Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?

Autor/inn/en	Jones, C. M.; Green, J. P.; Higson, H. E.
Titel	Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?
Quelle	In: Studies in Higher Education, 42 (2017) 6, S.976-992 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1073249
Schlagwörter	Academic Achievement; Job Placement; Foreign Countries; Universities; Higher Education; Undergraduate Students; Student Records; Educational Improvement; Probability; Regression (Statistics); Statistical Significance; Statistical Analysis; United Kingdom (Birmingham); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Schulleistung; Employment service; Employment services; Arbeitsvermittlung; Ausland; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerakte; Teaching improvement; Unterrichtsentwicklung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This study investigates whether the completion of an optional sandwich work placement enhances student performance in final year examinations. Using Propensity Score Matching, our analysis departs from the literature by controlling for self-selection. Previous studies may have overestimated the impact of sandwich work placements on performance because it might be the case that high-calibre students choose to go on placement. Our results, utilising a large student data set, indicate that self-selection is present, but the effects of a placement on student performance still have an impact. This robust finding is found to be of a remarkably similar magnitude across two UK universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01