Universal access to higher education: Trends, barriers and drivers

Nascimento, Daniele Vieira do; Mutize, Takudzwa; Chinchilla, Jaime Felix Roser

doi:10.54674/ess.v34i1.437

Cited by 4 publications

(4 citation statements)

References 12 publications

(15 reference statements)

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“…The problem of accessibility to the higher education system of the less privileged social categories, but also of the quality of knowledge and applied methods, still remains to be solved (World Economic Forum, 2022). The problem of inequalities in terms of access to tertiary education, especially depending on income, was also pointed out by Nascimento, Mutize and Chinchilla (2020), noting, however, that, despite these problems, globally, access to tertiary education has increased in the last two decades, the gross enrollment ratio in tertiary education practically doubled (from 19% to 38%). Numerous studies and analyzes have focused on studying the link between the outcome of the higher education system and the labor market, on the influence of the education level of the participants in the labor market on the employment situation on this market.…”

Section: Review Of the Scientific Literaturementioning

confidence: 99%

How Does the Supply of Tertiary Graduates Correlate with the Labour Market? Evidence from European Countries

Ghiţă¹,

Boboc²,

Săseanu³

et al. 2023

New Trends in Sustainable Business and Consumption

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It is well-known that the education level has significant impact on employment prospects on the labor market. Despite a slight decrease in the number of tertiary graduates in 2018-2019, the year 2020, when the COVID-19 pandemic began, was marked by an increase in the indicator-level. In the long term, the supply of tertiary graduates registered an upward trend. The paper performs - in a note of originality - a cluster analysis of the European countries by the correlation between the evolution of the graduates with higher education and that of the employment rate of the highly qualified, in order to identify the main behavioral patterns. As a novelty element, the paper tests the hypothesis of the existence of statistically significant changes from the perspective of the share of tertiary graduates and that of the employment rate of highly educated, during the current pandemic crisis compared to the previous global financial crisis. The results indicated an important improvement only of the second indicator, which shows the need to develop policies to stimulate the youth to raise their education level, and thus improve the situation on the labor market, even in crisis times.

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Section: Review Of the Scientific Literaturementioning

confidence: 99%

How Does the Supply of Tertiary Graduates Correlate with the Labour Market? Evidence from European Countries

Ghiţă¹,

Boboc²,

Săseanu³

et al. 2023

New Trends in Sustainable Business and Consumption

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show abstract

“…Viera do Nascimento et al. (2021) and UNESCO (2020) report that all the regions of the world have seen a large increase in female enrolment in tertiary education, tripling globally between 1995 and 2018 and growing over the period at a faster rate than male enrolment. Buchmann et al.…”

Section: Existing Researchmentioning

confidence: 99%

Inequalities in undergraduate participation and performance in Irish higher education

Borooah,

Knox

2023

Higher Education Quarterly

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This paper focuses on two aspects of gender inequality in Irish higher education: inequality in participation by gender and inequality of performance by gender, institution and subject. We use a rich set of data from the Higher Education Authority of Ireland which detail inter alia enrolment in institutions of higher education—Universities and Institutes of Technology—and record the class of degree received by graduating students, by subject and gender. The first aspect was the participation of women. Although more women enrolled as full‐time undergraduates in universities than did men, the reverse was the case in the Institutes of Technology. This had much to do with the subject structure of universities vis‐à‐vis the Institutes of Technology in tandem with the subject preferences of women and men. The second issue was inequality in performance. A major conclusion of this paper is that after enrolment there was little difference between the success rates of women and men in receiving first‐class degrees in the different subjects but there was considerable difference between the institutions.

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“…The capacity of MOOCs to simultaneously give the same experience to tens of thousands of students breaks the pattern of conventional university education, having the potential to expand access to education and decrease educational costs (Groves, 2012). Increasing access has been the goal of all universities (Vieira et al, 2020), and any EdTech solution that "rides on the wings" of the internet can attain global reach (UNICEF Office of Innovation, 2022). Again, with the increasing cost of "bricks and mortar" education and the 'swallowing effect' of students' debt.…”

Section: Introductionmentioning

confidence: 99%

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

Edumadze,

Govender

2024

Smart Learn. Environ.

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While massive open online courses (MOOCs) promise to democratise access to education, the literature reveals a nuanced understanding of engagement in these settings, especially in resource-constrained environments. Blended MOOCs combine MOOCs and physical classroom settings of contents and instructions. This study extends this discourse by focusing on blended MOOCs, which remain under-explored in the context of developing countries. The blended MOOC at the University of Cape Coast (UCC), Ghana, deals with third-party MOOCs as open educational resources (OERs) integrated with campus-based courses. UCC students have been using such blended MOOCs since 2016, when all level 100 students were mandated to enrol in a course entitled Information Technology Skills (ITS101). ITS101 is aligned to courses in a MOOC platform called Alison as an OER. Students' engagement is key to their continued use and satisfaction with online learning, such as MOOCs. However, among all the e-learning modes, students' engagement is the lowest in MOOCs, leading to high dropout rates. Blended MOOCs are one of the techniques recommended to reverse the undesirability of MOOCs, including engagement. However, few studies have been conducted on students' engagement in blended MOOCs, especially among university students in sub-Saharan Africa using MOOCs as OERs. Thus, this paper aims to measure student engagement in blended MOOCs using the revised Community of Inquiry for university students in a developing country. The rationale is to determine whether factors affect engagement positively or negatively. A two-stage cluster sampling technique was used to determine the participants for this study. A list of blended MOOC classes offered at UCC was obtained from the staff's mailing list. In the first stage, academic levels (100, 200, 300 and 800) were randomly selected from the strata using a lottery sampling technique. In the second stage, another simple random selection of blended MOOC courses or classes was used within each selected academic level. All students in the selected classes were then included in the study. Partial Least Squares Structural Equation Modelling was used to validate the model on the predictive relationships existing among the four presences (cognitive, learning, social and teaching) and engagement. Results from the structural model analysis proved a statistically significant predictive relationship among the constructs within the model. Learning presence had the most significant effect on student engagement. Thus, it should be included as one of the presences in the community of inquiry.

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Universal access to higher education: Trends, barriers and drivers

Cited by 4 publications

References 12 publications

How Does the Supply of Tertiary Graduates Correlate with the Labour Market? Evidence from European Countries

How Does the Supply of Tertiary Graduates Correlate with the Labour Market? Evidence from European Countries

Inequalities in undergraduate participation and performance in Irish higher education

The community of inquiry as a tool for measuring student engagement in blended massive open online courses (MOOCs): a case study of university students in a developing country

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