@article {1335,
	title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1027-1037},
	abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). 
The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. 
The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.
},
	keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1027},
	url = {http://oaji.net/articles/2020/457-1607330264.pdf},
	author = {Robert   Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan}
}
@article {1146,
	title = {THE TRUE PRIVATE COST OF A {\textquotedblleft}FREE{\textquotedblright} UNIVERSITY EDUCATION: A COMPARATIVE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {437-450},
	abstract = {The ostensibly free university education in Greece actually has several private costs. A comparative research design was used to compare Greek families{\textquoteright} private expenditures for university education in 2014-2015 to families{\textquoteright} costs for the same education in the year 2000 to determine whether there have been any changes during ensuring years. Data were gathered from a 2014-2015 survey of a random sample of over 2.300 Greek first-year university students and compared to results from a similar survey of over 3.000 first-year university students conducted in the year 2000. Income elasticity of demand was the theoretical framework used to examine and compare results. As with the older survey data, it is shown that despite the {\textquotedblleft}free education{\textquotedblright} supposedly available in Greece, families actually still spend more than the state in preparing students for and supporting them at a university. It is also demonstrated that lower-income families spend a higher share of income on a university education for their children, a discrepancy that has grown over the past 13 years. Finally, it is shown that private expenditures for a university education appear to remain a necessity in Greece, with income elasticity calculated at between 0.2 and 0.3. Results suggest the need to reallocate the Greek university budget to help relieve the financial burden on families of lower-income students. Results also suggest the importance of reducing the Greek emphasis on expensive preparation of secondary students for national university entrance examinations. },
	keywords = {Greece, higher education, private tutoring, university finance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.437},
	url = {http://oaji.net/articles/2017/457-1533495427.pdf},
	author = {Marilou Ioakimidis and George Papakonstantinou}
}
