20.500.12556/ReVIS-8049 Spremembe v financiranju visokega šolstva v razmerah gospodarske in finančne krize doktorska disertacija Družbe znanja poudarjajo pomen izobraževanja kot enega izmed ključnih dejavnikov gospodarskega in družbenega napredka. Posledično se akumuliranju človeškega kapitala pripisuje mnogo pozitivnih učinkov, ki se kažejo skozi ekonomske in neekonomske koristi tako na ravni posameznika kot celotne družbe. V evropskem visokošolskem prostoru se javno financiranje visokega šolstva utemeljuje predvsem zaradi njegove družbeno odgovorne vloge, zaradi česar so pričakovanja družbe do visokošolskih zavodov vse večja. Globalna gospodarska in finančna kriza je pričakovanja družbe do visokega šolstva še povečala, vendar pa se obseg javnih sredstev za visoko šolstvo v državah zaradi njenega negativnega učinka pomembno spreminja, še posebej v tistih, ki jih je gospodarska in finančna kriza ekonomsko bolj oslabila. Namen doktorske disertacije je z izsledki raziskave obogatiti področje financiranja visokega šolstva s spoznanji o učinkih globalne gospodarske in finančne krize na evropske visokošolske sisteme v smislu ugotavljanja sprememb razpoložljivosti finančnih sredstev za visoko šolstvo, sprememb v povpraševanju po visokem šolstvu in sprememb števila diplomantov v povezavi z visokošolskim trgom dela. Naše osrednje raziskovalno vprašanje se tako glasi, kako se v razmerah globalne finančne in gospodarske krize spreminja financiranje visokega šolstva v evropskih državah glede na specifične razmere v njihovih gospodarstvih. Pri raziskovanju sprememb financiranja visokega šolstva smo obravnavane države glede na učinek globalne gospodarske in finančne krize na njihova gospodarstva razdelili v dve skupini: gospodarsko bolj oslabljene in gospodarsko manj oslabljene države. Na osnovi dobljenih dveh skupin smo primerjalno raziskovali spremembe v financiranju terciarnega izobraževanja med letoma 2008 in 2011, torej vse od začetka globalne gospodarske in finančne krize do zadnjega leta, za katerega smo imeli na voljo podatke. Spremembe v financiranju terciarnega izobraževanja smo primerjali med skupinama in znotraj skupin. Ugotovili smo, da so se javni izdatki za visoko šolstvo glede na druge javne porabnike spreminjali manj, prav tako tudi v primerjavi z javnimi izdatki za izobraževanje. V začetnih letih krize so se javni izdatki za visoko šolstvo v gospodarsko bolj oslabljenih državah zniževali manj, medtem ko so se zaradi dolgotrajnosti in poglabljanja krize v kasnejših letih krize zniževali bolj. Predvsem države, ki so pred krizo vlagale veliko sredstev v visoko šolstvo (v deležu bruto domačega proizvoda; v nadaljevanju BDP), so ta vlaganja med krizo tudi ohranile oziroma povečale. Ko upoštevamo vlaganja v visoko šolstvo, prilagojena glede na vpisane študente, ugotavljamo, da so se naložbe v tem pogledu znižale predvsem zaradi povečanega povpraševanja. Ugotavljamo tudi, da so gospodarsko bolj oslabljene države javne izdatke za pomoči študentom ohranjale bolj kot neposredne javne izdatke za visokošolske zavode (kar pa ne velja za Slovenijo). V gospodarsko manj oslabljenih državah so države, ki so pred krizo vlagale visok delež BDP-ja v visoko šolstvo, bolj krčile sredstva, namenjena pomoči študentom, kot sredstva za visokošolske zavode. Prepoznavamo, da so mehanizme in instrumente financiranja visokega šolstva v nekaterih državah spreminjali v smeri večje učinkovitosti, vendar to ni nujno posledica učinka krize. Predvsem v gospodarsko bolj oslabljenih državah se je na institucionalni ravni sprejelo več ukrepov racionalizacije sredstev, kar je vodilo tudi do zniževanja števila zaposlenega akademskega osebja. Povpraševanje po visokem šolstvu je bilo sicer večje v gospodarsko manj oslabljenih državah, vendar se je delež mladih v najznačilnejši starostni skupini, ki se vpisuje v visoko šolstvo, v gospodarsko bolj oslabljenih državah močno znižal. Bruto stopnja vpisa je bila tako višja v gospodarsko bolj oslabljenih državah, čeprav tega nismo mogli potrditi na primeru Slovenije. Med gospodarsko manj oslabljenimi in gospodarsko bolj oslabljenimi državami smo ugotovili statistično značilne razlike v spremembi stopnje brezposelnosti diplomantov, kjer je bila sprememba statistično značilno višja v gospodarsko bolj oslabljenih državah. Statistično značilnih razlik v povečanju diplomantov med skupinama nismo potrdili, ugotovili pa smo, da so med državami, ki so pred krizo vlagale veliko sredstev na študenta, in državami, ki so pred krizo vlagale malo sredstev na študenta, statistično značilne razlike tako v spremembi rasti števila diplomantov kot v spremembi stopnje brezposelnosti diplomantov. Študija primera Slovenije je pokazala, da obstajajo tudi razlike med državami znotraj skupine gospodarsko bolj oslabljenih držav, kamor se je uvrstila tudi Slovenija. Znižanja javnih izdatkov za visoko šolstvo so se sicer podobno začela šele ob poglabljanju krize, vendar so se javni izdatki za pomoči študentom znižali bolj kot javni izdatki za visokošolske zavode. Prav tako se je način financiranja v letu 2011 spremenil, da v manjši meri upošteva elemente uspešnosti. Hkrati ugotavljamo, da število študentov zaradi demografije upada bolj kot v ostalih gospodarsko bolj oslabljenih državah. Število diplomantov se je v Sloveniji, nasprotno, povečevalo bolj v skladu z gospodarsko manj oslabljenimi državami, kar lahko pripišemo ukrepom racionalizacije sredstev s strani vlade. Prehod diplomantov na trg dela pa je težak, kar se posledično kaže s povečevanjem stopnje njihove brezposelnosti. Naše ugotovitve prispevajo novo znanje in razmislek o učinku gospodarske in finančne krize na spremembe financiranja visokega šolstva, na podlagi česar se lahko oblikujejo priporočila visokošolskim politikam za doseganje boljših rezultatov v visokem šolstvu in družbi kot celoti. Knowledge societies are emphasizing the importance of education as one of the key factors for economic and social progress. As a result, accumulating human capital attributes many positive effects, through the economic and non-economic benefits at the level of both individuals and society as a whole. The public funding of higher education in the European Higher Education Area is primarily justified because of its socially-responsible role, increasing the expectations of society to higher education institutions. The global economic and financial crisis has even more increased these expectations, as its negative effect on public funding for higher education has spread, especially in those countries that were more economically weakened. The purpose of this dissertation is to enrich the results of the research field of higher education funding with the findings on the effects of the global economic and financial crisis on European higher education systems, in order to determine changes in the availability of funding for higher education, changes in the demand for higher education and changes in the number of graduates along with the labor market caracteristics. Our main research question was as follows: "How has the global financial and economic crisis changed the funding of higher education in European countries, depending on the specific situation in their economies?" When researching changes in higher education funding in relation to the impact of the global economic and financial crisis on their economies we devided the considered countries into two groups: more economically weakened and less economically weakened countries. Based on these two groups were comparatively studied changes in the financing of tertiary education between 2008 and 2011, ie since the beginning of the global economic and financial crisis and until the last year for which the data was available. Changes in funding were compared between the two groups and also within the groups. We have found that public expenditure on higher education relative to other public consumers has changed less, as well as compared to public expenditure on education. During the initial years of the crisis, the public expenditure on higher education in more economically weakened countries has decreased less, while the lengthy and deepening of the crisis in the later years has contributed to more decreases. In particular, in those countries that have before the crisis invested a lot of expenditure for higher education (in the share of GDP), the investment in higher education during the crisis has also maintained or increased. When considering investment in higher education, adjusted for enrolled students, we find that the investments in this regard decreased due to increased demand. We also note that the more economically weakened countries maintained the public expenditure on student aid more than direct public expenditure on higher education institutions (this does not apply for Slovenia). On the other hand countries that have before the crisis invested a high share of GDP on higher education, cut the public expenditure on student aid more, especially in less economically weakened countries. We recognize also that in some countries the mechanisms and instruments of higher education funding changed in the direction of greater efficiency, but this does not necessarily reflect as the impact of the crisis. Especially in the more economically weakened countries, on an institutional level, several measures of rationalization of resources were applied, including a reduction in the number of employed academic staff. The increasing demand for higher education has been more evident in the less economically weakened countries, however the proportion of young people in the most typical age group who are enrolled in higher education, in the more economically weakened countries fell sharply. Gross enrollment rate was higher in the more economically weakened countries, although this could not be confirmed in the case of Slovenia. Among the less economically weakened countries and more economically weakened countries, we found a statistically significant difference in the change of the unemployment rate of graduates, where the change was statistically significantly higher in the more economically weakened countries. Statistically significant differences in the increase of graduates between the two groups was not confirmed, but we found statistically significant differences for the change in the increase of graduates as well as the change in the unemployment rate of graduates among the countries that have before the crisis invested a lot of expenditures per student, and countries that have invested few expenditures per student. Case study of Slovenia has shown us that there are also differences between countries within the more economically weakened countries, where Slovenia has been ranked. Reductions in public expenditure on higher education similarly began during the crisis, but public expenditure on student aid decreased more than the public expenditure on higher education institutions. Also, the funding model in 2011 changed to a lesser extent towards increasing performance and efficiency. At the same time, we find that the number of students due to demographics, has declined more than in other more economically weakened countries. As opposed, the number of graduates in Slovenia increased more in line with the less economically weakened countries, which can be explained by the efforts of the government to rationalize public expenditures, while the transition of graduates into the labor market maintained very difficult resulting in high graduate unemployment rates. Our findings contribute new knowledge and reflections on the impact of the economic and financial crisis on the changes in the funding of higher education, based on which recommendations can be made for higher education policies in order to achieve better outcomes in higher education and in society as a whole. financiranje visokega šolstva gospodarska in finančna kriza javna sredstva povpraševanje po terciarnem izobraževanju brezposelnost diplomantov higher education funding economic and financial crisis public funds demand for tertiary education graduate unemployment true true false [V. Skrbinjek] Slovenski jezik Angleški jezik Doktorsko delo/naloga 2021-07-28 15:13:44 2021-07-28 15:13:44 2024-06-12 16:58:17 0000-00-00 00:00:00 2015 0 Ljubljana 2015 Ljubljana [24], 274 str., [44] str. pril. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 378.014.543(497.4)(043.3) 1024663361 RAZ_Skrbinjek_Vesna_i2015.pdf RAZ_Skrbinjek_Vesna_i2015.pdf 1 6A46B3F1DD5F94CBE3812EC71905C0D9 578c01216e48e79af14ee27faa96b9b21771fd319b781c8ef17ee8ae85ffb753 f8200bc9-2898-11ef-9c9e-001a4af901a5 https://revis.openscience.si/Dokument.php?lang=slv&id=8456 Fakulteta za uporabne družbene študije 0 0 0