Open Journals at the University of Georgia Libraries
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The changing assessment of risk for young investors
No full textInvestment advice is changing to incorporate new products and platforms, and the rate of change is likely to accelerate as millennials and Gen Z increase their involvement in investment markets. Using survey methodology, we examine the changing landscape of risk tolerance for young people, concluding that the typical risk assessment tools advisors use may not be as applicable to the next generation of investors. We find that the components that drive willingness to take risk are interest in investments, self-reported investment risk tolerance, and ownership of investment accounts. Our findings indicate that it is time to start assessing risk differently.1,2,
NorthEast Grows: Dismantling Narratives of Assumed Mutuality in a Community-Engaged Permaculture Partnership
Get PDFHigher education–community projects to support food security and food justice can improve health outcomes and increase community cohesion, but university funding may lead to power inequities that perpetuate marginalizing narratives. For this project, a regional state university, a local high school, and a nonprofit focused on building school gardens to offer university and high school students hands-on agricultural education and experience with a permaculture focus. Participant interviews revealed some disconnection and conflict between project goals and participant experiences. In this article we detail the planning phases of the project and self-reflexively unpack what we came to call a dominant narrative of assumed mutuality, which yielded uneven power dynamics that lowered school and community partner participation and buy-in. Findings reveal a need for a project design framework with structured, lateral, reflective communication practices across constituent groups to improve longevity and sustainability of collaborative projects
Community Involvement in Course-Based Higher Education Activities: Exploring Its Definition, Guiding Principles, and Strategies—A Narrative Review
Get PDFHigher education institutions are becoming increasingly embedded in their surrounding communities in order to learn from and respond to their often complex problems. Potential mutually beneficial—or reciprocal— collaborations between students, faculty members, and communities are being set up, but few researchers have explored how community actors are involved in collaborative decision-making processes. To fill this gap, this narrative review explores the current literature on community involvement processes in course-based higher education activities. Our research yielded a framework of definitions, guiding principles, and strategies to achieve more successful community involvement in this context. Seven guiding principles and related strategies are presented: alignment, shared ownership, balancing power relations, joint learning and knowledge creation, representation, immersion, and relationship building. The narrative review gave insights into the way community involvement is currently approached in course-based higher education activities and established a basis for understanding and shaping higher education–community collaboration
