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Despite the strong public interest in the accountability and efficiency in education spending on higher education institutions (HEIs) in Lithuania, there are currently no existing studies which have examined the impact of HEIs on the country’s economy. In the present study, we have used a disaggregated input-output table for Lithuania’s tertiary ed...
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Context 1
... rest of this section describes how the methods used for constructing the rows and columns of such an augmented I-O table. Table 4 describes the data sourced in creating a separate column for each HEI. In Table 4, imports consist of supplier information, i.e., goods and services purchased by HEIs. ...Context 2
... 4 describes the data sourced in creating a separate column for each HEI. In Table 4, imports consist of supplier information, i.e., goods and services purchased by HEIs. Operating surplus and product taxes less subsidies were determined for each HEI as the same proportion of overall expenditure as in the education service sector as a whole. ...Similar publications
The article investigates the features of industrial development in countries belonging to integration associations — the European Union and the Customs Union, as well as the policy to support industrial development carried out in them, its targets, mechanisms and instruments. The study is based on analyzing the input-output tables for 38 countries,...
In a country, National Income holds a very significant place as it is used for several purposes such for Economic planning, for policymaking and many more, in public and private sector as well. Besides, it also represents the material well-being of the country and is a good indicator of the level of economic activity taking place in the economy. Th...
Citations
... The results on Figure 26 show that 100% of the participants believe that the institution has a beneficial impact on businesses around the university. A similar study by reported that HEIs (High Educational Institutions) have a positive impact on the economy of the environment (Vaiciukevičiūtė, et al., 2019). The results (Figure 27) show that the average number of AMEU community members who patronize these businesses by the Non-AMEU community vary between 10 per day tp above 100 per week. ...
The African Methodist Episcopal University (AMEU) lies on Camp Johnson Road in Monrovia, Liberia. Liberia’s second-largest institution has 5,000 students. The African Methodist Episcopal Church founded the school in 1995 and the Liberian Legislature sanctioned it in 1996. Since then, the university has thrived in the Liberian economy, expanding admissions every other semester and attracting acquisitions and improving its surroundings. Governments and university administrators fail to make informed higher education investment decisions and effectively communicate the value of institutions to their people because schools’ economic influence is rarely recorded. The economic impact of AME university was studied because policymakers, university administrators, and other stakeholders need a detailed and structured study of how colleges contribute to economic growth and development. This study could consider other ways AME University supports its local economy, such as direct spending on goods and services and human development. A Google Forms survey questionnaire was prepared to obtain data from people or groups about AME University’s economic impact on Camp Johnson Road and its surroundings. The questionnaire questions about the respondent’s gender, status, income, education, spending habits, and camp Johnson community’s businesses and university. The poll also asks on the university’s economic benefits, such as increased activity. The responses were used to identify trends and relationships between AME University and economic outcomes on Camp Johnson Road and neighboring areas. The analysis indicated that 85.6% of AMEU residents are familiar with the study region, 18.8% between 10 and 5 years ago, 17.7% over 10 years ago, and 10.4% before the institution. The report indicated that 85.6% of AMEU residents believe the institution has increased commercial activity and 13.5% believe it has had little influence. According to 93.1%, AME University recruited environmental businesses and boosted economic activity. The study found that African Methodist Episcopal University (AMEU) impacts its surroundings. Most Non-AMEU residents—62 business owners and 37 residents—have lived there 10–5 years. Most claim AME University boosted Camp Johnson Road’s business. 78.20% of non-AMEU residents think the institution boosted local economic activity by attracting new customers. 39.80% said the area’s major business is used and new American goods. Most business owners chose Camp Johnson Road for traffic and AME University. The figure reveals AMEU members spend $10, $10–20, and $50–100. If the institution exits Camp Johnson Road, 45.5% agree somewhat and 37.6% strongly that commercial activities will suffer. 26.7% of firms are disadvantaged by the institution’s pause, 52.5% are unaffected, and 21.8% are moderately affected. AMEU has impacted its local economy and Montserrado. Based on this knowledge, educational institutions should partner with local businesses and groups. Educational institutions must show community benefit to succeed. Policymakers, university administrators, and other stakeholders must assess institutions’ economic significance to guide higher education spending and identify areas where universities may have a bigger impact. A unified conceptual framework that accounts for universities’ varied economic contributions is needed to monitor and identify their impacts. Higher education spending, employment, and other economic metrics must be accurate. Understanding the economic impact of institutions such as AME University can aid in communicating their worth to the community and informing sustainable development policies. Similar studies for other colleges or institutions might be conducted to assess their economic consequences and gain a more comprehensive knowledge of higher education’s function in local economies or Liberia as a whole. This could influence future educational policy and investment decisions.
... The results on Figure 26 show that 100% of the participants believe that the institution has a beneficial impact on businesses around the university. A similar study by reported that HEIs (High Educational Institutions) have a positive impact on the economy of the environment (Vaiciukevičiūtė, et al., 2019). The results (Figure 27) show that the average number of AMEU community members who patronize these businesses by the Non-AMEU community vary between 10 per day tp above 100 per week. ...
The African Methodist Episcopal University (AMEU) lies on Camp Johnson Road in Monrovia, Liberia. Liberia’s second-largest institution has 5,000 students. The African Methodist Episcopal Church founded the school in 1995 and the Liberian Legislature sanctioned it in 1996. Since then, the university has thrived in the Liberian economy, expanding admissions every other semester and attracting acquisitions and improving its surroundings. Governments and university administrators fail to make informed higher education investment decisions and effectively communicate the value of institutions to their people because schools’ economic influence is rarely recorded. The economic impact of AME university was studied because policymakers, university administrators, and other stakeholders need a detailed and structured study of how colleges contribute to economic growth and development. This study could consider other ways AME University supports its local economy, such as direct spending on goods and services and human development. A Google Forms survey questionnaire was prepared to obtain data from people or groups about AME University’s economic impact on Camp Johnson Road and its surroundings. The questionnaire questions about the respondent’s gender, status, income, education, spending habits, and camp Johnson community’s businesses and university. The poll also asks on the university’s economic benefits, such as increased activity. The responses were used to identify trends and relationships between AME University and economic outcomes on Camp Johnson Road and neighboring areas. The analysis indicated that 85.6% of AMEU residents are familiar with the study region, 18.8% between 10 and 5 years ago, 17.7% over 10 years ago, and 10.4% before the institution. The report indicated that 85.6% of AMEU residents believe the institution has increased commercial activity and 13.5% believe it has had little influence. According to 93.1%, AME University recruited environmental businesses and boosted economic activity. The study found that African Methodist Episcopal University (AMEU) impacts its surroundings. Most Non-AMEU residents—62 business owners and 37 residents—have lived there 10–5 years. Most claim AME University boosted Camp Johnson Road’s business. 78.20% of non-AMEU residents think the institution boosted local economic activity by attracting new customers. 39.80% said the area’s major business is used and new American goods. Most business owners chose Camp Johnson Road for traffic and AME University. The figure reveals AMEU members spend $10, $10–20, and $50–100. If the institution exits Camp Johnson Road, 45.5% agree somewhat and 37.6% strongly that commercial activities will suffer. 26.7% of firms are disadvantaged by the institution’s pause, 52.5% are unaffected, and 21.8% are moderately affected. AMEU has impacted its local economy and Montserrado. Based on this knowledge, educational institutions should partner with local businesses and groups. Educational institutions must show community benefit to succeed. Policymakers, university administrators, and other stakeholders must assess institutions’ economic significance to guide higher education spending and identify areas where universities may have a bigger impact. A unified conceptual framework that accounts for universities’ varied economic contributions is needed to monitor and identify their impacts. Higher education spending, employment, and other economic metrics must be accurate. Understanding the economic impact of institutions such as AME University can aid in communicating their worth to the community and informing sustainable development policies. Similar studies for other colleges or institutions might be conducted to assess their economic consequences and gain a more comprehensive knowledge of higher education’s function in local economies or Liberia as a whole. This could influence future educational policy and investment decisions.
... Their performance therefore has global socio-economic and political impact. Due to the increased global challenges, the world requires a highly skilled workforce such as the faculty members in the HEI to address the challenges (Vaiciukevičiūtė et al., 2019) [18]. Faculty performance through research and innovations results in global transformative changes. ...
... Invoking empirical proofs, they developed a spatial analysis because, assumedly, the geographical location impacts economic growth. Vaiviukeviciute et al. [6] used an input-output table for evaluating the impact of higher education institutions on Lithuania's economy with significant value results for policy debates and the situation of higher education in Lithuania. Neycheva and Joensen [4] showed that human capital via upper-secondary and tertiary education has a significant impact on real GDP per capita. ...
... Previous studies mentioned in the introduction [4][5][6][7][8] supported the influence of education on the economy and the product of countries and regions, but this study analyzed not only the regional differences within the countries and the regions, but also the countries where the influence of the percentages of people with tertiary education efficiently and significantly influenced the levels of GDP per capita. For this purpose, firstly, a DEA analysis was developed that highlights the most efficient countries and regions considering as input, the percentage of tertiary education, and as output, the values of GDP per capita. ...
The scientific literature and decision makers debate and explore education's influence on regional development. However, differences among EU regions remain to be explained. The present article proposes to measure these disparites in terms of the gross domestic product (GDP) per capita and understand how tertiary education can explain that performance. A data envelopment analysis (DEA) optimization technique was applied along with spatial econometric models for all EU NUTS 2 regions (as defined by Eurostat for regional policies application), using the year 2020 as reference. The case of Portugal as a particular set of (seven) NUTS 2 regions included in the EU is detailed and analyzed in-depth. The two-stage least squares regression seems to explain well the differences in GDP per capita with the independent (and instrumental) variables which include the percentage of tertiary education and the spatial lags of this variable. The DEA optimization can support and help to explain most of the spatial regression results. The study identifies the NUTS 2 regions with the best favorable relationships among GDP per capita and percentages of tertiary education, predominantly located in the central and northern European countries and some in Ireland. The south EU regions, as expected, were identified as the regions with the poorest performances for GDP per capita and percentage of tertiary education, as well as some regions in eastern Europe. The positive and significant impact of the percentage of people with tertiary education on the values of GDP per capita given by the spatial econometric model suggests that special priority must be given to education and science in public policies agenda and government budget.
... The review of related literature on examining and exploring the availability of school-based income-generating activities intends to see what scholars have discussed on the matter under discussion at the global and local levels. Vaiciukevičiūtė et al. (2019) Lithuania on the impact of the economy on public education institutions. The study aimed to determine how education institutions can substantially impact a country's economy. ...
... The former study paid no attention to the availability of small sale IGAs such as agricultural-based activities. The study by Vaiciukevičiūtė et al. (2019) also found out that IGAs have an impact on a country's economy, which is dissimilarity from IGAs targeted by the current study that aimed to supplement public secondary schools' government grants and capitation. ...
This study assessed the availability of school-based income-generating activities (IGAs) in public secondary schools in Kilimanjaro region, Tanzania. Guided by Resource Dependency Theory, the study adopted a convergent design under a mixed research approach for data collection and analysis. Probability and non-probability sampling techniques were employed to obtain 36 Heads of Schools (HOSs), 360 Teachers, 432 Students, and 6 District Education Officers. The quantitative data were analyzed descriptively (frequency and percentage) and inferential statistics using the ANOVA statistical test and presented in form of tables. Qualitative data were coded to translate the responses into specific categories and themes. The study found that, school shops as the most practiced school-based IGAs in public secondary schools. The study also revealed that cafeteria and crop cultivation were moderately practiced IGAs. Moreover, the study also depicted that animal keeping, poultry keeping, fish farming, vegetable gardening, tree nursery, hiring of school vehicle, and renting school facilities ranked as the least practiced IGAs. Through ANOVA test, the study found that there was no significant difference in the mean response of HOSs, teachers, and students on the availability of income-generating activities in public secondary schools in Kilimanjaro region. The study concluded that the public secondary schools do not practice IGAs such as animal keeping, poultry keeping, fish farming, vegetable garden, tree nursery, hiring of school vehicles and renting school facilities. This could be due to limited land space and inadequate motivation for benefits accrue from these projects. Therefore, the study recommends that District Education Officers, Heads of Schools, teachers, and parents, should make sure that all public secondary schools are fully engaged in school-based income-generating activities to supplement the school’s financial requirements. The Ministry of Education, Science and Technology should develop a clear directive policy based on the establishment and expansion of IGAs in public secondary schools in Tanzania.
... Countries such as China and India are at the top of the list in terms of the number of university students, showing how governments promote Higher Education as an engine of economic and social growth. Although, there is a virtuous relationship, better economy also drives better qualifications of citizens (Vaiciukevičiūtė et al., 2019). ...
The opinions of students constitute valuable information to be taken into account in university management. In this study, university satisfaction is analyzed, by means of a proxy variable (intention to repeat the same university course) following a holistic approach that analyses its relation with socio-demographic characteristics of the university, university experience, and information on postgraduates and their employment situation. Data from the Instituto de Estadistica Nacional de España (National Institute of Statistics of Spain) are employed, with a sample of over 30,000 graduates. Graduate satisfaction profiles are identified using the classification tree technique, as are the variables with greater discriminatory power that explain the intention of a student to repeat the same university course (employment situation, geographical zone, scientific discipline, and scholarships, particularly Erasmus grants); as well as the segments of university graduates. The information leads us to present recommendations for taking decisions in the field of education, general policy, territorial policy, and the management of each university.
... Over the last two decades, the interest in higher education for sustainable development has increased among scholars [4]. HEIs are main actors in the economic development and innovative potential of regions, but now and an increasing number of additional roles are expected [226][227][228]. HEIs, as institutional actors, are enablers of social, economic, and cultural development [62,63,227,[229][230][231][232][233], and sustainability [225,[234][235][236]. HEIs can foster collaboration between actors and catalyze public awareness and engagement in CE practices [237]. ...
Circular economy (CE) describes a sustainable alternative approach to the current linear economy system. It is a growing topic among scholars, practitioners, and decisionmakers; it encompasses several concepts related to sustainability and requires the synergy of multiple actors for success, including higher education institutions (HEIs) as one of the most relevant ones. Current CE is based mostly on experiences in Global North developed countries, where the concept has gained great attention and has already influenced policies and strategies. However, CE in Latin American countries (LA countries) have not yet received such attention. Thus, some “unique problems” may remain unattended, and efforts to attain a CE are more likely to fail. Likewise, the study shows how the role of HEIs in CE in LA countries has not yet been fully explored, as the literature on this topic is scarce. This paper aims to address the main research question: what is the role of HEIs in the transition to a CE in Latin American countries? For this, a two-fold methodology was performed: (i) a systematic review which allows understanding of the trends of CE research in LA and the extent of the HEIs involvement; and (ii) a narrative review, which provides insights into the state of the art of CE research (gaps, drivers, and barriers) in LA countries and how this relates to HEIs. This approach drew implications for the role of HEIs in the implementation of CE in LA countries. HEIs are key actors in this transition, contributing in several ways to the CE by collaborating with industry, assisting policy makers, building human and intellectual capital, supporting community engagement projects, influencing campus culture, linking with international CE networks, and promoting an inclusive CE discourse. This research contributes to the CE body of knowledge from a Latin-American Global South perspective by discussing the factors that aim to define the role of HEIs in the CE transition in LA countries.
... Due to the impact of the free movement of labour, on the European market and including in Romania, some vulnerabilities are created for certain categories of workers, especially for those with a low level of education (Gottvald et al, 2013). The importance of education is highlighted in literature (Vaiciukeviciute et al, 2019). According to Eurostat data, the number of workers with higher education in the EU Member States of the European Union in the period 2008-2015 increased by 13 million workers, while the number of those with secondary education decreased by 7.4 million. ...
The wages system in Romania is a subject of great importance. Although, apparently, the situation on the labour market has improved during the last years, compared to the member countries of the European Union there are many problems in Romania, due to an inadequate structure in the national economy, the way in which privatization and economy restructuring were performed, the mass emigration labour market, which have generated imbalances between labour supply and demand. The paper aims at highlighting the changes in the salary system in Romania in the period of post-accession to the European Union. An analysis was conducted, the official statistical data on the evolution of the average net monthly salary were detailed, differentiated by size classes of economic agents, by gender and by sectors of the national economy. Keywords: labour market, discrimination, wages, public sector, private sector
... Brinson (2015) confirms that different learning outcomes are achieved for students who have adopted the material by traditional methods compared to students who have adopted the material by using modern methods using virtual learning capabilities provided by modern information technologies. A study examining the impact of Lithuanian higher education institutions on the local economy showed that higher education institutions significantly determine the success of the local economy, indicating the importance of the correlation between the quality of higher education and its outcomes (Vaiciukevičiute et al., 2019). ...
The research within this paper is motivated by the opinion that different organizational factors in primary education can have a stronger or weaker impact on the quality of the learning outcome. Organizational factors, criteria analyzed in this paper, are school management, school infrastructure, students’ foreknowledge, teacher competencies, curriculum content, student motivation, and the quality of the teaching process. Using SWARA (Step-wise Weight Assessment Ratio Analysis) method of multi-criteria decision-making, the answers of elementary school principals, members of the panel of experts, were processed. The calculation within this method was performed using fuzzy numbers to ensure the reliability of expert evaluations. The results of the applied method, in the form of weighting coefficients of the criteria, indicate that school management has an influence on the selection and building of teachers’ competencies while the given competence can indirectly affect the overall success of students through the establishment of an adequate school infrastructure, which affects the knowledge quality. Knowing the factor that has the highest impact enables principals to manage this factor and contribute to enhancing the knowledge quality. This research contributes to raising awareness of the importance of particular organizational factors in elementary education and the need to improve them.
First published online 28 October 2020
... cooperation between these three areas, the important role of business environment institutions as those which facilitate contact and the flow of information, particularly between the areas of business and science (Daniluk, & Tomaszuk, 2016). Literature on the subject underlines that one of the ways of opposing increased competition from international economic structures (Nguyen, Larimo, & Wang, 2019) is by finding a synergy effect resulting from cooperation of businesses both with other firms (Kim, Dinwoodie, & Seo, 2018;Raišienė et al., 2019), including competing ones (Antonelli, 1992) and with business environment institutions (Daniluk, 2016) and/or research institutions (Lin, Hsiao, & Lin, 2013;Vaiciukevičiūtė, Stankevičienė, & Bratčikovienė, 2019). Practical experience from around the globe indicates the importance of these ties in generating innovations. ...
