Suchergebnisse

We may examine the relationship between higher education and economic growth by comparing the Republic of Korea to the Republic of India. How do political educational decisions impact economic growth? Although both countries began with relatively underdeveloped economies at the time of their independence in the late 1940s, these two countries took different trajectories in organizing their higher education systems. Korea's strategic and sustained investment in education (along with the private sector) has helped the economy to soar. India, on the other hand, has neither strategized nor channeled its resources for the development of higher education. India appears to have been fallen prey to a competency trap, the presumption of many policy makers that secondary and higher education may not be central for economic growth. Her economy will continue to suffer until political commitment shifts and the country massively invests in higher education, thus unlocking vast potential.

The Journal of Underrepresented and Minority Progress (JUMP), a scholarly refereed journal, is founded against the backdrop of colossal political upheavals further marginalizing the lives of minorities around the world. United States, on the cusp of being a nation of many minorities is troubled with tensions about whether it respects and welcomes minorities and immigrants at all. The 28th annual world report by the Human Rights Watch (HRW) warned that the surge of authoritarian populists worldwide seems increasingly inevitable, with the United Kingdom preoccupied by Brexit and United States led "by a president who displays a disturbing fondness for rights-trampling strongmen." The report warned against the tendency of demagogues who rose to power by "demonizing unpopular minorities, attacking human rights principles, and fueling distrust of democratic institutions" (HRW, 2018, p. 15). We are truly at a precarious juncture of human civilization because the US and the UK, so far looked upon as the "defenders of human rights" globally have been beleaguered by nationalism. We must keep our hopes that governments' actions will align more and more with various interest groups advancing civil rights and democracy. There is some hope in the policies adopted by Germany, France, and their European Union partners, even though they too have been bedeviled by groups driven by racism and bigotry. Such democracies as Australia, Brazil, Indonesia, Japan, and South Africa exist, but their voice for human rights is not the loudest always (HRW, 2017). There is, thus, an urgent and critical need for a scholarly discourse that identifies and describes the problems, provides a forum for analysis and solutions, and serves as a vehicle for sharing statistics and research nationally and internationally. As Bourdieu (2003, p. 11) reminded, we as social scientists "cannot stand aside, neutral and indifferent, from the struggles in which the future of the world is at stake." We have no option but to jump for the advancement of social ...

In Nepal, as everywhere in the world, the demand of higher education is growing more rapidly than ever before. Nepal's education policy to provide free education up to secondary level clearly signals that there will be even more high school graduates entering universities in spite of the fact that the government will continue to allocate more of its budget on elementary and secondary school education. At this context, Nepal's higher education system su ers from confusion and uncertainty re ecting the larger political instability witnessing the Himalayan nation. With the lack of infrastructure, sustainable resources and concrete policy, higher education institutions are struggling hard to cater to the nation's need of human capital as a vehicle of national development. While looking forward to harness the fruits of globalization at the juncture of challenges and immense possibilities, Nepal needs to leverage its potential ingredients to overcome the current grim aspects and to move on towards desired expansion of access.

This constructivist study explores 16 graduate assistants' (GAs) healthcare experiences and uses grounded theory to create a model of graduate assistants' experiences with university-provided healthcare in a large research university. The model is composed of four broad components: (a) systems; (b) access, care and coverage; (c) knowledge, quality and cost; and (d) self. Graduate assistants' needs and expectations constantly negotiate various systems in the model. Expanding upon the limited research regarding graduate student healthcare, this study provides implications for higher education administrators and policy makers. Based on our study findings we argue that it is not sufficient for university administrations to simply provide paid health insurance "options" without robust support systems on campus. Because students are often stressed out, lack time and energy, and find it hard to navigate the complicated systems of profit-driven health care industry, the lack of direct support in graduate students' day-to-day healthcare needs can cause tremendous loss on their success and productivity. Hence, universities have tremendous opportunities to better understand and address their graduate students' real needs so as to add value to institutional success and productivity.