Open Journals at the University of Georgia Libraries
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Does Overspending Harm Retirement Preparation?
No full textThis study addressed the research question of how overspending is related to retirement preparation. A commonsense answer to this question is this: overspending should negatively impact retirement preparation. However, the existing body of knowledge does not provide evidence to support or deny this assumption. The Behavioral Life Cycle Hypothesis was tested as a theoretical framework to answer this research question, providing valuable insight. Three data sets were used, including the Survey of Household Economic Decisionmaking (SHED), the Survey of Consumer Sciences (SCF), and the National Financial Capability Study (NFCS), to conduct logit and OLS regressions in testing the hypotheses. Because the overspending measurements were only negatively related to retirement preparation in a little over half the analyses, the results point to a new cultural norm where one’s overspending behavior does not necessarily reflect one’s retirement preparation behavior. Results provide support for policy actions related to tightening credit card policies, exposing a lack of awareness on overspending, providing practical approaches for avoiding overspending behavior, and the value of using multiple data sets as a robustness check
Capstone as Project-Led Problem Based Learning: Theory and Application in Personal Financial Planning
No full textThe Personal Financial Planning Capstone course can be a complex and daunting learning experience for both students and instructors. Resources exist to guide instructors through the content of Capstone (the what); however, more consideration needs to be given to the how of Capstone course delivery. This paper explores Capstone through the lens of Project-Led Problem Based Learning (Pj-PBL), offering examples of course design, application, and assessment. Research and discussion are needed to optimize Capstone course delivery as the final class that prepares students for a rigorous profession
The Value of Financial Advice: A Narrative Review and Conceptual Frameworks
No full textEfforts to increase the low global consumer uptake and recognition of financial advice as a trusted profession have been hampered by low financial capability, distrust of financial advisors, and soaring costs. While considerable research has been published on the value of financial advice, a synthesis of scholarship is surprisingly absent, leading to a lack of credible information on the outcomes of professional financial advice. To determine the ways in which value has been contextualized and measured and the extent to which value has been substantiated, this themes-based narrative review comprehensively examines tangible outcomes, such as investment performance, and less tangible components of value relating to consumer wellbeing and the client-advisor relationship. We conclude by proposing a conceptual framework of the value of financial advice to support the development of a more consistent, rigorous and coherent body of literature across jurisdictions, with increased transparency for consumers and other stakeholders of financial advice
Exploring the Impact of a Community-Engagement Project on Students’ Perceptions of Housing Justice and Insecurity and Their Intention for Continued Engagement
No full textThis study employs a critical service-learning framework to examine how participation in a university-led service-learning initiative influences students’ understanding of homelessness and housing justice. Utilizing a mixed-methods approach—including focus group discussions and analysis of students’ written critical reflections—the research extends existing scholarship by exploring how community-based learning experiences reshape students’ perceptions of individuals experiencing homelessness. Additionally, the study explores whether a program designed to foster sustained engagement encourages students’ ongoing involvement even after the completion of an academic course, and whether the program deepens their understanding of advocacy and housing justice. Findings indicate that students highly valued their participation, and many expressed intentions to remain involved beyond the course. Students also offered feedback for improving the program to better equip them to be advocates. The study concludes with recommendations for future research to advance similar programs in fostering meaningful outcomes for both students and the local community
Advancing Societally Engaged and International Planetary Health Education: Innovations, Lessons, and Recommendations for Educators
No full textThe delivery of planetary health education continues to grow across many disciplines, institutions, and geographical regions. To equip students with the transformative competencies needed to become agents of change in the planetary health field, educators must adopt innovative educational approaches. The course Planetary Health and Climate Resilient Health Systems aimed to pioneer this effort by integrating challenge-based learning, community-engaged learning, and Collaborative Online International Learning within a collaboration between multiple universities in the Netherlands and one in the Philippines. The challenges encountered during its development revealed a significant gap between the recommendations and practices conceptualized and promoted in higher education, and the supportive structures available for implementing these innovations. This commentary outlines three key lessons learned from developing and delivering the course. It offers practical insights for educators worldwide to design and provide innovative, international, and societally engaged education to meet current and future planetary health challenges
Determining the Multiplicative Reasoning of a High School Junior and Senior
No full textOur study was guided by the question, how does the multiplicative reasoning of upper high school students give insight to their performance on a grade-level standards-based assessment? After giving a group of high school students a sample ACT assessment, we identified students to make comparisons between low and high scoring students on the sample assessment. Through a written assessment targeted towards assessing students’ unit coordination schemes, and through semi-structured interviews with two students, we documented a correlation between students’ level of unit coordination and their performance on the sample assessment. The evidence that students showed of limited multiplicative reasoning skills help explain some of their challenges in responding to prompts on an assessment like the ACT. This study reflects the need to give more focused attention on the multiplicative reasoning skills of secondary students and to design interventions that might develop these students’ multiplicative reasoning