Better with Bologna? Tertiary education reform and student outcomes.
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| Title: | Better with Bologna? Tertiary education reform and student outcomes. |
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| Authors: | Hahm, Sabrina1 Hahm@hu-berlin.de, Kluve, Jochen1,2 |
| Source: | Education Economics. Aug2019, Vol. 27 Issue 4, p425-449. 25p. 5 Charts, 9 Graphs, 1 Map. |
| Subject Terms: | *Educational change, *Academic achievement, *Teaching methods, *College students, *Outcome assessment (Education) |
| Abstract: | Given the scale of the university reform induced by the Bologna Process, little is known about how the reform impacted those most immediately affected: the students. This paper uses unique micro data from Humboldt-Universität zu Berlin, Germany, to estimate treatment effects on student outcomes. Variation in treatment introduction over time and across subjects generates exogenous assignment of students into treatment (Bachelor) and control groups (Diploma). Results indicate that the Bologna reform led to a significant, sizeable increase in the probability of graduating within planned instructional time; it also decreased standardized study duration and worsened final grades in the treatment group. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136728272 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Better with Bologna? Tertiary education reform and student outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hahm%2C+Sabrina%22">Hahm, Sabrina</searchLink><relatesTo>1</relatesTo><i> Hahm@hu-berlin.de</i><br /><searchLink fieldCode="AR" term="%22Kluve%2C+Jochen%22">Kluve, Jochen</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Economics%22">Education Economics</searchLink>. Aug2019, Vol. 27 Issue 4, p425-449. 25p. 5 Charts, 9 Graphs, 1 Map. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Given the scale of the university reform induced by the Bologna Process, little is known about how the reform impacted those most immediately affected: the students. This paper uses unique micro data from Humboldt-Universität zu Berlin, Germany, to estimate treatment effects on student outcomes. Variation in treatment introduction over time and across subjects generates exogenous assignment of students into treatment (Bachelor) and control groups (Diploma). Results indicate that the Bologna reform led to a significant, sizeable increase in the probability of graduating within planned instructional time; it also decreased standardized study duration and worsened final grades in the treatment group. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Economics is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136728272 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09645292.2019.1616280 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 425 Subjects: – SubjectFull: Educational change Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: College students Type: general – SubjectFull: Outcome assessment (Education) Type: general Titles: – TitleFull: Better with Bologna? Tertiary education reform and student outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hahm, Sabrina – PersonEntity: Name: NameFull: Kluve, Jochen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 09645292 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Education Economics Type: main |
| ResultId | 1 |
