Why to get a 2nd diploma? Is it life-long learning or the outcome of state intervention in educational choices?

This paper analyzes the determinants and labour market effects of further higher education studies of graduates, the factors that induce them to switch to other fields (switching decision) and in comparison the determinants of deciding upon “deepening” their knowledge (to proceed with further higher educational studies in the original field of study) and its labour market consequences. Based on data from a follow-up survey of Hungarian Higher Education Graduates the paper demonstrates that graduates who obtained their first diploma in other than their most preferred field specialisation are more likely to participate in further higher education studies and to switch to another field. In addition, this paper finds some evidence that those, who switch fields, lose a part of their human capital in the short run. The results suggest that state intervention in the supply of field specialities in higher education or the inelasticity of these supplies may lead to further higher education studies of graduates and to a wastage of resources.demand for schooling, human capital

Philosophy, globalization and the future of the university: A conversation between Sharon Rider and Michael A. Peters

Sharon Rider is Professor of Logic and Metaphysics at the Department of Philosophy at Uppsala University. She is currently Vice Dean for the Faculty of Arts and Director for Higher Education Studies at the Center for Science and Technology Studies. She studied Philosophy at Pennsylvania State University, the University of Louvain and Uppsala University, and has taught as Visiting Professor at Åbo Academy and Turku University (Finland) and Gävle University College (Sweden)

Public Higher Education Studies: Developing a Multicultural-Based Islamic Religious Education Learning Model

The purpose of this study was to develop a multicultural-based Islamic religious education learning model to develop students’ religious tolerance in Lampung and Banten Provinces. This study employed the research and development design. The research data was obtained by employing questionnaires and observations. The questionnaires and observations were administered to thirty-six Lampung University students as the experimental class and thirty-six Sultan Ageng Tirtayasa University students as the control class. The data were analyzed using gain analysis and independent sample t-test. This study produced a multicultural-based Islamic religious education learning model to develop students' religious tolerance attitudes in the Provinces of Lampung and Banten. There were differences in the radicalism attitude of students who used and those who did not use the developed multicultural-based Islamic religious education learning model in Lampung and Banten Provinces. It is suggested for further researchers to apply a multicultural learning model in Islamic religious education at the elementary, junior high, and senior high school levels

Parallel TAFE and higher education studies in construction management : from collaboration to dual qualifications.

Collaboration between TAFE (vocational colleges) and universities in Australia in construction management has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Articulation pathways have traditionally been viewed as the poor relation of university entry. In 2005, the first pilot project in dual sector construction education was conducted at RMIT University in Melbourne. Higher education students completed electives in practical units within the TAFE sector. Due to the overwhelming success of the project, practical electives were firmly embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009 which has seen construction management students graduate with a dual qualification &ndash; both a TAFE qualification and a Higher Education degree. The case studies of this final phase reveal that students and industry want the benefits of a practical qualification. The data raises critical questions about education pathways and suggests long-term implications for construction and dual sector education in Australia.<br /

The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism

There is so much to recommend this book. The individual contributions, augmented by the editors’ careful synthesis throughout, are a revelation. And its timing is prescient: it makes a critical and welcome contribution to the sector’s thinking and theorising as higher education (HE) globally dares to look hopefully towards a post-pandemic ‘better normal’. What COVID-19 has laid bare, if the interminable forces of relentless change prior to 2020 had not already done so, is that the organising principles of the modern university and the identities, roles and contributions of those who work within it, must be reimagined. Pre-pandemic, the massification of HE and endemic funding precarity had already sorely tested the efficacy of traditional structures, functions and workforce profiles and found them to be wanting. Strides in digitisation and digitalisation were not converting easily for a seamless digital transformation of the student experience. The student success remit for increasingly diverse cohorts was underscoring the need for greater institutional nuancing to account for students’ individual lived and fluid realities. And the widescale uptake of universal design for learning to assure substantive flexibility and inclusion for all learners continued to remain a work in progress. The total ask was already too much for any one part of the amorphous university whole to deliver coherently from siloed isolation. Then COVID-19 swept around the world and into our institutions

Analysis of the Interests of MA DDI Kalukunangka Students in Continuing Higher Education Studies

Education lasts a lifetime, starting from birth. In the process of development, humans need education, through this process humans develop rapidly because the environment provides assistance in human development. The educational environment can be found at home, at school and in the community and the natural surroundings. Research method In general, the research method is defined as a scientific activity that is planned, structured, systematic, and has specific goals, both practical and theoretical. It is said to be a scientific activity because it is research with scientific and theoretical aspects. planned because research must be planned with due regard to time, funds and accessibility to places and data. The data source is the subject from which the research data was obtained. Based on the source, the data is divided into primary data which is the source of data obtained by the researcher from respondents through interviews with interviewees. Secondary data is data obtained by the researcher indirectly providing data to data collectors, for example through other people or documents. The research results show that students choose to deepen their knowledge and hone their skills by continuing their education to a higher level, in this case tertiary institutions. Thus they will be able to continue to be able to compete with the knowledge and skills they acquire when they have completed their studies from tertiary institutions. The factors that influence students' interest in continuing their studies to tertiary institutions are divided into 2, namely influencing factors and inhibiting factors as follows: influencing students' interest in continuing their studies to tertiary institutions (a) Internal factors include willingness, academic success (b) External factors include: Parents' socioeconomic status, Environment (family environment, community environment, school environment, school environment)

Combining vocational and higher education studies to provide dual parallel qualifications – an Australian case study

Developing academic relationships between vocational colleges and universities in Australia has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Whilst some very good examples of collaboration exist, the two sectors generally operate independently of each other. The isolation of the sectors has meant frustration for students and employers who want a flexible, collaborative model to meet changing industry needs. This paper reports upon a pilot project in construction management at a Melbourne university that attempted to address these needs. It demonstrates how over a five year period, HE students completed electives in practical units within the VET sector. The overwhelming success of the project meant that practical electives were embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009/10 which saw construction management students graduate with a dual qualification &ndash; both a vocational qualification and a university degree. Interviews conducted in this final phase reveal that students and industry want the benefits of a practical and theoretical qualification. The paper raises critical questions about educational pathways and suggests long-term implications for construction and tertiary education in Australia and internationally.<br /

Higher education studies and pregnancy: Challenges and balances

Pregnancy and childbirth are experienced as physical and psychological challenges for most women. Drawing upon the McClusky'stheory of margin, we developed a 5-point Likert response scale questionnaire and collected data from 29 pregnant and parenting Pakistani graduate students studying in Beijing, Chin

Effect of Federal Policy Changes on International Students Pursuing Higher Education Studies in the United States

Background: In 2018, President Donald J. Trump announced that his administration would place restrictions on international students seeking to pursue higher education degrees in the United States. American institutions of higher education protested these policy changes, because international students represent a significant social and cultural contribution to their system and provide a source of revenue. The restrictions on international students were not overwhelming, primarily consisting of increased visa fees and threats stating that misbehavior in the country would result in immediate deportation. Although these demands do not typically deter international students, some individuals view these restrictions as part of an overall trend of anti-immigrant sentiment in the United States. The goal of this study was to investigate the impact of these new restrictions on the education of international students in the United States. Methods: The population, intervention, comparison, and outcome (PICO) question format was used to formulate the research question, centered on international students seeking to complete their higher education in the United States. The databases used for this study were ProQuest, JSTOR, LexisNexis, and Google Scholar. Results: The movement to place restrictions on international students in the United States is a recent development, and no statistically significant effects can presently be determined. Government funding for public universities, who market their programs to international students, has been reduced. Conclusions: This research demonstrates that international student attendance at American universities was declining before the immigration restrictions were implemented. Based on current data, it is too early to determine how immigration restrictions will impact American universities, and more time will be needed to evaluate the impact of President Trump’s policies