Returns to Education in South Africa: Evidence from the National Income Dynamics Study

Depken, Craig A.; Chiseni, Chanda; Ita, Ernest

doi:10.2478/zireb-2019-0009

Cited by 7 publications

(5 citation statements)

References 27 publications

(24 reference statements)

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“…Anim and Mensah (2015) further added that higher education is a part of the service industry because the primary focus of tertiary institutions is to provide a quality learning experience to students, and its secondary purpose is to meet the industry's needs for skills and knowledge. The HEIs are one of the fastest-expanding sectors worldwide to which increasing attention has been paid recently due to their significantly strengthening economic impacts and growing business-like features (Depken et al, 2019). In today's dynamic and competitive JIEB 17,2 higher education sector, ESQ is a critical determinant of the success of HEIs as a service sector (Sandhu and Bala, 2011).…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Oliso,

Alemu,

Jansen

2024

JIEB

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Purpose The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction. Design/methodology/approach To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics. Findings The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities. Research limitations/implications The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities. Practical implications The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities. Social implications The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality. Originality/value The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

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Section: Theoretical and Practical Implicationsmentioning

confidence: 99%

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Oliso,

Alemu,

Jansen

2024

JIEB

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“…The economy is constrained by the scarcity of skilled workers (Depken et al, 2019). The supply of university and post-secondary graduates remain limited.…”

Section: Expanding Access To Higher Educationmentioning

confidence: 99%

Boosting productivity to improve living standards in South Africa

2022

OECD Economics Department Working Papers

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BOOSTING PRODUCTIVITY TO IMPROVE LIVING STANDARDS IN SOUTH AFRICA Unclassified OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works.Comments on Working Papers are welcomed, and may be sent to the Economics Department.

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“…Where data for both stunting rates and ASRs are available, the average of the improvements in productivity associated with both health measures is applied in the health component of the HCI, as noted in Equation (4.1). In Equation (3.1), 14 is the maximum number of years of school enrolled for from 7 In the South African context, a standard 8% earnings return to education may underestimate the returns, with Depken et al (2019) highlighting approximately 18% as an accurate estimate of returns per year of education attained in South Africa. The estimation approach included by Depken et al (2019) included ordinary least squares (OLS) and instrumental variables (IV).…”

Section: Index Framework and Variablesmentioning

confidence: 99%

“…In Equation (3.1), 14 is the maximum number of years of school enrolled for from 7 In the South African context, a standard 8% earnings return to education may underestimate the returns, with Depken et al (2019) highlighting approximately 18% as an accurate estimate of returns per year of education attained in South Africa. The estimation approach included by Depken et al (2019) included ordinary least squares (OLS) and instrumental variables (IV). Furthermore, in comparison to primary school attainment, van Broekhuizen (2011) estimated high and increasing rates of return to higher education, noting that secondary schooling, matric, bachelor's degree and postgraduate degree attainment had 13%, 35%, 115% and 180% average earnings returns relative to primary schooling respectively.…”

Section: Index Framework and Variablesmentioning

confidence: 99%

Measuring human capital in South Africa using a socioeconomic status human capital index approach

Friderichs

Keeton

Rogan

2021

Development Southern Africa

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The Human Capital Index (HCI) developed by the [World Bank, 2018a. The human capital project. World Bank. https:// hdl.handle.net/10986/30498 Accessed 26 February 2019] provides a measure which can be used to study human capital (HC) productivity gaps between countries. The HCI uses measures of survival, education and health to estimate, at a country level, the HC 'a child born today can expect to attain by her/his 18th birthday, given the risks of poor health and poor education where she lives' [World Bank, 2018a. The human capital project. World Bank. https://hdl.handle.net/10986/30498 Accessed 26 February 2019, 2]. The socioeconomic disaggregated human capital index (SES-HCI), an extension of the HCI, provides a means for analysing HC inequalities within countries. This study estimates SES-HCIs for South Africa by income quintiles, school quintiles, geographical area, gender and race. The main driver of HC inequalities in all the SES indicators is found to be the quality of schooling. Factors to address the inequalities and the limitations of the measuring instruments are identified.

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Returns to Education in South Africa: Evidence from the National Income Dynamics Study

Cited by 7 publications

References 27 publications

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Boosting productivity to improve living standards in South Africa

Measuring human capital in South Africa using a socioeconomic status human capital index approach

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