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on Education |
| By: | Aithal, Sreeramana; Aithal, Shubhrajyotsna |
| Abstract: | Innovations in higher education model are finding importance than ever before due to enhanced higher education institutions and the advancement in technology adopted mass education opportunities. After privatization of higher education, there is an enhanced competition between universities to attract students globally. Universities are competing with each other in terms of their physical and intellectual assets. It is postulated that the six essential assets to be developed by a university based on our predictive analysis for the growth and prosper as world-class university are (1) Physical infrastructure, (2) Digital infrastructure, (3) Innovative academic & training Infrastructure for confidence building, (4) Intellectual property infrastructure, (5) Emotional infrastructure, and (6) Networked infrastructure. In this paper, we have determined the primary focus of these infrastructures along with their essential objectives in detail. We have also discussed the various generic strategies to be followed to develop such infrastructures along the lifecycle of the university including Survival, Sustainability, Differentiation, and Growth & prosperity are analysed. The necessary and sufficient conditions of developing such infrastructures using all the above strategies towards building World-class universities are identified. It is estimated that Physical, Digital, and Innovative Academic infrastructures are necessary conditions and Intellectual Property, Emotional, and Network infrastructures are sufficient conditions respectively. |
| Keywords: | World-class universities, Essential assets, Physical infrastructure, Digital infrastructure, Academic & training Infrastructure, Intellectual property infrastructure, Emotional infrastructure, Networked infrastructure. |
| JEL: | I21 I23 M19 |
| Date: | 2019–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:95734&r=all |
| By: | Philippe Cyrenne; Alan Chan |
| Abstract: | The ability of Universities and Colleges to predict the future success of admitted students continues to be a key concern of higher education officials. Apart from a desire to see a greater number of students have successful academic careers, there is also the fiscal reality of greater tuition revenues providing needed support for university budgets. Using administrative data, this paper introduces a relatively new empirical approach to estimating the determinants of student success in post secondary institutions. Using Ordered Logit and Generalized Ordered Logit estimators, we are able to estimate the role a number of key factors have in influencing student success. An important feature of this approach is that it can be conducted using readily available administrative data. While the results relate to one institution, we feel there are useful lessons to be learned for other institutions facing similar issues. |
| Date: | 2019–08 |
| URL: | http://d.repec.org/n?u=RePEc:win:winwop:2019-03&r=all |
| By: | Baert, Stijn; Vujić, Sunčica; Amez, Simon; Claeskens, Matteo; Daman, Thomas; Maeckelberghe, Arno; Omey, Eddy; De Marez, Lieven |
| Abstract: | After a decade of correlational research, this study attempts to measure the causal impact of (general) smartphone use on educational performance. To this end, we merge survey data on general smartphone use, exogenous predictors of this use, and other drivers of academic success with the exam scores of first-year students at two Belgian universities. The resulting data are analysed with instrumental variable estimation techniques. A one-standard-deviation increase in daily smartphone use yields a decrease in average exam scores of about one point (out of 20). When relying on ordinary least squares estimations, the magnitude of this effect is substantially underestimated. The negative association between smartphone use and exam results is more outspoken for students (i) with highly educated fathers, (ii) with divorced parents and (iii) who are in good health. Policy-makers should at least invest in information and awareness campaigns of teachers and parents to highlight this trade-off between smartphone use and academic performance. |
| Keywords: | smartphone use,academic performance,causality |
| Date: | 2019 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:glodps:384&r=all |
| By: | Di Meglio, Gisela; Barge-Gil, Andrés; Camiña, Ester; Moreno, Lourdes |
| Abstract: | Undergraduate internships have gained popularity among students, universities, government and firms since the creation of the European Higher Education Area. However, empirical research on the relationship between internships and labour market performance of graduates is still scarce, particularly in Spain. This paper examines whether internships improve the job attainment in the short run (first employment after graduation) and in the medium /long term (employment four years later). We use the first Spanish University Graduate Job Placement Survey (2014) to estimate linear probability models and probit models. A novel econometric technique is also implemented to evaluate the sensitivity of our findings to omitted variable bias. We disentangle the internship effect on: (i) the speed to find the first job; (ii) the vertical, horizontal and skill/competence matching with the first job; (iii) being employed in the medium/ long term; (iv) the vertical and horizontal matching with the current employment; and (v) wage quintiles of the current job. Our results show that the internship experience smooths the university-to-work transition for Spanish graduates. Although internships effects on employment do not vanish in the medium/long term, there is weak evidence of positive effects on matching or wages four years after graduation. |
| Keywords: | Internships, employment, job attainment, Spain |
| JEL: | C21 J21 J22 J40 |
| Date: | 2019–08–26 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:95712&r=all |