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on Sociology of Economics |
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Issue of 2007‒03‒03
five papers chosen by Jonas Holmstrom Swedish School of Economics and Business Administration |
| By: | Betts, Julian; Ferrall, Christopher; Finnie, Ross |
| Abstract: | This paper models earnings of male and female Bachelor's graduates in Canada five years after graduation. Using a university fixed-effect approach, the research finds evidence of significant (fixed) variations in earnings among graduates from different universities. Within universities, changes over time in various characteristics are correlated with changes in graduates' earnings. Increases in undergraduate enrollment are associated with declines in subsequent earnings for graduates, suggesting crowding out. For men, but not women, increases in the professor - student ratio are associated with meaningful gains in students' subsequent earnings. Models that do not condition on a student's major show increased effects of changes in a university's characteristics, with estimated effects rising up to almost two-fold. For women in particular, changes in several university characteristics are strongly associated with changes in women's choice of major. Changes in university characteristics are not strongly related to the probability of employment five years after graduation. |
| Keywords: | Education, training and learning, Education finance, Outcomes of education |
| Date: | 2007–02–26 |
| URL: | http://d.repec.org/n?u=RePEc:stc:stcp3e:2007292e&r=sog |
| By: | Yeo Khee Yong (Manpower Research and Statistics Department, Ministry of Manpower); Toh Mun Heng (Department of Business Policy, NUS Business School, National University of Singapore); Shandre Mugan Thangavelu (Singapore Centre for Applied and Policy Economics (SCAPE) Department of Economics, National University of Singapore); James Wong (Senior Assistant Director Manpower Research and Statistics Department Ministry of Manpower) |
| URL: | http://d.repec.org/n?u=RePEc:sca:scaewp:0703&r=sog |
| By: | Mumcu, Ayse; Saglam, Ismail |
| Abstract: | In this paper, we model college admissions under early decision in a many-to-one matching framework with two periods. We show that there exists no stable matching system, involving an early decision matching rule and a regular decision matching rule, which is nonmanipulable via early decision quotas by colleges or via early decision preferences by colleges or students. We then analyze the Nash equilibria of the game, in which the preferences of colleges and students in each period are common knowledge and every college determines a quota for the early decision period given its total capacity for the two periods. Under college-optimal and student-optimal matching systems, we show that a pure strategy equilibrium may not exist. However, when colleges or students have common preferences over the other set of agents, 'terminating early decision program' becomes a weakly dominant strategy for each college if every student, choosing to act early, always applies early to his or her top choice college. |
| Keywords: | Many-to-one matching; college admissions; early decision |
| JEL: | C71 C78 |
| Date: | 2007–01–25 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:1906&r=sog |
| By: | Peter Docherty (School of Finance and Economics, University of Technology, Sydney); Harry Tse (School of Finance and Economics, University of Technology, Sydney); Ross Forman (ELSSA Centre, University of Technology, Sydney); Jo McKenzie (Institute for Interactive Multimedia and Learning, University of Technology, Sydney) |
| Abstract: | This paper reports on the implementation of a pilot program aimed at improving student writing in a intermediate macroeconomics course. The Program attempted to reduce what is labelled the <i>expectations gap</i> between student and academic perceptions of what constitutes "good writing". This was done in two ways, Firstly, a range of resources designed to describe the characteristics of good writing was provided to students who were helped to structure their writing according to these characteristics. A series of academic literacy workshops formed the centerpiece of this strategy. Secondly, markers themselves were briefed on these characteristics and an approach to marking based upon them was negotiated. The impact of this program on student writing was very promising. Students who attended the academic literacy workshops performed better in the first of two written assignments than those who did not, controlling for general ability. These students were less likely to fail and more likely to be awarded a grade at Distinction level or above. The paper also identifies a number of important areas that need to be developed at the next stage of implementation including better integration of published writing huidelines and sample papers into the workshop curriculum, and collection of more qualitative data to suppliment the quantitative evaluations the paper offers. |
| Keywords: | student writing; assessment; expectations; academic literacies; embedded programs |
| JEL: | A20 A22 |
| Date: | 2006–11–01 |
| URL: | http://d.repec.org/n?u=RePEc:uts:wpaper:150&r=sog |
| By: | C. Reggiani; G. Rossini |
| Date: | 2006–11 |
| URL: | http://d.repec.org/n?u=RePEc:bol:bodewp:579&r=sog |