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on Education |
| By: | Canals, Catalina; Meneses, Francisco; Serra, Camila |
| Abstract: | The present work describes la rate of change of students between schools in Chile during the years 2013 and 2014, and analyses the geographical factors of this change in the metropolitan Region of Chile. The rate of change between schools was of 15,7%, with a similar volume of students moving out and into the public schools. There are important variations in the rate of change at municipality level. The results show that the rates of change are affected by academic performance, SIMCE tests scores, grade, administrative type of school and geographic distribution of schools. The last point suggests that the geographic supply of education has important implications to understand school changes. We see that students increase travel distances with their age and those students that switch schools usually are the ones already traveling longer distances. |
| Keywords: | Cambio de colegio, Estructura de la oferta educativa, Distancia hogar- escuela, Cambio de ciclo. School choice, educational supply, travel distance. |
| JEL: | I20 I24 I28 |
| Date: | 2015–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:66568&r=all |
| By: | Claire Crawford (Department of Economics, University of Warwick and Institute for Fiscal Studies); Lindsey Macmillan (Department of Quantitative Social Science, Institute of Education, University College London); Anna Vignoles (Faculty of Education, University of Cambridge) |
| Abstract: | The role of education as a potential driver of social mobility has been well established and it is critical that we understand how children from different socio-economic backgrounds fare in the education system. In this paper, we examine the trajectories of initially high- and low-achieving children from lower and higher socio-economic status families from age 7 through to the end of compulsory education (age 16) in England for the first time. This enables us to provide new insights into when initially high attaining poor children fall behind their better-off peers. We show that there are substantial differences in educational attainment by socio-economic background at age 7, and that these differences increase as children move through the education system. Our results indicate that pupils from poor backgrounds who score highly in primary school fall behind their better-off but lower achieving peers during secondary school. These findings are not caused by ''regression to the mean'' (where a child with 'high' or 'low' achievement on any given day may have over- or under-performed relative to their 'true' attainment, meaning that the next time they are tested they will look more like the average individual). This suggests that secondary school may be a critical period to intervene to ensure poor children do not fall behind their better-off peers. We also provide suggestive evidence on the extent to which these patterns can be explained by the types of schools that pupils from different backgrounds attend, and by the differing attitudes and aspirations of the pupils and their families. Our analysis suggests that there is less convergence amongst pupils who attend the same schools. And if all pupils had the attitudes and aspirations of the average pupil, there would be more convergence. While we remain cautious about the implications of these findings, they provide suggestive evidence that schools (or the sorting of pupils into schools) and the attitudes and aspirations held by children from different backgrounds may contribute to the convergence in attainment that we see. |
| Keywords: | Social Mobility; Education Achievement; Regression to the mean |
| JEL: | I20 I24 J13 |
| Date: | 2015–09–09 |
| URL: | http://d.repec.org/n?u=RePEc:qss:dqsswp:1508&r=all |
| By: | Hege Marie Gjefsen; Trude Gunnes (Statistics Norway) |
| Abstract: | We exploit a nested school accountability reform to estimate the causal effect on teacher mobility, sorting, and student achievement. In 2003, lower-secondary schools in Oslo became accountable to the school district authority for student achievement. In 2005, information on school performance in lower secondary education also became public. Using a difference-in-difference-in-difference approach, we find a significant increase in teacher mobility and that almost all non-stayers leave the teaching sector entirely. The impact is larger on high-ability teachers following the second part of the reform. Non-stayers are largely replaced by high-ability teachers, indicating a positive sorting effect. We find a small, positive effect on student achievement after the second part of the reform, thus the mechanism in place seems to be positive teacher sorting rather than teacher incentives. |
| Keywords: | school accountability regimes; design of incentives; teacher turnover; teacher quality; teacher sorting; student achievement; difference-in-difference-in-difference |
| JEL: | D03 I21 J21 J38 |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:ssb:dispap:815&r=all |
| By: | M. McFarland; H. Lavasani |
| Abstract: | Real Estate education in the US at the graduate level has has a 'bumpy' time in US academic institutions. Up until the year 2000 or so, most real estate was taught, if at all, in business schools as a finance/valuation proposition. There was little or no bow to the Graaskamp model of multi- and inter-disciplinary curriculum in recognition of the diverse disciplines that impact real estate and hence the need for a curriculum to match. In 2006 when the University of Maryland established it's Master of Real Estate Development [MRED] program it embraced the multi-disciplinary approach, and was the 7th program in the US based outside of a Business School, offering a more extensive (and broader based) education for real estate professionals. There are now more than 20 such programs in the US as well as multiple programs across Europe. Each program is quite unique and can be compared for differences in curriculum, pedagogy, delivery method (executive, on line, face to face), student background preparation, emphasis on professional skills development, as well as type of faculty (research, clinical, professional) and desired outcomes/positions for students. This paper compares two programs with similar objectives but very different delivery methods -- one in the US (Maryland) the other in Bucharest, Romania. The Maryland program is now 9 years old and has evolved with a parallel emphasis on financial competency as well as professional skills development. The Advanced Studies in Urbanism and Real Estate Development (ASURED) established in 2014 is affiliated with the 'Ion Mincu' University of Architecture and Urban Planning and is accredited by RICS. This paper will address what are the common, as well as dissimilar, elements of each program and provide a further basis for consideration of educational standard setting in real estate education, both in US and Europe. |
| Keywords: | Curriculum; Diversity; Multi-Disciplinary; Pedagogy; Professional Skills |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_293&r=all |
| By: | Guy Tchuente |
| Abstract: | This paper assesses the relationship between courses taken in high school and college major choice. Using High School and Beyond survey data, I study the empirical relationship between college performance and different types of courses taken during high school. I find that students sort into college majors according to subjects in which they acquired more skills in high school. However, I find a U-shaped relationship between the diversification of high school courses a student takes and their college performance. The underlying relation linking high school to college is assessed by estimating a structural model of high school human capital acquisition and college major choice. Policy experiments suggest that taking an additional quantitative course in high school increases the probability that a college student chooses a science, technology, engineering, or math major by four percentage points. |
| Keywords: | human capital; discrete choice; college major |
| JEL: | J24 I21 |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:ukc:ukcedp:1516&r=all |
| By: | Patrizia Luongo |
| Abstract: | This paper evaluates fairness in educational achievements through the ordered pair (WEEOp, IEOp) whose components provide: (i) A measure of social welfare which accounts for the achievement of less-advantaged pupils and (ii) a synthetic index of inequality in educational opportunities. Studentsâ.. test scores from the Programme for International Students Assessment PISA, 2003, 2006, 2009, and 2012 are exploited to perform a cross-country and intertemporal comparison of fairness in education. The cross-country comparison shows that none of the countries outperform in both components of fairness, whereas the intertemporal comparison shows that few countries have moved towards a greater degree of equality of opportunity all the while improving the performance of the less-advantaged students. |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp2015-043&r=all |
| By: | K. Robson; G.Aranda Mena; J. Baxter |
| Abstract: | Purpose: Property education is predominantly taught at undergraduate level, supported by post-graduate programs at many Australian universities. This paper examines undergraduate property programs from the perspective of one of the major stakeholders; the property industry. The current offerings have evolved from highly applied practical valuation-centric programs in the 1970s to broader, more academic programs in the current era. This change has created different expectations for both students and industry._ _Methodology: Initially a focus group of six property industry employers was held and their discussion is included in the paper and informed the development of a questionnaire using the online delivery vehicle Qualtrics. This questionnaire was emailed to 460 industry leaders, as listed on company websites and university Employer of Choice databases. 95 people responded to the questionnaire. Findings: After surveying students, recent graduates and industry leaders, it appears as if there is a gap between what the universities claim about their graduates and what many employers of property graduates find. Despite the best efforts of the universities and their staff, despite robust and rich curricula, it would appear that evidence from industry and the Australian Property Institute who register practitioners, is that most graduates require specialist training and additional study before they can be considered work ready. Value: This paper offers valuable insights with regard to how higher education property programs are regarded by the property industry in Australia. |
| Keywords: | Accreditation; Industry Expectations; Rela Estate Education; Work experience; Work Ready Graduates |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_128&r=all |
| By: | Sofia Dokuka (National Research University Higher School of Economics); Diliara Valeeva (National Research University Higher School of Economics); Maria Yudkevich (National Research University Higher School of Economics) |
| Abstract: | Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social selection and social influence processes in network formation. Using data about the friendship and advice networks of first year undergraduate students, we show that friends tend to assimilate each others’ achievements and choose advisers with similar grades. We explain these results by social segregation based on student performance. The article contributes to the dynamic analysis of student social networks and the understanding of the nature of peer group effects in education |
| Keywords: | social networks, academic achievements, peer group effects, higher education |
| JEL: | D85 I21 I23 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:65/soc/2015&r=all |
| By: | Simon Søbstad Bensnes (Department of Economics, Norwegian University of Science and Technology); Bjarne Strøm (Department of Economics, Norwegian University of Science and Technology) |
| Abstract: | Many countries have recently removed or relaxed restrictions on shop opening hours. If deregulation increases job opportunities for unskilled young people it may affect incentives to make education investments. This paper studies the impact of deregulation of shop opening hours on youth employment, schooling decisions and subsequent earnings. We use a national reform in shop opening hour restrictions in Norway in 1985 to provide quasiexperimental evidence by exploiting that the bite of the reform varied considerably across municipalities. We find that increased potential opening hours substantially reduced the average probability to graduate from high school and especially so for the group of students with less educated parents. These students also experienced a reduction in completed years of education and some earnings reduction in adulthood. Combined with the finding that deregulation increased employment of 16-24 year old workers in the retail sector by 12% on average, the evidence is consistent with the view that opportunity cost of study time is an important determinant of human capital investments. |
| Keywords: | high school graduation, earnings, employment, deregulation, opening hours |
| JEL: | J24 |
| Date: | 2015–07–15 |
| URL: | http://d.repec.org/n?u=RePEc:nst:samfok:16515&r=all |
| By: | M.Haris Yop |
| Abstract: | Real estate education is a unique program specifically develops to educate and equip students with strong knowledge and principle of Real Estate that lead to and sustain a productive Real Estate based career in future. The direction of real estate education necessitates an important emphasis on the managerial, empirical and decision-making aspects of the respective industry. INSPEN is established with a function to execute educational programs with a particular emphasis on the needs and wants of the aforesaid industry. The vision of INSPEN is to realize a high quality form of education and diversification of skills in career in real estate through basic real estate education at the aforementioned establishment. Therefore, the study to aim the relevancy of existing subjects in meeting the current and future direction of real estate education provided by INSPEN certificate programs and to fill a lack or gap on generic skills and knowledge outcome from industrial perspective and students' experiences. The results indicate that Real Estate Valuation was the most important subject from the participating graduates and industry professionals respectively and the following the subject was Industrial Training. Technical knowledge recorded a somewhat higher score with an advantage. On the other hand, a small difference of score was recorded for skills such as Mathematical competence, English fluency and writing eloquence. Four generic skills were in line with the future educational direction proposed by INSPEN for its certificate programs. There was also a suggestion that INSPEN should offer courses beyond the certificate level in partnership with universities and conduct part-time courses for working and non- working executives who are already in the real estate industry. |
| Keywords: | Generic Skills; Industrial Perspective; Knowledge; Real Estate Education; Students' Experiences |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_61&r=all |
| By: | Schleithoff, Fabian |
| Abstract: | Der vorliegende Beitrag analysiert Selbstüberschätzungseffekte im deutschen Schulwesen. Zu diesem Zweck wurde eine Umfrage unter Oberstufenschülern eines Gymnasiums in Nordrhein-Westfalen durchgeführt. Die Schüler wurden u. a. nach ihrem aktuellen Notenschnitt und der angestrebten Abiturnote befragt. Es zeigt sich, dass die angestrebten Abiturnoten der Schüler signifikant besser als die erreichten Noten verschiedener Referenzgruppen sind. Schüler überschätzen demnach ihre eigene schulische Leistungsfähigkeit. Dieser Effekt kann dazu führen, dass Schüler Studiengänge anstreben, die sie mit ihrem tatsächlich erreichten Abiturschnitt nicht aufnehmen können. Um Schüler möglichst schnell an den für sie geeigneten Berufsweg heranzuführen, kommt der Berufswahlvorbereitung am Gymnasium ein hoher Stellenwert zu. |
| Abstract: | This article analyzes over-confidence in the German school system. For this purpose a survey among upper secondary school students in Northrhine-Westfalia was conducted. The students were asked about their current average grades and had to assess their expected Abitur grades. As a result, the expected Abitur grades are significantly better than the reached Abitur grades of different peer groups. Students therefore overestimate their own school performance. This effect might lead to delusive study preferences. Thus study guidance and vocational preparation at grammar schools (Gymnasium) play an important role in order to help students with their career choice. |
| JEL: | I20 I21 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:ciwdps:42015&r=all |
| By: | Jane Greve; Marie Louise Schultz-Nielsen; Erdal Tekin |
| Abstract: | This paper examines the impact of potential fetal malnutrition on the academic proficiency of Muslim students in Denmark. We account for the endogeneity of fetal malnutrition by using the exposure to the month of Ramadan during time in utero as a natural experiment, under the assumption that some Muslim women might have fasted during Ramadan when they were pregnant. In some of our specifications, we use a sample of students from predominantly non-Muslim countries as an additional control group to address potential seasonality in cognitive outcomes in a difference-in-differences framework. Our outcome measures are the standardized test scores from the national exams on the subjects of Danish, English, Math, and Science administered by the Danish Ministry of Education. Our results indicate that fetal exposure to Ramadan has a negative impact on the achievement scores of Muslim students, especially females. Our analysis further reveals that most of these effects are concentrated on the children with low socioeconomic status (SES) background. These results indicate that fetal insults such as exposure to malnutrition may not only hamper the cognitive development of children subject to such conditions, but it may also complicate the efforts of policy-makers in improving the human capital, health, and labor market outcomes of low-SES individuals. Our findings highlight the importance of interventions designed to help economically disadvantaged women during pregnancy. |
| JEL: | I12 I14 I24 J15 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21545&r=all |
| By: | D. Vos; M. Arkesteijn; C. van Oel; H. Remøy |
| Abstract: | The number of children in the Netherlands is declining and will continue doing so for the coming decade. Consequently, primary schools face vacant floor space. Media reports state an alarming situation, without mentioning exact numbers on the current scale of the problem. Nevertheless, it is very relevant since vacancy costs public funds. This research concentrates on hidden vacancy, which is defined as the situation in which a school uses the entire school building, while not needing all available floor space based on government regulations. The DAS-framework is used as a conceptual model to approach the problem. Vacancy is a result of a mismatch between demand and supply. To calculate vacancy, demand and supply must be known. Demand can be calculated, based on amounts of students per school. However, the total supply is unknown, since this information is decentralized. Until now only estimates of the current supply are available, which vary between 10 M and 15,8 M m2. This makes it impossible to estimate the current vacancy._ _To solve this knowledge gap, an extract from a Cadastral database (BAG), holding information on Gross Floor Area and building year, was matched with the addresses of schools as registered in a database of the Office of Education. However, the raw version of this database held serious limitations. Often information was clearly incorrect and a substantial number of schools was missing. Therefore 100 municipalities were requested for additional data. As a result the database is enriched with detailed object information of 18% of the Dutch municipalities. It was found that the current supply of primary schools is 9,6 M m2. This leads to a national vacancy level of 7,9%. However, taking into account a friction vacancy of circa 4% and the rent of floor space to third parties nuances this percentage. Thus it is concluded that vacancy among primary schools is not as alarming on a national scale as reported. However, it is also concluded that the demand will decline in the coming years. The cost of this vacancy, corrected for a friction vacancy of 4%, is between 6,7 and 17,5 M euro annually. If the supply is not adapted to this changing demand, increase of vacancy is expected. For academics, the findings of this paper nuance existing literature, give insight in the current supply of primary schools and the scale of the current vacancy. Last it provides valuable insights for future scientific use of Cadastral data and its limitations. |
| Keywords: | Bag; Cadastre; Current Supply Primary School Buildings; Public Real Estate Management; Vacancy |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_259&r=all |
| By: | Christopher Cotton (Queen's University); Brent Hickman (University of Chicago); Joseph Price (Brigham Young University) |
| Abstract: | Pre-College human capital investment occurs within a competitive environment and depends on market incentives created by Affirmative Action (AA) in college admissions. These policies affect mechanisms for rank-order allocation of college seats, and alter the relative competition between blacks and whites. First, we develop a theory of AA in university admissions, showing how the effects of AA on human capital investment differ by student ability and demographic group. Second, we then conduct a field experiment designed to mimic important competitive aspects of investment prior to the college market. We pay students based on relative performance on a national mathematics exam in order to test the incentive effects of AA, and track student study efforts on an online mathematics practice and tutorial site. Consistent with theory, AA increases average human capital investment and exam performance for the majority of disadvantaged students targeted by the policy, by mitigating so-called "discouragement effects." The experimental evidence suggests that AA can promote greater equality of market outcomes and narrow achievement gaps at the same time. |
| Keywords: | Affirmative action, university admissions, field experiment, lab in the field, human capital, all-pay auction, studying, student effort |
| JEL: | J15 J24 C93 D44 D82 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:qed:wpaper:1349&r=all |
| By: | Kanwal, Ayesha; Munir, Kashif |
| Abstract: | This paper examines the impact of educational and gender inequality in education on income inequality in South Asian countries for the time period of 1980 to 2010. Random effect model (REM) and fixed effect model (FEM) are used for estimation. Using the concept of education Gini the study find that there exist a positive relationship between educational and income inequality. The results also indicate that gender inequality in education at primary and tertiary level has positive and significant impact on income inequality but gender inequality at secondary level has negative and significant impact on income inequality. On the other hand, gender inequality at primary and tertiary level of education has negative impact on per capita income, while at secondary level has positive impact. The results also confirm that there exist U shaped Kuznets curve for the relationship between average year of schooling and inequality in education. |
| Keywords: | Income Inequality,Educational Inequality, Gender Inequality, Panel Data, South Asia |
| JEL: | I24 I25 I32 O15 |
| Date: | 2015–09–16 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:66661&r=all |
| By: | Christopher Cotton (Queen's University); Brent R. Hickman (University of Chicago); Joseph P. Price (Brigham Young University) |
| Abstract: | Pre-College human capital investment occurs within a competitive environment and depends on market incentives created by Affirmative Action (AA) in college admissions. These policies affect mechanisms for rank-order allocation of college seats, and alter the relative competition between blacks and whites. We present a theory of AA in university admissions, showing how the effects of AA on human capital investment differ by student ability and demographic group. We then conduct a field experiment designed to mimic important aspects of competitive investment prior to the college market. We pay students based on relative performance on a mathematics exam in order to test the incentive effects of AA, and track study efforts on an online mathematics website. Consistent with theory, AA increases average human capital investment and exam performance for the majority of disadvantaged students targeted by the policy, by mitigating so-called "discouragement effects." The experimental evidence suggests that AA can promote greater equality of market outcomes and narrow achievement gaps at the same time. |
| Keywords: | Contest Theory, Human Capital, Study Effort, Field Experiment, College Admissions, Affirmative Action, All-Pay Auction |
| JEL: | D44 D82 C93 J24 J15 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:qed:wpaper:1350&r=all |
| By: | Dan S. Rickman (Oklahoma State University); Hongbo Wang (Oklahoma State University); John V. Winters (Oklahoma State University) |
| Abstract: | Using the 3-year sample of the American Community Survey (ACS) for 2009 to 2011, we compute public school teacher salaries for comparison across U.S. states. Teacher salaries are adjusted for state differences in teacher characteristics, cost of living, household amenity attractiveness and federal tax rates. Salaries of non-teaching college graduates, defined as those with occupations outside of education, are used to adjust for state household amenity attractiveness. We then find that state differences in federal tax-adjusted teacher salaries relative those of other college graduates significantly affect the share of education majors that are employed as teachers at the time of the survey. |
| Keywords: | teachers, teacher salaries, teaching profession, teacher retention |
| JEL: | H75 I20 I28 J24 J31 R23 |
| Date: | 2015–08 |
| URL: | http://d.repec.org/n?u=RePEc:okl:wpaper:1504&r=all |
| By: | Elena Y. Kardanova (National Research University Higher School of Economics.); Ekaterina S. Enchikova (National Research University Higher School of Economics.); Shi H (Stanford University.); Johnson N. (Stanford University.); Lydia O. Liu (Educational Testing Service.); Liyang Mao (Educational Testing Service.); Prashant Loyalka (National Research University Higher School of Economics.) |
| Abstract: | Although the number of engineering graduates has expanded rapidly in the last two decades, relatively little is known about the quality of engineering programs worldwide. In particular, few studies look at differences in the degree to which students are learning skills across different engineering programs within and between countries. There is particular interest in the investigation of the engineering education quality in the countries with the rapidly growing economy, such as BRICS countries. Until now, there was little research in this field and one of the main reasons for this is the difficulty in developing an assessment approach and the accompanying set of instruments, which would allow for measurement and international comparison. Our study describes a set of procedures for developing such an assessment framework of instruments, to measure and compare skill levels and gains across engineering programs. We first describe a systematic approach for constructing cross-nationally comparable instruments in maths and physics for students in the first two years of their undergraduate engineering programs. The approach includes both a priori procedures (including expert assessments to avoid construct, method, and item bias), and a posteriori procedures (including the psychometric analysis of test quality, differential item functioning, and identifying and reducing bias in the data). In addition to describing this set of procedures in theory, we also show how we systematically implemented these procedures. Drawing on data that we collected from over 24 engineering experts and 3,600 engineering students across Russia and China, we provide evidence that it is possible to create tests that are cross-culturally valid, equate-able, and free from bias |
| Keywords: | engineering education, BRIC countries, quality of education, cross-cultural measurement |
| JEL: | Z |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:28edu2015&r=all |
| By: | M. Rehm; D. Levy; F. Olga |
| Abstract: | Over the past several years the University of Auckland Business School’s Department of Property has redesigned several of its core papers to embrace online learning and other technologies in order to challenge and create an exciting learning environment for our undergraduate students. Three courses have adopted a blended learning model with purpose-made online lectures coupled with regular interactive face-to-face tutorial sessions featuring the online Top Hat student response system. These and other papers have also embraced two free Internet tools developed by the University of Auckland. Aropa enables students to peer review classmates’ assignments while Peerwise invites students to draft their own practice questions and share them with their peers. Lastly, the no-cost online Q&A platform Piazza is being incorporated into the Department’s courses to allow students to crowdsource answers to their questions from peers with academics and teaching assistants monitoring and contributing when needed. Being digital natives, university students are enamoured by these innovative teaching methods and are taking full advantage of the flexibility and enriched learning that these tools offer. |
| JEL: | R3 |
| Date: | 2014–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2014_edu_109&r=all |
| By: | B. Martens |
| Abstract: | A shift in the provision and delivery of accompanying learning entities became recently apparent in the framework of real estate education. So far, scripts, syllabi etc., were delivered in printed form to the postgraduate students. Paper-based media have been serving for a long time and especially the feature of handwritten annotations by the students has to be highlighted. However, some shortcomings have been on the agenda as well, such as the issue of colour images. Also the handling had certain constraints in the timeline of delivery. Digital file distribution allows to delay to a certain extent the handover of materials from the lecturer to the students. On top of this the searchability of PDF-files is for example striking. Real estate students in the area of continuing education at Vienna University of Technology do since 2013 not receive any longer paper-based media. At the very beginning of a study course a tablet is handed over, which belongs to the student. By way of preinstalled apps for example annotations can be performed. On top of this coloured images are contained. All in all the ease-of-handling has to be highlighted as neither a tutorial is needed, nor the tablet requires perpetual maintenance. The iPads are connected to the existing Virtual Learning Environment and the delivery takes place via a standard internet browser. Though also smartphones could be connected, these screens are in general too small to support learning activities for a long time. It is expected that in 3-5 years tablets will be widely used by students already before the Start of their studies and therefore any commitment of the course provider in terms of hardware delivery will not be any longer required. |
| Keywords: | Distribution; Learning Environment; Tablet; Virtual Learning Environments (VLE) |
| JEL: | R3 |
| Date: | 2014–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2014_edu_105&r=all |
| By: | Ritzen, Jo (IZA and Maastricht University) |
| Abstract: | The crisis slowed down the implementation of the Lisbon Strategy (for the EU to become the most competitive region in the world). The crisis has aggravated the divergence between the North West of Europe and Southern Europe in labor productivity imparted by the knowledge economy. At the same time, equality of opportunity for participation in higher education seems to have been well-preserved in the EU Member States. This is in contrast to the US with its substantial higher private costs for university education. The relative stagnations in university education and research during the crisis is similar in Europe as in the US. Asian countries may – as a result – have improved their position in innovation. The room for maneuver of Governments of EU Member States to deal with universities (as with other public expenditures) was severely limited by the agreed upon maximum levels of the budget deficit and Government debt. Political institutions appear to determine the "code" for higher education expenditures. The quality of the minister responsible for higher education and the level of "trust" in the country may also the room for maneuver in setting university policy. |
| Keywords: | economic crisis, university policy, university funding, equity, innovation, labor productivity, trust |
| JEL: | H2 H6 I22 I23 I24 I28 O31 O38 O43 O51 O52 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izapps:pp107&r=all |
| By: | K.Yavuz Arslanli |
| Abstract: | Since the beginning of first Real Estate Master’s Program in Turkey 2001, real estate finance as a term has been changed and evolved by definition from space and asset market players. After 2007 mortgage system is introduced in the country and past 7 years market is demanding more knowledge and data in order to position itself to rapid changing of game rules from local and central governments. Among those changes the real estate finance course at Istanbul Technical University started a curriculum mostly from US perspective while strengthen the enrollment from Erasmus programs in EU. While most of the fundamentals of real estate finance stays the same, multidisciplinary backgrounds of the students provide different viewpoints and investment/ risk perception to be discussed throughout the year. In this paper, the survey data of Master’s Programme graduates and current students analyzed and discussed. |
| JEL: | R3 |
| Date: | 2014–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2014_edu_112&r=all |
| By: | Manisha Shah; Bryce Millett Steinberg |
| Abstract: | We examine the effect of India's National Rural Employment Guarantee Scheme (NREGS), one of the largest workfare programs in the world, on human capital investment. Since NREGS increases labor demand, it could increase the opportunity cost of schooling, lowering human capital investment even as incomes increase. We exploit the staged rollout of the program across districts for causal identification. Using a household survey of test scores and schooling outcomes for approximately 2.5 million rural children in India, we show that each year of exposure to NREGS decreases school enrollment by 2 percentage points and math scores by 2% of a standard deviation amongst children aged 13-16. In addition, while the impacts of NREGS on human capital are similar for boys and girls, adolescent boys are primarily substituting into market work when they leave school while adolescent girls are substituting into unpaid domestic work. We find mixed results for younger children. We conclude that anti-poverty programs which raise wages could have the unintended effect of lowering human capital investment. |
| JEL: | I2 I38 J1 O12 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21543&r=all |
| By: | G. Vogt; D. Rebitzer |
| Abstract: | The integration of internationally orientated content modules in English language into the curriculum of real estate education programmes is frequently required by accreditation agencies and university management, also however by the job market and employers. One of the challenges in the process is to provide the language skills required and to tailor the internationally orientated content modules in such a way that they represent an integrated part of undergraduate and graduate programmes. The first part of the following paper presents an example of how students with largely varying levels of English language skills at entry level enhance their language proficiency skills and are introduced to the most relevant technical real estate terms in order to meet the needs of the job market and to complete internationally orientated content modules in English language successfully. _In the second part of the paper examples will be given of successful integrations of internationally orientated content modules in English language within the Bachelor and Master programmes of Nuertingen-Geislingen University. |
| Keywords: | Internationalisation; Real Estate Education |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_225&r=all |
| By: | P. Le Roux |
| Abstract: | Changes in the demographical composition of student numbers, their educational expectations and advances in didactic formats require that educational institutions review the link between their physical learning environments and their educational visions. In general, educational visions respond to Ã’changing social demands and technological developments, innovations in the industry, new insights within knowledge domains, and last but not least, results from educational researchÓ (NHTV, 2014). The purpose of the current on-going study is to research changes and developments in educational goals and objectives (in response to the educational vision), and rank conceptual decision-making on creating responsive and future-proof learning environments in order of relevance and applicability to the specific educational vision in question. The current research design applies multiple methodological approaches. Part of this approach consists of a similar methodology as was discussed in earlier research on the application value of a process model for supporting decision-making in property and real estate management education (Le Roux, 2014) as was presented and the 2014 ERES conference in Bucharest, Romania. As such, this process model for supporting decision-making on organisational accommodation is applied as a central structuring element in determining educational objectives for / with new learning environments. In addition to the application of this process-model for supporting decision-making, literature on quality function development is applied to assist in the ranking of conceptual choices for elaborating and implementing solutions for future-proofing learning environments. The originality and value of the current research lies in the combination of multiple research methodologies in facilitating evidence-based decision-making on future-proof strategies and approaches to creating more responsive learning environments. This is particularly true in terms of the application of the theoretical knowledge associated with quality function deployment (QFD) in learning environments. |
| Keywords: | Decision-making; Educational Vision; Learning Environment; Quality Function Deployment; Responsive |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_162&r=all |
| By: | Caroline M. Hoxby; George B. Bulman |
| Abstract: | The federal tax deduction for tuition potentially increases investments in postsecondary education at minimal administrative cost. We assess whether it actually does this using regression discontinuity methods on the income cutoffs that govern eligibility for the deduction. Although many eligible households take nearly the maximum deduction allowed, we find no evidence that it affects attending college (at all), attending full- versus part-time, attending four- versus two-year college, the resources experienced in college, the amount paid for college, or student loans. Our analysis suggests that the deduction's inefficacy may be due to issues of salience, timing, and the method of receipt. We argue that the deduction might increase college-going if it were modified in simple ways that would not increase costs but would make it more likely to relax liquidity constraints and be perceived as a price change (which they is) as opposed to an income change. We outline how such modifications could be tested. This study has independent applied econometrics interest because households who would be just above a cut-off manage their incomes so that they fall slightly below it. This income management generates bias due to reverse causality, and we explore how to choose "doughnut-holes" that avoid bias without undue loss of statistical power. |
| JEL: | C21 H2 H24 H26 I22 I23 |
| Date: | 2015–09 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21554&r=all |
| By: | D. Kootstra; I.Jan Veuger |
| Abstract: | Purpose - The purpose of this paper is to develop an instrument that provides insight in the added value of a school for primary education, from the perspective of different stakeholders. The following groups are considered stakeholders: municipality, school board, environment, parents and children. An instrument like this is needed in order to be able to measure the effect of an intervention within an experiment. The intervention is about decentralizing the available financial resources from the municipality to the school boards. Design/Methodology/approach - In order to find a measuring instrument, a literature study has been done to the aspects on which added value can be rated for the different stakeholders. Since 'value' has a different meaning for the various stakeholders, these aspects have been searched for in literature related to various fields, namely Business Administration, Finance, CREM and FM. The instrument will be calibrated in a follow-up study using interviews. In addition, the Delphi method will be applied. Findings = The research has given information that can help build up a usefull and well founded instrument to measure the added value of school buildings for the different stakeholders. Apart from the financial issues (such as costs per square meter), which are interesting only to part of the stakeholders, other aspects were found that can help measure the perceived value for the other stakeholders (such as: employee satisfaction, innovations, flexibility, market share, etc). Furthermore, is seems desirable to apply real estate strategies with regard to (portfolios of) school buildings. Originality/value - There are no publications yet on instruments that measure the added value experienced by different stakeholders with regard to school buildings. In practice, financial exploitation of school buildings when it comes to value is only about book value and depreciations. By measuring the added value (for the other stakeholders) through other aspects as well, one gets a better overall picture of the actual output of the building. With the insights gained through this measurement, a more extensive initial investment in a school building might be justified. The instrument can also be of value during negotiations on spending/dividing financial means for housing between school boards and municipalities. Thus, the value of this instrument is more comprehensive than just the use of it in the experiment that will be carried out in the framewor |
| Keywords: | Added Value; Measurement; Primary Education; Real Estate; Stakeholders |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_103&r=all |
| By: | Arden Finn; Murray Leibbrandt; David Lam |
| Abstract: | Human capital models imply that both the distribution of education and returns to education affect earnings inequality. Decomposition of these â..quantityâ.. and â..priceâ.. components have been important in understanding changes in earnings inequality in developed and developing countries. This paper provides theoretical and empirical analysis of the interactions between schooling inequality, returns to schooling and earnings inequality. We focus on two main questions. What is the relationship between inequality in schooling and inequality in earnings? How do changes in returns to schooling affect earnings inequality when returns differ by schooling level? We derive new analytical results that are used to guide empirical analysis of changes in earnings inequality in Brazil and South Africa. While both countries have had declines in schooling inequality, only Brazil has translated those into declines in earnings inequality. In South Africa, rising returns to schooling at the top level have offset equalizing changes in the schooling distribution. |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:unu:wpaper:wp2015-050&r=all |
| By: | B. Thomson; B. Martens |
| Abstract: | Blended learning is to regarded a didactical meaningful combination of traditional face-to-face instruction and state-of-the-art e-learning formats. The efficiency and flexibility of computer-mediated forms of learning are combined with the social aspects of face-to-face communication. In other words a useful learning arrangement which combines modern-day means of networking through the internet and ‘classical’ learning methods and media. At the time of writing, blended learning has been operational for some fifteen years. Normally this would be long enough for optimal models to have evolved and regimes to be established to measure the effectiveness of the techniques employed. However, blended learning involves the use of technology – at least in part – and fifteen years is a long time in technology terms. Early online learning developed as an asynchronous process – especially outside the traditional University environment. As a student-centred teaching method it uses different resources to facilitate information sharing among a network of people. It is not constrained by time or place but was constrained by technology, particularly low bandwidth, that restricted the complexity of course material and effectively prevented the construction of synchronous interaction. More recently, with the effective removal of bandwidth constraints, synchronous online learning has been developed as a way of addressing the issues of transactional distance experienced with asynchronous learning. It must be noted that real estate education is not at all unified. Major differences may exist concerning (blended) learning. In order to verify this assumption, a survey about the use of blended learning in real estate education has been conducted. Survey results have been triangulated with a number of in-depth interviews with course directors and leaders. In addition case studies of blended learning practice are presented to add context to the study. |
| Keywords: | Computer Mediation; Content Management System (CMS); Learning Models; Teaching Methods; Virtual Learning Environments (VLE) |
| JEL: | R3 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2015_72&r=all |
| By: | Hyatt, James A |
| Keywords: | Education |
| Date: | 2015–06–01 |
| URL: | http://d.repec.org/n?u=RePEc:cdl:cshedu:qt3wt6j1h7&r=all |
| By: | P. Taltavull |
| JEL: | R3 |
| Date: | 2013–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2013_edu_113&r=all |
| By: | Dyah Larasati (IPC-IG); Fiona Howell (IPC-IG) |
| Abstract: | Pemerintah Indonesia menempatkan penyediaan akses ke dunia pendidikan yang merata sebagai prioritas utama. Pendidikan Universal/ untuk semua merupakan landasan untuk pembangunan ekonomi di masa depan dan untuk mencapai masyarakat yang lebih maju dan makmur. Selama satu dasawarsa terakhir Pemerintah Indonesia telah melakukan berbagai usaha untuk mewujudkan terciptanya pemerataan pendidikan. Pada 2003, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) telah menerapkan Program Wajib Belajar Pendidikan Dasar (Wajar Dikdas) Sembilan tahun dengan tujuan agar anak-anak usia sekolah dapat terus melanjutkan pendidikan mereka hingga jenjang Pendidikan Dasar (Sekolah Dasar/SD dan Sekolah Menengah Pertama/SMP). Pada tahun 2005, pemerintah kemudian memperkenalkan program subsidi pendidikan yang dikenal sebagai Program Bantuan Operasional Sekolah (BOS) untuk menyediakan pendanaan biaya operasional pendidikan non-personalia bagi satuan pendidikan dasar sebagai pelaksana program wajib belajar, yang diberikan secara langsung kepada sekolah tingkat dasar dan menengah pertama. Dana Program BOS diperuntukkan untuk mencakup biaya-biaya pendidikan langsung tetapi tidak mencakup biaya-biaya tidak langsung pendidikan (misalnya biaya transportasi, seragam dan sebagainya), yang menjadi hambatan utama bagi anak usia sekolah untuk memperoleh akses pendidikan (utamanya bagi rumah tangga dengan tingkat sosial ekonomi terendah). Pemerintah Indonesia kemudian memperkenalkan Program Bantuan Siswa Miskin atau BSM pada tahun 2008 sebagai pelengkap dari Program Bantuan Operasional Sekolah (BOS). Sehingga jika Program BOS membantu mengatasi hambatan dalam hal pungutan uang sekolah, maka Program BSM diharapkan dapat berkontribusi dalam mengatasi biaya-biaya pendidikan tidak langsung yang harus dikeluarkan oleh keluarga/rumah tangga. Kedua program tersebut, diharapkan dapat membantu menangani kendala keuangan keluarga/rumah tangga untuk mencapai pendidikan hingga 12 tahun. |
| Keywords: | Bantuan Siswa Miskin, BSM, Indonesian, Cash Transfer Programme, Poor Students |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:ipc:pbbaha:46&r=all |
| By: | F. Kubran |
| JEL: | R3 |
| Date: | 2013–12–01 |
| URL: | http://d.repec.org/n?u=RePEc:arz:wpaper:eres2013_edu_102&r=all |