We build an overlapping generations model in which reproductive households face a child quantity-child quality trade-off and bureaucrats are delegated with the task of delivering public services that support the accumulation of human capital. By integrating the theoretical analyses of endogenous growth, corruption and fertility choices, we show that the negative relation between fertility and economic development may also be affected by differences in the magnitude of bureaucratic corruption.
Universities are under increasing pressure to equip graduates with a broader set of competencies, such as communication, teamwork and leadership skills, that go beyond subject-specific knowledge. This, alongside growing student numbers in higher education, creates pedagogic challenges, especially with regards to assessment design. Conventional assessment modalities, such as individual essay writing, are costly to scale up and poorly suited for the development of further desired competencies. To address these challenges in the context of a first-year economics module, we replaced a 1,000-word individual written assignment with a group video assignment, where students were required to work in small teams to create a three-minute video on a contemporary economic issue. Focus groups and module evaluation questionnaires were used to elicit students' perceptions of how the group video assessment contributed to their learning experience and skill development, how it compares with other modes of assessment, as well as suggestions for improved implementation. Our analysis generates insights on all these aspects. Students reported a preference for diversity in assessment methods, and found the video assignment to be a positive, engaging but also challenging experience, which provided the opportunity for collaboration and development of diverse skills.
This paper studies the relationship between students' academic performance and the likelihood of attaining work experience as part of their undergraduate studies. The econometric analysis based on a sample of students from the School of Economics at the University of Surrey shows that the average of first-year marks is positively associated with subsequently securing a placement year. The mean predicted probability of obtaining a placement position is approximately 50% if a student's average first-year grade is 50, and the probability rises to 67% and 80% if the student achieves an average first-year grade of 60 and 70, respectively. Other relevant factors that affect the likelihood of securing a placement year are the course of study, the student's nationality and ethnic group. On the other hand, school type and A-level grades in mathematics or in economics have no effect on the chance of securing a placement year.
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