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"Hochschulpolitik"
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Cheating in college : why students do it and what educators can do about it
With academic dishonesty on the rise, this book explains why students cheat, how to foster integrity, and why it matters.
Today's students are tomorrow's leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.
The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). They also focus on how faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences.
Based on the authors' multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it.
eBook
Access to 4-year public colleges and degree completion
Does access to 4-year colleges affect degree completion for students who would otherwise attend 2-year colleges? Admission to Georgia’s 4-year public sector requires minimum SAT scores. Regression discontinuity estimates show that access to this sector increases 4-year college enrollment and college quality, largely by diverting students from 2-year colleges. Access substantially increases bachelor’s degree completion rates for these relatively low-skilled students. SAT-retaking behavior suggests students value access to 4-year public colleges, though perhaps less than they should. Our results imply that absolute college quality matters more than match quality, and they suggest potential unintended consequences of free community college proposals.
Journal Article
Student Drop-out from German Higher Education Institutions
28 per cent of students of any one year currently give up their studies in bachelor degree programmes at German higher education institutions. Drop-out is to be understood as the definite termination in the higher education system without obtaining an academic degree. The drop-out rate is thereby calculated with the help of statistical estimation procedures on the basis of cohort comparisons. Based on Tinto's 'student integration model', German research on higher education has experienced partially different developments of theoretical approaches to student drop-out. Today, preference goes to those models of drop-out that describe the issue as a complex process in which individual, institutional and social factors affect the socialisation in the education process and studies. According to the findings of empirical studies, the inability to cope with the performance-related demands of the higher education institution, wrong expectations and less identification with the subject, as well as problems in financing studies are considered to be the most important reasons for dropping out. Higher education institutions and higher education policy in Germany react to this situation with broad assistance measures that include the flexibilisation of the curricula, better information for students and the expansion of the support offered during the start of the studies. (HoF/text adopted).
Journal Article
Small differences that matter
In 1997, the ACT increased the number of free score reports it provided to students from three to four, maintaining a $6 marginal cost for each additional report. In response to this $6 cost change, ACT-takers sent many more score reports and applications relative to SAT-takers. They widened the range of colleges they sent scores to, and low-income ACT-takers attended more-selective colleges. Back-of-the-envelope calculations suggest that the policy substantially increased low-income students’ expected earnings. This sizable behavioral change in response to such a small cost change suggests that in this setting, small policy perturbations can have large effects on welfare.
Journal Article
Learning from the test
Between 2000 and 2010, five U.S. states adopted mandates requiring high school juniors to take a college entrance exam. In the two earliest-adopting states, nearly half of all students were induced into testing, and 40% to 45% of them earned scores high enough to qualify for selective colleges. Selective enrollment rose by 20% following implementation of the mandates, reflecting substitution away from noncompetitive schools. I conclude that a large number of high-ability students appear to dramatically underestimate their candidacy for selective colleges. Policies aimed at reducing this information shortage are likely to increase human capital investment for a substantial number of students.
Journal Article
The saga of academic autonomy in Slovenia (1919-1999)
This article examines the concept of academic autonomy within the 'Yugoslav model' of higher education as a peripheral system characterised by an eclectic mix of elements from different systems, resulting in mutations with unique features during its development. The hitherto under-researched history of this higher education model has by no means been uniform or linear; because of this complexity, the focus here is limited to the case of Slovenia but considers the broader context. The focus is on the understanding, legislation, and (non-)implementation of academic autonomy as articulated between 1945 and 1991. The concept was inherited: it was never used in the legislation of federal socialist Yugoslavia yet was used in political and public debates. The analysis relates these debates to the rapidly changing legislation and the broader socio-political context. Although the 'Yugoslav model' has vanished, its traces and ashes, including old contradictions and dilemmas, remain partly present in the higher education systems of independent states that emerged on the territory of the former federation. The principle that knowledge of the past is the key to understanding the present and approaching the future is confirmed in this case as well. (DIPF/Orig.)
Journal Article