Spatial recruiting competition in Chinese higher education system

Gu, Jiafeng

doi:10.1007/s10734-011-9429-8

Cited by 24 publications

(36 citation statements)

References 53 publications

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“…The question of increasing higher-education competitiveness (European Commission, EUROPE 2020Gu, 2012;Huggins, 2005;Huggins & Izushi, 2002;Kabók et al, 2013) is one of the pivotal issues of socio-economic development in many countries. Berchem (2006) claims that the EU economy is becoming the most competitive and dynamic economy on the planet, due to the inherent international orientation of universities in EU countries.…”

Section: Literature Reviewmentioning

confidence: 99%

Cluster analysis of higher-education competitiveness in selected European countries

Kabók

Radišić

Kuzmanović

2017

Economic Research-Ekonomska Istraživanja

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The subject of research in this paper is higher-education competitiveness on account of its impact on the enhancement of social and economic competitiveness, as well as on the growth of human capital and creation of social knowledge. The purpose of this paper is to group the selected European countries according to highereducation competitiveness, by means of the hierarchical cluster analysis method, with a special focus on the position of Serbia. Highereducation competitiveness in the chosen countries is analysed by means of three indicators of competitiveness: the ratio of the number of students per number of inhabitants, the number of students per number of employed, as well as the amount of budgetary funds allocated per student. The research results indicate different highereducation competitiveness in the analysed countries and also the fact that, according to this analysis, Serbia is in the group of countries with low competitiveness of higher education.

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Section: Literature Reviewmentioning

confidence: 99%

Cluster analysis of higher-education competitiveness in selected European countries

Kabók

Radišić

Kuzmanović

2017

Economic Research-Ekonomska Istraživanja

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“…China for example has increased its funding system in their higher education due to the implementation of 211 and 985 policies. Such massive subsidization encourages less payment of tuition and user fees hence improving participation of higher education by the general public (Gu, 2012).…”

Section: Support Systemsmentioning

confidence: 99%

University education in Ghana: A privilege or a right?

Acheampong¹,

Kayange²

2016

IJRSE

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The study seeks to explore the cost of university education in Ghana. The rationale is premised on the fact that education is a human right which must be accorded to all humans regardless of their socio-economic status. Therefore, the present study at hand details the challenges of accessing higher education in Ghana and students' coping strategies. Qualitative research methodology with interviews, focus group discussion and auto-ethnography was employed as major instruments for data collection. Document review was used to understand the cost of pursuing university education in Ghana. The results indicated that majority of students who enroll, persist and graduate in Ghanaian universities are economically advantaged students. These students are beneficiaries of high quality education coupled with good resources in the urban areas from primary education. The plight of majority of Ghanaian population who depends on agriculture in rural areas with less quality of education is rare in Ghanaian universities. Moreover, there are government financial support systems for the needy students such as Student Loan Trust Fund (SLTF) but this financial assistance has its own challenges which impedes greater accessibility. From the findings gathered, it can be concluded that university education in Ghana is more of a privilege than right. In the light of this, the study suggest that stakeholders and educational legislators in Ghana should develop feasible policies that considers the economically-disadvantaged students who qualify for university education but unable to access it due to inadequate resources.

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“…The fight against fund shortage in education implies strategic and non-strategic interdependence in local jurisdictions' policymaking. The so-called spatial contagion theory of education financing is clearly associated with the spatial competition literature incorporating the spatial dimensions of the data underlying the empirical analysis [20] .…”

Section: Overview Of Literature and Rationale For Studymentioning

confidence: 99%

Can Financial Shortages in China’s Education Be Contagious?

Zhang

2015

Journal of Systems Science and Information

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The full models are estimated by spatial econometric models using county-level data from 1513 Chinese counties. The results indicate the existence of spatial contagion effects among local governments with respect to spending on local education. Financial shortages in education tend to be contagious; they affect counties or regions in geographic proximity. Contagion occurs due to three different fundamental causes: Intergovernmental competition, political economy and neighborhood watch. The possibility of contagion depends strongly on education investment, financial and economic conditions, cultural diversity, urban/rural distribution, and population structure. Poor counties are much more likely to become "infected" by neighboring financial behavior in education. The empirical evidence suggests that the speed of contagion is faster in economically underdeveloped areas than in economically developed areas.

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Spatial recruiting competition in Chinese higher education system

Cited by 24 publications

References 53 publications

Cluster analysis of higher-education competitiveness in selected European countries

Cluster analysis of higher-education competitiveness in selected European countries

University education in Ghana: A privilege or a right?

Can Financial Shortages in China’s Education Be Contagious?

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