University choice and the attractiveness of the study area: Insights on the differences amongst degree programmes in Italy based on generalised mixed-effect models

Columbu, Silvia; Porcu, Mariano; Sulis, Isabella

doi:10.1016/j.seps.2020.100926

Cited by 12 publications

(14 citation statements)

References 19 publications

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“…This effect is almost totally driven by a reduction in local choice probabilities. It is worth mentioning that findings on this aspect do not agree in indicating a higher probability of one gender to be in mobility with respect to another (see, for example, Cattaneo et al 2017a;Columbu et al 2021;D'Agostino et al 2019a), but results seem to provide opposite evidence. Indeed, as shown with respect to the results in Table 4, the differences between females and males are not constant across the country, with females in southern regions and in the Islands that are more prone to choose local alternatives.…”

Section: Cross-classified Multinomial Logit Resultsmentioning

confidence: 86%

“…Empirical studies have well documented the presence of an almost unidirectional flow of students from southern to central or northern Italian regions for bachelor's studies. A phenomenon that becomes even harsher in the transition from bachelor's to master degrees (Columbu et al 2021;Enea 2018) and that may anticipate future migration choices of highly educated individuals (Oggenfuss and Wolter 2019). Moreover, these elements are even more crucial given that students and universities affect regional competitiveness and growth potential (Salter and Martin 2001;Valero and Van Reenen 2019), and may promote intergenerational mobility (Chetty et al 2020;Chetty and Hendren 2018).…”

Section: Introductionmentioning

confidence: 99%

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The high school effect on students’ mobility choices

2023

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This paper looks into the relationship between students’ university choices and their secondary school background. The main aim is to assess the role of secondary schools in steering university applications toward local or non-local institutions, also in the light of the tertiary education supply available in students’ areas of residence. With this aim, we classify students’ mobility choices by using a robust definition of local and non-local universities that accounts for the uncertainty in the definition of students’ local areas and their characteristics. In this framework, we apply a multilevel model to jointly consider the high school effect on the probability of students belonging to one specific category of mobility (local, forced non-local, free non-local) conditional upon students’ macro areas of residence, their chosen university and field of study. The findings highlight that high schools have a relevant role in affecting students’ mobility choices, especially when considering local universities. The magnitude of the effect depends on students’ macro area of residence. In particular, this result highlights that schools may pursue specific guidance policies to address students’ choices toward local universities; furthermore, it suggests that their influence on students is stronger in areas hosting the most important universities.

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Section: Cross-classified Multinomial Logit Resultsmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

The high school effect on students’ mobility choices

2023

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“…In a word, in a very competitive global educational marketplace, having satisfied “customers” has become an important component of quality assurance and quality enhancement (Rienties 2014 ). During the last decades, in the Italian context, there has been both an increased pressure on service quality (Paletta 2005 ; Rebora 2003 ) and a rising interest in evaluating university courses (Pagani and Seghieri 2002 ; Colombu et al 2021 ; Bertaccini et al 2021 ). Since 1999, each Italian public university has begun to monitor and assess the quality of its own teaching activities, with the overall aim of improving the quality of services offered to students (Paolini and Del Bene 2021 ).…”

Section: Background: Quality Within Higher Education Institutionsmentioning

confidence: 99%

Looking for patterns of change amid pandemic period in students’ evaluation of academic teaching

et al. 2022

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The COVID-19 pandemic has shaken not only the global economy but every development field, including all levels of the education sector and in every place in the world. The wide spread of this pandemic disaster has undoubtedly changed the education landscape worldwide. Online teaching and learning become the primary instruction method and the global world of schools, colleges and universities were forced to adapt this model. The first concern about online learning is whether this method is effective compared to traditional face-to-face lessons. In this paper, we carried out a quantitative analysis to explore variations in university students’ feedback on learning experience in the context of this new challenging situation caused by the COVID-19 pandemic. By adopting an IRT modeling, we compared the appreciation of some aspects of 41 courses taught at the University of Chieti-Pescara (Italy) during the educational emergency with that of the previous year. Overall, from the results of this study, it is arisen that students have given positive feedbacks on their learning experiences and their effectiveness.

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“…In a nutshell, Italian students are highly selective in their choice of the educational curricula offered by the universities to which they apply (Cattaneo et al, 2018;Columbu et al, 2021b). At the same time, they are also conditioned by migration chains (Genova et al, 2019), and by the anticipated conditions of the job market (Giambona et al, 2017).…”

Section: Being a Mover In The Italian He Systemmentioning

confidence: 99%

Movers and stayers in STEM enrollment in Italy: who performs better?

D’Agostino

Ghellini

Lombardi

2021

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Recently, the mobility behavior of Italian university students has garnered increasing interest from both social scientists and politicians. The very particular geographical characteristics of the country, together with the recognized persistence of a significant economic gap between the southern and northern regions, drive a large number of students to move from the first macro-region to the latter. As this phenomenon has several economic and social implications for policy-makers—at both central and local levels—it has led to various theories and prejudices. The present article will study the differences between the performance of STEM students who have decided to move from the south to the north and those who have decided to stay close to their hometowns. We devised multilevel modelling techniques to analyze this issue using administrative microdata from the Italian Ministry for Universities and Research (MUR), including eight cohorts of students from AY 2008–2009 to AY 2015–16, who enrolled in STEM fields after earning their high school diploma. One of the main findings is that individuals who moved from the south show lower levels of performance than their stayer counterparts who are enrolled in northern or central universities.

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University choice and the attractiveness of the study area: Insights on the differences amongst degree programmes in Italy based on generalised mixed-effect models

Cited by 12 publications

References 19 publications

The high school effect on students’ mobility choices

The high school effect on students’ mobility choices

Looking for patterns of change amid pandemic period in students’ evaluation of academic teaching

Movers and stayers in STEM enrollment in Italy: who performs better?

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