Abstract:Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than … Show more
“…Through the so-called Sirius subsidy in 2008, the Dutch government invested €61 million euros to further expand and stimulate excellence programmes in various institutions. In general, excellence programmes in the Netherlands are set up to complement the regular education programmes (Kool et al 2017). Although traditionally higher education in the Netherlands is geared towards promoting inclusivity and equality, in the last two decades additional curricula and programmes were developed for excellent students who are eager to pursue opportunities to further broaden and deepen their learning beyond their regular education programmes (Wolfensberger, van Eijl, and Pilot 2004).…”
Section: Introductionmentioning
confidence: 99%
“…This eligibility requirement makes it difficult to find a suitable control group of students in regular programmes, which is essential to assess the added value of participation in excellence programmes. In one of the few articles examining the effects of excellence programmes in the Netherlands, Kool et al (2017) include measures of motivation, creativity, and ability to assess students' development. This study revealed that students' development halfway through the excellence programme does not differ compared to students in regular programmes.…”
Most existing studies on excellence programmes focus primarily on the characteristics of students and/or programmes. However, little is known about the effects of participation in excellence programmes on cognitive and non-cognitive outcome measures. This study uses longitudinal data on over 1,000 students from five higher education institutions in the Netherlands to examine the added value of the excellence programmes relative to the regular education programmes. This study contributes to the current literature on the effects of participation in excellence programmes in three ways: the use of a representative control group; investigating multiple cognitive and non-cognitive outcome measures; and longitudinal assessments over a period of two years with pre-and post-test measurements (i.e. at the start and the end of the excellence programme). Our findings suggest that students who participated in excellence programmes have developed positively on both cognitive and non-cognitive skills, but that their development was not substantially different compared to students who did not participate in excellence programmes. The results underline that the students who participated in excellence programmes already performed better on most cognitive and non-cognitive skill measures at the start of the programme compared to students who did not participate in excellence programmes.
“…Through the so-called Sirius subsidy in 2008, the Dutch government invested €61 million euros to further expand and stimulate excellence programmes in various institutions. In general, excellence programmes in the Netherlands are set up to complement the regular education programmes (Kool et al 2017). Although traditionally higher education in the Netherlands is geared towards promoting inclusivity and equality, in the last two decades additional curricula and programmes were developed for excellent students who are eager to pursue opportunities to further broaden and deepen their learning beyond their regular education programmes (Wolfensberger, van Eijl, and Pilot 2004).…”
Section: Introductionmentioning
confidence: 99%
“…This eligibility requirement makes it difficult to find a suitable control group of students in regular programmes, which is essential to assess the added value of participation in excellence programmes. In one of the few articles examining the effects of excellence programmes in the Netherlands, Kool et al (2017) include measures of motivation, creativity, and ability to assess students' development. This study revealed that students' development halfway through the excellence programme does not differ compared to students in regular programmes.…”
Most existing studies on excellence programmes focus primarily on the characteristics of students and/or programmes. However, little is known about the effects of participation in excellence programmes on cognitive and non-cognitive outcome measures. This study uses longitudinal data on over 1,000 students from five higher education institutions in the Netherlands to examine the added value of the excellence programmes relative to the regular education programmes. This study contributes to the current literature on the effects of participation in excellence programmes in three ways: the use of a representative control group; investigating multiple cognitive and non-cognitive outcome measures; and longitudinal assessments over a period of two years with pre-and post-test measurements (i.e. at the start and the end of the excellence programme). Our findings suggest that students who participated in excellence programmes have developed positively on both cognitive and non-cognitive skills, but that their development was not substantially different compared to students who did not participate in excellence programmes. The results underline that the students who participated in excellence programmes already performed better on most cognitive and non-cognitive skill measures at the start of the programme compared to students who did not participate in excellence programmes.
“…En consecuencia, partiendo de esta premisa planteada, que la formación dual en la Universidad de Cuenca no consideró en su diseño la asignación aleatoria de sus estudiantes para el ingreso a la carrera, una de las soluciones para evaluar diferencias en los resultados de interés es tratar de simular la aleatoriedad en la asignación. En este sentido, Caliendo y Kopeinig (2008) y Kool et al (2017) mencionaron que los métodos de emparejamiento como el psm pretenden construir un grupo de comparación o control lo más similar posible en términos de unas características observables.…”
Section: Pp 173-205 Gustavo Geovanni Flores-sánchez / Hernán Pedro Vunclassified
Esta investigación tiene el objetivo de estudiar el impacto de la formación dual, una modalidad de innovación educativa de enseñanza y aprendizaje que se desarrolla en dos lugares distintos y complementarios (el aula y la empresa), en la formación de los profesionales y su inserción en el mercado laboral. El estudio asume un corte transversal cuasiexperimental. Para la estimación del impacto se usó el propensity score matching, con tres algoritmos: vecino más cercano, radio y el kernel matching y, por otro lado, el análisis de puntuaciones de regresión. Los resultados son sólidos tanto en estos dosenfoques, como en los tres algoritmos. Como contribución se evidenció que los egresados que participan en el programa dual tienen un salario significativamente mayor (USD 275.00 USD) y un menor tiempo (2 meses 20 días) en insertarse en el mercado laboral con respecto a los que no recibieron el programa (modelo tradicional).
“…Bui et al (2011) concluderen echter dat excellentieprogramma's ook andere resultaten hebben dan alleen behaalde studieresultaten. Deze conclusie wordt ondersteund door Kool et al (2017) en Ghanizadeh (2017) die constateren dat studenten zich ook ontwikkelen op andere gebieden, zoals het kritisch denkvermogen. Zowel cognitieve uitkomsten zoals kritisch denken en behaalde cijfers als non-cognitieve vaardigheden zoals creativiteit zijn belangrijke uitkomstmaten van het onderwijs (Renzulli, 2002).…”
Section: Effecten Van Excellentieprogramma'sunclassified
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