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on Education |
| By: | Jennifer Vincent (Champlain College) |
| Abstract: | Capstone experiences for graduating seniors have garnered growing attention as we see a cultural shift in the understanding of a college degree?s purpose. With exponentially increasing costs associated with acquiring a college degree, it is no wonder that we see the world?s focus turn to its ROI. Many feel the returns from this investment are best demonstrated by colleges with job placement rates and average starting salaries of its graduates. Unfortunately, for many academics, they feel such a focus demands curriculum be changed to suit equipping students with ready-to-use job skills at the cost of truly teaching critical skills necessary to be a life-long learner. Many feel this causes students to disengage from their learning, and instead concentrate only on skills that will directly help them in their first job. It is possible to help students see beyond the direct relation of their education to a job, and engage with them on a higher level, pushing them academically in ways that create better students and better professionals. This paper will provide a case study of a capstone class of graduating senior accounting students who are asked to collaboratively set the agenda of their learning as the last step in their formal education as a way to engage them with the act of learning itself, and the many forms it can take outside the classroom.Best practices will be presented to get students fully engaged in the process of collaboratively setting the agenda for the class, as well as pitfalls to avoid. Instructors will have the most success with such student collaboration if they focus on the desired learning outcomes of the course, and pre-emptively design ways in which that learning can occur. Guiding the students to activities that best suits their learning, seemingly by their design, is the desired outcome. The class in the case to be presented creates a conference and hosts local business professionals who attend- thus the student becomes the teacher as the culminating outcome for the course. |
| Keywords: | Collaboration, case study, integrative learning, return on investment, engagement, lifelong learning, experiential learning, high impact practice, best practice |
| JEL: | I29 M49 |
| Date: | 2018–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:6409315&r=edu |
| By: | Brant Abbott (Institute for Fiscal Studies); Giovanni Gallipoli (Institute for Fiscal Studies and University of British Columbia); Costas Meghir (Institute for Fiscal Studies and Yale University); Giovanni L. Violante (Institute for Fiscal Studies) |
| Abstract: | This paper examines the equilibrium effects of alternative financial aid policies intended to promote college participation. We build an overlapping generations life cycle model with education, labor supply, and consumption/saving decisions. Cognitive and non-cognitive skills of children depend on the cognitive skills and education of parents, and affect education choice and labor market outcomes. Driven by both altruism and paternalism, parents make transfers to their children which can be used to fund education, supplementing grants, loans and the labor supply of the children themselves during college. The crowding out of parental transfers by government programs is sizable and thus cannot be ignored when designing policy. The current system of federal aid is valuable: removing either grants or loans would each reduce output by 2% and welfare by 3% in the long-run. An expansion of aid towards ability-tested grants would be markedly superior to either an expansion of student loans or a labor tax cut. This result is, in part, due to the complementarity between parental education and ability in the production of skills of future generations. A previous version of this working paper is available here. |
| Keywords: | Ability Transmission, Altruism, Credit Constraints, Education, Equilibrium, Financial Aid, Intergenerational Transfers, Paternalism |
| Date: | 2018–07–11 |
| URL: | http://d.repec.org/n?u=RePEc:ifs:ifsewp:18/16&r=edu |
| By: | Ersoy M. Uçar (?stanbul Commerce University) |
| Abstract: | In today?s world, all the higher education institutions across the world are trying to keep and improve their educational standards in order to respond to the ever-changing needs and expectations of all their stakeholders and to survive under great environmental pressure resulting from the stiff global and local competition. To this end, they need to plan, control and improve their own educational quality on a regular and continuous basis. However, if there is a considerable gap between the internationally agreed-upon quality standards and the quality offered within the institutional framework, it will be very difficult to claim objectively that the educational services provided are of the highest achievable quality. Thus, obtaining international quality accreditation is of crucial importance both in proving the educational quality offered institutionally and persuading all the stakeholders that the education provided is planned, monitored, evaluated and improved in line with the predefined and preset international quality standards. On the other hand, having an international quality accreditation as a higher education institution might not always guarantee a positive quality perception on the students? part, who are the actual consumers of the quality. The main purpose of this study is to analyze the relationship between the internationally accredited educational quality and the quality perception of the students studying at an English preparatory school of a foundation university in Turkey. |
| Keywords: | Quality, quality assurance, higher education, international accreditation |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:7808530&r=edu |
| By: | Irina Sidorcuka (RISEBA University of Business, Arts and Technology) |
| Abstract: | Art ?based teaching and learning have already become a recognized instrument in educational programmes applied in a variety of forms. The primary goal of this research was to examine contemporary visual art as a learning environment and analyse the effect it can bring in the teaching ?learning process and outcomes in contemporary business education .The article shares experience gained through combining several courses with multiple teaching aims thus creating an integrated project environment for the students in order to foster their learning outcomes through enrichment of teaching-learning methods and increased motivation. The project was carried out in the framework of the hybrid lectures course ?Business Meets Art? combining English for Professional Purposes( Business), Personal Development and Study Skills and Presentation Skills courses.The observation and quantitative analysis were applied , combining students self-evaluation and academic staff assessment of the effects produced by the project followed by interview and discussion.The experiment of using visual art as a learning environment in multidisciplinary teaching demonstarated a huge potential of this form of work in higher business education providing development of both linguistic skilss ( reading, writing, listening, speaking skills), combined with advancement of personal development ( critical thinking, emotional intelligence, creativity, artistic skills, communicative and leadership skills, teamwork, cross-cultural interaction, responsibility, active citizenship, etc.) , and professional business skill such as entrepreneurship, marketing and advertising, negotiating, leadership. The effect of multidisciplinary was highly appreciated both by the students and the academic staff and had a powerful impact on motivation with a long-term influence over the participants, unlocking students talents, fostering self-development and self-actualization required in the contemporary education. |
| Keywords: | visual art, multidisciplinary education, personal development, motivation, art-based teaching-learning |
| JEL: | I23 A12 A12 |
| Date: | 2018–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:6409287&r=edu |
| By: | Wyness, Gillian (University College London); Murphy, Richard (University of Texas at Austin); Weinhardt, Felix (DIW Berlin) |
| Abstract: | It is well established that teachers are the most important in-school factor in determining student outcomes. However, to date there is scant robust quantitative research demonstrating that teacher training programs can have lasting impacts on student test scores. To address this gap, we conduct and evaluate a teacher peer-to-peer observation and feedback program under Randomized Control Trial (RCT) conditions. Half of 181 volunteer primary schools in England were randomly selected to participate in the two year program. We find that students of treated teachers perform no better on national tests a year after the program ended. The absence of external observers and incentives in our program may explain the contrast of these results with the small body of work which shows a positive in uence of teacher observation and feedback on pupil outcomes. |
| Keywords: | education; teachers; rct; peer mentoring; |
| JEL: | I21 I28 M53 |
| Date: | 2018–09–13 |
| URL: | http://d.repec.org/n?u=RePEc:rco:dpaper:116&r=edu |
| By: | Paul Verstraten (CPB Netherlands Bureau for Economic Policy Analysis) |
| Abstract: | This article examines whether the productivity spillovers from a large share of highly educated workers occur within regions, sectors and/or firms. To distinguish between these possibilities, I follow a two-stage procedure to estimate a Mincerian wage equation using matched employer-employee panel data on individual earnings and educational attainment. The results indicate that the scope of higher education spillovers is very limited. Most of the identified spillovers occur within firms, being a factor of 2-3 larger than those operating outside the firm. The spillovers that take place outside the firm are restricted within the own sector and only occur on short distances from the working place. The limited scope confirms the view that higher education spillovers foster aggregate productivity through the exchange of tacit knowledge, which is heavily dependent on face-to-face contact. |
| JEL: | J24 J31 |
| Date: | 2018–09 |
| URL: | http://d.repec.org/n?u=RePEc:cpb:discus:381&r=edu |
| By: | Furtado, Isabela Brandão; Mattos, Enlinson |
| Abstract: | This paper estimates the effects of birth weight on health and educational outcomes for Brazil using a twin fixed effect approach. The recent literature, mainly based on data from developed countries, has provided evidence that health at birth is a critical factor for outcomes related to health and to cognition. Using a matching of administrative records of birth and school enrollment we aim to provide this type of evidence for Brazil. The main finding is that birth weight matters. For instance, there is evidence that a 10% increase in weight is associated with a 0.6% increase in Apgar, a score for health at birth. In the educational dimension, the findings suggest that a 10% increase in birth weight is associated with a 6% increase in the chances of completing high school by the age of 17 and with a 3.6% decrease in the probability of repeating a grade. Furthermore, estimates provide evidence that parents tend to reinforce, rather than compensate, the negative effects of adverse initial health conditions. Larger effects are found for the infants with low birth weight, limited access to basic health care services, lower maternal education and enrolled at schools of lower socioeconomic status. |
| Date: | 2018–08 |
| URL: | http://d.repec.org/n?u=RePEc:fgv:eesptd:482&r=edu |
| By: | Petri Böckerman; Mika Haapanen; Christopher Jepsen |
| Abstract: | This paper examines the labor-market returns to a new form of postsecondary vocational education, vocational master’s degrees. We use individual fixed effects models on the matched sample of students and non-students from Finland to capture any time-invariant differences across individuals. Attendance in vocational master’s programs leads to higher earnings of eight percent five years after entry even if selection on unobservables is twice as strong as selection on observables. Earnings gains are similar by gender and age, but they are marginally higher for health than for business or technology and trades. |
| Keywords: | vocational education, master’s degrees, labor-market returns |
| JEL: | J24 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:ces:ceswps:_7197&r=edu |