Researchers have calculated the relationship between human capital development and economic output by various means of econometric modeling and by use of numerous indicators under the context of an assortment of human capital theory. This study was conducted to identify new interpretations of the expansion of human capital in the form of tertiary education enrollment in the countries of Israel, Japan, and Norway from 2000 to 2010. The researcher applied an OLS non-linear regression to establish four hypotheses, including modeling with regional dummy variables to generate point estimates for each country in order to analyze each country’s educational policy implementation. The researcher collected data from UNESCO UIS, OECD, and the World Bank on tertiary enrollments, tertiary expenditures, and other measures utilized during modeling. Regional dummy variables allowed the researcher to calculate educational returns for five different regions: Africa, Asia, Europe and the United States, Latin America, and Former Communist countries. Optimization of tertiary education enrollment to maximize the real growth rate in each region was estimated and point estimates were computed for Israel, Norway, and Japan. Results indicated that tertiary education did in fact effect economic growth, but whether this growth was positive or negative was dependent on a country-by-country basis. Israel and Norway reported positive returns to tertiary education in terms of economic growth, where Japan exhibited negative returns to tertiary education in terms of economic growth. Government and educational policy recommendations were made based on computed outputs.
|Commitee:||Kania-Gosche, Beth, Wall, Howard|
|School Location:||United States -- Missouri|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Economics, Higher education|
|Keywords:||Economic growth, Human capital theory, Israel, Japan, Norway, Tertiary education|
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