Postsecondary Educational Attainment and Health among Younger U.S. Adults in the “College-for-All” Era

Population-health research has neglected differentiation within postsecondary educational attainments. This gap is critical to understanding health inequality because college experience with no degree, vocational/technical certificates, and associate degrees may affect health differently. We examine health across detailed postsecondary attainment levels. We analyze data on 14,750 respondents in Waves I and IV of the nationally representative Add Health panel spanning adolescence to ages 26 to 34. Multivariate regression and counterfactual approaches to minimize the impact of confounders estimate multiple health outcomes across postsecondary attainment levels. Compared to high school diplomas, we find significant returns to bachelor’s degrees for most health outcomes and smaller but largely significant returns to associate degrees. In contrast, adults with some college but no degree or with vocational/technical certificates do not have better physical health than high school graduates. Our findings highlight the stark differentiation within higher education as reflected by the disparate health outcomes in early adulthood.

The Role of Educational Technologies in CSR Perception of Tourism Education: The Comparative Analysis of E-Learning and M-Learning Tools as Moderators

The aim of this study is to investigate the effect of educational technologies on the Corporate Social Responsibility (CSR) perception of tourism students and their intention to work in the tourism business industry. By improving education programs with an investment in educational technologies, both universities and firms are believed to benefit from growing CSR initiatives, as well as potential young talents for their future business activities. Four-dimensional (economic, legal, ethical and philanthropic dimensions) model of CSR perception is followed. M-learning and E-learning platforms are compared as moderators to ensure the most effective platform for CSR education among the students. The study is conducted with data which is gathered from a total of 397 students who continue their bachelor and associate degrees in different universities in the Gulf nations. It is found that there is a positive relationship between students’ intention to work in the industry and the sub-dimensions of CSR, namely ethical responsibilities, legal responsibilities, and economical responsibilities. Conversely, philanthropic responsibilities had no effect on working intention. In addition, gender difference had no significant impact on working intention of the students in tourism industry. Moreover, it is revealed that e-learning tools are more effective in CSR education.

In$ync

In$ync bridges higher education and employers preparing “good jobs” for young adults who are pursuing training in high tech. Despite a norm that all youth should complete college in order to secure a well-paying job almost as many “good jobs” paying at least $60,000 a year do not require an undergraduate degree, compared to those that do. Using the Los Alamos National Lab and Northern New Mexico College as a case study, In$ync demonstrates how Associate degrees can propel individual upward mobility as well as community development. The model is similar to other ventures, such as the Federation for Advanced Manufacturing Education and Credential Engine.

Lifelong education and learning together with their infl uence on the life quality of the adults - sociological view

Lifelong education does not seem to know any limits of age or scientifi c disciplines.For the most part, it could be perceived as an ongoing aspirationfor something new and diff erent. Furthermore, a society based on lifelongeducation can provide more stable environment for better future and betterquality of life.With relation to skills, abilities, support of primary and secondary environmenttogether with their dependence on fi nancial possibilities, individualmotivation and energy connected with ever changing needs of workplace,most people are bound to educate and acquire knowledge throughout theirentire life.Th e empirical part of my research task consists of a questionnaire (Appendix1) that was answered by 92 respondents, out of which 56 (60,9%) werefemale and 36 (39,1%) male. Considering the level of education, 12% ofrespondents had PhD, 30.4% of them acquired MA, 28.3% had professionaldegrees, 21.7 acquired associate degrees, 4.3% did not fi nish higher/university education, whereas 3.3% had secondary/high school educationonly. Average age of the respondents was 44.9 years. Th ey were chosen bythe method of random sampling, and submitted their answers via digitallyformedquestionnaire.