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In order to socialize, get rid of stress and the routine of daily life, relax, and return to work more efficiently, people plan their vacation time in advance, work for this plan, save money and even go into debt. In this regard, this study aims to examine the relationship between the planned behavior levels of university students who tend to tourism activities as a leisure behavior and their motivation to participate in tourism activities and to examine which independent variables affect these two variables and how. Within the scope of the study, a face-to-face survey was conducted with 603 university students studying at state universities in Ankara, Eskisehir, and Izmir. In the first part of the study, the theory of planned behavior is introduced and explained with its sub-dimensions. In the second part, the concepts of motivation and satisfaction in tourism are discussed. As a result of the analysis, it was determined that planned behavior in tourism is affected by gender and income variables, especially in terms of perceived behavior control, and also, planned behavior positively affects the motivation for participation in tourism. As a result of the research, the fact that we have to plan and design every activity we will do in advance, due to both Turkey's socio-economic situation and the fact that the working population is in the majority, directs us to more accessible and cheaper activities. Since recreational activities are more easily accessible in this regard, participation of both university students and their parents in such activities will cause both the budget and more activities to be intertwined, not only tourism-oriented but also every month of the year, they will be able to relax, develop and rest with a certain quality and inexpensive activities. In this regard, certain stereotypes of our society should be helped to break down, and their participation in recreational activities should be provided more intensely. [Paper presented at the Future Trends in Leisure and Recreation (FTLRC22) Congress (Online, January 20-21, 2022). Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

International accounting is taught in the curriculum of about one-third of the largest institutions in the US. Within the context of this course, many instructors will attempt to cover a diverse array of business topics while integrating financial reporting standards worldwide. This breadth of topics is frequently challenging in obtaining a cohesive set of knowledge for the enrolled students. The use of a research paper documenting the business practices within a particular country and the subsequent presentation to either the international accounting class or preferably a larger audience can serve as a tool for organizing students' understanding of the breadth of the material and having individual students present a deeper depth of understanding within the selected country.

The landscape of medical specialty choice is dynamic, undergoing significant changes as students' progress through undergraduate and graduate medical training. These shifts are influenced by various factors, with financial considerations becoming increasingly relevant among medical students' preferences. This study conducts a retrospective analysis of specialty match rates and physician compensation, suggesting a potential trend where primary care fields, though fundamental to healthcare, appear less competitive and often associated with less financial reward compared to other specialties. The existence of this disparity is not without consequences. It contributes significantly to the ongoing and anticipated primary care physician shortages. This situation requires a comprehensive approach to tackle the complex factors influencing medical students' career choices. Understanding these dynamics is critical for healthcare policy and planning. This paper investigates how financial considerations sway medical students' specialty choices, emphasizing the economic disparities between primary care and other specialties.

Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace.

This paper analyses potential links between extreme optimism and student loan debt. Prior work finds extreme optimism to be associated with imprudent household savings and investment decisions. This paper explores whether these findings are relevant to student loan decisions. Using the most recent administration of the Survey of Consumer Finances (SCF), we present evidence that extreme optimists tend to be over-indebted with higher student loan balances, in absolute terms and relative to income. They are less likely to make payments on their student loan debt or reduce their loan balance. Extreme optimists are also more likely to take out loans for a degree they do not obtain and to enroll in income-based repayment plans. [This paper was presented virtually on September 27, 2022 at the 2022 Academy of Financial Services (AFS) Annual Meeting.]

Graduate education is among the fastest growing segments of the U.S. higher educational system. This paper estimates the returns to Master's degrees and examines heterogeneity in the returns by field area, student demographics and initial labor market conditions. We use rich administrative data from Ohio and an individual fixed effects model that compares students' earnings trajectories before and after earning a Master's degree. Findings show that obtaining a Master's degree increased quarterly earnings by about 14% on average, but the returns vary largely across graduate fields. We also find gender and racial disparities in the returns, with higher average returns for women than for men, and for White than for Black graduates. In addition, by comparing returns among students who graduated before and under the Great Recession, we show that economic downturns appear to reduce but not eliminate the positive returns to Master's degrees. There are important variations in the returns to Master's degrees during the recession across field area and race/ethnicity.

School absences can negatively impact a child's schooling, including the loss of teacher-led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long-term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long-term associations between school absences in late childhood and individuals' educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals' earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.

Quantile regression (QR) provides an alternative to linear regression (LR) that allows for the estimation of relationships across the distribution of an outcome. However, as highlighted in recent research on the motherhood penalty across the wage distribution, different procedures for conditional and unconditional quantile regression (CQR, UQR) often result in divergent findings that are not always well understood. In light of such discrepancies, this paper reviews how to implement and interpret a range of LR, CQR, and UQR models with fixed effects. It also discusses the use of Quantile Treatment Effect (QTE) models as an alternative to overcome some of the limitations of CQR and UQR models. We then review how to interpret results in the presence of fixed effects based on a replication of Budig and Hodges's work on the motherhood penalty using NLSY79 data.

This article aims to understand how access, equity and redress challenges are addressed at South Africa's public universities based on their current funding frameworks. Relying on a pragmatic research approach combining desk-research literature review and secondary data analysis, government funding and tuition fees were found to be the primary sources of funding in most universities, while third stream income from universities' own commercial activities lagged far behind. Secondary data from the public universities' audited annual financial statements for the period 2015 to 2020 further revealed that investment source income superseded third-stream income in most universities. There is consensus in literature on the pivotal role of equity-based funding mechanisms such as the National Student Financial Aid Scheme (NSFAS) in providing tuition cover and living expenses for students from poor households. Based on the agency theory, government funding is used to influence public universities to pursue transformation goals. The general trends observed in various countries is the inclusion of equity-based indicators in a funding model to ensure that students are not denied the opportunity for university education solely based on their poor backgrounds. It is argued in this paper that the NSFAS remains an appropriate vehicle to achieve South Africa's transformational goals in its public universities.

Guaranteed Minimum Income (GMI) is currently the principal mechanism for fighting poverty and achieving social inclusion among a plethora of social policies in the European Union (EU). In GMI, education and vocational training hold a major role in fighting social exclusion and promoting social cohesion. The first part of the paper discusses the characteristics and limitations of the GMI scheme. The second part of the paper discusses an alternative model for income support, intended to achieve a fairer and more cohesive society, the Universal Basic Income (UBI). We close by highlighting the potential of UBI schemes on reconfiguring that UBI schemes have on reconfiguring education, with an emphasis on adult education. On its own, UBI cannot challenge the neoliberal hegemony. However, UBI can become a means for shifting attention to alternative conceptualisations of social inclusion based on the creation of adult education for critical and participatory citizenship.

By reviewing regulative documents and extant literature, this paper explores the realities and trends of international students in East and Southeast Asia (ESA). It also shows motivation and strategies of four new players in the international higher education sector in East and Southeast Asia i.e., China, Hong Kong, Taiwan and Malaysia. Apart from showing that intraregional students have not predominated the overall international student population in the region anymore, the paper highlights that ESA region has become an established hub of international students rather than a new emerging destination as it was in previous years. The overall net flow of international students in this region was still deficit prior to 2010s, but the deficit in 2017 is still less than that of 2010?s. This is probably the first study of its kind to examine the trends of international students as well as of higher education policies of countries in the ESA region. The findings of this study shall provide an insight into international higher education trends among the ESA countries for stakeholders, including policymakers, university managers, faculty, students, and parents.

The purpose of the paper is to examine the financial health of selected public universities in Malaysia. The study assessed the performance of Malaysian research universities, on the primary reserve ratio, viability ratio, return on net asset ratio and net operating revenue ratio, as well as the Hirschman-Herfindahl Index for revenue diversification from 2010 to 2020. Results suggest poor financial health, high dependence on government funding and revenue volatility. Several universities recorded consecutive financial deficits in recent years. Third-stream revenues are low, and the universities are struggling to generate the 25% self-generated revenue target set by the government. This paper provides longitudinal empirical data on the financial health of public universities and has important implications for policymakers and university management in budget allocation and financial management decisions, particularly given the adverse financial impacts of the COVID-19 pandemic.

Purpose: This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost. Design/methodology/approach: This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed. Findings: Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options. Practical implications: Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings. Social implications: Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development. Originality/value: This study's results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study's finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities.

Purpose: Indian government initiated several skill development policies and different types of vocational education and training (VET). Yet the participation in skill education is low because of poor labour market outcomes. This paper aims to calculate returns to skill education to understand the type of training that will have better labour market outcomes. Design/methodology/approach: In this paper nationally representative data from the periodic labour force survey (PLFS), collected by the national sample survey office for 2017-2018, are used to estimate the returns to formal and non-formal VET obtained (after different levels of general education) with the help of Heckman's two-stage method. Findings: Nearly 8% of the working-age population has received some form of VET (mostly non-formal), generating poor returns. For the overall population, formal on-job training (OJT) and full-time VET influence wage positively and significantly. Full-time VET obtained after secondary and below levels of education generates positive returns, whereas part-time VET is profitable only to those without formal education. At the graduate level, technical education obtained along with VET is associated with better wages. Originality/value: In India where a considerable proportion of the workforce is employed in the informal sector, different types of skill training like full-time, part-time and OJT influence labour market outcomes. This finding has policy implication for countries with large informal sector and calls for further research in such countries.

This paper presents and discusses the relationship between the generation of research income and the REF2021 results for universities who submitted a return to Unit of Assessment 23--Education. Research Excellence Framework exercises tend to be time intensive and come with income streams of Government Quality Research funding as well as reputational gains and risks. Based on REF2021 research environment research income data, freely available on the REF2021 website, analyses have been undertaken to investigate the strength of relationships between different types of fundings streams and grade point averages. The results demonstrate strong variation in funding capture across the different universities with Russell Group members tending to generate more income from prestigious funders such as UK Research and Innovation. However, several post-1992 universities managed to capture significant income from funders like UK and EU governments, without this necessarily translating into higher grade point averages or 4* scores. While generating research income is perceived as an important part of academic life, the paper concludes that achieving research excellence seems more complicated than just following the money.

This paper examines the potential earnings premium associated with a doctoral degree (PhDs, ISCED9) over postgraduate degrees (PGs, or Masters, ISCED7) in the UK. We assess this premium using a decade-worth of UK Labour Force Survey data (2011-2020). To explore the possible endogenous choice of post-graduate tracks, this paper deploys linear regression, (ordinary least squares, OLS), propensity score matching (PSM), and inverse probability weighting (IPWRA) to estimate the pay premium under varying identifying assumptions. The estimates show a positive return in terms of gross hourly pays in all models, along with a relevant role of managerial positions and degree of specialisation in employment position. Therefore, although a PhD is arguably mostly driven by taste for scientific pursuit, a PhD has on average also an economic pay-off. However, much of it depends on one's capacity to acquire leadership positions -- the most relevant factor disentangling those fulfilling or not their potential in terms of wages. We also provide a cost-benefit analysis over a life course showing that such a premium is overall modest, but subject to positive spikes for those in Science & Technology (STEM disciplines), getting managerial positions, and for women. Our findings suggest investigating further those personal and organisational factors that are conducive of unleashing highly educated potential.

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.

Purpose: China recently proposed a series of important policies intended to reform and improve the quality of medical education on the national level. This paper presents the findings of a national survey of China's medical schools conducted to review the development of undergraduate medical education over a five-year period (2013-2018). Design/Approach/Methods: The National Center for Health Professions Education Development implemented the China Medical Education College Survey. Approximately 64% of the targeted medical schools participated in the survey, constituting a representative sample of higher education institutions offering educational programs in clinical medicine in China. Findings: Following new policy orientations, medical schools showed positive developments in terms of the types of medical education programs offered, teaching and assessment methods, medical education resources, participation in accreditation, and quality of incoming students. However, the survey also revealed several worrying trends, including the coexistence of various types of education programs, significant regional differences in educational resources, dominance of traditional teaching and assessment methods, inconsistencies in quality, and an increase in graduates seeking employment in professions outside healthcare. Originality/Value: Findings of the first national survey of China's medical schools show that there is still a long way to go to ensure high quality and efficient medical education on a national level.

The scope and breadth of the COVID-19 pandemic were unprecedented. This is especially true for business continuity and the related area of cybersecurity. Historically, business continuity and cybersecurity are viewed and researched as separate fields. This paper synthesizes the two disciplines as one, thus pointing out the need to address both topics simultaneously. This study identifies blind spots experienced by businesses as they navigated through the difficult time of the pandemic by using data collected during the height of the COVID-19 pandemic. One major shortcoming was that most continuity and cybersecurity plans focused on single-axis threats. The COVID-19 pandemic resulted in multi-axes threats, pointing out the need for new business strategies moving forward. We performed multiple regression analysis and constructed a correlation matrix to capture significant relationships between percentage loss of revenue and levels of concern for different business activities moving forward. We assessed the most pervasive issues Florida small businesses faced in October 2020 and broke these down by the number of citations, the total number of impacts cited, and industry affectedness. Key security risks are identified and specific mitigation recommendations are given.

This paper aims to assess the degree of the income diversification of the UK higher education providers as a component of their overall financial resilience. In addition, we investigate a correlation between ranking, income diversification, and income size. The main research question is whether the higher ranking of the universities, in particular, is associated with higher income and higher diversification relative to lower-ranked universities. To measure income diversification using descriptive statistics, we use Hirschman-Herfindahl Index (HHI), Corrected HHI, and Revenue Diversification Index (RDI). We covered a period of ten years, from 2010/11 to 2019/20. The findings reveal that a higher ranking of the universities measured by both ranking systems has been significantly positively correlated with the size of income and income diversification and negatively correlated with income concentration.

This paper is a systematic review of empirical research on "tourism problems and entrepreneurship development" in the context of Vietnam. Its significance and urgency rest upon a prolonged and immense decline in Vietnam's tourism revenue due to COVID-19 pandemic restrictions and its stagnation of tourism recovery. The systematic review methodology provides rigorous procedures to achieve reliable and accurate results. Besides evaluating and identifying gaps in existing studies, tourism problems are discussed, and coherent resolutions are provided. As a result, a holistic picture of current studies and relevant approaches to tourism entrepreneurship development in Vietnam is projected.

This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households.

This paper analyzes the impact of college athletic reclassification for educational institutions in the United States. Most of America's colleges and universities offer athletic opportunities for their students under NCAA governance. The level of competition and associated resource requirements range from relatively low (Division 3) to high (Division 1). In recent years, there has been an increase in the number of institutions that have either reclassified to a higher division, or publicly considered such a move. The resource obligations of reclassification are significant, and administrators must carefully weigh expected benefits and costs with respect to the institution's mission and vision. While several studies (Bell, 2017; Schwarzber, 2014; Frieder & Fulks, 2007; Tomasini, 2005) have focused on reclassification from Division 1-FCS to FBS--the highest level of competition--less attention has been paid to colleges in Division 2 and 3--which comprise two-thirds of NCAA membership. Our study addresses a gap in the literature by analyzing athletic reclassification among schools moving up from Division 2 to Division 1 (FCS and no-football) during the period of 2001-2018. Drawing upon multiple data sources, we construct a panel of 33 schools (14 treatments and 19 controls) to evaluate the impact of reclassification on applications and athletic department budgets. Results from quasi-experimental methods (difference in differences, event study, and synthetic control models) suggest that reclassification significantly increased basketball program revenues and athletic department expenses among the treatment schools. However, we do not find evidence that reclassification raises student applications in the short term.

Precarity of the Ukrainian professoriate is a lacuna in the higher education literature. There was no research on this subject before the 2022 Russian invasion of Ukraine. Furthermore, no investigations have been conducted on how university professors handle the hardships of teaching in wartime. This study tries to understand the phenomenon of precarity, as it is experienced by Ukrainian educators affected by the brutal invasion and ensuing dehumanization. The study explores the following questions: What do post-Soviet educators learn from precarity and hostile environments that undermine their individual and professional dignity? How do they manage the security deficit in their academic and living environments? By presenting insights from thirty-nine interviews, this paper elaborates on the phenomenon of precarity among university educators who are urged to redefine themselves, reinstate their academic identity, and salvage their teaching careers in the context of war.