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How Are You Doing? Financial Well-being During COVID-19
No full textOptimal financial well-being is a goal for both financial professionals and consumers. The COVID-19 pandemic raised concerns about consumers’ financial well-being. This study sought to explore the factors related to financial well-being using the Personal Financial Wellness framework (Joo, 2008). Data was collected from a diverse sample during the COVID-19 pandemic. Results indicated that objective financial status (e.g., income), positive pre-pandemic financial behaviors, financial satisfaction, and being older and single mattered in one’s increased level of financial well-being during the COVID-19 pandemic. Subsequently, financial satisfaction was found to be a mediating factor between subjective financial knowledge and financial well-being. Implications for financial professionals, researchers, and policymakers are provided
The Effect of Financial Knowledge on Workers’ Expectation of Never Retiring
No full textWe extend previous research on factors related to workers stating that they would never retire, by analyzing the impact of financial knowledge variables on the expectation. The never retire rate is related to objective financial knowledge, with a 20% rate for those who missed all questions, compared to 12% for those who answered all questions correctly. We find a similar pattern between subjective knowledge and the never retire rate. Using logistic regressions, we find that survey respondents who missed questions for objective financial knowledge are more likely to choose a never retire response than those who do not miss any questions. We also find that overconfident respondents are more likely to give a never retire response than underconfident respondents. Our results have implications for financial education and policies related to retirement, as well as for research on retirement adequacy
Positive Youth Development Service-Learning Opportunity for University Students
No full textSouth African university students (n = 18; aged 21–28) participated in the LifeMatters train-the-trainer (TTT) workshop. Ten trained participants (n = 10; aged 21–23) then implemented the program as youth facilitators at three local schools. The study aimed to describe changes in participants resulting from the TTT and implementation experience. Mixed-methods data were collected via self-report survey instruments (ascertaining self-efficacy, self-esteem, and personal growth), training program experiential review forms, and postimplementation focus groups. Survey data were collected pre-TTT, post-TTT, postimplementation, and follow-up (one month after TTT for nonimplementers). Participants reported improvement in self-efficacy, self-esteem, and personal growth following completion of the TTT workshop and further improvements after the implementation experience. The LifeMatters TTT workshop and implementation experience promoted participants’ positive youth development (PYD) factors, personal and professional development, and acquisition of mental skills. Implications of providing students with PYD training and supervised service-learning opportunities are discussed
Amplifying Community Partner Voices in Rural Community Service-Learning Partnerships
No full textThis mixed-methods study delves into rural community service-learning (CSL) partnerships, shedding light on the complexities and dynamics of collaboration between colleges and rural communities. Through quantitative surveys and qualitative interviews, the research amplifies the voices of rural community partners, emphasizing the crucial role of trust, communication, and reciprocity. Challenges such as staff demands and organizational mismatches underscore the need for rural institutions to better prepare students and allocate resources to support their community partners effectively. The study advocates for transformative CSL approaches that prioritize community needs and nurture long-lasting collaborations. By providing insights into the impact of CSL on rural partners and organizations, this research offers valuable recommendations for improving future practices and fostering meaningful engagement in both rural and urban settings
Bridging the Gap Between Faculty Motivations and Institutional Aspirations Using the Community Engagement Institutional Assessment Rubric
No full textThis article examines faculty motivation to integrate community engagement (CE) into teaching and research, in relation to faculty identity, rank and status, experience, and faith. Building upon previous research that focused on intrinsic and extrinsic motivators, our study also examined the role of an institutional definition of CE with clear criteria, as outlined by the Community Engagement Institutional Assessment (CEIA) rubric, in the motivational cycles of faculty reflection on current and aspirational aspects of CE. Surprisingly, our results illustrate that even when colleges and universities support CE across the institution, faculty may not be significantly motivated by this expressed valuing of CE. Importantly, our findings indicate that faculty would like to achieve the aspirational status on all criteria, pointing to the potential for the rubric to bridge the gap between institutional mission and individual faculty motivations. Enhancing this alignment may increase sustained and meaningful impact on the community
Sustaining Community–University Partnered Sustainability Research: A Typology Grounded in Community Partners’ Goals and Motivations
No full textCommunity–university partnerships are a critical vehicle for promoting sustainability, and the partnerships themselves can be sustained by ensuring that participants achieve mutual benefits in terms of their respective goals and missions. Although the literature emphasizes mutuality and reciprocity, fewer studies investigate community partners’ motivations for participating in community–university partnerships in their own terms. Drawing on semistructured interviews and Q methodology, we identify four distinct perspectives among our community partners, each prioritizing a different set of goals and working from different interpretations of community–university partnerships. One perspective stresses solving practical problems, another focuses on building organizational capacity, a third advocates for recognition of their community’s lived experience, and a fourth aims to articulate visions of a sustainable future. These four perspectives suggest a spectrum where some partners prefer a more transactional partnership whereas others work toward a fundamental transformation of how society conceptualizes knowledge and expertise
Isn’t Global Thinking Relevant—Even Essential—for Any Civic Education? Aboagye, E., & Dlamini, S. N. (Eds.). (2021). Global citizenship education: Challenges and successes. University of Toronto Press. 344 pp.
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Selling Leasehold Interests as a Means to Raise Capital
No full textBy using a unique and innovative structure to secure capital, property owners may be able to make deals that otherwise could not get done or finance more traditional deals in a much more timely and cost effective manner. This alternative financing structure enables owners to obtain capital by selling only some interest in a lease rather than obtaining traditional debt financing. A leasehold capital source (leaseholder) advances funds to the owner upon acquiring a portion of or all of the net income stream of a specific pattern and magnitude of the adjustments may be influenced by commonalities in ethnic and other backgrounds of the countries involved. Quarterly Review ofEconomics & Finance, Fall 1994,34(3): 241-259. (Reprinted with permission of ABUInform, Copyright UMI.)