Relevant bibliographies by topics / Higher education|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 finance'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Higher education|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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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.

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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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Sangita, Seema. "Higher Education, Vocational Training and Performance of Firms." Margin: The Journal of Applied Economic Research 15, no. 1 (2021): 122–48. http://dx.doi.org/10.1177/0973801020976605.

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This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53
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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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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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Galindo-Rueda, Fernando, Oscar Marcenaro-Gutierrez, and Anna Vignoles. "The Widening Socio-Economic Gap in UK Higher Education." National Institute Economic Review 190 (October 2004): 75–88. http://dx.doi.org/10.1177/002795010419000108.

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This paper provides up-to-date empirical evidence on the socio-economic gap in higher education (HE) participation, for the period spanning the introduction of tuition fees. We assess whether the gap has widened and ask whether the socio-economic gap emerges on entry into university or much earlier in the education system. We do this in two ways. Firstly we consider the likelihood of going to university for school leavers in poor neighbourhoods and analyse changes in this likelihood over time. Secondly, we use more detailed individual level data to model the determinants of HE participation, focusing on changes in the relationship between family background and HE participation over time. We find that the growth in HE participation amongst poorer students has been remarkably high, mainly because it was starting from such a low base. However, the gap between rich and poor, in terms of HE participation, has widened during the 1990s. Children from poor neighbourhoods have become relatively less likely to participate in HE since 1994/5, as compared to children from richer neighbourhoods. This trend started before the introduction of tuition fees. Much of the class difference in HE participation seems to reflect inequalities at earlier stages of the education system.
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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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Eaton, Charlie, Sabrina T. Howell, and Constantine Yannelis. "When Investor Incentives and Consumer Interests Diverge: Private Equity in Higher Education." Review of Financial Studies 33, no. 9 (2019): 4024–60. http://dx.doi.org/10.1093/rfs/hhz129.

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Abstract We study how private equity buyouts create value in higher education, a sector with opaque product quality and intense government subsidy. With novel data on 88 private equity deals involving 994 schools, we show that buyouts lead to higher tuition and per-student debt. Exploiting loan limit increases, we find that private equity-owned schools better capture government aid. After buyouts, we observe lower education inputs, graduation rates, loan repayment rates, and earnings among graduates. Neither school selection nor student body changes fully explain the results. The results indicate that in a subsidized industry, maximizing value may not improve consumer outcomes. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.
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Dissertations / Theses on the topic "Higher education|School finance"

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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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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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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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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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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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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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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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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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Dadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.

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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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Books on the topic "Higher education|School finance"

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

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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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The hands-on guide to post-16 funding: For school sixth forms, training providers, and further education colleges in 2008/09. Edexcel, 2008.

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Coleman, Marianne. Managing finance and external relations. Longman, 1994.

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California. Legislature. Joint Committee to Develop a Master Plan for Education-Kindergarten Through University. Finance & Facilities Working Group. Finance & Facilities Working Group K-12 education final report. Senate Publications, 2002.

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Education, New Jersey Legislature General Assembly Committee on. Public hearing before Assembly Education Committee: Issues affecting higher education in the state of New Jersey. The Committee, 1999.

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New Jersey. Legislature. Senate. Committee on Education. Public hearing before Senate Education Committee and Assembly Education Committee: Charter schools. The Committee, 1995.

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Education, New Jersey Legislature General Assembly Committee on. Public hearing before Assembly Education Committee: The Charter School Program Act of 1995. The Unit, 1998.

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Education, New Jersey Legislature Senate Committee on. Public hearing before Senate Education Committee and Assembly Education Committee: Senate bill no. 1118 and Assembly bill no. 75, the Higher Education Restructuring Act of 1994. The Committee, 1994.

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Book chapters on the topic "Higher education|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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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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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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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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Conn, Steven. "Same as It Ever Was." In Nothing Succeeds Like Failure. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501742071.003.0007.

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This chapter explores what has changed and what has stayed the same in business schools across the United States. On the one hand, the growth of the finance economy since the 1980s has meant that what goes on in business schools has aligned more perfectly with the corporate world than at any other time in the preceding century. Shareholder value became the mantra chanted in classrooms and boardrooms. On the other hand, business schools continue to evade the ethical issues raised in and by the business world, and they have avoided much by way of accountability for what they teach. The chapter then explains that two more things have changed over the last few decades. The first involves the erosion of the democratic impulse of American higher education. The second change is the growing influence of business-school thought on the way universities do their own business.
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Conference papers on the topic "Higher education|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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Tamtomo, Didik Gunawan, and Vitri Widyaningsih. "Determinants of Fertility in Indonesia: An Analysis from Basic Life Survey Data Year 2017." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.99.

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ABSTRACT Background: Indonesia is in the fourth position with the largest population in the world (274 million people) after China, India, and the United States. Currently, Indonesia is experiencing a demographic bonus and also has a high dependency ratio (46.6%). It resulting in heavy burdens that must be borne by the productive age population to finance the lives of the unproductive population. The high population in Indonesia is determined by the high number of children born alive. The purpose of this study was to examine the determinants of fertility in Indonesia. Subjects and Method: A cross-sectional study was conducted using Indonesian Population Demographic Survey year 2017. A sample of 49,627 reproductive women aged 15-49 years who had ever give birth was selected for this study. The dependent variable was fertility (based on number of children born alive). The independent variables were contaceptive use, contraceptive method, source of information, knnowledge toward contraception, history of birth delivery, and residence. The data were analyzed by path analysis run on Stata 13. Results: Fertility increased with traditional contraceptive use (b= 0.51; 95% CI= 0.41 to 0.61; p&lt;0.001), information from government (b= 0.59; 95% CI= 0.46 to 0.72; p &lt;0.001), low education toward contraceptive (b= 0.89; 95% CI= 0.49 to 1.29; p &lt;0.001), birth delivery &lt;1 year (b= 0.10; 95% CI= -0.05 to 0.25; p= 0.187), health assurance participant (b= 0.54; 95% CI= 0.44 to 0.64; p&lt;0.001), living in urban area (b= 0.32; 95% CI= 0.22 to 0.41; p&lt;0.001), hormonal contraceptive use (b= 0.08; 95% CI= -0.10 to 0.25; p= 0.408), and living in west Indonesian (b= 0.57; 95% CI= 0.47 to 0.66; p&lt;0.001). Fertility decreased with family decision on contraceptive use (b= -0.31; 95% CI= -0.42 to -0.21; p&lt;0.001), education ≥Senior high school (b= -1.25; 95% CI= -1.35 to -1.16; p&lt;0.001), and high family wealth (b= -0.50; 95% CI= -0.60 to -0.40; p&lt;0.001). Conclusion: Fertility increases with traditional contraceptive use, information from government, low education toward contraceptive, birth delivery &lt;1 year, health assurance participant, living in urban area, hormonal contraceptive use, and living in west Indonesian. Fertility decreases with family decision on contraceptive use, education ≥Senior high school, and high family wealth. Keywords: fertility, basic health survey year 2017 Correspondence: Karlinda. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: karlindalinda8@gmail.com. Mobile: +6282278924093. DOI: https://doi.org/10.26911/the7thicph.03.99
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