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Abstract

An important issue in higher education research is how to keep study progress at a good pace. In this article we will deal with the study progress of first-year students in various courses in Dutch higher education. Why are some courses more effective than others? Do such aspects as the composition of student population and different curricula influence variation in study progress, after controlling for individual factors? Multilevel analysis shows that there is in fact such variation between courses and this variation is only partially explained by individual characteristics and course characteristics. At the individual level, sex, initial ability, academic fit, expectation and commitment are important factors. After controlling for these individual factors, some courses still turn out to be more effective than others in getting their students to earn credits. Students in courses with a high proportion of women make more progress than students in courses with a high proportion of men. Furthermore, courses with a high average number of student study hours per week do better. Courses are ranked in an 'order of effectiveness' before and after important factors in the models are taken into account. Comparing courses before and after controlling for any characteristics clearly provides a different picture of effective courses.

Motivations for enrolling in university courses: Insights from an entrepreneurship course

“…The motivation labelled EINT suggests that some students enrolled in an entrepreneurship course because they were interested in an entrepreneurial career (EINT) and wanted to acquire the knowledge and skills associated with an entrepreneurial career (Beekhoven et al 2003). The rational choice theory explains that students' decision to enrol for a course in entrepreneurship is a rational choice if they wish to pursue an entrepreneurial career and thus supports this finding.…”

“…A second theory that attempts to explain student choices is the rational choice theory, which suggests that individuals make rational choices, where in the case of EE, the choice could be based on a rational desire to pursue an entrepreneurial career or alternately on a cost-benefit analysis, the latter referring to the estimated costs and benefits of studying within the environment the student choses (Beekhoven et al 2003).…”

“…Knowledge of differences in motivation could enable educators to design the curriculum and pedagogy accordingly to maximise the effect of the EE program. Research suggests that students consider various factors that influence the decision to enrol for a particular course (Babad 2001;Babad & Tayeb 2003;Beekhoven, De Jong & Van Hout 2003;Kocak & Sever 2011;Shaaban 2016), and it is possible that these factors, as motivators for enrolment, could influence the degree of engagement and consequently learning that takes place in the entrepreneurship class. This article addresses the following research question: do students have different motivations for enrolling in a course on entrepreneurship?…”

Movers and stayers in STEM enrollment in Italy: who performs better?

“…In these models, both the individual level, which usually explains the most significant part of the variance, and the level of the degree program, which is typically able to explain much less variation, are considered (Tesfaw & Derebew, 2014;Van den Berg & Hofman, 2005). However, Beekhoven et al (2003) highlighted some program characteristics that are helpful in explaining a larger part of the variation. They found that the most effective programs are those with a high share of enrolled women, who are recognized as performing better at university, and those programs requiring a greater number of study hours per week.…”

Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement

“…Thus, it is essential to maintain the progress of students in the higher education institutions at a good peace 3 . These can be attained via monitoring achieving learning outcomes which are the expected performance of the graduates.…”