Ami R. Moore and Foster K. Amey
This article analyses the earnings attainment of male African immigrants in the United States. Using OLS regression and data from the 1990 Census of Population and Housing, we…
Abstract
This article analyses the earnings attainment of male African immigrants in the United States. Using OLS regression and data from the 1990 Census of Population and Housing, we identified the determinants of annual earnings attainment of male African immigrants and examined them by country of origin. We also assessed the impact of skill transferability via ability to speak English on such earnings. Results showed that the process of earnings attainment of African immigrants vary by country of origin. For example, while educational attainment is a significant predictor of annual earnings for only Kenyan and South African immigrants, duration of stay in the United States is significant for immigrants from Cape Verde. Overall, the pay‐offs of college education are higher for South African immigrants than it is for the other groups. Non‐Anglophone immigrants begin with a disadvantage relative to their English‐speaking counterparts. However, this disadvantage is eroded by the length of stay in the US, ability to speak English, and other job‐related characteristics.
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Ami R. Moore, Mark Vosvick and Foster K. Amey
This study examined factors associated with depression in 125 informal caregivers to adults living with HIV/AIDS in Lomé, Togo.
Abstract
Purpose
This study examined factors associated with depression in 125 informal caregivers to adults living with HIV/AIDS in Lomé, Togo.
Methodology
Each caregiver completed a questionnaire that assessed primary and secondary stressors, social support and depression. Most of the participants were women (78 per cent), married (53 per cent), and had been giving care to nuclear family members (63 per cent) for about 11 months. OLS regression was used to examine the association of primary and secondary stressors with self‐reported depression.
Findings
The analysis showed that caregiving demand, role captivity, and job conflict were positively associated with self‐reported depression. This suggests that work‐related strains and role strains were associated with depression levels among caregivers in our sample.
Research limitations/implications
The study is based on a small convenience sample of volunteers and this may limit the generalisability of the results.
Practical implications
This knowledge can benefit HIV/AIDS service providers in counselling caregivers who need to maintain a healthy quality of life and well‐being for their difficult and challenging task.
Originality/value
This paper contributes to knowledge on caregiving role to people with chronic illnesses by incorporating an understudied population into the knowledge base.
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Ami Moore, Dorothy N. Kalanzi and Foster K. Amey
The purpose of this paper is to examine the patterns of self‐disclosure of HIV/AIDS infection and reasons respondents did not disclose their serostatus to their children.
Abstract
Purpose
The purpose of this paper is to examine the patterns of self‐disclosure of HIV/AIDS infection and reasons respondents did not disclose their serostatus to their children.
Design/methodology/approach
Convenience sample of 151 people living with HIV/AIDS (PLWHA) in Lomé, Togo, was used. Semi‐structured interviews were administered.
Findings
Unlike studies conducted in the USA, it was found that although all of the respondents had disclosed their status to HIV/AIDS service providers from whom they received help and support, they had low rates of disclosure to their significant others. For instance, only 12 per cent of the participants had disclosed to their mothers and 16 per cent had disclosed to their children. Additionally, reasons given by respondents for non‐disclosure of their infected status to their children were varied. Regardless of the age of the children, half of the parents believed that the children were either too young or were minors and should not know about their HIV infected status.
Research limitations/implications
Implications for helping people with HIV/AIDS, their service providers, and policy makers are discussed.
Originality/value
The study shows that HIV/AIDS service providers need to understand the family dynamics of PLWHA in Africa in order to appropriately help them to disclose.
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Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a…
Abstract
Internationalisation and academic mobility have long been integral parts, although serving different purposes in the higher education industry. Internationalisation has played a crucial role in facilitating academic exchange, knowledge sharing, research partnerships and collaborative innovation. However, the rise of neoliberalism has introduced the market forces of global capitalism that have significantly impacted higher education worldwide – invading the sector with neoliberal market values. This chapter aims to explore the impact of neoliberalism on the internationalisation of higher education in Africa, with a specific focus on trends in international student mobility. The chapter argues that the influence of neoliberalism on international mobility extends beyond market dynamics, encompassing discussions on hegemony within international knowledge systems, where African countries and institutions often find themselves marginalised. The study relies on published materials and publicly available statistical data from both governmental and non-governmental organisations. By examining the interplay between neoliberalism and the process of internationalisation in higher education, this chapter sheds light on the intricate and multifaceted aspects of both concepts, as well as their practical implications for international student mobility. Moreover, the chapter reflects on the implications of neoliberal entanglements for the prospects of internationalisation in African higher education.
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Barbara Cozza and Patrick Blessinger
The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key…
Abstract
The chapters in this book focus on how university-school partnerships can be used to foster academic and program development. The introductory chapter is oriented around three key questions: How do we define innovative international university partnerships? Do these innovative international university partnerships really work? What factors contribute to the success of these collaborations? In addressing these questions, this chapter presents a framework that addresses a taxonomy for innovative programs, elements to develop partnerships, ideas for sustaining collaboration, and challenges that might surface during implementation. In this volume a range of perspectives is presented using case studies and empirical research on how university partnerships are being implemented internationally. These findings suggest that university partnerships have great potential to enhance and even transform colleges and universities.
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This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and…
Abstract
This chapter proposes a sustainable trajectory for leadership and diversity, equity, and inclusion (DEI) organizational change in higher education. Leadership practices and strategies necessary to construct and implement change and cultivate diverse, equitable, and inclusive educational environments are deliberated, with particular emphasis on transformational leadership theories and practices. These types of organization development practices produce concrete transformation in institutions that have long-established, inert, and deeply entrenched cultures in which discriminatory or even racist practices have been deeply embedded and accepted over time. The complex dynamics of transformation in higher education, brought on, in part, by the rigidity of its organizational structure coupled with its history and foundation in racism and racist practices, makes achieving sustainable change difficult in higher education. Transformational change requires the creation of new mental models through meaning making and perspective sharing that allow individuals in higher education to think differently about how higher education institutions should operate given the rapid shifts in our society. Organizational change leaders must engage in deep, purposeful, and critical reflection and examination of the organization's culture to lay the groundwork for significant change. The chapter explores topics such as leading change through transformational leadership and the styles, practices, and capabilities associated with it, leadership development, strategic diversity leadership, and the Chief Diversity Officer (CDO) as change leader in higher education. The internal and external environmental trends demanding substantive change in higher education continue to intensify over time. The demand for pervasive transformation in higher education is resounding, and institutional leaders must be open to and even drive new and innovative approaches to shifting its very core – its DNA, its culture – to meet those demands.
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- Transformational change
- leading transformation
- higher education change
- transformational leadership styles
- transformational leadership practices
- transformational leadership capabilities
- organization development & change
- strategic diversity leadership
- Chief Diversity Officer (CDO)
- DEI in higher education
Amal Abuzeinab, Abdulrahman Haruna Muhammad, Bankole Awuzie, Karl Letten and Adel Zairi
Websites of higher education institutions (HEIs) have been identified as veritable platforms for communicating sustainability. However, studies seeking to assess the correlation…
Abstract
Purpose
Websites of higher education institutions (HEIs) have been identified as veritable platforms for communicating sustainability. However, studies seeking to assess the correlation between the degree of communication and the sustainability performance of HEIs, based on their rankings specifically in the UK, remain limited. As its contribution towards bridging this gap, this study aims to examine how members of the Environmental Association of Universities and Colleges (EAUC) communicate sustainability through their websites. It focuses on 27 EAUC members that received first-class awards in the People and Planet University League.
Design/methodology/approach
An intensive Web-based content analysis was used to analyse the degree of sustainability communication carried out by HEIs that are EAUC members through their respective websites. To analyse the content of these websites, 16 existing indicators were adopted covering three categories: sustainability management strategies and policies; location of sustainability-related information on the websites; and sustainability communication techniques.
Findings
All the HEIs examined in this study demonstrate some level of engagement in sustainability on their respective websites. Although EAUC members appear to be making significant effort in communicating their commitment to sustainability, this study recommends improvements in the visibility of sustainability messages on homepages of institutional websites, as only a small percentage of institutions mention sustainability-related matters there.
Practical implications
With HEIs increasingly taking actions towards sustainability, this study presents a valuable contribution to the growing body of knowledge in this field, encouraging HEIs to effectively communicate their sustainability practices to stakeholders.
Originality/value
As far as the authors are aware, this study represents the first endeavour to evaluate the sustainability content available on the EAUC members websites of HEIs in the UK.
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Mia Ocean, Lisa Calvano and Marian McGorry
This chapter focuses on the social responsibility of public universities and community colleges to expand access to higher education through collaboration. Higher education has…
Abstract
This chapter focuses on the social responsibility of public universities and community colleges to expand access to higher education through collaboration. Higher education has historically been riddled with hierarchies, including selective admissions, institutional rankings and faulty narratives about the inferiority of community colleges. More recently, there has been a shift in the relationship between community colleges and universities as universities begin to see the value of reaching out to their communities, diversifying their student bodies and providing alternative pathways to a bachelor’s degree. The authors begin by arguing that public universities should collaborate with their community college counterparts to right historical wrongs, serve the broader community and maximize the use of public resources. The authors then present a case study of a concurrent-use partnership model between institutions and highlight the everyday practices that contribute to successful implementation. The authors conclude by describing the benefits of collaboration for institutions and students with the goal of showing that social responsibility and organizational effectiveness go hand in hand.
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Keywords
- Access
- adult learners
- articulation agreement
- case study
- community colleges
- concurrent-use campus
- educational hierarchy
- faculty, funding (US public education)
- institutional collaboration
- leaders
- partnership models
- project champion
- public good
- public resources
- social responsibility
- transfer gap
- transfer pathways
- United States public higher education
- university
- university and community engagement
- university–community college partnership
- vertical transfer
Ami R. Moore, Foster Amey and Yawo Bessa
The purpose of this paper is to examine the effect of race, gender, and region of birth by assessing the earnings of blacks and whites from Africa, blacks from the Americas…
Abstract
Purpose
The purpose of this paper is to examine the effect of race, gender, and region of birth by assessing the earnings of blacks and whites from Africa, blacks from the Americas, whites from Europe and Asians from Asia.
Design/methodology/approach
Using data from the 2000 Census of Population and Housing, different income levels were used to see if there were any variations in earnings. Logistic regression analyses were used to estimate the odds of earnings at the various percentiles of the income of white African men, controlling for the human capital resources and other demographic variables.
Findings
The paper finds an unambiguous race effect among male workers. White males from both Africa and Europe have significant advantage over non‐white male workers from Africa, the Americas, and Asia. However, the earnings attainment is more favorable to white African males regardless of income levels. Further, a gender effect is also found in that relative to the earnings of white African‐born males, all the female workers in our study had lower odds at all the earning percentiles regardless of race and region of origin.
Originality/value
This paper helps clarify the issue of gender and stratification as it relates to immigrants in the USA.
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Emma O’Brien and Thomas M. Cooney
A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are…
Abstract
A decade after the 2008 global financial crisis, economic growth is returning to many OECD countries and EU states. However, a “rising tide does not lift all boats” and there are currently 96.6 million people at risk of poverty and social exclusion in the EU (OECD, 2017). Addressing this concerning social situation, requires innovative approaches and it has been suggested that inclusive entrepreneurship may be part of the solution. Yet, many under-represented groups (in terms of entrepreneurial activity) face significant barriers to entrepreneurship. This research study identifies how Higher Education Institutions can utilise their multidisciplinary knowledge and expertise in partnership with government, industry and civil society to address the economic and social challenges within under-represented communities by engendering higher levels of enterprising behaviour. Emerging studies in the literature have demonstrated how some Higher Education Institutions are providing tailored and holistic enterprise support to under-represented groups in their communities. However, such initiatives are not common and there is little research on how other HEIs might replicate inclusive entrepreneurship initiatives. Through the presentation of a conceptual model, this chapter identifies how HEIs can move outside of their formal education setting and dynamically support the development of enterprising competencies and behaviours amongst people within their local communities. The findings highlight six key areas for consideration in such developments including: 1. Teaching and Learning; 2. Resources; 3. Infrastructure; 4. Multidisciplinary Approaches; 5. Stakeholders and 6. Culture. These findings highlight the requirements for impactful HEI-community engagement and suggest that HEI community engagement through entrepreneurial education is a novel way of adding value for both under-represented communities and HEIs.