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Foreign Countries; Masters Degrees; Masters Programs; Qualifications; Program Implementation; Comparative Analysis; Comparative Education; National Standards; Regional Characteristics; Regional Planning; Educational Legislation; Quality Assurance; Educational Policy; Governance; Postsecondary Education; Evidence; Guidelines

Abstract:
This article compares the national-level requirements for master degree provision in England, Denmark and Portugal following the implementation of the Bologna Process, and ponders upon the reconcilability of these requirements in cross-national initiatives (e.g. joint degrees). In all three countries, master degrees have to comply with the national qualification frameworks, which have been verified against the Framework for Qualifications of the European Higher Education Area. Other regulations apply, however. In Denmark and Portugal, higher education degrees are tightly regulated by legislation, while the "Academic Infrastructure" developed by the Quality Assurance Agency in the UK acts as a broad reference for degree design, giving English institutions a high degree of freedom. Findings reveal the existence of contradictory requirements which have arisen further to policy adaptations, made possible by the non-legally binding character of Bologna and its loose policy mechanisms. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment Projections; Graduation Rate; Expenditures; Educational Finance; Elementary Secondary Education; Public Schools; Private Schools; High School Graduates; Elementary School Teachers; Secondary School Teachers; Public Education; Postsecondary Education; College Graduates; Academic Degrees; Regional Characteristics; Age Differences; Gender Differences; Racial Differences; Public Colleges; Private Colleges; College Freshmen; Teacher Student Ratio; School Statistics; Educational Trends

Abstract:
"Projections of Education Statistics to 2021" is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2020" and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For "Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026," see ED524098.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Laptop Computers; Writing Tests; Essays; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Intermode Differences; Workstations; Performance Factors; Preferences; Statistical Significance; Foreign Students; Student Surveys; Gender Differences; Regional Characteristics; Time Factors (Learning); Time Perspective

Abstract:
To explore the potential effect of computer type on the Test of English as a Foreign Language-Internet-Based Test (TOEFL iBT) Writing Test, a sample of 444 international students was used. The students were randomly assigned to either a laptop or a desktop computer to write two TOEFL iBT practice essays in a simulated testing environment, followed by a survey of computer experience. The survey results suggested that the participants had extensive experience using computers, had more experience with laptops than with desktops, and preferred using the laptop computers to the desktop computers. The computer type (laptop or desktop computer) was found to have a negligible effect on essay performance (essay score, essay length, and writing speed). However, other factors, including gender, regional background, daily experience with laptop or desktop computers, preference for a particular pointing device, and previous TOEFL experience, were found to be significantly related to essay performance but did not interact with computer type. (Contains 4 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Economic Progress; Females; Educational Attainment; Gender Differences; International Organizations; Developed Nations; Regional Characteristics; Disproportionate Representation; Disadvantaged; Physical Health; Employment; Social Indicators; Measurement; Sociometric Techniques; Evaluation Methods; Research Problems; Evaluation Problems

Abstract:
This study critically investigates the suitability of United Nations' composite indices and other related measures--among which the Gender Inequality Index just released in 2010--to capture gender inequalities in the context of "highly developed" countries, focusing on the case of Europe. Our results indicate that many of the gender gaps in health and education variables have either vanished or even reversed, thus questioning their appropriateness to capture women's disadvantage in Europe and inviting to construct region-specific measures. Alternatively, parliamentary representation and labor force participation are variables with large gender gaps that highlight important dimensions where women disadvantage prevails. Different cross-section and cross-time associations between economic growth and gender equality are generally not statistically significant--or at most weakly correlated--at European level. This is basically due to the fact that the gender gaps included in UNDP gender-related indices reached their normatively desirable values long ago, therefore leaving no room for further improvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Social Indicators; Comparative Analysis; Measurement; Sociometric Techniques; Social Environment; Well Being; Statistical Analysis; Regional Characteristics; Differences

Abstract:
The aim of this paper is measure social welfare in Spanish provinces. To achieve this, we use the distance method P[subscript 2] to compose a synthetic indicator of welfare for 2007, the last year for which data are available. The index comprises information on different social indicators from various life domains and enables a classification of Spanish provinces, as well as a study of the impact of each individual indicator in order to determine provincial disparities in social welfare levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cultural Traits; Income; Life Satisfaction; Gender Differences; Regional Characteristics; Males; Social Indicators; Sociometric Techniques; Economic Factors; Comparative Analysis; Surveys; Statistical Analysis; Predictor Variables; Children; Family Size; Family Characteristics

Abstract:
Empirical analyses of the determinants of life satisfaction routinely include the number of children as one of the socio demographic controls, without explicitly considering that, for a given household income, more children imply a lower level of income per family member. The variable "number of children" then often attracts a negative or insignificant coefficient. Using data from the German Socio Economic Panel 1984-2007 we confirm that the sign of the coefficient for the variable "number of children in the household" is negative when introducing household income without correction for the number of members in a life satisfaction regression. On the contrary, when we equivalise income with the most commonly adopted equivalence scales, so eliminating the monetary cost of raising children, the impact of the variable is positive and significant when a high level of economies of scale is assumed. Our results however lead us to reject slope homogeneity as we find strong differences by gender and region. In particular, the positive effect of children on life satisfaction is stronger for males and East Germans. We interpret these subsample split results as driven by heterogeneous opportunity costs and cultural traits. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Universities; Institutional Characteristics; Educational Development; Change Strategies; Organizational Change; Institutional Mission; Strategic Planning; Organizational Objectives; Regional Characteristics; Models; Administrative Organization; Interviews; Administrator Attitudes; Position Papers; Content Analysis; Ambiguity (Context); Organizational Culture

Abstract:
In Norway, the higher education landscape is undergoing profound transformation. This process is being driven by a number of factors, including demography, competition and academic aspirations, with many so-called "university-colleges" aspiring to become fully-fledged universities. We shed light on the dynamics of one such institution, the recently established University of Agder, by posing three questions: what drove internal actors to attain full university status and what immediate effects have been felt across the university? What are the needs and expectations of regional constituencies? What types of university models have internal actors been working with? Conceptually, the article builds on the notion of the university as an organization and institution. The findings, which have implications for both theory and practice, suggest that the case university is attempting to find a balance between its global and local aspirations, but that it faces a number of challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Postsecondary Education; Global Approach; Educational Trends; Regional Characteristics; Achievement; Barriers; Educational Policy; Foreign Countries

Abstract:
The Latin American tertiary education (TE) sector is nowadays facing demands from globalisation and a knowledge-based society, while still dealing with challenges in terms of access, equity, quality and relevance. This new context has prompted a greater demand for TE and is forcing institutions to reconsider their mission, tasks and responsibilities, as well as to develop innovative approaches to improve their relevance and function, among which comprehensive internationalisation is considered a key strategy. The aim of the present article is therefore to assess the status of the internationalisation process of the Latin American TE sector through a piecemeal analysis of empirical findings and data coming from the most recently published research and studies on rationales, benefits, obstacles, policies, strategies and programmes. The findings will be put in perspective with international trends and progress achieved in different regions, thus making it possible to draw some conclusions for our region. As background information, the main achievements and challenges of the Latin American sector will be depicted. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Student Attitudes; Mathematics Achievement; Statistics; Geographic Regions; Regional Characteristics; Differences; Effect Size; Meta Analysis; Foreign Countries

Abstract:
This study examined the relationships among statistics achievement and four components of attitudes toward statistics (Cognitive Competence, Affect, Value, and Difficulty) as assessed by the SATS. Meta-analysis results revealed that the size of relationships differed by the geographical region in which the studies were conducted as well as by the component of statistics attitudes being examined. Medium effect sizes were found between statistics achievement and scores on the Affect and Cognitive Competence components for studies conducted in the United States whereas those conducted in other countries yielded small effect sizes. The Value and Difficulty components exhibited small effect sizes for both regions. In every case, the U.S. effect sizes were about double in size in comparison to those from non-U.S. countries. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Entrepreneurship; Business Administration Education; Individualized Instruction; Regional Characteristics; Differences; Gender Differences

Abstract:
Adopting the perspective of "entrepreneurship as an everyday practice" in education, the authors conceptualize opportunities as arising from the everyday practice of individuals. Opportunities are thus seen as emanating from the individual entrepreneur's ability to disclose anomalies and disharmonies in their personal life. The paper illustrates how opportunities unfold depending on regional differences, local heritage and gender, to show how entrepreneurship education must take into account differences in context, culture and circumstance. Rather than perceiving entrepreneurship education as universalistic and searching for a generally applicable teaching approach, the authors argue that there is a need to tailor entrepreneurship education to the particular. They therefore propose that the pedagogy of entrepreneurship education should be personalized and they build a conceptual framework that contrasts two opposing views of entrepreneurship education: "universalistic" and "idiosyncratic". Following this distinction, they explore how different elements of entrepreneurship education may be fitted to the particular needs of each individual learner. This insight is relevant for didactic reflections on single entrepreneurship courses and for the construction of an entrepreneurship education curriculum. (Contains 2 figures, 1 table, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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