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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]

Abstract: This paper investigates the effect of the timing of tracking on completion of higher education by exploiting unique variation from the Dutch education system. At the age of 12 Dutch students can enrol in tracked schools or in comprehensive schools. The comprehensive schools postpone enrolment into tracked classes by one or two years. OLS- and IV-estimates, using regional variation in the supply of schools as instruments, show that early tracking has a detrimental effect on completion of higher education for students at the margin of the Dutch high and low tracks. The negative effects of early tracking are larger for students with relatively high ability or students with a higher socioeconomic background. In addition, we find no negative effects of comprehensive classes on higher ability students. These results suggest that increasing participation in comprehensive classes would increase graduation from higher education. [Copyright &y& Elsevier]

Abstract: Many higher education students combine their study with a job on the side instead of taking up a loan. This paper examines the factors underlying this apparently myopic behaviour. We find that standard economic factors explain observed borrowing decisions to some extent. Students with easier access to financial resources borrow less often. Students with good earnings prospects and/or a high discount rate borrow more often, as do students who are prepared to take risks. An important non-standard factor affecting borrowing choices is debt aversion. We also find that a reduction in working hours will only have a limited positive impact on the time spend on studying. [Copyright &y& Elsevier]

Abstract: This paper investigates the role of economic factors in the university enrollment decision for the post-war period in The Netherlands. We include those factors standing at the heart of the idea that education is an investment. The econometric results suggest that students are not responsive to tuition fees, but financial support (the sum of loans and grants), the college premium on future labor market earnings, and the alternative wage are important in the enrollment decision. [Copyright &y& Elsevier]

The purpose of this paper is to explore the expectations of academic staff to learning analytics services from an ideal as well as a realistic perspective. This mixed-method study focused on a cross-case analysis of staff from Higher Education Institutions from four European universities (Spain, Estonia, Netherlands, UK). While there are some differences between the countries as well as between ideal and predicted expectations, the overarching results indicate that academic staff sees learning analytics as a tool to understand the learning activities and possibility to provide feedback for the students and adapt the curriculum to meet learners' needs. However, one of the findings from the study across cases is the generally consistently low expectation and desire for academic staff to be obligated to act based on data that shows students being at risk of failing or under-performing. • Academic staff perceives LA as a tool to provide students feedback but do not feel obligated to act based on LA data. • LA has potential in supporting learning and teaching but academics are not convinced that ideal expectations are realized. • There is a need to engage teaching staff in LA processes – strategy/policy formation, embedding LA into teaching practices. [ABSTRACT FROM AUTHOR]