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on Education |
| By: | Olga Kotomina (National Research University Higher School of Economics); Aleksandra Sazhina (National Research University Higher School of Economics) |
| Abstract: | Researches have shown that emotional intelligence (EI) plays a crucial role in university education. Students’ EI affects their motivation to learn, perception of information and academic achievements. Educators’ EI impacts their job satisfaction and sense of self-efficacy. Recent researches take into consideration the EI of learners or educators, but ignore the correlation between them. The paper studies how the EI of one group of educational actors (educators) is interconnected with the performance of other actors (learners) in the same context. This study describes the situation at one university in terms of EI, and presents the results of panel data analysis (N=329) showing the relationship between educators’ EI and students’ academic performance. The findings indicate that the educator’s experience and his/her qualification negatively affect the students’ academic performance. These results could be explained by the assumption that teachers might miss certain mistakes on the part of their students at the beginning of their university careers; however, as educators become more experienced, they require more of their students. A relationship between students’ EI and educators’ EI was not found. It is supposed that even though educators seem to be crucial figures in the educational process, students cooperate with different representative groups at the university. Therefore students’ EI could be influenced not only by educators but also by other actors of the educational process (other students, administrative staff etc.). |
| Keywords: | Emotional intelligence, university education, academic performance, grade, management department students |
| JEL: | I21 I23 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:46edu2018&r=edu |
| By: | Joshua Hyman (University of Connecticut) |
| Abstract: | I conduct a statewide experiment in Michigan with nearly 50,000 high-achieving high school seniors. Treated students are mailed a letter encouraging them to consider college and providing them with the web address of a college information website. I find that very high-achieving, poor and minority students are the most likely to navigate to the website. Small changes to letter content have dramatic effects on take-up. For example, highlighting college affordability induces 18 percent more students to the website than highlighting college choice, and 37 percent more than highlighting how to apply to college. Poor students who are mailed the letter experience a 1.4 percentage point increase in the probability that they enroll in college, driven by increases at four-year institutions. Unfortunately, these students tend not to persist through college, leading to an effect only half as large on the probability of enrolling and persisting to the second year of college, and a near zero impact on enrolling and persisting to the third year. These findings highlight the importance of supporting marginal college enrollees through college, and, for researchers, the necessity of examining persistence when evaluating college-going interventions. |
| Keywords: | college access; college persistence; social experiments; behavioral nudges |
| JEL: | I2 H4 J23 |
| Date: | 2018–05 |
| URL: | http://d.repec.org/n?u=RePEc:uct:uconnp:2018-10&r=edu |
| By: | Ali Maskur (Faculty of Administrative Science, University of Brawijaya Author-2-Name: Siswidiyanto Author-2-Workplace-Name: Public Administration Department Universitas Brawijaya, MT. Haryono Road 163, 65145, Malang, Indonesia Author-3-Name: Hermawan Author-3-Workplace-Name: Public Administration Department Universitas Brawijaya, MT. Haryono Road 163, 65145, Malang, Indonesia Author-4-Name: Choirul Saleh Author-4-Workplace-Name: Public Administration Department Universitas Brawijaya, MT. Haryono Road 163, 65145, Malang, Indonesia Author-5-Name: Author-5-Workplace-Name: Author-6-Name: Author-6-Workplace-Name: Author-7-Name: Author-7-Workplace-Name: Author-8-Name: Author-8-Workplace-Name:) |
| Abstract: | Objective – This study examines the concept of knowledge management in higher education institutions, followed by a systematization of knowledge practices and tools to link several stakeholders in the process of knowledge management in higher education institutions and promote knowledge sharing across several key processes and services in higher education institutions. Methodology/Technique – This study uses a mixed approach of qualitative and quantitative methods. The respondents include stakeholders in public administrative departments between the ages of 30 and 66. The number of respondents represents 20 to 30% of the total population. This study concludes that in general, the Department of Public Administration Universitas Brawijaya has successfully implemented the concept of knowledge management. However, a lack of knowledge and stakeholder acceptance has lead to less effective implementation. Findings – This research suggests that there is a need for new strategies to improve stakeholders' knowledge and acceptance of Department and University strategies. Novelty – The study proposes a framework to improve knowledge sharing and collaboration in higher education institutions, fostering an environment of continuous learning and discovery. The study also makes conclusion and suggestions for future work. |
| Keywords: | Higher Education; Knowledge Management; Knowledge Sharing; Knowledge Collaboration; Public Administration. |
| JEL: | I23 O34 |
| Date: | 2018–04–14 |
| URL: | http://d.repec.org/n?u=RePEc:gtr:gatrjs:jmmr183&r=edu |