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Begin New Search Topic Higher Education Content Type Working Paper Publication Year within 5 Years Publication Year within 10 Years

1. Affirmative action with no major switching: Evidence from a top university in Brazil

Author:
Rodrigo C. Oliveira, Alei Santos, and Edson Severnini
Publication Date:
03-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Affirmative action in higher education may lead to mismatch, a situation where students benefiting from preferential admission struggle with their college-level work because of poor precollege academic preparation. In the United States, those students can switch majors if they underperform in the originally intended major. Only in the extreme may they drop out. What happens when major switching is not allowed? In this paper, we examine the margins of adjustment for beneficiaries of affirmative action in a top university in Brazil, where prospective students must choose a major prior to the entrance test, and cannot switch it while in college. Surprisingly, we do not find a larger effect on dropout rates relative to the United States, and also provide evidence of strong catching up for students who remain in school. Because they fail more courses early on, to successfully graduate students benefiting from preferential admission end up reducing the number of credit hours taken in the first and second college years, but compensate by taking more credit hours in the final years.
Topic:
Higher Education, Students, and Affirmative Action
Political Geography:
Brazil and South America

2. The Role of Non-Pecuniary Considerations: Location Decisions of College Graduates from Low Income Backgrounds

Author:
Yifan Gong, Todd Stinebrickner, Yuxi Yao, and Ralph Stinebrickner
Publication Date:
01-2022
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
We examine the initial post-college geographic location decisions of students from hometowns in the Appalachian region that often lack substantial high-skilled job opportunities, focusing on the role of non-pecuniary considerations. Novel survey questions allow us to measure the full non-pecuniary benefits of each relevant geographic location, in dollar equivalents. A new specification test is designed and implemented to provide evidence about the quality of these non-pecuniary measures. Supplementing perceived location choice probabilities and expectations about pecuniary factors with our new non-pecuniary measures allows a new approach for obtaining a comprehensive understanding of the importance of pecuniary and non-pecuniary factors for location decisions. We compare this approach to alternative expectations-based approaches. We also combine the non-pecuniary measures with realized location and earnings outcomes to characterize inequality in overall welfare.
Topic:
Income Inequality, Welfare, Higher Education, Data, and Location Choice
Political Geography:
North America, United States of America, and Appalachia

3. West African Elites’ Spending on UK Schools and Universities: A Closer Look

Author:
Matthew Page
Publication Date:
01-2021
Content Type:
Working Paper
Institution:
Carnegie Endowment for International Peace
Abstract:
Political, business, and cultural elites from around the world have a strong affinity for the United Kingdom (UK) education system. Nowhere is this truer than in West Africa, where some families in Nigeria and Ghana have a long tradition of sending their children to private boarding schools and universities in the UK. These institutions are especially popular destinations for the offspring of prominent politically exposed persons (PEPs) from the region. Immigration officials, admissions staff, and UK law enforcement are not likely to scrutinize the conditions under which the children of PEPs enroll in British schools, even though the PEPs themselves may have modest legitimate earnings and opaque asset profiles that in other circumstances would raise serious financial concerns. This relative lack of review has allowed some West African PEPs to channel unexplained wealth into the UK education sector. It is not easy to estimate the overall value of this flow, yet it likely exceeds £30 million annually.1 Most of these funds emanate from Nigeria and, to a lesser extent, Ghana; compared with these two countries, only a handful of students from elsewhere in West Africa seek an education in British schools. Tackling this small but significant illicit financial flow should be a priority for UK policymakers. In doing so, they would be helping to realize the UK’s global anticorruption objectives, advance its International Education Strategy, and close a troublesome anti–money laundering (AML) loophole. Failing to do so would exacerbate existing corruption challenges both at home and abroad and increase the UK education sector’s reputational liabilities.
Topic:
Corruption, Education, Law Enforcement, Higher Education, and Elites
Political Geography:
Africa, United Kingdom, Europe, and West Africa

4. Innis Lecture: Return on Student Loans in Canada

Author:
Lance Lochner, Qian Liu, and Martin Gervais
Publication Date:
07-2021
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
This paper uses new administrative data with detailed borrower information and lengthy repayment histories from the Canada Student Loans Program (CSLP) to measure rates of return on undergraduate student loans. We document substantial heterogeneity in returns based on information available at the time loans were disbursed, including province of residence, field of study, and institution of attendance. Field of study is a particularly important determinant of rates of return, explaining 22% of the variation in predicted returns across borrowers. We explore the implications of this variation for CSLP cross-subsidization across borrowers and potential risk-based loan limits. Given the variation in ex ante predicted returns across borrowers, using all available information at the time of loan disbursement, we study the implications of potential cream-skimming of high-return borrowers by private lenders.
Topic:
Debt, Economics, Investment, Higher Education, and Student Loans
Political Geography:
Canada and North America

5. Silk Road Academic Connections: China–Italy Cooperation in Higher Education and Its Implications for the West

Author:
Nicola Casarini
Publication Date:
10-2021
Content Type:
Working Paper
Institution:
Istituto Affari Internazionali
Abstract:
Cooperation in higher education and research is a positive aspect of the broader Italy–China relationship as it contributes to the advancement of the scientific and cultural environment in both countries. China has invested considerable sums to promote cooperation and exchanges with the Italian academy, including through the establishment of a dozen Confucius Institutes and a number of Confucius Classrooms. Italian universities have set up academic partnerships with Chinese entities on almost every subject. These have improved Italy’s research outlook, but have also posed inevitable risks of self-censorship and kowtowing to Chinese wishes. Moreover, there has been a surge of academic sponsorships by Chinese firms, in particular ICT companies such as ZTE and Huawei, which raise further concerns for Italy’s security interests and cooperation with its Western allies.
Topic:
Foreign Policy, Education, Science and Technology, Higher Education, and Research and Development
Political Geography:
China, Europe, Asia, and Italy

6. International Higher Education Scholarships and Fellowships for Social Justice: The Role of Foundations

Author:
Selma Talha-Jebril and Mirka Martel
Publication Date:
04-2021
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
International Higher Education Scholarships and Fellowships for Social Justice: The Role of Foundations explores philanthropy's role in funding international scholarship and fellowship programs committed to reducing long-standing disparities in higher education. The research paper addresses a gap in the literature regarding U.S. and non-U.S. foundations that have funded international scholarship and fellowship programs that focus on social justice, namely equity and access. The research paper is framed by the Ford Foundation International Fellowships Program (IFP) and the IFP Alumni Tracking Study, administered by the Institute of International Education (IIE). It brings in the perspectives of IFP and other scholarship and fellowship programs for social justice. The findings indicate four elements that contributed to growing interest in funding international higher education programs: (1) The push from multilateral agencies such as the U.N. and World Bank; (2) The rise of personal wealth during the past two decades; (3) The growing global youth population and access to higher education; and (4) The increasing liberal government policies encourage non-state actors to contribute and play a more significant role in the field of higher education. The research paper reveals that higher education scholarship and fellowship programs with common agendas – whether between donors and academic institutions or between government and international partners – often lead to sustainable partnerships and better program outcomes because they are supported by more than one entity and are grounded in common goals and visions.
Topic:
Social Justice, Higher Education, Philanthropy, Scholarships, and Fellowships
Political Geography:
Global Focus

7. Higher Education and Social Innovation Ecosystem in Ghana

Author:
InnoHub Ghana
Publication Date:
12-2021
Content Type:
Working Paper
Institution:
The Nkafu Policy Institute
Abstract:
Higher education institutions (HEIs) are widely regarded as agents of human transformation and social development, and as such, are expected to play active roles in the change process in society. This expectation is based on the premise that higher education institutions play a leading role in teaching, learning, research, and facilitating the innovation of process, policies, and human contributions. This policy brief looks at the contributions by higher education institutions in sub-Saharan Africa (moreso in Ghana) to social innovation and societal development. The literature points out the challenges, policies, and existing practices by the various institutions to alleviate these challenges.
Topic:
Education, Innovation, Higher Education, and Social Innovation
Political Geography:
Africa and Ghana

8. Expanding Opportunity for Lower-Income Students: Three Years of the American Talent Initiative

Author:
Aspen Institute
Publication Date:
02-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
This is the second annual report for the American Talent Initiative, highlighting it has achieved more than 40 percent of the progress needed to realize its goal to enroll 50,000 additional lower-income students at high-graduation rate institutions across the country. This report also centers on the impact that an equity-focused, comprehensive strategy can have on institutions’ ability to enroll and graduate more of these talented students.
Topic:
Education, Inequality, Income Inequality, and Higher Education
Political Geography:
North America and United States of America

9. Perceived and Actual Option Values of College Enrollment

Author:
Yifan Gong, Ralph Stinebrickner, and Todd Stinebrickner
Publication Date:
08-2020
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
An important feature of post-secondary schooling is the experimentation that accompanies sequential decision-making. Specifically, by entering college, a student gains the option to decide at a future time whether it is optimal to remain in college or to drop out, after resolving uncertainty that existed at entrance about factors that affect the return to college. This paper uses data from the Berea Panel Study to quantify the value of this option. The unique nature of the data allows us to make a distinction between “actual” option values and “perceived” option values and to examine the accuracy of students’ perceptions. We find that the average perceived option value is 65% smaller than the average actual option value ($8,670 versus $25,040). A further investigation suggests that this understatement is not due to misperceptions about how much uncertainty is resolved during college, but, rather, because of overoptimism at entrance about the returns to college. In terms of policy implications related to college entrance, we do not find evidence that students understate the overall value of college, which depends on the sum of the option value and expectations at entrance about the returns to college.
Topic:
Economics, Labor Issues, Human Capital, Higher Education, Economic Mobility, and Productivity
Political Geography:
Global Focus

10. From Brain Drain to Brain Circulation and Linkage

Author:
Gi-Wook Shin and Rennie Moon
Publication Date:
01-2018
Content Type:
Working Paper
Institution:
Walter H. Shorenstein Asia-Pacific Research Center
Abstract:
The development community has increased its focus on higher education over the past two decades, recognizing that education can contribute to building up a country’s capacity for participation in an increasingly knowledge-based world economy and accelerate economic growth. The value added by higher education to economies—job creation, innovation, enhanced entrepreneurship, and research, a core higher education activity—has been highlighted by an important body of literature. Yet experts remain concerned that investing in higher education in less-developed countries may lead to a “brain drain”--highly educated students and professionals permanently leaving their home countries. In the 2016 Kauffman report on international science, technology, engineering, and math (STEM) students in the United States, for instance, 48 percent among a randomly sampled survey of 2,322 foreign doctoral students in the United States wished to stay there after graduation, with only 12 percent wanting to leave and 40.5 percent being undecided. In fact, high percentages of foreign students in the United States with doctorates in science and engineering continue to stay in the United States, creating a brain drain problem for the sending countries. Because students tend to move from developing to developed countries to study, brain drain is more problematic for developing countries. In addition, given accelerated talent flows around the world and the increasing integration of less-developed countries into global value chains, the negative impact of brain drain could be further amplified. As demonstrated by the studies reviewed in this paper, the migration of high-skilled professionals from developing countries may indeed create brain drain for them, but at the same time can significantly enhance the social and economic development of their home countries, regardless of whether or not they decide to return home, thus complicating what used to be seen as a straightforward case of brain drain. From Brain Drain to Brain Circulation and Linkage examines how brain drain can contribute to development for the sending countries through brain circulation and linkage. It provides an overview of the conceptual framework to map out high-skilled labor flows, identifies empirical cases and policies in Asia that demonstrate high-skilled migrant professionals actually make significant contributions to their home countries (beyond monetary remittances), summarizes key social and economic enabling factors that are important in attracting and motivating migrant high-skilled professionals to return or engage with their home countries, and concludes with policy implications and suggestions for further research based on these findings.
Topic:
Development, Education, Higher Education, and Socioeconomics
Political Geography:
Global Focus

11. Parental Support, Savings and Student Loan Repayment

Author:
Lance Lochner, Todd Stinebrickner, and Utku Suleymanoglu
Publication Date:
07-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
Using unique survey and administrative data from the Canada Student Loans Program, we document that parental support and personal savings substantially lower student loan repayment problems. We develop a theoretical model for studying student borrowing and repayment in the presence of risky labor market outcomes, moral hazard, and costly earnings verification. This framework demonstrates that non-monetary costs of applying for income-based repayment assistance are critical to understanding why resources other than earnings lead to greater repayment. We further show that eliminating these non-monetary costs may be inefficient and lead to undesirable redistribution. Empirically, we demonstrate that expanding Canada’s income-based Repayment Assistance Plan to automatically cover all borrowers would likely reduce program revenue by nearly one-half over early years of repayment. Finally, we show how student loan programs can be more efficiently designed to address heterogeneity in parental transfers in the presence of non-monetary earnings verification costs and moral hazard.
Topic:
Debt, Economics, Human Capital, Higher Education, Productivity, and Student Loans
Political Geography:
United States and Canada

12. Job Tasks and the Gender Wage Gap among College Graduates

Author:
Todd Stinebrickner, Ralph Stinebrickner, and Paul Sullivan
Publication Date:
06-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
Gender differences in current and past job tasks may be crucial for understanding the gender wage gap. We use novel task data to address well-known measurement concerns, including that standard task measures assume away within-occupation gender differences in tasks. We find that unique measures of task-specific experience, in particular high-skilled information experience, are of particular importance for understanding the substantial widening of the wage gap early in the career. Highlighting the importance of these measures, traditional work-related proxies for gender differences in human capital accumulation are not informative because general work experience is similar by gender for our recent graduates.
Topic:
Economics, Gender Issues, Labor Issues, Human Capital, Higher Education, and Productivity
Political Geography:
United States and Canada

13. Time-Use and Academic Peer Effects in College

Author:
Nirav Mehta, Ralph Stinebrickner, and Todd Stinebrickner
Publication Date:
06-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
This paper examines academic peer effects in college. Unique new data from the Berea Panel Study allow us to focus on a mechanism wherein a student’s peers affect her achievement by changing her study effort. Although the potential relevance of this mechanism has been recognized, data limitations have made it difficult to provide direct evidence about its importance. We find that a student’s freshman grade point average is affected by the amount her peers studied in high school, suggesting the importance of this mechanism. Using time diary information, we confirm that college study time is actually being affected.
Topic:
Economics, Human Capital, Higher Education, Students, and Productivity
Political Geography:
Global Focus

14. Uncertainty about Future Income: Initial Beliefs and Resolution During College

Author:
Yifan Gong, Todd Stinebrickner, and Ralph Stinebrickner
Publication Date:
03-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
Uncertainty about future income plays a conceptually important role in college decisions. Unfortunately, characterizing how much earnings uncertainty is present for students at college entrance and how quickly this uncertainty is resolved has proven to be difficult. This paper takes advantage of unique expectations data from the Berea Panel Study to provide new evidence about this issue. We characterize initial uncertainty using survey questions that elicit the entire distribution describing one’s beliefs about future earnings at an ideal time - immediately before students began their first year courses. We characterize the amount of uncertainty that is resolved during college by taking advantage of the longitudinal nature of the expectations data. Taking advantage of a variety of additional survey questions, we provide evidence about how the resolution of income uncertainty is influenced by factors such as college GPA and college major, and also examine why much income uncertainty remains unresolved at the end of college.
Topic:
Economics, Income Inequality, Human Capital, Higher Education, and Productivity
Political Geography:
United States and Canada

15. Social Innovation and Higher Education in the BRICS (1): a background overview

Author:
Paula R. Cruz, Victor Rebourseau, and Alyssa Luisi
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
BRICS Policy Center
Abstract:
This working paper results from the first phase of the research project on “Social Innovation and Higher Education in the BRICS” conducted by the Research Group on Innovation Systems and Development Governance at the BRICS Policy Center. This research aims to contribute to both the advancement of the scholarly debate on the engagement of HEIs in social innovation initiatives, and the promotion of more inclusive and sustainable development policies in the Global South, particularly in the BRICS.
Topic:
Development, Education, Governance, Innovation, and Higher Education
Political Geography:
Russia, China, India, South Africa, and Brazil

16. Social Innovation and Higher Education in the BRICS (2): a multiscalar governance approach with evidence from DESIS Labs

Author:
Paula R. Cruz, Alyssa Luisi, and Victor Rebourseau
Publication Date:
04-2018
Content Type:
Working Paper
Institution:
BRICS Policy Center
Abstract:
This is the second working paper resulting from the first phase of the research project on “Social Innovation and Higher Education in the BRICS” conducted by the Research Group on Innovation Systems and Development Governance at the BRICS Policy Center. It aims to provide evidence on the ways in which social innovation labs in HEIs in the BRICS countries may operate within a complex, multiscalar governance mode, which a number of local-, national-, and international or transnational level stakeholders participate in.
Topic:
Development, Education, Governance, and Higher Education
Political Geography:
Russia, China, India, South Africa, and Brazil

17. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience

Author:
Ashley Stipek, Lindsay Calvert, Wagaye Johannes, Shana Childs, Elaina Loveland, and Catherine Morris
Publication Date:
03-2018
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
In today’s competitive economy, it takes more than a college degree to convince employers that graduates are ready for the workforce. Study Abroad Matters: Linking Higher Education to the Contemporary Workforce through International Experience, from IIE and the AIFS Foundation, synthesizes leading-edge research to demonstrate that in this globalized era, study abroad has become one of the most powerful ways to prove to employers that graduates have in-demand skills for the contemporary workplace. This paper outlines best practices for high education institutions, industry, and graduates to better articulate the value of study abroad for the contemporary marketplace.
Topic:
Globalization, Employment, Diversity, Language, and Higher Education
Political Geography:
North America, Global Focus, and United States of America