Elements and Symptoms of an Ineffective Higher Education System: Evidence from a Greek University

Autor/in	Katsikas, Elias S.
Titel	Elements and Symptoms of an Ineffective Higher Education System: Evidence from a Greek University
Quelle	In: Journal of Further and Higher Education, 34 (2010) 3, S.431-450 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
Schlagwörter	Higher Education; Foreign Countries; College Students; Academic Achievement; Student Characteristics; Socioeconomic Influences; Hypothesis Testing; Academic Ability; Educational Environment; Time to Degree; College Graduates; Trend Analysis; Teaching Methods; Greece + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Collegestudent; Schulleistung; Sozioökonomischer Faktor; Hypothesenprüfung; Hypothesentest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulabsolvent; Hochschulabsolventin; Trendanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Griechenland
Abstract	University studies in Greece are characterised by a symptom usually described as "prolonged student status". This refers to students who prolong the period of their studies beyond the expected length for degrees, sometimes by many years. This article, as well as recording the distribution of the duration of studies in a public institution, reveals that a longer period of studies is strongly and negatively associated with academic performance. It then seeks to identify the causes of the symptom by examining two hypotheses. The first attributes prolonged student status to the operation of some objective factors such as differences in students' initial abilities and differences in students' socio-economic background. The second hypothesis associates a long stay at the university with the educational setting. The existing evidence lends support to the second hypothesis. (Contains 6 tables, 2 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10