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on Education |
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Issue of 2016‒11‒20
twenty-six papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Harounan Kazianga (Oklahoma State University); Leigh Linden (University of Texas at Austin); Ali Protik (Mathematica Policy Research); Matt Sloan (Mathematica Policy Research) |
| Abstract: | We evaluate the long-term effect of a “girl-friendly†primary school program in Burkina Faso, using a regression discontinuity design. The intervention consisted of upgrading existing three-classroom schools to six-classroom schools to accommodate more grades. After six years, the program increased enrollment by 15.5 percentage points and increased test scores by 0.29 standard deviations. Students in treatment schools progress further through the grades, compared to students in non-selected schools. These upgraded schools are effective at getting children into school, getting children to start school on time, and keeping children in school longer. Overall, we find that the schools sustain the large impacts observed about three years earlier, with enrollment declining slightly from 18.5 to 14.9 for the cohorts of children who were exposed to both the first and second phases of the intervention. |
| Keywords: | Africa, Education, Gender Inequality, Infrastructures |
| JEL: | I24 I25 I28 O15 |
| Date: | 2016–11–11 |
| URL: | http://d.repec.org/n?u=RePEc:csl:devewp:406&r=edu |
| By: | Bertola, Giuseppe |
| Abstract: | This paper uses a large and detailed dataset to characterize the enrolment and educational performance of regulated and subsidized French private schools. Individual ability reduces the probability of private secondary schooling. Structural models indeed find that both observable and unobservable initial ability matter less in private than in State schools for successful secondary school completion and access to tertiary education. |
| Keywords: | Education financing; Family background; School selection. |
| JEL: | I22 I24 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:cpr:ceprdp:11605&r=edu |
| By: | Terrier, Camille (Massachusetts Institute of Technology) |
| Abstract: | I use a combination of blind and non-blind test scores to show that middle school teachers favor girls when they grade. This favoritism, estimated in the form of individual teacher effects, has long-term consequences: as measured by their national evaluations three years later, male students make less progress than their female counterparts. Gender-biased grading accounts for 21 percent of boys falling behind girls in math during middle school. On the other hand, girls who benefit from gender bias in math are more likely to select a science track in high school. |
| Keywords: | teachers, gender biases, progress, achievement inequalities |
| JEL: | I21 I24 J16 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10343&r=edu |
| By: | van Broekhuizen, Hendrik (Stellenbosch University); van der Berg, Servaas (Stellenbosch University); Hofmeyr, Heleen (Stellenbosch University) |
| Abstract: | This study uses a unique dataset to investigate university access, throughput, and dropout for the 2008 South African national matric cohort. The findings show that university access in South Africa is limited, even among learners who perform relatively well in matric. In addition, those who do gain access to university often take a long time to complete their studies, with many never completing at all. As a result, only a select minority of matric learners manage to obtain university qualifications. Significant inequalities in university outcomes between race groups and across geographical space also remain evident. However, the results from the analysis suggests that observed patterns of university access and university success are strongly influenced by school results. The weak school system has a major influence on who reaches matric, and how they perform in matric. This, and particularly the achievement of Bachelor passes, explains much of the differences in university outcomes by race, gender and province. |
| Keywords: | higher education, university access, post-school transitions |
| JEL: | I21 I23 I24 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10358&r=edu |
| By: | Andrew Eyles; Stephen Machin; Sandra McNally |
| Abstract: | The change of government in 2010 provoked a large structural change in the English education landscape. Unexpectedly, the new government offered primary schools the chance to have 'the freedom and the power to take control of their own destiny', with better performing schools given a green light to convert to become an academy school on a fast track. In England, schools that become academies have more freedom over many ways in which they operate, including the curriculum, staff pay, the length of the school day and the shape of the academic year. However, the change to allow primary school academisation has been controversial. In this paper, we study the effect for the first primary schools that became academies. While the international literature provides growing evidence on the effects of school autonomy in a variety of contexts, little is known about the effects of autonomy on primary schools (which are typically much smaller than secondary schools) and in contexts where the school is not deemed to be failing or disadvantaged. The key finding is that schools did change their modes of operation after the exogenous policy change, but at the primary phase of schooling, academisation did not lead to improved pupil performance. |
| Keywords: | academies, pupil performance |
| JEL: | I20 I21 I28 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:cep:cepdps:dp1455&r=edu |
| By: | Rodolfo Manuelli (Washington University and Federal Reserve Bank of St. Louis); Carlos Garriga (Federal Reserve Bank of St. Louis); Maria Ferreyra (The World Bank) |
| Abstract: | This paper analyzes the effectiveness of three different types of education policies: tuition subsidies (broad based, merit based, and flat tuition), grant subsidies (broad based and merit based), and loan limit restrictions. We develop a quantitative theory of college within the context of general equilibrium overlapping generations economy. College is modeled as a multi-period risky investment with endogenous enrollment, time-to-degree, and dropout behavior. Tuition costs can be financed using federal grants, student loans, and working while at college. We show that our model accounts for the main statistics regarding education (enrollment rate, dropout rate, and time to degree) while matching the observed aggregate wage premiums. Our model predicts that broad based tuition subsidies and grants increase college enrollment. However, due to the correlation between ability and financial resources most of these new students are from the lower end of the ability distribution and eventually dropout or take longer than average to complete college. Merit based education policies counteract this adverse selection problem but at the cost of a muted enrollment response. The importance of loan availability critically depends on the underlying distribution of abilities. |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:red:sed016:1319&r=edu |
| By: | Barua, Rashmi (Jawaharlal Nehru University); Vidal-Fernández, Marian (University of Sydney) |
| Abstract: | Since the late 1980s, several U.S. states have set minimum academic requirements for high school students to apply for and retain their driving licenses. These laws popularly known as "No Pass No Drive" (NPND), encourage teenagers with a preference for driving to stay in school beyond the minimum dropout age. Using Federal Bureau of Investigation (FBI) arrest data, we exploit state, time and cohort variation to show that having an NPND law in place is associated with a significant decrease in arrests due to violent, drug-related and property crime among males between 16 to 18 years of age. We argue that our findings are driven by an increase in education rather than incapacitation and that NPND laws are a relatively low cost policy that generates positive externalities beyond and in addition to the minimum dropout age. |
| Keywords: | No Pass No Drive laws, juvenile crime, education |
| JEL: | K14 J24 J18 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10346&r=edu |
| By: | Kunz, Johannes S. (University of Zurich); Staub, Kevin E. (University of Melbourne) |
| Abstract: | The outcome of pursuing an upper or post-secondary education degree is uncertain. A student might not complete a chosen degree for a number of reasons, such as insufficient academic preparation or financial constraints. Thus, when considering whether to invest in post-secondary education, students must factor their probability of completing the degree into their decision. We study the role of this uncertainty in education choices using representative survey data from Germany. Students' subjective beliefs about the probability of completing a post-secondary education were elicited prior to them finishing their secondary education. We relate these subjective completion probabilities to students' subsequent education choices and outcomes. We find that these early beliefs are predictive of intentions to invest in education, actual subsequent investments in education, and degree completion. A structural choice model of sequential investment further reveals that the association between completion beliefs and investment choices is strongest for students with low academic skills and low preferences for post-secondary education. |
| Keywords: | subjective beliefs, subjective probabilities, completion uncertainty, post-secondary education, human capital investment |
| JEL: | I21 I26 J24 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10344&r=edu |
| By: | Caterina Calsamiglia (Universitat Autònoma de Barcelona); Annalisa Loviglio (Universitat Autonoma de Barcelona and Barcelona GSE) |
| Abstract: | Student access to education levels, tracks or bachelor specialties is usually determined by their previous performance, measured either by internal exams, designed and graded by teachers in school, or external exams, designed and graded by central authorities. We say teachers in school grade on a curve whenever having better performing peers harms the grade obtained and hence the evaluation of a given student. We use rich administrative records from public schools in Catalonia to provide evidence that teachers indeed grade on a curve, leading to negative peer effects. We find suggestive evidence that these negative effects impact school choice only the year when internal grades have an impact on future prospects. |
| Keywords: | peer effects, grades, School Choice |
| JEL: | I21 I28 H75 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:hka:wpaper:2016-020&r=edu |
| By: | Timothy M. Diette (Department of Economics, Washington and Lee University); Manu Raghav (Department of Economics and Management, DePauw University) |
| Abstract: | Colleges and universities have to stagger their classes across different times and days to make the best use of their existing buildings. Some of these class meetings are for different lengths of time and meet a different number of days per week. In addition, students and faculty have increased demand for courses that meet fewer days per week. There is some concern that classes that meet more often are better suited for student learning than others. However, this paper finds that, after controlling for the class time and course fixed effects as well as faculty and student fixed effects, there is no statistical difference between student learning in two days and three days classes. Thus, for colleges similar to the one in this study there does not appear to be a trade-off between the frequency of course meetings and student achievement as measured by grades. |
| Keywords: | Class Meeting Frequency; Grades; GPA; Student Learning |
| JEL: | I20 I21 I23 A22 Z18 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:dew:wpaper:2016-101&r=edu |
| By: | Günther Fink (Department of Global Health and Population, Harvard T.H. School of Public Health); Evan Peet (RAND Corporation) |
| Abstract: | While a large literature has investigated the returns to education in high-income countries, evidence on returns in less developed countries is relatively scarce. We pool 61 nationally representative household surveys conducted between 1985 and 2012 in order to address this evidence gap and to estimate average national and regional returns to education. We find a return of 6.5% in the pooled data, with lower returns in rural areas, higher returns for females, higher returns in the years prior to 2000, and lower rates of return in Asian countries compared to Africa, Latin America, and Eastern Europe. With respect to schooling levels, we find lowest returns for primary education, and highest returns to tertiary education, consistent with recent evidence from developed countries. Overall, returns to education in developing countries seem to be similar or lower than those in high-income countries with remarkably large amounts of heterogeneity across countries, time, and regions.While a large literature has investigated the returns to education in high-income countries, evidence on returns in less developed countries is relatively scarce. We pool 61 nationally representative household surveys conducted between 1985 and 2012 in order to address this evidence gap and to estimate average national and regional returns to education. We find a return of 6.5% in the pooled data, with lower returns in rural areas, higher returns for females, higher returns in the years prior to 2000, and lower rates of return in Asian countries compared to Africa, Latin America, and Eastern Europe. With respect to schooling levels, we find lowest returns for primary education, and highest returns to tertiary education, consistent with recent evidence from developed countries. Overall, returns to education in developing countries seem to be similar or lower than those in high-income countries with remarkably large amounts of heterogeneity across countries, time, and regions. JEL Codes: |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:gdm:wpaper:12014&r=edu |
| By: | Emilyn Ruble Whitesell; Leanna Stiefel; Amy Ellen Schwartz |
| Abstract: | In this article, the authors use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. |
| Keywords: | student mobility, mid-year entry, spillover effects, peer effects |
| JEL: | I |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:4c6b242db6a948468e815de663260450&r=edu |
| By: | Merlino, Luca Paolo (Université Paris 1 Panthéon-Sorbonne); Steinhardt, Max F. (Helmut Schmidt University, Hamburg); Wren-Lewis, Liam (Paris School of Economics) |
| Abstract: | This paper investigates the impact of individuals' school peers on their adult romantic relationships. In particular, we consider the effect of quasi-random variation in the share of black students within an individual's cohort on the percentage of adults' cohabiting partners that are black. We find that more black peers leads to more relationships with blacks later in life. The results are similar whether relationships begun near or far from school, suggesting that the racial mix of schools has an important and persistent impact on racial attitudes. |
| Keywords: | assortative matching, romantic relationships, race |
| JEL: | J12 J15 J16 |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10319&r=edu |
| By: | Rehm, Martin (UNU-MERIT, and University Duisburg–Essen); Notten, Ad (UNU-MERIT, and Maastricht University) |
| Abstract: | Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyse the underlying communication processes and outcomes. Yet, previous research has largely neglected teachers and the role of social capital on Twitter. The present study addresses this shortcoming by analysing a hashtag conversation among German speaking teachers. Using social network analysis, we are able to show the relevance of the structural dimension of social capital in Twitter conversations among teachers. |
| Keywords: | informal learning, teacher professional development, social capital, social network analysis, social media |
| JEL: | I21 I28 D83 D85 O33 O35 |
| Date: | 2016–09–14 |
| URL: | http://d.repec.org/n?u=RePEc:unm:unumer:2016052&r=edu |
| By: | Elina Pradhan (Harvard T. H. Chan School of Public Health); David Canning (Harvard T.H. Chan School of Public Health, Department of Global Health and Population) |
| Abstract: | We investigate the effect of female schooling on teenage fertility using an education reform in Ethiopia in 1994 as a natural experiment that led to a jump in female school enrollment and about 0.74 years of additional schooling for the first two exposed cohorts. Using a regression discontinuity approach we find that each additional year of schooling lowers the probability of both teenage marriage and teenage childbearing by about six percentage points. This casual estimate is consistent with the steep gradient of teenage marriage and fertility with education observed in the data. JEL Codes: |
| Keywords: | Ethiopia; Education Policy; Fertility; Female Education; Age at Marriage; Regression Discontinuity. |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:gdm:wpaper:12816&r=edu |
| By: | Jinkook Lee (Rand Corporation); Mark E. McGovern (Harvard Center for Population and Development Studies); David E. Bloom (Harvard T. H. Chan School of Public Health); P. Arokiasamy (International Institute for Population Studies); Arun Risbud (National AIDS Research Institute, Pune (NARI)); Jennifer O’Brien; Varsha Kale; Perry Hu (Division of Geriatrics, UCLA School of Medicine) |
| Abstract: | This paper examines health disparities in biomarkers among a representative sample of Indians aged 45 and older, using data from the pilot round of the Longitudinal Aging Study in India (LASI). Hemoglobin level, a marker for anemia, is lower for respondents with no schooling (0.7 g/dL less in the adjusted model) compared to those with some formal education. There are also substantial state and education gradients in underweight and overweight. The oldest old have higher levels of C-reactive protein (CRP) (1.1 mg/L greater than those aged 45-54), an indicator of inflammation and a risk factor for cardiovascular disease, as do those with greater body-mass index (an additional 1.2 mg/L for those who are obese compared to those who are of normal weight). We find no evidence of educational or gender differences in CRP, but respondents living in rural areas have CRP levels that are 0.8 mg/L lower than urban areas. We also find state-level disparities, with Kerala residents exhibiting the lowest CRP levels (1.96 mg/L compared to 3.28 mg/L in Rajasthan, the state with the highest CRP). We use the Blinder-Oaxaca decomposition approach to explain group-level differences, and find that state-level gradients in CRP are mainly due to heterogeneity in the association of the observed characteristics of respondents with CRP, as opposed to differences in the distribution of endowments across the sampled state populations. JEL Codes: I12, I14, D30, O15 |
| Keywords: | Biomarkers, Health Disparities, Gender Differences, Blinder-Oaxaca Decomposition, Aging |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:gdm:wpaper:12115&r=edu |
| By: | West, Martin R. (Harvard Graduate School of Education); Woessmann, Ludger (Ifo Institute for Economic Research); Lergetporer, Philipp (Ifo Institute for Economic Research); Werner, Katharina (Ifo Institute for Economic Research) |
| Abstract: | To study whether current spending levels and public knowledge of them contribute to transatlantic differences in policy preferences, we implement parallel survey experiments in Germany and the United States. In both countries, support for increased education spending and teacher salaries falls when respondents receive information about existing levels. Treatment effects vary by prior knowledge in a manner consistent with information effects rather than priming. Support for salary increases is inversely related to salary levels across American states, suggesting that salary differences could explain much of Germans' lower support for increases. Information about the tradeoffs between specific spending categories shifts preferences from class-size reduction towards alternative purposes. |
| Keywords: | policy preferences, cross-country comparison, Germany, United States, education spending, information, survey experiments |
| JEL: | H52 I22 D72 D83 |
| Date: | 2016–11 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10357&r=edu |
| By: | OECD |
| Abstract: | The most recent round of the assessment, PISA 2015, focused on 15-year-olds’ science literacy, defined as “the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”. To succeed on the PISA science test, students had to display their mastery of three skills: explaining phenomena scientifically (based on knowledge of scientific facts and ideas), evaluating and designing scientific enquiry, and interpreting data and evidence scientifically. |
| Date: | 2016–11–15 |
| URL: | http://d.repec.org/n?u=RePEc:oec:eduddd:66-en&r=edu |
| By: | Bode, Eckhardt; Brunow, Stephan; Ott, Ingrid; Sorgner, Alina |
| Abstract: | We present empirical evidence suggesting that technological progress in the digital age will be biased not only with respect to skills acquired through education but also with respect to noncognitive skills (personality). We measure the direction of technological change by estimated future digitalization probabilities of occupations, and noncognitive skills by the Big Five personality traits from several German worker surveys. Even though we control extensively for education and experience, we find that workers characterized by strong openness and emotional stability tend to be less susceptible to digitalization. Traditional indicators of human capital thus measure workers' skill endowments only imperfectly. |
| Keywords: | Worker personality,Noncognitive skills,Digital transformation,Direction of technical change,Germany |
| JEL: | F22 J61 O15 C63 |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:ifwkwp:2057&r=edu |
| By: | Hans-Peter Y. Qvist (Department of Sociology and Social Work, Aalborg University); Anders Holm (The University of Western Ontario); Martin D. Munk (Department of Political Science, Aalborg University) |
| Abstract: | The demand and supply model predicts that a larger relative net supply of a particular skill group will negatively affect its relative wage. To test this, we use the opening of a new university in Denmark as a natural experiment. We show that the opening of Aalborg University created a shock to the supply of structural engineers in the mid-1980s. Because Aalborg University did not have a chemical engineering program, we use chemical engineers as a control group and find that the wages of structural engineers dropped in and around 1984, when the supply of structural engineers peaked. |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:uwo:hcuwoc:20164&r=edu |
| By: | Asadullah, Niaz (University of Malaya) |
| Abstract: | Non-formal schools play an increasingly important role in the delivery of educational services in poor communities, but little systematic evidence is available about their placement choices. We study location choice of "one teacher, one classroom" non-formal primary schools pioneered by BRAC vis-a-vis its first large scale replication under the government managed Reaching-Out-of-School (ROSC) project using school census data. Comparison is also made to another pro-poor educational institution – state recognized madrasas. We find that all three types of schools have a statistically significant presence in poor sub-districts within a district. However BRAC schools avoid pockets that lack public infrastructure and suffer from low female literacy rate while ROSC schools better target regions that have poor access to cities and roads, are less urbanized, more vulnerable to natural disasters, have fewer banks and working toilets. ROSC schools also have greater presence in regions that are under-served by government and government supported formal primary schools. On the contrary, the supply of BRAC schools and madrasas is significantly and positively linked to the presence of formal primary schools. Concerns over operational viability may explain why BRAC often leaves out remote regions where socio-economic circumstances are most likely to keep children out of school. |
| Keywords: | poverty, NGO, non-formal school, madrasa, Bangladesh |
| JEL: | I21 L31 |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp10326&r=edu |
| By: | Eckhardt Bode (Kiel Institute for the World Economy); Stephan Brunow (Institute for Employment Research, Nürnberg); Ingrid Ott (Karlsruhe Institute of Technology and Kiel Institute for the World Economy); Alina Sorgner (Friedrich-Schiller-University Jena) |
| Abstract: | We present empirical evidence suggesting that technological progress in the digital age will be biased not only with respect to skills acquired through education but also with respect to noncognitive skills (personality). We measure the direction of technological change by estimated future digitalization probabilities of occupations, and noncognitive skills by the Big Five personality traits from several German worker surveys. Even though we control extensively for education and experience, we find that workers characterized by strong openness and emotional stability tend to be less susceptible to digitalization. Traditional indicators of human capital thus measure workers' skill endowments only imperfectly. |
| Keywords: | Worker personality, Noncognitive skills, Digital transformation, Direction of technical change, Germany |
| JEL: | C25 J24 O33 |
| Date: | 2016–11–15 |
| URL: | http://d.repec.org/n?u=RePEc:jrp:jrpwrp:2016-020&r=edu |
| By: | Zehnder, Christian; Herz, Holger; Bonardi, Jean-Philippe |
| Abstract: | Research on leadership in economics has developed in parallel to the literature in management and psychology and links between the fields have been sparse. Whereas modern leadership scholars mostly focus on transformational and related leadership styles, economists have mainly emphasized the role of contracts, control rights, and incentives. We argue that both fields could profit from enriching their approach with insights from the other field. We review and synthesize the economics literature on leadership in organizations and discuss how leadership scholars in management and psychology can benefit from the detailed understanding of transactional methods that economists have developed. We link the contributions in economics to a broad set of topics including the foundations of leadership, leader emergence, and leader effectiveness. At the same time, we also point out limitations of the economic approach and outline how the integration of leadership research and economics would broaden the scope of future studies. |
| Keywords: | Leadership; Economics; Foundations; Emergence; Effectiveness |
| JEL: | D3 D21 D23 M50 |
| Date: | 2016–11–11 |
| URL: | http://d.repec.org/n?u=RePEc:fri:fribow:fribow00478&r=edu |
| By: | Ljunge, Martin (Research Institute of Industrial Economics (IFN)) |
| Abstract: | This paper presents evidence of how attitudes toward gender roles in the home and market are shaped by Hofstede’s six cultural dimensions. Children of immigrants in a broad set of European countries with ancestry from across the world are studied. Individuals are examined within country of residence using variation in cultural dimensions across countries of ancestry. The approach focuses attention on how gender roles are shaped across generations within families. Both influences on the father’s and mother’s side are studied. Ancestry from more masculine cultures shape more traditional gender roles on both parents’ sides. On the father side more pragmatic cultures foster gender equality on the mother’s side power distance promote equality attitudes, although this influence differs markedly between daughters and sons. Pragmatism is in several circumstances the strongest influence on gender norms. |
| Keywords: | Gender roles; intergenerational transmission; Hofstede cultural dimensions; Gender |
| JEL: | D13 D83 J16 Z13 |
| Date: | 2016–11–02 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:iuiwop:1137&r=edu |
| By: | Olivier De Groote; Koen Declercq |
| Date: | 2016–10 |
| URL: | http://d.repec.org/n?u=RePEc:ete:ceswps:555914&r=edu |
| By: | Ebbers, Illona; Mikkelsen, Kirsten; Raschke, Claudia |
| Abstract: | [Vorbemerkung] Im Zuge des Projekts „SPICE – Student Programme for Innovation Culture and Entrepreneurship“ führte die Europa-Universität Flensburg eine Benchmarkanalyse durch, um die Wirkung des Projektes hinsichtlich der Etablierung des Themas Entrepreneurship Education (EE) im SPICE-Netzwerk zu prüfen bzw. zu evaluieren. Durch diese Analyse sollte des Weiteren geklärt werden, inwiefern dieses Netzwerk gegenüber anderen Einrichtungen an Hochschulen qualitativ einzuordnen ist. In diesem Sinne bestand die Aufgabe nun in der Erörterung jener Aspekte, die zu einer hochwertigen Verankerung einer Entrepreneurship Education in den hochschulischen Einrichtungen führen und wie ein hierfür notwendiges Netzwerk mögliche Defizite auffangen kann. In diesem Zusammenhang wurde folgendes Vorgehen gewählt. Zum einen wurde ein grenzübergreifender Vergleich zwischen Dänemark und Deutschland vorgenommen und zum anderen wurden große Hochschulen mit kleinen auf beiden Seiten der Grenze verglichen. In diesem Rahmen fand eine minimale Auswahl an Good-Practice Beispielen statt, die sich auf zwei große und zwei kleinere Hochschulen jeweils in Dänemark und Deutschland beschränkten. Zu den großen Universitäten zählen die Ludwig-Maximilian-Universität München (LMU) und die Aarhus Universität (AU), zu den kleinen Hochschulen die Hochschule für angewandte Wissenschaft und Kunst Hildesheim (HAWK) und die Syddansk Universitet (SDU) mit ihrem Campus in Kolding. Gewährleistet wurde durch dieses Vorgehen, dass alle relevanten zu vergleichenden Aspekte gebündelt werden konnten, ohne sich im Detail zu verlieren. Der Vergleich der Flensburger Hochschulen mit großen Universitäten sollte deutlich machen, welche Ressourcen für eine erfolgreiche Etablierung der Entrepreneurship Education an Hochschulen erfolgversprechend zu sein scheinen. Der Vergleich mit kleinen Hochschulen sollte den Stand der Flensburger Hochschulen auf gleicher Ebene verdeutlichen. Dass die Institution Hochschule als Vergleichsmaßstab diente, ist allein den spezifischen Rahmenbedingungen, welche staatliche Hochschulen aufweisen, geschuldet. Das am Ende der hier vorzustellenden Benchmarkanalyse nochmals beschriebene Projekt SPICE wird deutlich machen, dass eine Vernetzung mit hochschulnahen Institutionen, welche studentische Entrepreneurship Education unterstützen, mögliche ressourcenabhängige Defizite kleiner Hochschulen auffangen bzw. beseitigen können. Denn durch die abschließend dargestellte Vernetzung, wird deutlich, dass auch kleine Hochschulen mit strategischen Kooperationen dem Vergleich mit großen Hochschulen Stand halten können. Alle im Rahmen des Benchmarks erwähnten Informationen wurden über die Homepages der jeweiligen Hochschulen und Institutionen sowie durch Interviews mit entsprechenden Schlüsselpersonen generiert. Inhaltlich sind alle Cases von den Hochschulen und Institutionen zur Veröffentlichung freigegeben worden. |
| Date: | 2016 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:dwjzhe:13&r=edu |