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Even though there is an increasing number of degree-mobile students in Europe, not much is known about the effect of student employment on academic performance and study progress for international students. International students broadly engage in student employment during their studies. They differ in several characteristics from native students (e.g., by financial situation, language skills, and time spent on studying) and are a heterogeneous group (e.g., by country of origin, educational background, and intention to remain in the destination country). This study explores whether student employment and different dimensions of employment (e.g., study-related employment, employment amounts) affect the semester grade point average and the share of achieved credit points per semester. Using the first four semesters of a longitudinal study of international students in Germany and hybrid panel models (n = 1625), the study shows that students with a higher study-related employment tendency across semesters have, on average, better semester grades. When estimating the within-student effect, it is demonstrated that changes to student employment and different employment dimensions do not change the semester grades. In contrast, starting employment or increases in employment amounts (e.g., more hours per week) decreases the share of achieved credit points per semester. However, only specific student groups (e.g., students studying mathematics, natural sciences, and engineering) experience a delay in their study progress due to higher employment intensities., Author(s): Theresa Thies [sup.1] Author Affiliations: (1) Bavarian State Institute for Higher Education Research and Planning, , Lazarettstraße 67, 80636, Munich, Germany Introduction International student mobility has increased across almost [...]

An entrepreneurship movement has advanced into higher education. There is a growing expectation that universities demonstrate an economic contribution to the public good by instilling students with entrepreneurialism and providing guidance for starting businesses. In China, the state has launched a 'Mass Entrepreneurship and Innovation' initiative as part of a national development strategy, which required universities to increase resources for entrepreneurial activities and for all students to complete an entrepreneurship education course. This article applies new institutionalism theory to illuminate how the mass entrepreneurship initiative filtered down to universities and students. Data were analysed from policy documents and interviews (n = 100) with final-year undergraduates in the social sciences and humanities at two public universities in Guangdong Province. The universities were found to conform ceremonially to the institutionally legitimated initiative, but entrepreneurship provisions for undergraduates remained limited. At the same time, mass entrepreneurship was found to be disconnected from student experiences. One group (the 'avoiders') perceived entrepreneurship as unfeasible or a remote possibility in their lives. A second group (the 'venturers') were unprepared for starting a business and described hardships resulting from their failures. The findings provide a counter-narrative to the entrepreneurship movement and raise ethical questions about the mass promotion of entrepreneurship to students without due consideration to the risks., Author(s): Ewan Wright [sup.1] , Siyuan Feng [sup.2] , Yajun Zheng [sup.3] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Faculty of Education and Human Development, The Education University of [...]

In this work, we investigate whether grants improve the academic outcomes of students from socio-economically disadvantaged families and thereby reduce inequalities of educational opportunities. We focus on Italy, which is characterized by high dropout rates, prolonged duration of higher education studies and considerable social inequalities in educational outcomes. To estimate the effect of grants, we follow a counterfactual approach, relying on a reweighting matching procedure. First, we apply coarsened exact matching to identify the region of common support. Second, we weight the observation using the entropy balancing method. We use a nationally representative survey, which collects data on students who graduated from upper secondary school in 2004 and 2007. We find that grants reduce dropout and increase timely graduation, with larger effects among males and students in Central-Southern Italy, who are more at risk of withdrawal from university., Author(s): Marta Facchini [sup.1] , Moris Triventi [sup.2] , Loris Vergolini [sup.3] Author Affiliations: (1) grid.451239.8, 0000 0001 2153 2557, Observatoire Sociologique du Changement, Sciences Po, , 98, rue de [...]

In some places in California, gas prices are topping $6 a gallon. Across the nation, American pocketbooks are taking a hit, not only at the tank but in grocery stores [...]

Stuecker et al. (2021) have provided comments on the use of meal and incidental (M&IE) rates over regional price parities (RPP) in Card et al. (2020). The authors of Card [...]

Student parents must work an average 52 hours a week, on top of their full-time classes, to pay for both school and childcare. That's the finding from a new report [...]

Abstract College students and military populations can have many similar yet very different characteristics related to their financial lives. Using social learning theory, this study examined factors that influence financial [...]

The recently published article entitled 'The financial dilemma of students pursuing an atmospheric science graduate degree in the United States' by Card et al. (2020) contained a fundamental mistake in [...]

Since Gutenberg's invention of the printing press in 1439, access to books has shaped student learning. But as publishers' prices have increased in recent decades, a growing number of faculty [...]

Cultivating historical imagination in undergraduate students is often a difficult task. The distance between their lives, generally lived in the last quarter century, and the ways in which people lived [...]

The Review of Australian Higher Education, released in December 2008, saw a need to 'provide sufficient funds to support the numbers [of students] we agree should be participating; [and to] [...]

The buying behavior of college students, members of the Millennial Generation, is of particular interest to marketers as they strive to understand the patterns of purchasing of the wealthiest generation. To date, there have been conflicting results regarding the Millennial Generation and their degree of brand loyalty. Using a sample of 68 undergraduate students, brand loyalty, customer satisfaction, and the effects of an economic recession on buying behavior were evaluated. Results suggest that college students are not brand loyal consumers, that there are no gender differences with regard to overall brand loyalty, and that purchase behavior has not been greatly affected by the economic recession. Implications and recommendations for future research are presented. Keywords: Brand Loyalty, Millennial Generation, Recession, Gen Y, Buyer Behavior, 1. INTRODUCTION This paper examines the concept of brand loyalty and the characteristics of the generation known as the Millennials. Brand loyalty is defined as the biased behavioral response expressed [...]