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Financial professionals and financial well-being: Evidence from the national financial well-being survey
No full textThis study examined the association between financial professional use and financial well-being using the 2016 National Financial Well-Being Survey. We tested financial well-being across various sources of financial advice such as financial professionals, family, employer, community, financial institution, and government. Results from the logistic regression showed that those who received advice from financial professionals had higher levels of financial well-being than those who did not receive advice from a financial professional. Additional analyses with those who received financial advice from any source also showed that use of a financial professional had a stronger positive asso- ciation with financial well-being. This study provides important insights to help consumers and edu- cators better understand the value of financial professionals
E-Service-Learning in Higher Education: Modelization of Technological Interactions and Measurement of Soft Skills Development
Get PDFCurrent higher education policies require universities to prepare students for integration into an ever-changing society where knowledge and hard skills rapidly become obsolete. Soft skills are the new alphabets of the 21st century. Service-learning is a pedagogical approach that has positive effects on soft skills development. What about its virtual version, e-service-learning (e-SL)? Can students develop soft skills through technology? This research closes the literature gap on the potential benefits of e-Service-Learning Hybrid Type II during the pandemic scenario. This study also presents a new categorization of technological interaction types in e-SL related to students’ skill levels. The findings provide insights into the benefits of e-Service-Learning Hybrid Type II as a suitable strategy for students’ personal skills development in leadership and self-evaluation. Our results also show how e-service-learning is useful in raising students’ awareness of the soft skills they need for their future professional careers
Identifying Key Partners and Stakeholders in Community-Engaged Scholarship Projects
Get PDFMaking sure all key stakeholders are included in community-engaged partnership projects is a difficult but important task. A systematic methodology for identifying partners would help avoid this problem. The double rainbow model is a systematic approach designed to identify all potential partners that can contribute to or might be affected by the project. This model was introduced almost 30 years ago and has been tested, implemented, and found to be effective numerous times. Its development, theoretical bases, and several examples are provided here.
Theorizing Relationships in Critical Community Engaged Research: Justice-Oriented Collaborations as Resistance to Neoliberalism
Get PDFAcademic writing about community-engaged research has long emphasized the importance of relationships and examined practices of relationship-building. Critical scholars have further argued that the neoliberalization of higher education distorts and narrows the quality of relationships in community-engaged research, a change that makes attending to relationships simultaneously more challenging and more important. Taking these observations as our starting point, in this reflective conceptual essay we draw from our experience as community-engaged researchers to reflect on the meaning, significance, and practices of relationship-building, particularly in the context of academic neoliberalism. We call for a reframing of relationships as an outcome (rather than simply a means) of community-engaged research, and as a network (rather than a binary) that builds collective power. Furthermore, we call on community-engaged scholars to reclaim and center relational practices. We argue that rethinking relationships in this light can be a form of resistance to academic neoliberalism
Strategic Doing and the PROSPER Program Delivery System: A Case Study of the Translational Research Process
Get PDFThis article summarizes a project focused on the PROSPER program delivery system as a formal vehicle for addressing substance misuse and abuse in Ohio communities. Promoting School–community–university Partnerships to Enhance Resilience (PROSPER) is a nationally recognized, evidence-based program delivery system designed to implement prevention programming provided by a partnership among local schools and communities, the university-based Cooperative Extension system, and state leadership. A case study is presented that describes a midproject effort to develop strategies for advancing PROSPER goals through a process called strategic doing. Strategic doing brings partners together to develop strong collaborations that achieve highly desired outcomes. The case study is an example of a formal effort to translate scientific knowledge into applications that address real-life problems. Implications for translational research are discussed
The Intersection Between the Internationalization of Higher Education and Community-University Partnerships: A Case Study from Mozambique
Get PDFHigher education strategies focusing on either internationalization or community–university partnerships are often regarded as distinct from each other and dichotomous. The former usually are concerned with international knowledge; the latter, with local knowledge. This article presents a case study to argue that the two approaches can intersect, presenting an opportunity to improve the process of learning and teaching in higher education. As part of its strategy to internationalize, Lurio University, Mozambique, is part of a partnership through the Consortium of New Southern African Medical Schools (CONSAMS). Lurio University also has an established community engagement program, One Student One Family. Drawing on relevant literature, we argue that universities can benefit from viewing these strategies as interconnected and complementary approaches that bolster knowledge processes and advance learning. When both approaches are used to inform curricula and improve pedagogy, synergetic and much improved higher education systems can be achieved
Assessing Tolerance of Ambiguity and Locus of Control in a Service-Learning Course
Get PDFStudents from a regional state university participated in a semester-long project in community service-learning with local community nonprofit agencies to plan, promote, and implement an event. Student tolerance of ambiguity and locus of control were evaluated before the beginning of the course and after completion of the project. Results from this study demonstrated that students’ sense of control was enhanced by the service-learning project component of the course. In addition, they exhibited an increase in intolerance of ambiguity
A Town-Gown Collaboration to Reduce College Student Alcohol Misuse
Get PDFThe quality of the relationship between a university and its host community both reflects and helps determine the effectiveness of the work they jointly pursue. Through the single issue of partnering to reduce college student alcohol misuse, we examined the quality of town–gown relations using a well-established typology grounded in the marriage and family literature. In describing the evolution of town–gown relationships over the dual factors of effort and comfort, we explored the circumstances and conditions that helped to create a (presumably mutually desirable) “harmonious” town–gown relationship—one characterized by high levels of effort as well as high levels of comfort
Developing Teaching Competences with Service-Learning Projects
Get PDFService-learning (SL) is an active methodology built onto reciprocal learning that combines social responsibility and academic learning. Changes in students’ profiles and the evolving interaction between educational institutions and society have encouraged the use of similar participative methodologies in diverse contexts, including higher education. Although the focus of these projects usually centers on student learning, SL experiences enable a holistic construction of knowledge that also affects instructors. This study analyzes instructors’ perceptions on developing teaching competences in SL projects and overcoming difficulties. The current research, based on a mixed paradigm, collected answers to a semistructured questionnaire from university instructors (n = 34) in 12 Ibero-American countries with experience in SL. The results show how instructors rate positively their acquisition of teaching competences (socioemotional, organizational, and technical competences) when organizing SL projects; however, they experience a lack of training in this specific methodology
Asylum Seekers in Higher Education in the United States: Emerging Challenges and Potential Solutions
Get PDFAsylum seekers are generally excluded from welfare provisions, social support, and higher education (HE) in their host countries. The depth and impact of these exclusions is barely known, as this population remains invisible and underserved. This article aims to deepen understanding of the challenges asylum seekers face in accessing HE in Western countries and present potential solutions. Existing literature highlights (1) socioeconomic challenges such as poverty, unrecognition of qualifications, low language proficiency, and mental health issues; (2) institutional barriers; and (3) good practices such as policy advocacy, scholarships, alternative admission paths, staff and faculty training, community collaboration, and asylum seeker involvement in policy and decision-making. We pose critical questions on the role of higher education institutions in addressing migration challenges and facilitating integration through access to education. An ongoing student-run initiative at a private U.S. university serves as a case example to offer further directions for research and practice