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This study investigates how exposure to a field of study influences students’ major choices. If students have incomplete information, exposure potentially helps them to learn about the scope of a field as well as how well the field matches their interest and abilities. We exploit a natural experiment where university students have to write a research paper in business, economics, or law during their first year before they choose a major. Due to oversubscription of business papers, the field of the paper is assigned quasi-randomly. We find that writing in economics raises the probability of majoring in economics by 2.7 percentage points. We show further that this effect varies across subfields: the effect is driven by assignment to topics less typical of the public's perception of the field of economics, suggesting students learn through exposure that the field is broader than they thought. [ABSTRACT FROM AUTHOR]

The rise of microlearning both for professional training and in the field of education seems unstoppable. Nonetheless, there is a lack of evidence of its learning effectiveness and student satisfaction. The purpose of this paper is to uncover these two aspects of microlearning when taking part in a business education program. Its originality is that it analyses in depth a fast-growing EdTech startup that provides business training using microlearning methods, exploring the effect in terms of student satisfaction and learning effectiveness when combining a significant number of microlearning lessons to create a macro-learning course. Findings show that learning effectiveness is mainly explained by the reason for enrolling in this type of training and its applicability to the students' current jobs, resulting in four possible learning outcomes of increasing levels of effectiveness: entertainment, updating knowledge and skills, unexpected learning, and effective learning. This paper helps fill a gap in the research on learner satisfaction and microlearning effectiveness, finding that they are not necessarily guaranteed. It also has practical implications for designing, recruiting for, and implementing microlearning-based programs. Keypoints: Empirical research into microlearning effectiveness and student satisfaction in postgraduate business education. Exploring the effectiveness of macro-learning, or the grouping of a significant number of microlearning lessons into a learning program. Uncovering different levels of learning effectiveness and their antecedent conditions. • Seeking learning or curiosity drive reasons to enroll in microlearning. • The effectiveness of microlearning hinges on reasons for enrolment and relevance to job roles. • Two thirds of the participants in microlearning are satisfied covering their learning objectives. • Four types of learning outcomes with increasing effectiveness are identified. • Outcome types: entertainment, updating knowledge and skills, unexpected learning and effective learning. [ABSTRACT FROM AUTHOR]

This paper evaluates the rise of "Generative Artificial Intelligence" (GAI) in its myriad forms, with the highest profile being the "Large Language Models" (LLMs). More importantly, it analyses the potentially disruptive impact of this ascendant technology on higher education and the global workplace. The findings of this paper indicate that students pursuing higher education tend to perceive GAI favourably, as it frees them from the toil of rote-learning. However, the view is rather mixed in the case of educators, who are still coming to grips with this seemingly disruptive technology. In the case of the global labour market, GAI has the potential to decimate legions of white-collar jobs once it eliminates inherent issues of biases, security and misinformation. Despite the media's constant labelling of GAI as a disruptive technology that has suddenly burst onto the technological scene, it is evidenced in this paper that the technology has taken nearly eight decades to reach today's level of technological advancement. Further, it is far from reaching its full potential, as it is still incorporating advances in pattern recognition, planning and problem solving, and quantum computing technologies. This study also warns of concentrating the power of this game-changing technology in the hands of a few major corporate titans. [ABSTRACT FROM AUTHOR]

With the introduction of COVID-19 vaccines, many colleges and universities decided to mandate vaccination for all students and employees. The objective of this paper is to empirically investigate the effect of the mandate policy on Fall 2021 COVID-19 cases in institutions of higher education. We construct a unique dataset of a sample of 94 colleges and universities in the east and southeast regions of the United States, 41 of which required vaccination prior to Fall 2021. A difference-in-differences analysis is conducted, considering vaccine requirement as a policy implemented only in a sub-group of these institutions. We control for several factors, including state-level case per capita and student population. Our analysis shows that mandatory vaccination substantially decreased cases in institutions of higher education by 1,473 cases per 100,000 student population (95 CI: 132, 2813). The results suggest that a COVID-19 vaccine requirement is an effective policy in decreasing cases in such institutions, leading to a safer educational experience. [ABSTRACT FROM AUTHOR]

The paper presents the results of the research on the influence of the COVID-19 pandemic on the dissemination of innovative e-learning tools in higher education. Research was carried out in Poland in December 2021 on a sample of 621 students. The main issue that was the subject of the author's analysis was the influence of the COVID-19 pandemic on the change in the use of innovative e-learning tools in university education. After conducting the research and discussing this and related research about e-learning during the pandemic, it was concluded that the percentage of students familiar with the analyzed e-learning tools has increased significantly during the pandemic. There has been a visible rise, especially in the usage of the following tools: MS Teams, Zoom, and Google Classroom. The most frequently used e-learning tools during the COVID-19 pandemic have been mainly videoconferencing tools such as MS Teams and Zoom. However, students also have used e-learning platforms and e-mails. The author's research identified three hidden factors (categories) of the used e-learning tools. They include the following categories: popular services and applications adapted to e-learning; popular applications for synchronous meetings adapted to e-learning; and other synchronous and asynchronous e-learning methods. The familiarity with information technology, as well as an interest in innovative e-learning tools, have positive influence on the ease of acquiring content in e-learning. Having the proper resources also positively influences the absorption of e-learning content. On the basis of the achieved results, the authors prepared a model of relations between students' interest in innovative e-learning technology and the resources they possess to participate in e-learning classes. This model enables us to assess which method—e-learning, traditional or hybrid—should be used in the given situation. The developed model can be useful for universities. They can assess the students' interest in innovative e-learning technologies and their level of technical resources using questionnaires and on this basis divide students into groups to prepare the optimal learning way—e-learning, traditional or hybrid. [ABSTRACT FROM AUTHOR]

The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation. • The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy. • The SDGs may assist universities to better relate with external stakeholders and society. • A greater involvement of students may be achieved by the integration of the SDGs in teaching. • More systematic efforts are needed to increase the presence of the SDGs in higher education institutions. [ABSTRACT FROM AUTHOR]

This paper explains why under laissez-faire the financing of higher education is both inefficient and inequitable. It is argued that a government-run scheme of income contingent loans (ICLs) for higher education would achieve superior outcomes. We advocate a refinement of existing ICLs schemes. Following Apps, Long and Rees (2014), the paper proposes a piecewise-linear repayment schedule that serves both equity and efficiency objectives. [ABSTRACT FROM AUTHOR]

The use of income contingent loans (ICLs) for Higher Education (HE) students is becoming increasingly prevalent around the world. Using a model of simulated lifetime earnings for graduates, in this paper we show that the impact of the design of ICLs on the magnitude and distribution of government subsidies is highly dependent on the institutional setting. In particular, the average debt level as a share of average earnings is a key determinant of the impact of various policy parameters. The variance of earnings within the graduate population is also shown to be a determinant of ICL taxpayer costs. This paper is the first comparative exercise of impact of the design of ICLs in different settings, and the findings are highly relevant to countries looking to implement or reform their student loan systems. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of accountability scores on Brazilian higher education. We implement a regression discontinuity design to explore a natural experiment resulting from the federal rules for assigning quality levels to undergraduate programs. We test whether program quality is sensitive to negative reinforcement, such as punishments imposed when a minimum threshold is not attained. The findings indicate that program administrators exhibit a positive response to the prospect of punishment by enhancing program quality in the subsequent evaluation cycle. The primary drivers of this advancement – infrastructure, teaching and learning evaluations, faculty dedication, and the proportion of faculty with a Ph.D. degree – are largely under the administrators' direct control. However, quality indicators less subject to administrative manipulation, such as student performance and value-added measures, exhibit minimal change. [ABSTRACT FROM AUTHOR]

Abstract Much literature discusses higher education as an agent for sustainable development, but the extent to which higher education contributes to unsustainable economic and social systems receives less attention. This paper examines the environmental impacts of international student mobility in higher education. Combining several datasets, the paper presents a model of greenhouse gas emissions associated with international student mobility. Estimates suggest that these emissions are substantial and are rising faster than overall global emissions, but the emissions per student are slowly decreasing, largely due to changes in the patterns of mobility. The paper concludes that although international exchange is increasingly important, a meaningful consideration of higher education for sustainable development should take account of environmental costs of international mobility alongside its benefits. Highlights • Estimates emissions from international student mobility in higher education. • Considers emissions from travel and changes in consumption. • Estimates at least 14 megatons of CO 2 per year associated with student mobility. • Emissions per mobile student are decreasing as mobility patterns change. [ABSTRACT FROM AUTHOR]

Abstract Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education. Highlights • The paper develops insights in organisational change at universities in sustainable development. • Critical policy analysis identifies, differentiates and categorises stakeholder interactions. • Social network analysis, stakeholder theory, Normative Business Model inform interpretation. • Density, governance and funding of policy networks could aid change at universities. [ABSTRACT FROM AUTHOR]

Whereas there is a large literature evaluating the impacts of education, most of the focus has been on getting to universal primary enrollment and understanding the returns to basic education; but it misses the major shifts toward higher education in many fast-growing parts of the developing world over the last 20 years. In this paper, I study the returns to higher education in China using the reinstatement of the National College Entrance Examination in 1977 as a natural experiment, investigating the causal impacts of higher education on later life outcomes and well-being. Through a combination of regression discontinuity and difference-in-difference methods, I find that cohorts that were more likely to complete high school and obtain a college education as a result of the reform were no more likely to be employed, but were more likely to have a high-socioeconomic (SES) occupation in their early 30s, and lesser of the same in their 40s. Cohorts with higher education work for fewer days in a week, and, on average, earn a higher monthly income by 56 percent in their late 40s. [ABSTRACT FROM AUTHOR]

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels. [ABSTRACT FROM AUTHOR]

By developing and implementing environmental concerns in its principles and infrastructure, universities are becoming increasingly active in promoting societal changes towards sustainable development. These environmental concerns are translated into comprehensive and transversal environmental education programs aimed at building capacities and promoting awareness not only for students but also to the surrounding communities. This paper aims to develop a Balanced Scorecard strategy map for implementing and monitoring environmental education programs in universities. To accomplish this objective, we conducted a literature review on environmental education in higher education, finding 10 primary indicators and 40 sub-indicators needed to implement environmental education programs in universities. Fifteen experts in sustainability research were asked to evaluate these indicators and sub-indicators. Then, those indicators and expert evaluations were used to build a decision tree that supports the Balanced Scorecard. Based on our findings, we created and adapted a strategy map for environmental education based on five dimensions: sustainable development; environmental education; teaching processes and environmental management; learning and environmental growth; and economic and financial responsibility. The main contribution of this paper is to propose a theoretical proposal that can serve as a guide to implement and monitor environmental education programs in universities. [ABSTRACT FROM AUTHOR]

Sustainability assessment tools are currently influencing sustainability strategies and activities in higher educational institutions. Thus, in this paper a short overview of sustainability in universities will be provided, which will then be followed by a study of different existing approaches to assess this issue. The paper will also include previous analyses that theoretically compare these tools. A practical case study in which different tools are applied is the main goal of this article. A sustainability diagnosis and a proposal to analyze the results in order to create an action plan, based on cost-efficient measures, will be developed considering different tool's approaches. Advantages and differences between tools are highlighted according to the results. Finally, this article will conclude that an absolute improvement between 20% and 40% in the overall sustainability score can be reached in the medium term. [ABSTRACT FROM AUTHOR]

• We propose a compromise value function and a comparison method for hesitant fuzzy set. • We introduce a comprehensive distance measure to capture the difference between HFEs. • We introduce a novel dominance flow function based on the prospect theory. • A Choquet integral-based hesitant fuzzy gained and lost dominance score method is proposed. • A case study concerning the higher business education evaluation is given. With the rapid development of higher business education, higher business education evaluation has attracted considerable attention of researchers and practitioners. The higher business education evaluation is an essential part of the development of a business school, which has a direct impact on its resource distribution. The higher business education evaluation can be considered as a multiple criteria group decision making (MCGDM) problem that involves a group of experts. Due to the complexity of the decision-making problem, decision criteria are not fully independent to each other, and the assumption of complete rationality of experts is usually invalid in many situations. In this paper, we propose a Choquet integral-based hesitant fuzzy gained and lost dominance score method to address the two important issues regarding the interactions among criteria and the behavior preference characteristics of experts in MCGDM problems. Firstly, a comprehensive distance measure of hesitant fuzzy sets is introduced by considering the relative importance of two separations. Then, a Choquet integral-based hesitant fuzzy gained and lost dominance score method based on the prospect theory is proposed to address the MCGDM problems in which experts make decision with the risk preference psychology. Finally, an illustrative example of higher business education evaluation is provided to demonstrate the applicability of the proposed method, and the sensitivity and comparative analysis are also completed to verify the validity of the proposed method. [ABSTRACT FROM AUTHOR]

The implementation of sustainable development in higher education is an important goal, and one which requires much planning. The many recurring problems and barriers that hinder the attainment of sustainable development objectives at universities are either directly or indirectly related to deficiencies in planning which pose a significant barrier to the implementation of sustainable development. There is therefore a perceived need to foster a better understanding of how planning may help higher education institutions to become more successful in implementing sustainable development. Based on this need, this paper describes the role of planning as a tool for improved knowledge and sound decision-making towards a better understanding of sustainability in a science and technology context, and the motivation towards transformation. In particular, it reports on a survey in the context of which some of the major obstacles for planning and implementing sustainable development at universities are outlined. The study identified the fact that many universities are yet to have fully developed plans to take into account matters related to sustainable development, and describes some the elements which could be considered in attempts to give a greater emphasis to sustainability to planning in a higher education context. Image 1 • Planning can assist in the implementation of sustainable development in higher education. • Globally, the development of sustainability initiatives in universities varies among institutions and regions. • Institutional commitment is required, along with transformation of perceptions and use of interrelated perspectives. • It is necessary to foster a better understanding of how planning may help universities to implement sustainability. [ABSTRACT FROM AUTHOR]

Metacognition is a process of self-cognition and self-thinking based on self-reflection, control, evaluation and regulation to achieve continuous cognition of individuals. Metacognition plays a very important role in coordination and guidance in college English education. Therefore, in this paper, the characteristics and rules of college English education were studied based on the cognitive process simulation. First of all, the basic theory of metacognition and the advantages and methods applied to English teaching were expounded. Then, a mathematical model was set up for college oral English teaching, and how to improve oral pronunciation for oral learners by quantitative and effective evaluation was discussed. After that, targeted information evaluation results were provided, and the algorithm was optimized and improved. Finally, by using computer aided technology and metacognitive method, the effect of oral English teaching was simulated and tested. The results show that the results of this study provide a useful exploration for improving the effectiveness of college English education and have good application value. [ABSTRACT FROM AUTHOR]

• First theoretical and empirical discussion of how ability and job prospects affect effort. • Intriguing finding showing a lean-back effect in study behavior of talented individuals. • Contrariwise, employment prospects motivate students as theoretically predicted. • Official unemployment data allows for IV approach based on exogenous variations in outlook. • Theoretical modelling provides interpretation of empirical finding in conflict with prediction. This paper examines the decision-making process of students from an economic perspective to understand the determinants of an individual's willingness to provide effort. Our theoretical model predicts that ability and job market prospects are positive determinants. Analyzing a novel dataset on thousands of German students, however, we instead find that ability has a significantly negative effect on effort. It seems that the marginal gain of increasing effort in terms of higher expected income after studying is lower for high-ability students compared to low-ability students. In regard to the second determinant, the evidence rejects a similar argument, according to which great job market prospects may impair student effort. Applying an instrumental variable approach based on official unemployment data on regional labor markets, we can confirm our prediction on the positive role of perceived employment prospects in actual student behavior. [ABSTRACT FROM AUTHOR]

Universities are central players and important economic actors in many regions, and many of them are, in general, nationally and internationally active in respect of matters related to sustainable development. But there is a paucity of research which examines their contributions towards sustainability efforts at the local level, i.e. in the places they are situated. This paper addresses this need, by reporting on a qualitative study deploying a Matrix, which allows an analysis and reporting of regional sustainable development initiatives of a set of 22 universities in industrialised and developing countries. Recommendations to enhance their role are provided, including the importance of pursuing partnerships and joint initiatives, understanding the need of local communities, and making their know-how more widely available. The scientific value of this research is related to the understanding of how the interaction between universities and local communities happens and by shedding light to this topic, it supports universities to improve their own actions. Its implications are two-fold: it demonstrates the potential of universities as local players and outlines the range of activities they may engage with, and which may allow them to act as pillars to local sustainability initiatives. • Universities are central players and important economic actors in many regions. • Their contributions towards sustainability efforts at the local level may be substantial. • An analysis and reporting of regional sustainable development initiatives shows some deficiencies. • Understanding the potential role that universities can play on sustainability could help address global challenges. [ABSTRACT FROM AUTHOR]

Despite increasing financial pressures on higher education systems throughout the world, many governments remain resolutely opposed to the introduction of tuition fees, and some countries and states where tuition fees have been long established are now reconsidering free higher education. This paper examines the consequences of charging tuition fees on university enrolments, equity, and proxies for institutional quality. To do so, we study the English higher education system which has, in just two decades, moved from a free college system to one in which tuition fees are among the highest in the world. Our findings suggest that England's shift has resulted in increased funding per head and rising enrolments, with no apparent widening of the participation gap between advantaged and disadvantaged students. The role of fees is moderated by other key features of higher education finance which may differ across countries: in contrast to other systems with high tuition fees, the English system is distinct in that its income-contingent loan system ensures that no tuition fees are paid upfront, and provides students with comparatively generous assistance for living expenses. Still, the English experience provides an instructive case for other countries considering implementing or abolishing tuition fees. [ABSTRACT FROM AUTHOR]

The Japanese higher education sector has seen increases in tuition with stagnant household incomes in a society where family support for university students has been the norm. Student loans from the government have grown rapidly to sustain the gradual increase in university enrolments. These time-based repayment loans (TBRLs) have created financial hardship for increasing numbers of loan recipients and their families. There is some evidence that prospective students from low-income households are forgoing a university education to avoid student loan debt. The Japanese government has introduced some measures including grants and a partial income-contingent loan (ICL) scheme to help alleviate these problems. While the ICL scheme is a positive development, this paper shows that it requires further refinement and broader coverage if it is to adequately address the challenges facing higher education financing in Japan. We show that an affordable and universal ICL system could be introduced in Japan that avoids problems with the current partial income-contingent loan scheme and would help alleviate access issues for those from disadvantaged backgrounds. Importantly, the unique features of the Japanese labor market have to be carefully considered, especially the large gender wage gap for married women. By introducing dynamics into modeling graduate earnings and using carefully selected parameters, we show that it is possible to have a universal ICL which achieves a balance between access and affordable repayment with minimal long-run costs to taxpayers. [ABSTRACT FROM AUTHOR]

This paper examines the feasibility of various alternative student loan schemes for Ireland. Using data from a large employer survey, we model the life-cycle earnings distribution for Irish graduates. We then use these estimates to simulate the effects of alternative types of student loans, including mortgage-type loans and income-contingent loans of various designs, incorporating participation and migration patterns into the simulations. The results show that mortgage-type loans entail unsustainably high repayment rates for low income graduates. Through the specification of several alternative income-contingent loan schemes, it is demonstrated that this approach to higher education financing is feasible both in terms of affordability for graduates and with respect to implied government subsidies. There are some important policy design issues to be addressed and we conclude with some recommendations for a future Irish scheme. [ABSTRACT FROM AUTHOR]

This paper investigates the effect of student loans on students' (financial) behavior. For causal identification, we exploit quasi-experimental evidence using a nudge in the take-up of student loans in higher education in the Netherlands. We estimate an instrumental variable (IV) model with a first-stage Difference-in-Differences design. We find that a decline in the default student loan reduced monthly student borrowing by 141 euros. A one-euro decline in student loans reduced students' expenditures by 61 cents, but also led to a substantial increase of parental financial contributions (43 cents). Especially expenditures on leisure activities were affected. There is no evidence for increased labor earnings among students, on average. Self-reported indicators of academic performance do not worsen in response to the reform; students' GPA even improves. [ABSTRACT FROM AUTHOR]

• HE-D and DE-D were stable; most regions showed a relatively concurrent development of DE and HE. • D of the two subsystems differed in different regions with "high in the east and low in the west." • CCD fluctuated relatively steadily with differences of "high in the northern and coastal regions". • "HE benefits" and number of academic papers are the primary influencing dimension and factor in HE. • "DE input" and popularity rate of mobiles are the primary influencing dimension and factor in DE. Analyzing the coupling coordination interactions of higher education (HE) and digital economy (DE) to achieve sustainable growth is crucial. Thus, we constructed the coupling coordination interaction mechanism and the comprehensive evaluation system of the two subsystems to measure their coordination interactions; then, we processed the temporal-spatial analysis of the development status and the coupling coordination degree (CCD) in the case of China. Furthermore, we used the gray correlation model to determine the primary influencing factors and proposed differentiated policymaking suggestions. We found that: (1) the development status of higher education (HE-D) was more stable than that of the digital economy (DE-D), which showed a slight upward trend; besides, there were noticeable spatial differences for HE-D and DE-D. (2) The temporal changes of CCD were not noticeable. (3) Expenditure on research activities in HE and the number of patents were the significant factors affecting DE; the popularity rate of mobile phones and the number of employees in the DE industry were the significant factors affecting HE; besides, HE's output benefits and DE's input was more influential in the coordination relations. Furthermore, we also put forward targeted, specific, and differentiated policymaking suggestions, which can guide policymakers to formulate regional sustainable development policies. [ABSTRACT FROM AUTHOR]

This paper investigates the long-term impact on earnings of attending a tuition-free, top-quality university in Brazil. We identify the causal effect through a sharp discontinuity in an admission process based on test scores. If admitted, low-income students are found to increase their earnings by 26% ten years later. However, admission has a small and insignificant effect on high-income students. The difference between income groups is not explained by educational attainment, program choice, or selection into better-paying jobs. The evidence suggests that most low-income applicants, if not admitted, still graduate from college but with much lower returns to education. High-income applicants who just miss the cutoff, however, can find other opportunities such that earnings trajectories are unchanged. Our results underscore the role of affordable higher education in promoting social mobility. [ABSTRACT FROM AUTHOR]

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning. [ABSTRACT FROM AUTHOR]

In recent decades, smart technology has been one of the major thought-provoking research subjects in the quest to meet the needs of society in ways that do not damage or deplete the environment and that conserve natural resources. Augmented reality is an emerging technology that blends three-dimensional virtual objects with reality. Technologies such as Augmented Reality can be useful tools to promote sustainable development in higher education in terms of various economic, social and environmental considerations. This paper aims to investigate faculty members' awareness of the potential benefits of incorporating Augmented Reality technology in Saudi Arabian universities in terms of its economic and environmental sustainability. For this study, quantitative data was collected by means of a survey questionnaire where participants responded to statements on a five-point Likert scale that ranged from "totally agree" to "totally disagree". The study was conducted with a sample comprising 228 academic and e-learning department staff from Saudi universities. The exploratory factor analysis technique was utilised to identify factors related to awareness of advantages of using Augmented Reality in education, particularly in relation to sustainability. Two factors were identified, namely environmental and economic factors. Study findings indicated that academic and e-learning department staff believe that the use of Augmented Reality in higher education has positional environmental and economic sustainability benefits. The findings from this study provide insights that will assist further studies regarding AR in the Gulf Cooperation Council countries. Image 10 [ABSTRACT FROM AUTHOR]

This paper is based on a discussion developed by one of the thematic working groups at the Biennial International Workshop Advances in Energy Studies (BIWAES) 2017 hold in Naples, Italy. The topic was the role of technology in energy transition and global problems. Owing to the heterogeneity of the participants in the working group, different viewpoints were put together, leading to some shared conclusions. In particular, the role played by the different narratives used in discussing the role of technology in facing global problems was pointed out as the origin of cognitive dissonance. The presented reflections address some conceptual weaknesses in the current debate on technology and global issues, framed in global policies that appear incapable to obtain tangible results. The technology optimism seems, in fact, to be based on the elusive use of both the concepts of technology and sustainability, that are put together for narrative purposes without an explicit conceptual assessment. On one hand, the factual role of technology and its beneficiary are almost never clearly addressed in the debate. On the other hand, the fact that any new technology will serve the cause of sustainability is not questioned whatsoever, without taking into account the social, political and ethical framework in which technology is supposed to be operated. • Thematic working groups at the BIWAES 2017 Conference. • Conceptual weaknesses in the current debate on technology are addressed. • The questions "Technology for what?" and "Technology for whom?" are mandatory. • There is a strong need for a correct contextualization of technology debate. • A shared and openly-described narrative is mandatory. [ABSTRACT FROM AUTHOR]

With the wave of digitisation sweeping through the higher education sector, end-of-life outcomes for decommissioned computers will pose a serious sustainability challenge for higher education institutions. This challenge presents an opportunity for universities to implement and demonstrate best practice in sustainability; in this case, computer re-use schemes. The paper addresses the practical realisation of sustainability innovation in a social and institutional context via an examination of the first computer re-use scheme implemented within an Australian university. It also contributes a unique, institutional and social perspective to the study of a sustainability innovation, computer re-use schemes. The key factors that contributed to the successful implementation of the Scheme are derived and presented as a social and institutional model for implementing sustainability initiatives. A summary of the model is presented in the graphical abstract. Given the complex organisational structure of universities, these learnings can be relevant to a wide range of institutions and the implementation of other sustainability initiatives. Image 1 • A social and institutional model for sustainability innovation is presented. • Student leadership and initiative was the catalyst for the re-use scheme. • A common language and stated objective for sustainability and social impact supported the scheme. • Partnerships led to new organisational and delivery set-ups for sustainability innovation. [ABSTRACT FROM AUTHOR]

Abstract Various frameworks have been developed to guide organisations in embedding circular economy principles in their strategy and operational practice. However, there is a lack of studies analysing practical implementation of circular economy thinking in the higher education sector. Higher education institutions are strategic agents in supporting sustainable development through teaching, research and social outreach activities. They also represent a source of environmental impacts due to significant resource consumption and waste generation. This paper presents the first comprehensive study showing how higher education institutions can use an action-led step-by-step approach to build a business case and implement circular economy thinking in practice. The University of Manchester is used as an illustrative example of a large higher education institution. First, a background analysis and semi-structured interviews were carried out to determine the scope of the university's current sustainability policies and the ability of the management systems to respond to circular economy challenges. This was followed by stakeholder workshops to identify gaps and opportunities for building a business case for implementation of a circular economy. Finally, a critical assessment of the outcomes was carried out to identify further research needs for implementation of a circular economy in higher education institutions. Although focused on the higher education sector, the proposed action-led approach can be used by any organisation in the service sector looking to build more circular and sustainable business models. [ABSTRACT FROM AUTHOR]

Abstract This paper examines the impact of introducing a Research Evaluation Exercise (REE) on Italian undergraduate students' enrolment choices. We investigate whether subject groups in higher education institutions (HEIs) that performed better in the REE also benefited from more student enrolments and the enrolment of students with better entry qualifications. To this aim, we use a before-after estimator that exploits differential treatment intensities across HEIs and subject groups. Our analysis demonstrates that the REE had a positive effect on student enrolment, but only in the top-performing HEIs. The effect was larger for high-quality students, namely those with better high school final marks or coming from the academic track. Further exploratory analysis suggests that there was a reversal in the effect with the second REE, with only medium- or bottom-performing HEIs gaining more enrolments as a result of improving their performance. [ABSTRACT FROM AUTHOR]

Abstract The paper discusses how the intercultural knowledge is enhanced in a technology-enabled learning environment. We developed a comparative reflection approach, for an undergraduate course participated by three groups of students, who were globally distributed in the US, Mainland China, and Taiwan. Made possible by the videoconferencing technology, the approach included two group-based tasks of describing, comparing, analyzing, and reflecting on everyday activities and cultural practices. To evaluate the design effectiveness, we conducted a discourse-based ethnographic study to examine the knowledge construction stimulated by the task design. We identified that, while all the three groups constructed cultural-specific knowledge on the first task, some constructed deep cultural knowledge and insightful cross-cultural interpretations on the second task. As student groups undertook the two progressive tasks, they worked through various levels of understandings, hence moving from surface to deep learning. Highlights • Three globally distributed groups of undergraduate students were connected via the videoconferencing technology. • The three groups participated in two progressive tasks to describe, compare, analyze, and reflect on everyday practices. • All the three groups constructed certain cultural-specific knowledge, while two constructed deep cultural knowledge. • The learning gap highlighted the necessity of task clarity and appropriate scaffolding in the teaching and learning design. • The groups also constructed understandings about the presentation format by learning from the best practices. [ABSTRACT FROM AUTHOR]

Abstract This paper assesses the sustainability related performance of Indian Higher Education Institutes (HEIs) based on the parameters and indicators listed under the Sustainability Tracking, Assessment and Rating System (STARS), and the University of Indonesia GreenMetric World University Ranking (UI GreenMetric WUR). Qualitative assessment of Indian HEIs based on the two selected frameworks is provided. Data were collected for parameters pertaining to sustainable development (SD) at nine Indian HEIs through surveys, documentation, direct observations, and interviews with professors, research scholars, students, and employees. The study shows that although Indian campuses are implementing SD strategies, the approach is not comprehensive and systematic, as almost 50% of the STARS and UI GreenMetric framework parameters are not currently being complied with. Out of the two selected assessment frameworks, Indian HEIs showed greater compliance with the UI GreenMetric, which can be attributed to its Asian origin. A lack of policies, monitoring and reporting mechanisms were common across all the HEIs. This study highlights the need to report specific rating parameters that are widely present on Indian campuses and those which are not currently being emphasised. The findings contribute to developing a contextualised rating system for assessing Indian HEIs that can help boost SD. This study can further help other developing countries aiming to progress along similar lines. Highlights • The framework used in the study are STARS and UI GreenMetric WUR. • The qualitative compliance of the Indian HEIs to these frameworks is analyzed. • The sustainable development in Indian HEIs is not holistic. • A new or refined rating system needs to be developed for Indian HIEs. [ABSTRACT FROM AUTHOR]

Abstract The objective of this paper is to test a procedure for assessing the adoption of sustainable practices in higher education technological institutions services, known as institutes of technology and polytechnic universities. The model, named Sustainability Assessment for Higher Technological Education (SAHTE), consists of 134 criteria that cover five aspects: 1) Governance/Policies, 2) People, 3) Food, 4) Energy/Water, 5) Waste/Environment. This structure is based on international frameworks and standards as GRI, AISHE, SAQ, GreenMetric, Green Report Card, and Campus Ecology. Seven higher technological education institutions are studied, providing data for testing the SAHTE model, as well as auditing the adoption of sustainability practices. The case studies, besides direct observations and document analysis, collected data from 170 interviews to faculty, staff, and students, and they show the lack of governmental incentives toward sustainability in Higher Education Institutions (HEI). Although, there is no external incentives that contribute for the adoption of best practices as green offices, the studied institutions show isolated initiatives that mostly are related to solid waste management. There is a consensus among the studied HEI directives that their educational programs does not address properly sustainability issues, which create a barrier for the academic community to perceive the importance to develop a sustainability model for managing HEI institutions. Sustainability in these organizations could be approached in the perspective of service operations and connect their contribution to value creation. In turn, that hinders the implementation of selective waste collection, for instance, a basic service operation that is still incipient in at least six of the seven institutions analyzed. In technological education, the correct treatment and disposal of laboratory waste offer a great opportunity to raise awareness among students, collaborators, and the community while preparing students for situations they will possibly face in companies. The results obtained by the SAHTE model may be useful for planning and developing policies concerning sustainable development, especially in service operations at the HEI examined. [ABSTRACT FROM AUTHOR]

Highlights • Energy consumption in higher education institutions (HEIs) modelled. • For the first time, panel data used, with cross-sectional and time-series variations. • Over time and across HEIs, energy use increases as income and size increase. • Economies of scale as HEIs grow, but energy use still rising with sector growth. • Research universities more energy intensive. Abstract Among the various sustainability goals of higher education institutions (HEIs), reducing energy use and carbon emissions are particularly important. However, not much is known about energy demand from the higher education sector – especially since there is a lack of robust models of energy demand in this sector. This paper, the first to utilize a panel dataset and advanced panel econometric techniques in order to model energy use in higher education, investigates variations in energy use between HEIs (cross-sectional analysis), and also changes in energy use over time (temporal analysis), using the UK as a case study. We argue that panel dataset and methods are more useful for understanding growth (and reduction) in energy use within the HE sector than the methods used within previous cross-sectional studies. Results show that, over time and also across the sector, energy consumption in the HEIs increases with increases in income and floor space, but at a slower rate. As HEIs grow overall (in terms of income, floor space, student and staff number) over time, they become more 'energy efficient' (using less energy per unit of area, population or income), indicating economies of scale in the temporal dimension. Results also show that after controlling for income and size, research intensive HEIs consume more energy. We also find a small but statistically significant effect of energy prices on energy consumption, as might be expected. Simulation using the model parameters for an example scenario suggests that energy consumption will continue to increase unless there is a significant change in the policies driving income growth and spatial expansion in the HE sector in the UK. [ABSTRACT FROM AUTHOR]

Abstract This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed. Highlights • We examined student study strategies within MOOCs based on interaction log data. • Cluster analysis revealed three groups: limited, selective, and broad users. • Differences in final grades and pre- and post-course surveys answers were examined. • We observed differences in final grades and perceived levels of cognitive presence. • We observed differences across factors such as motivation and goal orientation. [ABSTRACT FROM AUTHOR]

In order to present core issues usually addressed under sustainable urbanism, the paper makes a broad scanning of a number of relevant documents dealing with sustainable development. A wider selection has been made reflecting the major segments of the EU policy in this area, the standpoints of professional bodies on sustainable cities and of educational association of planning on issues of sustainable development. This overview has been complemented with the strategy of UNESCO on teaching and learning for a sustainable future. The overview shows a continuous increase of sensitivity towards spatial/urban issues which could be dealt with in a successful way only by urban planners who could supply innovative solutions based on a participatory and inclusive process of planning. Higher education institutions in the field of urban planning must respond adequately to these challenges by strengthening their disciplinary profiles and expertise on which to build their interdisciplinary interconnectedness with other disciplines in the arena of sustainability. In this process, the approaches chosen in teaching sustainable urbanism will be of great importance as they will influence the learners and prepare them to react to the ever changing circumstances of everyday life. The paper proposes a conceptual framework of sustainable urbanism and suggests a number of approaches to teaching and learning that could respond to this challenge. [ABSTRACT FROM AUTHOR]

Integration of sustainable development in education is now being addressed in numerous educational institutions across the globe. Based on different integration approaches, various teaching methods are being developed, applied and evaluated. Efforts are also being made in the direction of strengthening pedagogical approaches as well as educator training to address issues such as, lack of awareness and resources required for a better transfer of sustainable development knowledge from educator to students. There is a strong need for these two approaches (integration & pedagogical) to work in close association for an improved level of integration. Regional collaborations are an effective way to address such issues. They can play a key role in achieving sustainability regionally while being influenced by, and influencing, both local and global communities, and that is the main hypothesis of this paper. The goal of this paper is to present a regionalized educational initiative for integration of sustainable development in higher education made by two universities and five colleges in Quebec (Canada). This project is not only dedicated to teaching or application of approaches but is also expanded to: 1) professors' support using various activities (conferences, workshops and short lectures); 2) program integrations; 3) integration at institutional level (as some institutions have adopted various policies and actions regarding their overall missions of research, community outreach and operations); and, 4) regional collaboration between the seven academic partners, which is a unique characteristic of this project. As a result, this regional collaborative approach helped in building a critical mass of practitioners in the field and launched a community of practice and integrated sustainable development in the member institutions at different levels, strengthening the educator's knowledge on sustainable development pedagogy. Based on the preliminary analysis of surveys taken by students, this integration has helped in developing the understanding of sustainable development by students and has also resulted in a positive attitude towards sustainable development. In addition, the integrations as a result of the collaboration show that integration of sustainable development in higher education is accomplished not only through pedagogical and extracurricular activities but is also embodied in the overall student experience on campus. [ABSTRACT FROM AUTHOR]

During the last two decades, many higher education institutions have become involved in embedding sustainable development into their academic systems. The research for this paper was built upon discussions on declarations, charters, and other initiatives designed to commit their institutions to education for sustainable development. It analyses if such commitment leads to more sustainable development implementation within the academic institution. The research was performed using a survey, based upon a literature review of 60 peer-reviewed papers. The survey was divided into eight categories: background; institutional framework; campus operations; education; research; outreach and collaboration; on-campus experiences; and assessment and reporting. The survey was answered by 84 respondents from 70 institutions, worldwide. The responses were analysed via descriptive analysis, grounded theory, and inferential statistics. The results revealed that there were many examples of sustainable development implementation throughout the system; however, generally the efforts tended to be compartmentalised. The analyses also highlighted strong linkages between the institution's commitment to sustainability, implementation, and signing a declaration, charter, or initiative. The findings suggested that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development. The research team provided recommendations for higher educational leaders, including acknowledge that the higher education institution system is comprised of several inter-related elements; commit to sustainability by integrating it into policies and strategies; show the commitment by signing a declaration, charter, or initiative; establish short-, medium-, and long-term plans for its institutionalisation; and ensure that sustainable development is implemented throughout the system. [ABSTRACT FROM AUTHOR]

During the last decades several international initiatives have emphasised that education is an imperative for societies to become more sustainable. This special volume stream is comprised of 33 papers that illustrate some of the efforts being taken by higher education institutions to contribute to sustainability. The majority of the papers were presented at the European Roundtable on Sustainable Consumption and Production – Environmental Management for Sustainable Universities conference in Istanbul, Turkey in 2013. The papers address topics such as implementation of sustainable development, stakeholder engagement and participation, campus operations, sustainability reporting and assessment, organisational change management, and curriculum development. the papers in this special volume stream provide significant steps for the higher education for sustainable development discipline by exploring new and rethink theories, approaches, concepts, methods, and frameworks, as well as providing case studies and guidelines for practitioners. As the collection of papers shows, there have been many efforts in the implementation of sustainable development in higher education institutions; however, there are still many challenges to integrate sustainable development into their systems, and many opportunities for research in the topic. [ABSTRACT FROM AUTHOR]

Software testing is the most used technique for quality assurance in industry. However, in computer science education software testing is still treated as a second-class citizen and students are unable to test their software well enough. One reason for this is that teaching the subject of software testing is difficult as it is a complex intellectual activity for which students need to allocate multiple cognitive resources at the same time. A myriad of primary and secondary studies have tried to solve this problem in education, however still with very limited results. Before we can design interventions to improve our pedagogical approaches, we need to gain more in-depth understanding and recognition of sensemaking as it is happening when students design test cases. An initial exploratory study identified four different sensemaking approaches used by students while creating test models. In this paper we present a follow-up study with 50 students from a large university in Spain. The used methodology was based on the previous study with the improvements that originated from its evaluation. We asked the participants to create a test model based on a description of a test problem using a specialized web-based tool for modeling test cases. We measured how well these models fit the test problem, the sensemaking process that students went through when creating the models, and the students' perception of the modeling task. The participants received no compensation for their efforts, and we scheduled the experiment during a regular class. Apart from the created models and their metadata, we also collected recordings of the students' computer screens made during the experiment and used a questionnaire to study their perspectives on the assignment. All the collected textual, graphical, and video data was analyzed using an iterative inductive analysis process to allow new information about the different sensemaking approaches to emerge. We gained better insights into the sensemaking processes of students while modeling test cases for a problem. The results enabled us to refine our previous findings, and we identified new sensemaking approaches. Based on these results, we can further investigate ways to influence the sensemaking process in education, the possible misconceptions that have a negative influence on it, and the desired mental model we want our students to have to design test cases. [ABSTRACT FROM AUTHOR]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

The UN Decade of Education for Sustainable Development (DESD, 2005–2014) was an important framework and catalyst for increasing Sustainable Development (SD) efforts within academic institutions, worldwide. Tertiary institutions began to embed sustainability into the curriculum, although the extent has varied within and between institutions with many adopting an ad hoc approach. Previous studies of student learning outcomes were generally limited in scope and reported mixed results. Few studies systematically investigated the influence of sustainability education (SE) on student views, attitudes and behaviour across a range of contexts. This study adds to the field by using a common instrument that explored how SE contributed to student learning across multiple disciplines, institutions and countries. A quasi-experimental approach was adopted with tertiary students in ‘intervention’ and ‘control’ units. Data was collected using an online two-stage pre-post survey and included the Inclusion of Nature in Self (INS) and New Ecological Paradigm (NEP) scales and measures of selfreported behaviour. A series of snapshots of pre-test and post-test perspectives were taken across various terms of study during 2013–2015. Students' initial sustainability perspectives were found to be influenced by personal and educational factors such as gender, age, “culture” and discipline of study. Environmental worldviews were characterised by jointly strong ecocentric and anthropocentric orientations that represented a “utilitarian” view of human-nature relations. After controlling for pre-test scores, SE significantly increased post-test scores for several NEP dimensions compared to the control group however, the effect was weak and moderated by students' personal and educational context. Students exposed to SE also reported a cognitive shift in their attitudes/perceptions to sustainability that was linked to an increased INS score. The ad hoc approach to SE, combined with students' strong utilitarian worldview and mixed effects of SE indicated learning outcomes were far from certain and probably weak. The paper argued for a rethink of current educational approaches towards a more coherent and targeted educational strategy and concluded with recommendations for policy and praxis to enhance student learning for sustainability in higher education. [ABSTRACT FROM AUTHOR]

Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century. [ABSTRACT FROM AUTHOR]

Under the proposition that all college students are able to learn to think in more systemic ways, and understand the value of systems modeling for assisting their thinking, I designed a course for freshmen with no more than basic algebra. In this course the students were exposed to basic systems concepts with a focus on system dynamics modeling (using Donella Meadows’ Thinking in Systems ) of a permaculture-based food production system. They were given a basic problem: How much land area would be needed to collect enough solar energy in food plant photosynthesis per year to feed a community of fifty vegetarians? They were told that the farm would be in the Seattle WA, USA area so they could find the average monthly insolation values. Several additional rate constants and conversion factors were provided so they could build a spreadsheet-based model to generate the number of calories needed. This paper provides anecdotal evidence that systems theory naïve students were able to successfully build a model (in teams) but also were able to apply systems thinking to aspects of their own lives as demonstrated in essays (individuals). Many students reported “seeing the world differently” as a result of the course, particularly seeing how different aspects of the world are connected through various relations. As a result of these successes the course was upgraded to be a little more advanced for upper division students. 2 Problem-Project-based Learning - PPBL, a pedagogy for active learning. [ABSTRACT FROM AUTHOR]

This paper uses data from the central admission system for Danish post-secondary education merged with other administrative data. Applicants for admission may rank up to eight educational programmes, and I focus on first-time applicants whose first-choice are bachelor's degree university programmes with restricted admission, i.e. with an admission threshold defined in terms of the grade point average obtained from upper secondary school. Using threshold crossing as an instrument for admission in a regression discontinuity design, I find that being admitted to the first-choice programme increases the probability of completing a master's degree in that subject by about 20 percentage points. There is no clear evidence that being admitted to one of the higher degree programmes listed on the application has an effect on years of education or the probability of completing a master's degree (although point estimates indicate small positive effects). There is no robust statistically significant effect on earnings 11 years after application. [ABSTRACT FROM AUTHOR]

This paper reports on the initial stage of a design-based research program that aims to devise student-facing social learning analytics in a postsecondary setting. In order to foster student discussion in online classes, we devised an analytics toolkit that turns discussion forum data into information for students to reflect upon. The first pilot study conducted in an online course showed both early promises and challenges with this effort. In particular, students reported usefulness of the toolkit for monitoring posting behaviors and setting participation goals. Content analysis of post content linked tool usage with students' increased attempts to solicit peer responses to their posts and increased reflection on individual participation. However, the tool was not found useful or easy to use by some students, and it did not show benefits in other aspects of online discussion, such as crafting stronger argumentation or reflecting on group processes. These findings highlight the need of social learning analytics to strive for tool simplicity, scaffold students' development in data literacy, and bring analytics and pedagogical designs into close coordination. [ABSTRACT FROM AUTHOR]

While higher education usually focuses on curriculum development and research to advance sustainability, an alternative approach is to collaborate with business. Collegiate green teams were formed to offer an innovative means to effectively promote business action on sustainability. This paper (a) describes a pilot multidisciplinary student/business internship program, and (b) uses program outcomes and surveys to discern benefits and refine a collaborative approach to taking action on sustainability. Evidence was gathered from participant surveys, administrator's observations, and the managerial assessments of green team reports and presentations to assess the collaborative model. Substantive evidence for effective team building was indicated by high scores among student team participants on measures of team cohesion, viability, satisfaction, and performance. Post-program observations by supervisors further indicated significant team learning and performance on tasks among teams. Collaborative training clearly boosted and broadened engagement among business employees and this spurred action on sustainability. The internship provided students with real-world experience and helped link managers to their local communities. [ABSTRACT FROM AUTHOR]