A mature body of research has examined the labor market returns to passing the GED, typically finding modest (or negligible) benefits for the individual. In this study, we use a regression discontinuity research design to estimate the impact of obtaining the GED on postsecondary outcomes for two self-selected groups of test-takers in Massachusetts: high school dropouts who do and do not enroll in publicly funded adult basic education (ABE) classes. In contrast with previous work, we find that earning a GED credential substantially increases enrollment and persistence in postsecondary education for ABE students who marginally pass the GED, but find no such effects for dropouts who do not participate in ABE. Specifically, our IV estimates indicate that earning a GED increases the likelihood that ABE participants ever enroll in college by 33.4-55.8 percentage points and increases enrollment for four or more quarters by 25.4-33.7 percentage points, depending on the specification. We hypothesize that although ABE students are negatively selected in terms of academic skills, they are positively selected on dimensions of non-cognitive skills and motivation relative to non-ABE test-takers. Our findings highlight a policy-relevant population of GED test-takers for whom earning a GED may be particularly beneficial and furthers our understanding of who does and does not benefit from this credential.
{"title":"Who Benefits from the GED? New Regression Discontinuity Evidence from Massachusetts","authors":"Blake H Heller, Kirsten Slungaard Mumma","doi":"10.2139/ssrn.3118546","DOIUrl":"https://doi.org/10.2139/ssrn.3118546","url":null,"abstract":"A mature body of research has examined the labor market returns to passing the GED, typically finding modest (or negligible) benefits for the individual. In this study, we use a regression discontinuity research design to estimate the impact of obtaining the GED on postsecondary outcomes for two self-selected groups of test-takers in Massachusetts: high school dropouts who do and do not enroll in publicly funded adult basic education (ABE) classes. In contrast with previous work, we find that earning a GED credential substantially increases enrollment and persistence in postsecondary education for ABE students who marginally pass the GED, but find no such effects for dropouts who do not participate in ABE. Specifically, our IV estimates indicate that earning a GED increases the likelihood that ABE participants ever enroll in college by 33.4-55.8 percentage points and increases enrollment for four or more quarters by 25.4-33.7 percentage points, depending on the specification. We hypothesize that although ABE students are negatively selected in terms of academic skills, they are positively selected on dimensions of non-cognitive skills and motivation relative to non-ABE test-takers. Our findings highlight a policy-relevant population of GED test-takers for whom earning a GED may be particularly beneficial and furthers our understanding of who does and does not benefit from this credential.","PeriodicalId":121269,"journal":{"name":"EduRN: Postsecondary Education (Topic)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115852600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Plopeanu, Daniel Homocianu, A. Mihaila, E. Crișan, G. Bodea, R. Bratu, Dinu Airinei
Nowadays, when there is much concern about the demographic decline of Europe and the stringent need for public policies that support intelligent, sustainable, and inclusive growth in times of population ageing, this study aims to validate several hypotheses regarding the post-graduation migration intentions of students in economics. To analyse these intentions in the context of Romanian yearly increases of out-migration flows to Western countries, the answers to the questionnaire used for this study were obtained from three important Romanian universities. Using georeferencing, neural networks-based data mining, and two types of regression analysis, the results represent a relevant contribution to the limited body of literature. They empirically show that motivations and attitudes towards a meritocratic environment for professional advancement, and individual freedom are positive key factors for students’ migration intentions after graduation. In addition, the paper emphasises the secondary role of religiosity and intergenerational transfer of parental migration experience. It also finds that, although the income level has some influence on these intentions, its role is far less important than the one emphasised in the specific literature, which leads us to the conclusion that non-economic motivations matter more than the economic ones for the potential decision to migrate after graduation.
{"title":"Exploring the Influence of Personal Motivations, Beliefs and Attitudes on Students’ Post-Graduation Migration Intentions: Evidence from Three Major Romanian Universities","authors":"A. Plopeanu, Daniel Homocianu, A. Mihaila, E. Crișan, G. Bodea, R. Bratu, Dinu Airinei","doi":"10.3390/APP8112121","DOIUrl":"https://doi.org/10.3390/APP8112121","url":null,"abstract":"Nowadays, when there is much concern about the demographic decline of Europe and the stringent need for public policies that support intelligent, sustainable, and inclusive growth in times of population ageing, this study aims to validate several hypotheses regarding the post-graduation migration intentions of students in economics. To analyse these intentions in the context of Romanian yearly increases of out-migration flows to Western countries, the answers to the questionnaire used for this study were obtained from three important Romanian universities. Using georeferencing, neural networks-based data mining, and two types of regression analysis, the results represent a relevant contribution to the limited body of literature. They empirically show that motivations and attitudes towards a meritocratic environment for professional advancement, and individual freedom are positive key factors for students’ migration intentions after graduation. In addition, the paper emphasises the secondary role of religiosity and intergenerational transfer of parental migration experience. It also finds that, although the income level has some influence on these intentions, its role is far less important than the one emphasised in the specific literature, which leads us to the conclusion that non-economic motivations matter more than the economic ones for the potential decision to migrate after graduation.","PeriodicalId":121269,"journal":{"name":"EduRN: Postsecondary Education (Topic)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Faff, Robin Carrick, Angel Chen, M. Escobar, Bo Xuan Matthew Khong, B. Nguyen, William Tunny
Spanning a 10-week period over the Southern Summer of 2016-7, six University of Queensland Research Scholars signed up to be part of a unique cohort focused on “pitching research” [PR] – in the “i-TEMPLATES” team. The Summer Research Scholars engaged in a range of pitching activities including: creating reverse engineering pitches for assigned and selected papers; attending the UQAPS Pitching Final; a pitch “sparring” exercise; a “fantasy pitching” exercise; a mentor-supervised reverse engineered pitch; a self-directed personal pitch exercise; collaborating on “pitching research letter” papers and pitching-related “champion” roles. The set of activities involved both individual and group work, as well as developing both written and oral skills – but, critically all related to research. The current paper provides a narrative review of this unique pitching research program.
{"title":"UQ Summer Research Scholar Program: Insights and Reflections from the Pitching Research 'I-TEMPLATES' Team","authors":"R. Faff, Robin Carrick, Angel Chen, M. Escobar, Bo Xuan Matthew Khong, B. Nguyen, William Tunny","doi":"10.2139/ssrn.2919027","DOIUrl":"https://doi.org/10.2139/ssrn.2919027","url":null,"abstract":"Spanning a 10-week period over the Southern Summer of 2016-7, six University of Queensland Research Scholars signed up to be part of a unique cohort focused on “pitching research” [PR] – in the “i-TEMPLATES” team. The Summer Research Scholars engaged in a range of pitching activities including: creating reverse engineering pitches for assigned and selected papers; attending the UQAPS Pitching Final; a pitch “sparring” exercise; a “fantasy pitching” exercise; a mentor-supervised reverse engineered pitch; a self-directed personal pitch exercise; collaborating on “pitching research letter” papers and pitching-related “champion” roles. The set of activities involved both individual and group work, as well as developing both written and oral skills – but, critically all related to research. The current paper provides a narrative review of this unique pitching research program.","PeriodicalId":121269,"journal":{"name":"EduRN: Postsecondary Education (Topic)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132372861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This set of presentation slides forms part of the Action Research based series 3 of the UWIC MBA in 2001. The workshop entails MBA SIMS project teams developing strategic goals and using practical tools and techniques developed by the authors originally from their research on tacit knowledge, organisational cognition, learning and neuroscience.
{"title":"MBA Strategy and Research Project Series 3, 2001, Sims Action Research & Recap. (Presentation Slides)","authors":"Tom Cockburn, Trefor Lewis","doi":"10.2139/ssrn.3139387","DOIUrl":"https://doi.org/10.2139/ssrn.3139387","url":null,"abstract":"This set of presentation slides forms part of the Action Research based series 3 of the UWIC MBA in 2001. The workshop entails MBA SIMS project teams developing strategic goals and using practical tools and techniques developed by the authors originally from their research on tacit knowledge, organisational cognition, learning and neuroscience.","PeriodicalId":121269,"journal":{"name":"EduRN: Postsecondary Education (Topic)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117017919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1163/9789004304338_005
N. Smirnova
“Publish or perish” pressure is increasing and has been experienced by researchers all over the world, as well as by post/graduate students who are facing the challenge of writing their research papers in highly diverse, multinational and competitive academic environments. Research studies on writing for publication are grounded in various theoretical frameworks, and focus on such issues as: the importance of English linguistic competence within local contexts (Casanave & Hubbard, 1992), inequality in centre vs periphery scholars’ experiences in the process of knowledge production (Canagarajah, 1996; Curry & Lillis, 2004, 2010; see the chapter by Habibie in this volume), discourse analysis of professional writing (Swales, 1981; 1990; 2004), the intelligibility of a researcher’s community (Flowerdew, 2001, 2008), as well as pedagogies of teaching writing for publication (e.g., Mezek, 2013). Successful approaches of teaching how to write for publication include using “moves” which have emerged from discourse analysis and corpus linguistics; writing guidelines for effective autonomous research writing and independent study; and English-medium text books on academic and scientific writing for classroom-based modes (e.g., “Academic writing for graduate students” by Swales and Feak, 2012). Although the research in the field of writing for publication has been conducted for more than 20 years, and a number of pedagogical models on teaching writing for publication have been developed (e.g., “Writing for scholarly publication”, n.d.; “Writing a scientific research article”, n.d.), the effectiveness of these models has not been established. This chapter investigates whether effective online synchronous instruction on writing to publish (both at the linguistic and metalinguistic levels) combined with a developed self-regulated learning framework can facilitate the process of writing research at a post/graduate level. The main goal of the study is to develop pedagogy to improve post/graduate students’ research literacies (writing) in relation to their self-regulated learning. To this end, a unique online course was developed combining SRL and writing research in English. Two specific goals of the study are: • to assess the effectiveness of a five-month online writing course for post/graduate students aimed at improving their research writing competencies (at the linguistic and meta-linguistic levels) and SRL competence; • to examine if an online course aimed at teaching both writing research, within the framework of self-regulated learning would lead to higher SRL results and better writing for publication skills.
{"title":"Writing-for-Publication: Online Pedagogy for Post/Graduate Research Writing","authors":"N. Smirnova","doi":"10.1163/9789004304338_005","DOIUrl":"https://doi.org/10.1163/9789004304338_005","url":null,"abstract":"“Publish or perish” pressure is increasing and has been experienced by researchers all over the world, as well as by post/graduate students who are facing the challenge of writing their research papers in highly diverse, multinational and competitive academic environments. <br>Research studies on writing for publication are grounded in various theoretical frameworks, and focus on such issues as: the importance of English linguistic competence within local contexts (Casanave & Hubbard, 1992), inequality in centre vs periphery scholars’ experiences in the process of knowledge production (Canagarajah, 1996; Curry & Lillis, 2004, 2010; see the chapter by Habibie in this volume), discourse analysis of professional writing (Swales, 1981; 1990; 2004), the intelligibility of a researcher’s community (Flowerdew, 2001, 2008), as well as pedagogies of teaching writing for publication (e.g., Mezek, 2013). Successful approaches of teaching how to write for publication include using “moves” which have emerged from discourse analysis and corpus linguistics; writing guidelines for effective autonomous research writing and independent study; and English-medium text books on academic and scientific writing for classroom-based modes (e.g., “Academic writing for graduate students” by Swales and Feak, 2012). Although the research in the field of writing for publication has been conducted for more than 20 years, and a number of pedagogical models on teaching writing for publication have been developed (e.g., “Writing for scholarly publication”, n.d.; “Writing a scientific research article”, n.d.), the effectiveness of these models has not been established. <br>This chapter investigates whether effective online synchronous instruction on writing to publish (both at the linguistic and metalinguistic levels) combined with a developed self-regulated learning framework can facilitate the process of writing research at a post/graduate level. The main goal of the study is to develop pedagogy to improve post/graduate students’ research literacies (writing) in relation to their self-regulated learning. To this end, a unique online course was developed combining SRL and writing research in English. Two specific goals of the study are: <br>• to assess the effectiveness of a five-month online writing course for post/graduate students aimed at improving their research writing competencies (at the linguistic and meta-linguistic levels) and SRL competence; <br>• to examine if an online course aimed at teaching both writing research, within the framework of self-regulated learning would lead to higher SRL results and better writing for publication skills.","PeriodicalId":121269,"journal":{"name":"EduRN: Postsecondary Education (Topic)","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116608474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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