University education in developing economies: access, competition, and neglect

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dc.authorid0000-0002-9440-5150
dc.contributor.authorStaub, Donald Francisen_US
dc.date.accessioned2019-08-31T12:10:23Z
dc.date.accessioned2019-08-05T16:04:54Z
dc.date.available2019-08-31T12:10:23Z
dc.date.available2019-08-05T16:04:54Z
dc.date.issued2016-01-01
dc.departmentIşık Üniversitesi, Fen Edebiyat Fakültesi, Psikoloji Bölümüen_US
dc.departmentIşık University, Faculty of Arts and Sciences, Department of Psychologyen_US
dc.description.abstractThere is little disputing the link between education and economic development, whether at the level of the nation or the individual. There is abundant support of this tenet. However, at a global level, there appear to be fewer instances where a strategic effort is made by governments to effectively establish and sustain this linkage. This is particularly the case in developing, or emerging economies where governments may have made a commitment to a fully functioning education system-from pre-school through graduate school-yet a gap remains between design and implementation of the education system and realization of economic growth for individuals and the nation. This chapter discusses two critical factors that impede many developing countries from closing the gap. The first is access to quality higher education. The second is the lack of attention in primary and secondary education systems paid to the noncognitive, social, and emotional development of students so that they emerge from their education as healthy, stable, contributing members to the economy of their nation. Access to higher education in many developing countries has increased dramatically since the 1990s, due in large part to the growth in the number of private higher education institutions. Access does not guarantee that it will be a quality experience. Students may graduate only with large debts from tuition loans, yet with no employment to help pay for them. In addition, data clearly shows that affective and non-cognitive traits, which are teachable, can contribute to greater levels of innovation and economic growth, and fewer emotional and disciplinary issues at school and, further on, in the workplace.en_US
dc.description.versionPublisher's Versionen_US
dc.identifier.citationStaub, D. F. (2016). University education in developing economies: access, competition, and neglect. Springer International Publishing, 193-209. doi:10.1007/978-3-319-12403-2_12en_US
dc.identifier.doi10.1007/978-3-319-12403-2_12
dc.identifier.endpage209
dc.identifier.isbn9783319124032
dc.identifier.isbn9783319124025
dc.identifier.scopus2-s2.0-85018893090
dc.identifier.scopusqualityN/A
dc.identifier.startpage193
dc.identifier.urihttps://hdl.handle.net/11729/1871
dc.identifier.urihttps://dx.doi.org/10.1007/978-3-319-12403-2_12
dc.indekslendigikaynakScopusen_US
dc.institutionauthorStaub, Donald Francisen_US
dc.institutionauthorid0000-0002-9440-5150
dc.language.isoenen_US
dc.peerreviewedYesen_US
dc.publicationstatusPublisheden_US
dc.publisherSpringer International Publishingen_US
dc.relation.ispartofBuilding for a Sustainable Future in Our Schools: Brick by Bricken_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararasıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducationen_US
dc.subjectEducational accessen_US
dc.subjectEducational equityen_US
dc.subjectEuropean countriesen_US
dc.subjectMassificationen_US
dc.subjectNoncognitive attributesen_US
dc.subjectPolanden_US
dc.subjectPrivate higher educationen_US
dc.subjectSocial and emotional learningen_US
dc.subjectHigher education reformen_US
dc.subjectInstitutional diversityen_US
dc.subjectBologna processen_US
dc.titleUniversity education in developing economies: access, competition, and neglecten_US
dc.typeBook Chapteren_US

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