Wealthy backgrounds lead to higher graduate earnings

May 3, 2021

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first_imgOn the issue of why those from wealthier backgrounds might do better than their peers in competition for the very highest earning jobs, the study offers suggestions but no firm answer. According to one postgraduate with experience in business and hiring processes however, “it remains an unfortunate reality that wealthy, influential families have connections that can give certain graduates an unfair advantage in hiring processes for highly-paid roles.” Jonathan Black, director of the Oxford Careers Service, highlighted the initiatives run by the university that aim to address any disadvantages brought about by household income or gender. He told Cherwell, “the Careers Service provides connections with alumni (to address any social capital deficits) for students, and training programmes are being introduced (eg, Springboard for women students) to address any confidence issues.“The Moritz-Heyman scholarships programme, which particularly targets students from low-income and disadvantaged backgrounds, includes as part of its support for on-course students funded internship opportunities that allow students to pursue valuable work experience while having their costs covered.”­­­ A recent study on graduate income has revealed that students from wealthy backgrounds go on to earn more than those from less well-off families. The findings of the report also indicate a disparity in the earnings of men and women, as well as differences based upon the course studied and institution attended by the graduate.The study was a collaboration between the Institute for Fiscal Studies, Institute of Education, University of Cambridge and Harvard University, with funding from the Nuffield Foundation. The Institute for Fiscal Studies’ (IFS) press release states ‘the average student from a higher-income background earned about 10% more than the average student from other backgrounds.’ Zoe Fannon, currently reading for an MPhil in Economics, told Cherwell, “the question in both cases is why individuals from less-wealthy families and female graduates seem to not end up in the high-paid jobs.” The disparity grew at the very top of the earnings spectrum. ‘The 10% highest-earning male graduates from richer backgrounds earned about 20% more than the 10% highest earners from relatively poorer backgrounds even after taking account of subject and the characteristics of the university attended. The equivalent premium for the 10% highest-earning female graduates from richer backgrounds was 14%.’ She was eager to address the information the study was based on and said “they only have data on the graduates who took out loans from the Student Loan Company.” As a result of how income thresholds are calculated, “the graduates from wealthy families are mostly people whose parents are professionals rather than people whose parents own companies or run hedge funds (because they would likely pay fees straight up rather than taking out a loan).” Oxford was no exception in the study. While ‘more than 10% of male graduates from LSE, Oxford and Cambridge were earning in excess of £100,000 a year ten years after graduation in 2012/13’ only LSE had over 10% of its female graduates earning above the same figure.last_img read more


Education and innovation

March 1, 2021

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first_imgHarvard University announced today that Rita E. and Gustave M. Hauser have given the University $40 million to support excellence and innovation in learning and teaching at Harvard.The gift will launch an initiative for learning and teaching and serve as a catalyst for transforming students’ educational experiences University-wide. The fund will enable the University to marshal its considerable intellectual resources to engage a new generation of students with pioneering teaching practices, building on the long history of educational reform at Harvard. The new gift combines the Hausers’ passions for technology, a global outlook, and teaching and learning with a desire to make an impact on both a University-wide and global scale.“Dramatic developments in technology and research aimed at understanding how people learn are radically changing the practice of teaching, offering instructors new and exciting ways to engage with students,” said Harvard President Drew Faust.  “This remarkable gift from the Hausers will allow us to support the efforts of our enormously creative faculty and provide a framework for making excellent teaching and engagement between faculty and students the touchstone of the educational experience at Harvard.”“Our gift is intended to support Harvard’s leadership at a very significant moment in higher education,” said Gustave Hauser, LL.B. ’53. “There is a whole generation of new students who require new teaching and learning methods. This project focuses Harvard’s enormous resources on making higher education more effective.”“This is in line with the philosophy of our giving,” said Rita Hauser, Harvard Law School ’58. “We are giving a sizable gift, which is just the beginning … This is really a startup if you like, and we hope it will be a catalytic gift.“We hope that this gift will be one that will touch all places in the University and help to bring the University together. We also hope that other people are going to see the potential of this gift, and in ways that none of us can contemplate. Innovative teaching and learning is the future, not just for Harvard, but for universities in general.”The new initiative will advance a range of projects, beginning with a University-wide conference in February that will bring together top thinkers, from both within and outside Harvard, in a range of fields related to pedagogical practices and the science of learning. Harvard will also use this funding to enhance classroom spaces for use by Schools across the University through designs that will allow for experimental teaching methods and the flexible use of a variety of technologies.In addition, the initiative will include a grant program to support innovative teaching projects across Harvard’s Schools. The grants — available to University faculty, deans, administrators, and students — will, over time, support both innovative ideas from individuals and structured projects that are central to the curricular planning and pedagogy of Harvard’s Schools. For more information on grant guidelines, please visit harvard.edu/sites/default/files/content/HILT-guidelines_111018.pdf.“This gift is a huge affirmation of Harvard’s ongoing commitment to excellent teaching,” said Harvard Dean of the Faculty of Arts and Sciences Michael D. Smith. “Since the ’70s, we have had one of the world’s most highly regarded centers focused on teaching undergraduates. As we look to the future, the Derek Bok Center for Teaching and Learning will expand its efforts to bring insights from the science of learning into the classroom. Visionary investments in activities like these will establish Harvard as the institution for pedagogical innovation.”“New technologies have transformed the way students interact with the world, with information, and knowledge,” said Dean of Harvard College Evelynn M. Hammonds.  “With the new gift, Harvard can explore how best to meet students where they are and update the kind of teaching we have done so well in the past with new kinds of tools.”Harvard’s commitment to educational reform is longstanding. Harvard President Charles Eliot (term of office: 1869-1909) introduced the elective system. His successor, A. Lawrence Lowell (1909-1933), gave Harvard general examinations, fields of concentration, and tutorials. President James Bryant Conant (1933-1953) adopted the SAT to identify talented students from a broad range of high schools.Revolutionary in a similar way was the case method, introduced by Harvard Law School (HLS) in the 1870s. It quickly became the dominant teaching model in U.S. law. In 1920, Harvard Business School adopted the case method teaching technique. And in the sciences, Harvard Medical School restructured traditional medical education in 1985, when it adopted the New Pathway in General Medical Education. The revised system of learning acknowledged a greater need for analytical tools, adaptable skills, and flexible attitudes for lifelong learning.Most recently, in 2009, Harvard College revamped its General Education curriculum. Undergraduate core courses, newly defined, let students readily connect what they learn in the classroom to the wider world.The new Hauser-backed initiative builds on the strengths of proven methods and the momentum of curricular exploration at Harvard to incorporate and study groundbreaking techniques that aim to transform students’ learning experiences.“We as an institution remain very much unfinished. … We are constantly trying to get better and recognizing that we must be better. At the core of that is experimentation and innovation,” said Youngme Moon, Donald K. David Professor of Business Administration, senior associate dean, and chair of Harvard Business School’s M.B.A. program.“This gift is so vital because it allows faculty the opportunity to innovate and experiment — to step back and think of new ways to engage our students, and it provides the impetus for all University faculties to share best practices and work together,” said Jules Dienstag, dean for medical education at Harvard Medical School. “The Hauser gift gives us new resources to devote to innovation in teaching and learning.”The new initiative will operate in collaboration with the broad array of University efforts devoted to enhancing education, such as learning centers and academic instructional support units across Harvard’s campuses.The gift is one of many given to Harvard by the Hausers over the years. Examples include a gift for the construction of Harvard Law School’s Hauser Hall in 1994; the founding of the Hauser Center for Nonprofit Organizations at Harvard University in 1997, a University-wide center for the study of nonprofit organizations and civil society; the endowment of the Chair in Human Rights and Humanitarian Law at HLS in 1998; and their support of an interfaculty initiative on human rights studies the same year.In looking to the future, Faust said she hopes the new gift will allow Harvard’s commitment to teaching and learning to be understood both within the Harvard community and beyond “as a fundamental part of who we are, at the very core of Harvard’s identity.”The gift embodies the Hausers’ “real citizenship, loyalty, and generosity to Harvard, and their deep commitment to innovative teaching,” added Faust. “It’s been an exciting set of interactions leading to this moment, and we thank them for this marvelous gift.”A $40 million gift by Rita E. and Gustave M. Hauser will launch an initiative for learning and teaching at Harvard and serve as a catalyst for transforming students’ educational experiences University-wide. Rose Lincoln /Harvard Staff Photographerlast_img read more


US election results: ‘We’re going to win this race’ – Biden

November 20, 2020

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first_imgAs protracted vote counting continues in the US, Joe Biden says: “The numbers tell us a clear and convincing story – we’re going to win this race”. However the Democratic candidate – speaking in his home state of Delaware running mate Kamala Harris by his side – stopped short of officially declaring victory in the presidential election.- Advertisement – – Advertisement –last_img