Breadth of university curriculum and labor market outcomes

Seah, Kelvin; Pan, Jessica; Tan, Poh Lin

doi:10.1016/j.labeco.2020.101873

Cited by 7 publications

(2 citation statements)

References 25 publications

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“…Finally, our results are consistent with earlier studies on NUS students where individualized data on both gender and race data was historically available. For instance, in Seah et al (2020), the authors examined the relationship between curricular requirements and labor market consequences using a dataset of NUS undergraduate attributes from admissions between 2003 and 2010. 62 Among other results, the authors identified a negative relationship between gender and gross income, even after controlling for the presence of Malay, Indian, and other minority ethnic groups.…”

Section: Ethnicity Datamentioning

confidence: 99%

Gender gaps in legal education: The impact of class participation assessments

Khoo,

Neo

2023

J Empirical Legal Studies

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The gender gap is a well‐studied phenomenon in education policy. Although prior research has illustrated the presence of this gap in US Law Schools, questions remain as to whether these findings are generalizable to other jurisdictions where national, cultural, historical, institutional, and societal norms are substantially different. In this article, we investigate the presence and nature of a gender gap in one of Asia's leading law schools, the National University of Singapore (“NUS Law”). Employing a novel dataset with granular data on student, instructor, course, and component characteristics, we provide evidence that the gender gap persists over numerous cohorts of students. Despite controlling for a wide range of covariates such as standardized entry scores, income proxies, and a large array of fixed effects, female students at NUS Law systemically underperform their male counterparts across numerous metrics of law school performance. To investigate potential causal mechanisms behind the gender gap, we exploit a natural experiment in which NUS Law randomly assigned first‐ and second‐year students to a range of compulsory courses with different class participation assessment weights. We provide evidence that female students who were assigned to courses with larger class participation weights had relatively lower class participation scores when compared to their male counterparts. Our work suggests that pedagogical policy should consider the choice of assessment modes with a view to narrowing the gender gap in legal education. Our study is distinctive within existing studies on the relationship between gender and class participation in legal education as it utilizes a comprehensive dataset of student scores, instead of relying on observational studies and self‐reporting surveys which are more commonly used.

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Section: Ethnicity Datamentioning

confidence: 99%

Gender gaps in legal education: The impact of class participation assessments

Khoo,

Neo

2023

J Empirical Legal Studies

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“…For example, colleges and universities follow the principles of teaching, the step-by-step principle, the principle of teaching according to the individual, the principle of intuition, the principle of inspiration, etc. [10][11]. Because of the guiding role of these basic teaching principles, they can promote the development of effective teaching activities to a certain extent.…”

Section: Introductionmentioning

confidence: 99%

Applying Statistical Analysis Methods to Study the Key Factors of Innovative Curriculum Systems in Teacher Education

Huang

2023

Applied Mathematics and Nonlinear Sciences

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Based on analyzing the curriculum of teacher education in colleges and universities, this paper proposes the key factors of the innovative curriculum system of teacher education, i.e., the innovation of teacher curriculum and teaching materials. Based on the method of correlation analysis to construct a curriculum system oriented to teacher education innovation, the systematic cluster analysis method is used to study the proper classification of the curriculum system by calculating the Euclidean distance for R-type clustering, showing the clustering process and results of the whole curriculum system. The similarity coefficient of student achievement is used to measure the degree of similarity between the variables, and according to the results of clustering analysis of teachers’ educational research situation, it is proposed to meet the needs of teachers’ educational research. The values of educational research results of teachers with external influence are 3.63, 2.32, 2.45, 3.56, 3.34. i.e., the degree of influence of the educational research results of teachers with external influence on the school and outside of the school is much greater than the degree of influence on the classroom team and grade team.

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Breadth of study at secondary school and the attainment and progression of university graduates in Scotland, 1960–2002

Paterson

2022

High Educ

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The relationship between the breadth of the curriculum which university students followed at secondary school and their degree attainment or their entry to employment is studied using a series of surveys of graduates from Scottish universities between 1960 and 2002. The relationship of the school curriculum to the later experience of students who entered university has not been extensively studied. Scotland is a useful case study for this purpose because breadth of study at school was a core feature of school-leaving assessment from the origins of modern secondary schooling in the early twentieth century until the end of the century. Breadth of learning was also a principle of the dominant university tradition in Scotland from the mid-nineteenth century onwards. The conclusion of the analysis is that breadth was associated with propensity to enter professions rather than managerial occupations, and to avoiding low-status occupations. But also, for students with relatively moderate or low attainment from school, breadth was associated with a lower chance of gaining the highest attainment at university.

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Breadth of university curriculum and labor market outcomes

Cited by 7 publications

References 25 publications

Gender gaps in legal education: The impact of class participation assessments

Gender gaps in legal education: The impact of class participation assessments

Applying Statistical Analysis Methods to Study the Key Factors of Innovative Curriculum Systems in Teacher Education

Breadth of study at secondary school and the attainment and progression of university graduates in Scotland, 1960–2002

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