rule, we identify the effects of the grants on municipal high school education expenditures. Our results indicate that the grants stimulate spending, while local tax rates or revenues do not seem to be responsive to the grants, suggesting the presence of a typical flypaper effect. However, we also consider the possibility that the grant responses might be heterogeneous among municipalities. Based on our heterogeneity results, the grant response is positively associated with the share of the high school age population, and a higher share of elderly persons is related to a lower propensity to spend on education out of grant funding. This result is in line with the idea of intergenerational conflict in education spending preferences presented in education finance literature.
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Raju, Dhushyanth. "Public School Teacher Management in Sri Lanka." South Asia Economic Journal 18, no. 1 (2017): 39–63. http://dx.doi.org/10.1177/1391561416684429.

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Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education but also that all students obtain a much better education. Raising teacher effectiveness is considered to be crucial for achieving these aims. This article reviews the literature on teacher management in Sri Lanka and points to what may be critical teacher management issues. The article also discusses considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.
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Dhuey, Elizabeth, and Stephen Lipscomb. "Funding Special Education by Capitation: Evidence from State Finance Reforms." Education Finance and Policy 6, no. 2 (2011): 168–201. http://dx.doi.org/10.1162/edfp_a_00031.

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This study examines responses to state capitation policies for special education finance between 1991–92 and 2003–4. Capitation refers to distributing funds based on the entire student enrollment. We find that disability rates tended to fall following capitation reforms, primarily in subjectively diagnosed categories and in early and late grades. The association appears immediately in less severe categories but gradually in severe categories. More frequent program exiting partly accounts for falling disability rates among high school students. Capitation also is associated with a rising local share and a falling state share of funding. The evidence supports an increased use of outside school placements among severe disabilities, consistent with an incentive-based response. We find weaker evidence of a relationship between capitation and higher request rates for dispute resolution. Finally, we present evidence of differential effects based on both the pre-reform funding system and the presumed strength of the policy change.
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Das, Jishnu, Stefan Dercon, James Habyarimana, Pramila Krishnan, Karthik Muralidharan, and Venkatesh Sundararaman. "School Inputs, Household Substitution, and Test Scores." American Economic Journal: Applied Economics 5, no. 2 (2013): 29–57. http://dx.doi.org/10.1257/app.5.2.29.

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Empirical studies of the relationship between school inputs and test scores typically do not account for household responses to changes in school inputs. Evidence from India and Zambia shows that student test scores are higher when schools receive unanticipated grants, but there is no impact of grants that are anticipated. We show that the most likely mechanism for this result is that households offset their own spending in response to anticipated grants. Our results confirm the importance of optimal household responses and suggest caution when interpreting estimates of school inputs on learning outcomes as parameters of an education production function. (JEL D12, H52, I21, O15)
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Dissertations / Theses on the topic "Higher education|School administration|School finance"

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Collins, David D. "Funding of Higher Education in Tennessee: A Qualitative Study of the Perceptions of State Legislators and Higher Education Leaders." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2897.

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The purpose of this study was to identify issues that are considered important to the legislators and higher education leaders of Tennessee in making decisions that affect the funding of higher education. A further purpose was to identify actions that such individuals believe should be taken by higher education leaders to ensure that higher education is accountable and worthy of continued or increased financial support. Using a qualitative research design, interviews were held with 10 legislators and 6 higher education leaders selected in accordance with the concept of purposeful sampling. Legislative participants included five members from the Senate and five members from the House of Representatives. All participants served on either the Education Committee or Finance Ways and Means Committee within their chamber. Higher education leaders consisted of a university president, the President of the University of Tennessee System, Chancellor of the Tennessee Board of Regents, Executive Director of the Tennessee Higher Education Commission, Comptroller of the Treasury, and a member of the University of Tennessee Board of Trustees. Issues identified from the interviews were reduced to eight categories: (a) issues affecting higher education and (b) findings regarding the accountability of higher education. The issues category was divided into eight categories: (a) financial issues that was further subdivided into funding issues, accountability issues, capital expenditures, taxes, fees, and other general financial issues; (b) administrative structure and costs; (c) quality outcomes; (d) faculty issues; (e) technology; (f) program duplication; (g) relationship to K-12 education; and (h) other general issues. Issues that emerged related to accountability included the measurement of educational outcomes and the communication of those results to legislators and the public. Based on the findings of this study, three recommendations are offered: (1) a committee consisting of appropriate representatives should be established to study the issue of accountability and determine appropriate measurements that will provide relevant information; (2) leaders in higher education should make a concerted effort to improve communication with legislators and their staffs; and (3) those in higher education must improve their communication with the public.
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Seay, Sandra E. "The Relationship of Presidential Leadership Style and the Financial Health of Private, Nonproprietary Institutions of Higher Learning." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2790.

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The primary purpose of this study was to determine if a relationship existed between the financial health of academic institutions and the leadership style of college and university presidents. Financial health was defined as the ability of an institution to pay its current debts. Secondly, the study tested a number of hypotheses derived from the contingency model of leadership effectiveness. Lastly, the study attempted to determine if there was an association between two lists of institutions considered to be led by effective presidents. The study involved a stratified random sample of 263 private institutions accredited by the Southern Association of Colleges and Schools (SACS). Data analysis for seven of the eight null hypotheses posed was based upon the scored responses from 77 presidents and financial data from 53 of their associated institutions. Financial data from 199 institutions was used to test the remaining hypothesis. The data were analyzed by means of the Jaspen's M correlational technique, one-way analysis of variance, directional t tests for independent data, and a point-biserial correlation. From the data analysis, it was determined that a significant association did not exist between financial health and leadership style and financial health and institutional degree granting status. The scored data failed to support, as well, the major tenets of the contingency model. In addition, a significant association was not established between institutions led by presidents with reputations for effective leadership and institutions led by presidents who were considered effective by the terms of this study. The data analysis did establish that the majority of the responding presidents were task-oriented leaders operating in high control situations and that institutions which offered the bachelor's degree as their highest degree awarded were those most frequently found in the good financial health category while those which offered the master's degree as their highest degree awarded were those most frequently found in the poor financial health category.
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Kroll, Diane M. "Role expansion in student affairs : student affairs officers and fundraising in selected midwestern liberal arts colleges /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382626157.

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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.

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<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014&ndash;2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long &amp; Riley, 2007; Myers, 2008). Community college student support services such as financial aid advising, contribute to promoting successful student outcomes (Cooper, 2010). More research is needed regarding the role of the campus financial aid adviser as it relates to community college student outcomes (McKinney &amp; Roberts, 2012). </p><p> The purpose of this study was to use the theory of student engagement as defined by Kuh et al. (2006) as it relates financial aid advising to the engagement of community college students. Ex post facto data from the Community College Survey of Student Engagement (CCSSE) 2014 Cohort was used to investigate whether a difference in student engagement existed between students who reported use of financial aid advising and those who did not. The researcher also examined the relationship between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement as well as the five CCSSE benchmarks of effective practice. </p><p> The results of the study show students who indicated use of financial aid advising reported significantly higher levels of student engagement than those who did not. The researcher found weak to moderate positive relationships between the frequency of use, satisfaction with, and importance of financial aid advising and student engagement. Additionally, each of the financial aid advising variables served as predictors of at least one CCSSE benchmark and student engagement. These findings provide meaningful information regarding the relationship between financial aid advising, particularly student satisfaction with the advising, and student engagement.</p><p>
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Lin, Hsien Hong. "Why Taiwanese companies and foundations donate to public colleges and universities in Taiwan an investigation of donation incentives, strategies, and decision-making processes /." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1257258920.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Apr. 28, 2010). Advisor: Mark A. Kretovics. Keywords: higher education fundraising and administration; Taiwan; existential phenomenology; discriminant analysis. Includes bibliographical references (p. 320-335).
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Lanning, Paul I. Jr. "Developing expertise in higher education fundraising: A conceptual framework." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2372.

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This study is designed to identify traits that enable the novice professional to advance toward expertise in fundraising in higher education. The goal was to develop a conceptual framework that explains how the novice professional can advance toward expertise in fundraising in the higher education sector. This study found that CFREs employed in higher education tend to be Caucasian females between 41 and 60 years of age who move between jobs more commonly and tend to have less formal education than the older males now heading toward retirement. Male or female, younger or more mature, CFREs in this study tended to have fallen into their current careers by accident or without formal training for the profession. CFREs tend to rely upon annual conferences and informal networking for professional development rather than formal education. CFREs in this study identified several traits requisite for expertise in the field, even if they did not exhibit some of those traits themselves. Based upon these findings, a model for skill acquisition in higher education fundraising is proposed, and based upon that model a set of recommendations is offered for revisions to the current qualification and testing of CFREs and for the development of curriculum that will foster expertise. This curriculum is both replicable at multiple sites and expandable to other institutions and to online delivery, providing the industry with a means by which to prepare more fundraising professionals to meet the growing need in the sector.
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Keller, Patricia Ellis. "Donor Perceptions of Stewardship and Recognition Practices at the University of Toledo." University of Toledo / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1207682733.

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Morris, Juanita Michelle Reed Hines Edward R. "Trends and relationships in student enrollment, state support, economic recessions, and student aid in higher education 1976-2003 /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280881&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1203094108&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on February 15, 2008. Dissertation Committee: Edward R. Hines (chair), Patricia H. Klass, Ross A. Hodel, W. Paul Vogt. Includes bibliographical references (leaves 196-203) and abstract. Also available in print.
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Chatfield, David E. "The Impact of Performance-Based Funding Models among Ohio`s Universities." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492017255713609.

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Spooner, Kevin Eugene. "Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722085.

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<p> Recently, a great deal of interest has been generated around the role of principal and its effectiveness, especially its impact on improving teacher instruction and student learning. Waters, Marzano, and McNulty (2003) concluded that one quarter of all &ldquo;school effects&rdquo; on achievement can be attributed to principals. While there is general agreement on the principal&rsquo;s importance and affect, do we understand how principals have adapted to changes in schools with reduced resources and increased learning needs of students? How have principals made decisions in an environment where resources have been reduced over time? Given the stories of retired principals from high poverty elementary schools, the purpose of this narrative inquiry is to understand how principals made sense of their experience when having to respond to decreasing resources and the need for increased student achievement. Participants in the study included retired principals from high poverty elementary schools who were employed during the time period extending from 2008 through 2014. Findings from the study make sense of the meanings elementary principals have constructed and attached to the phenomena of decision-making in times of financial reduction in order to help other principals who have been challenged by similar circumstances. Three categories of leadership styles and seven skill areas emerged in the study. Principals made use of these styles and skills in their responses to the crisis.</p>
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Books on the topic "Higher education|School administration|School finance"

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Changing patterns of finance in higher education. Society for Research into Higher Education, 1992.

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Utah. Legislature. Office of the Legislative Auditor General. A performance audit of purchasing in public and higher education. The Office, 1989.

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Harrold, Ross. Curriculum, finance and resource deployment: Toward school self-evaluation. Sheffield City Polytechnic, Centre for Education Management and Administration, 1988.

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Wiebe, Christine. The right price: How to pay for medical school and feel good about it. Sage Publications, 1999.

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Accountability, Florida Office of Program Policy Analysis and Government. Higher education facility construction costs are reasonable: Some improvements could maximize use of campus classroom space. The Office, 2006.

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United States. Government Accountability Office. Higher education: Issues related to law school accreditation : report to congressional requesters. GAO, 2007.

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Colorado Commission on Higher Education. FY 1994-95 capital construction priority of funding. The Commission, 1993.

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Morris, Heiberger Mary, and Vick Julia Miller, eds. The graduate school funding handbook. 2nd ed. University of Pennsylvania Press, 2002.

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Morris, Heiberger Mary, and Vick Julia Miller, eds. The graduate school funding handbook. University of Pennsylvania Press, 1994.

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McCormick, Lisa Wade. Financial aid smarts: Getting money for school. Rosen Pub., 2013.

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Book chapters on the topic "Higher education|School administration|School finance"

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Bouslama, Ghassen. "Islamic Finance in Reims Management School." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_11.

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Archer, Simon. "Islamic Finance at Henley Business School, Reading University." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_9.

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Benamraoui, Abdelhafid. "Islamic Banking and Finance Teaching and Supervision at Westminster Business School." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_20.

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de la Torre, Ignacio. "The Saudi-Spanish Centre for Islamic Economics and Finance at IE Business School." In Islamic Finance in Western Higher Education. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137263698_21.

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Walstad, William B., Ashley Tharayil, and Jamie Wagner. "Financial Literacy and Financial Education in High School." In Handbook of Consumer Finance Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28887-1_11.

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Bentouila, Ghita, and Alae Gamar. "School Attainment, Knowledge Economy in Arab Countries, and Comparisons with EEE Economies." In Advances in Finance, Accounting, and Economics. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5210-1.ch003.

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The most important avenues emphasized in this chapter relate to the progress in school attainment as an important indicator of the knowledge position of a country. The descriptive statistical analyses besides other assessments are devoted to show the pertinence and the importance of education attainment. Barro and Lee 1950-2010 data are used in this chapter. The opportunities lost with the low level of school attainment are introduced and discussed. The relatively slow speed of recovery in schooling is already expressed by the lowest knowledge performances achieved between the economies of North Africa, Sudan, Yemen, and the Gulf countries. In addition, the description has shown a higher attainment in schooling of EEE economies in comparison to Arab countries.
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Levy, Daniel C. "Alternative Private-Public Blends in Higher-Education Finance: International Patterns." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0017.

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Several of the preceding pieces in this volume have analyzed policy debates concerning the financing of school systems. The policy debates are no less intense when the focus turns to higher education. Many arguments run in parallel fashion between educational levels. Some differ by matters of degree, while others differ fundamentally. Whatever the parallels in argumentation, there are striking differences in actual practice between levels. In the United States, private schools depend much more on private finance than private higher education does, while public schools depend much more exclusively on public finance than public higher education does. The panorama appears to be different in many other nations that have both private and public sectors. Their private schools seem more likely than private universities to receive public funds and their public universities seem nearly as likely as public schools to depend almost exclusively on public funds. In U.S. higher education there is considerable debate concerning the appropriate blend of private and public financing for each sector. The problem has become especially acute as enrollments decline, federal and state governments seek to cut costs, and concern spreads about higher education's equity effects in serving privileged groups out of general revenues. There is a good deal of reference to different economic theories, social values, and political constraints. But there is almost no consideration of how policymakers elsewhere have approached the problem. Of course, financial policy outside the United States is made within private-public parameters that are different from those faced by U.S. policymakers, but cross-national comparisons may help stimulate, or even orient, crossstate comparisons within the United States. More importantly, cross-national experience could at least help put our policy choices into perspective. For example, few in the United States support either 100% private or 100% public funding. An economic theory that tends to favor private over public funding may simply tell us to increase our present private share if that share is “low.”
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Paterson, Lindsay. "Education and opportunity." In British Academy Lectures 2013-14. British Academy, 2015. http://dx.doi.org/10.5871/bacad/9780197265864.003.0005.

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There is an assumption in public debate that Scotland and England are drifting apart in social policy, whatever the outcome of the referendum in Scotland in September 2014 on whether Scotland should become an independent country. Three broad examples of policy divergence in education are discussed to examine the claim—in connection with student finance in higher education, with the structure of secondary education, and with the school curriculum. It is concluded that the apparent divergence owes more to rhetoric than to the reality of policy, of public attitudes or of social experience. Despite the origins of a shared educational philosophy in the post-war welfare state, and despite the partisan strife of current politics, a weakening of that state through greater Scottish autonomy does not in itself signal an end to the project of common welfare.
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"Borderless Online Degrees." In Global Demand for Borderless Online Degrees. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8912-9.ch001.

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Every worker needs postsecondary training to enable nations to develop strong economies as automation replaces the need for low-skilled workers. A high school degree no longer qualifies students for entry-level jobs. As developing countries struggle to build and finance the campuses and staff needed to meet the growing demand, borderless online degrees are an affordable, scalable solution. The degrees also create new international market opportunities for all higher education at a time of reduced financial support and declining enrollments and enable all postsecondary students to have an international learning experience. The task will be to create a virtual learning class of the same quality and student success as found on campus. This chapter introduces benefits, challenges, and solutions of borderless online education.
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Silva, Ana Valéria Barbosa. "Education in Higher Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch004.

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The chapter title proposes a reflection: is establishing proposed innovations in the teaching and learning environment the same as innovating this teaching and learning? The term innovation has long been studied, but its recurrence has increased in the 1990s and has become even more intense in the 21st century. But what is innovation? Closely related to the business environment, innovating also applies to one of the longer-lived organizations in human life: the school. Now that society is in the fourth industrial revolution, where is the school? In some cases, it is in the search for the connection with the present times, but in others, it is still in the molds of past centuries. The author proposes reflecting on pedagogical innovation, new methodologies, connection to the world context of the 21st century, and insertion of technology.
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Conference papers on the topic "Higher education|School administration|School finance"

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Perrotta, Adamaria. "A learner-centered approach to design a Computational Finance module in higher education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12955.

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In this paper, we describe our design of ACM30070 “Computational Finance”, a core module in the BSc in Financial Mathematics in the School of Mathematics and Statistics. The over-arching purpose of this module is to help students to develop mathematical, statistical and coding skills, along with significant knowledge and critical thinking, that allows them to effectively construct, manipulate and visualize financial datasets and to build financial mathematical models. The use of computation and a FinTech software (FinCad Analytics) are pointed out as essential to facilitate sensemaking in computational finance. More broadly, we discuss the education-research based rationale behind the “learning by doing” and “flipped classroom” institutional models that we have chosen for ACM30070, and we show how the modern “inclusive” definition of computation has been embedded into the learning activities. An accurate description of the design principles and implementation is also presented. At the end of the paper, we briefly introduce a discipline-based education research that will follow from this module design.
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Zhao, Peimin, and Guocheng Li. "The Reform of Logistics Education Based on qHigh-Quality Personnel Trainingq in Higher Vocational School." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.35.

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Marinela, Istrate, Bănică Alexandru, and Athes Haralambie. "Preventing university dropout: the relation between the student vulnerability features and academic performance in the first year." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11139.

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Educational services that universities offer to bachelor students are nowadays under the siege of numerous challenges, ranging from financial and institutional issues to fast changing labour market demands. Universities are confronting fast changes and uncertainties, being asked for adaptation, flexibility and higher ability to (re)act and find the best solutions. Within this broad context, university dropout is one particular new challenge that is often overlooked by decision makers and even by the teaching staff. Our study focuses on problems faced by the first year bachelor students of the Faculty of Geography and Geology at the oldest university in Romania, “Alexandru Ioan Cuza” University of Iasi, students who have benefitted from support from a program financed by BIRD and World Bank, named Romania Secondary Education Project (ROSE). In order to identify and analyse their academic pathway in the first year of study, we tried to correlate a number of qualitative and quantitative using the analysis of variance (ANOVA). The analysis of the results indicates that the prevention of school drop-out should be approached as a continuous process starting from the early years of education. The adaptability to student life depends on the treatment of these inherited and overlooked disadvantages.
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Lopez-Zafra, Juan M., Ricardo A. Queralt-Sanchez de las Matas, and Sonia De Paz-Cobo. "Admission tools and academic performance: evidence from a first course in a bachelor’s degree in business administration." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9301.

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Admission tools have become imperative means for private schools to handle both limited space and the search of excellence. We use a supervised algorithm to predict the score of admitted students in a private-run Spanish business school. The main target is understanding the effects of the features defined in the admission process to assess both the validity of the process and the final ranking of the student after one year in the school, trying to ascertain what is the best mix of the variables in place to forecast the final score of the students when ending their first year in the BBA; along with the mix, we also want to define the decision rules allowing the best prediction. The results will prove that the present admission process in place is working properly even if some fine tuning could be set in place for an even better performance.
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Masykur, Masykur, Yusrizal Yusrizal, and Niswanto Niswanto. "The Assistance of Lecturersr Academic Administration in Improving the Quality of Higher Education at Indonesian School of Economics in Banda Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.22.

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Lina, Zhong, and Zhou Shaorui. "The Curriculum and Education System of American Higher Tourism Education Taking the School of Hotel Administration at Cornell University as an Example." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.114.

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Eyt-Dessus, Annora, and Leonard Houx. "Excellence in design for online business." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.
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Subarno, Anton, and Amina Sukma Dewi. "The Challenge of Vocational High School Teachers in Indonesia." In Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icebef-18.2019.147.

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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

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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. 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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Ji, Xianbing, and Yinxia Chen. "Study on the Personnel Training Mode of School-Enterprise Cooperation in Higher Vocational College." In 2014 International Conference on Global Economy, Finance and Humanities Research (GEFHR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/gefhr-14.2014.67.

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