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18.2.05 [ The Nature of Demand ] 11 comments

11 Comments:

Educational Production by Edward Lazear presents education (in general) as an impure public good where congestion cost has a negative effect on quality of education. The more people in a class reduces the quality of education--people should be wiling to pay less for larger class sizes. In the real world, people pay more for the University Education than for the College Education--they pay more for the larger class sizes: how do I rectify this discrepancy?
Blogger Mike, at 3:27 PM 


Here is a very recent paper which emphasizes the importance of geography (distance from instituition) with respect to the demand for University Education. Perhaps I could do a travel-cost study to evaluate non-quantifiable effects (such as, the marginal propensity for general knowledge; dissected in accordance with the types of programs offered by different universities). The only issue here is that many people do not consider this aspect when selecting a school by distance. Further, this study suggests that people will merely choose the school closest to them (whereby the travel cost is encorporated into the straight-up cost of education, like an increase in tuition).
Blogger Mike, at 3:36 PM 


Perhaps, I should consider the demand for advanced education as commodification of knowledge.
Blogger Mike, at 3:38 PM 


This just looks interesting, I am posting it here so that I can remind myself to read it later.
Blogger Mike, at 3:40 PM 


There is evidence that demand for advanced education in Canada is not as strictly employment oppertunity-based as it is in the US. This paper presents an argument in support of a demand for education as a function of a demand for non-applicable knowledge (score).
Blogger Mike, at 3:45 PM 


Collusive price-setting by Universities?
Blogger Mike, at 3:47 PM 


Bad news for tuition activiests: let's just hope that nobody involved in government policy reads this one (or no rich kids parents).
Blogger Mike, at 3:52 PM 


This paper borders on presenting a comprehensive model on socio-economic factors in University enrollment; now, if only it actually looked at socio-economic factors (rather than ethnic ones) and if only it were more recent and Canadian.
Blogger Mike, at 3:54 PM 


Boo Yah: The Mincer Model!
Blogger Mike, at 3:57 PM 


Relevant: A contemporary Critique of the mincer model.
Blogger Mike, at 3:59 PM 


Rachel just walked by; snubbed me, ruined a very good mood. perhaps if I were less self-centered, I wouldn't be bothered by that sort of thing.
Blogger Mike, at 4:01 PM 


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I would like to analyse the market for advanced education; specifically, how equitible is the price of tuition; what are the determining factors?

There is an idea that Canada needs to encourage University enrollment. The nature of our economy, with such a high minimumm wage, presents an argument for the development of the knowledge sector; an intuitive ideal that Canada's economic market should focus in the development of the proffessional sector.

The counter-argument, of course, is the resrouce-dependent current state of affairs, which is justified since Canada does indeed have an abundance of natural resources. This means that an above-world-averga minimum wage is sustainable since there is enough money to pay unskilled or non-university educated workers in this sector; plus, unskilled spin-off sectors can be sustained (service industry).

Should we be doing more to encourage education? Is tuition unreasonably discouraging poetential students from persuing advanced education? Should development of the knowledge sector be encouraged; what is the value of education?

These, are obviously too many questions for one study, so I shall reduce my analysis to something manageable and measurable.

The demand for post-secondary education as a function of tuition price, job-oppertunities (EAS, ENCS), income, socioeconomic background [upbringining], knowledge, opportunities (travel, research, employment).

SOCIOECONOMICS BACKGROUND; there is a sense of communism in canada; there is a notion that there should be an equitible distribution of wealth, an equal distribution of quality of life (allowing for the possibility that people can choose the lifestyle that gives them the most satisfaction).

But, there is a non-marketed externality with respect to edcuation: transfer value; core requirements. If one is educated, one has then been exposed to things that she would not normally have been exposed to, and her quality of life is enhanced because she cann have an appreciation (she can gain "utility" from things whose enjoyment was unreachable through a language barrier of sorts)...


Watching all these people go by: do they have an explicit utility and preference structure in mind while they make their day to day decisions--I don't. Should they. Should I?

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