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1.
The authors document the types of undergraduate colleges and universities attended by those who earned a doctorate in economics from an American university from 1966 through 2003. They examine relationships between type of undergraduate institution and attrition and time-to-degree in PhD programs. The total number of new economics PhDs awarded to U.S. citizens has declined precipitously over the past 30 years. Concurrently, the number of new economics doctorates who hold undergraduate degrees from U.S. universities has fallen by half, from a high of about 800 in 1972 to about 400 in 2003. Among those who have earned undergraduate degrees from American institutions, the mix of schools attended by the doctorates has remained relatively stable, with about 55 percent of those who earn a PhD in economics each year holding their bachelor's degree from a university that offers a PhD in economics and a bit more than 10 percent holding a bachelors degree from a selective liberal arts college. Currently, 18 of the 25 American undergraduate institutions that send the largest percentage of their graduating classes on to earn a PhD in economics are liberal arts colleges. Graduates of liberal arts colleges also have shorter time-to-degree and higher verbal Graduate Record Exam (GRE) scores than other economics PhD students.  相似文献   

2.
The teaching of economics at the pre-college level in Britain has been increasing rapidly, a fact that is viewed with alarm by university teachers who feel that more harm than good is done in the process. Harbury and Szreter compare the performance of students who studied economics before coming to the university with those who did not, concluding that prior study of economics does not “… appear to inhibit the success of the future undergraduate.” They discuss several factors, such as age, sex, and mathematics background, which seem to be associated with above-average marks in university economics.  相似文献   

3.
In the rush to fill positions, newly hired and transitioning RNs are increasingly put into demanding roles without adequate clinical or organizational preparation. One approach that has shown promising preliminary success in enhancing nursing job satisfaction and increasing long-term retention is the use of trained nurse mentors who are paired with newly hired or new graduate nurses to provide ongoing support, guidance, and assistance. The California Nurse Mentor Project was a 3-year pilot project whose goal was to create a replicable program designed to improve the quality, sensitivity, and effectiveness of patient care through enhanced retention of nurses, including multicultural, multilingual, and male nurses. The pilot implementation of the California Nurse Mentor project has been extremely successful. Attrition rates are lower for nurses who are enrolled in the program than those who did not. Both mentors and mentees report that the program has impacted several areas, including their job satisfaction and professional confidence. Preceptor training, according to participant feedback, shows lasting effects on their pedagogy even a year after attending the training.  相似文献   

4.
The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could enroll in a follow-up program of online instruction and mentoring to learn more about one or two teaching strategies. TIP participants also had the opportunity to engage in the scholarship of teaching and learning economics to share their work. A retrospective survey was administered to the participants after attending the program to obtain a longitudinal assessment of TIP. This article presents the overall survey findings and discusses the results from each TIP phase (workshop, online instruction, and scholarship).  相似文献   

5.
This study uses a familiar set of variables to characterize the determinants of training (based around individual characteristics, qualifications, and workplace characteristics). However, it goes further by using data drawn from a recent quarter of the UK Labour Force Survey, and thus contains an up-to-date and extensive set of core variables. The dependent variable used covers three subgroups: those who have never been offered training by their current employer; those who have been offered but did not receive training in the last three months; and those workers who received training within the last three months. The hypothesis that large employers not only provide more work-related training, but that they are also more willing to train workers with characteristics that indicate a lower probability of obtaining a return on any investment outlay, is tested. This was confirmed (especially for male workers), along with a range of results that mostly accord with previous studies into the determinants of UK employer-based training.  相似文献   

6.
An examination of George Stigler's teaching career clarifies the requirements for an effective teacher of graduate economics and especially sheds light on the nature of the supervision of doctoral candidates. The heterogeneous composition of graduate students in aggregate means that quite distinct approaches can prove to be equally successful.  相似文献   

7.
For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012 Allied Social Science Associations (ASSA) conference, group into thirds: one-third saying that students learn best from lecture; another third reporting that students do not learn best from lecture, but it is cost-effective; and the rest answering that students do not learn best from lecture, so alternatives are preferred. Lecture advocates often cite the inputs and costs of teaching while advocates of alternatives often cite student outcomes.  相似文献   

8.
This article differs from those usually found in this journal, but it was felt that it would be of interest to most college teachers of economics. Professor Brazelton has systematically compared early and recent editions of Paul Samuelson's famous textbook, noting how Samuelson has substantially changed over a period of 25 years. Because Samuelson's text has had a profound influence on the content and approach to the introductory course, the changes that have occurred in that book should be noted by everyone responsible for teaching principles of economics.  相似文献   

9.
This paper empirically assesses the wage effects of the Job Corps program, one of the largest federally funded job training programs in the U.S. Even with the aid of a randomized experiment, the impact of a training program on wages is difficult to study because of sample selection, a pervasive problem in applied microeconometric research. Wage rates are only observed for those who are employed, and employment status itself may be affected by the training program. This paper develops an intuitive trimming procedure for bounding average treatment effects in the presence of sample selection. In contrast to existing methods, the procedure requires neither exclusion restrictions nor a bounded support for the outcome of interest. Identification results, estimators, and their asymptotic distribution are presented. The bounds suggest that the program raised wages, consistent with the notion that the Job Corps raises earnings by increasing human capital, rather than solely through encouraging work. The estimator is generally applicable to typical treatment evaluation problems in which there is nonrandom sample selection/attrition.  相似文献   

10.
A welfare reform demonstration program designed to reduce Aid to Families with Dependent Children (AFDC) recidivism through increased employment and training services resulted in significantly higher short-term caseload growth. Demonstration sites attracted proportionally more households onto assistance early in the demonstration than did comparison sites. These entrants tended to have more extensive previous employment histories. This result suggests that the demonstration attracted individuals who previously qualified for AFDC but did not apply for benefits and/or individuals who reduced their employment to qualify for AFDC. Exits from AFDC also were delayed under the demonstration, suggesting that the more intensive services provided through the demonstration required more time to complete. Finally, certain groups—nonwhites and those with language problems, for example—apparently avoided the demonstration by not migrating into demonstration sites or by migrating out of demonstration sites. These results have important implications for the likely costs of state welfare reform efforts under the Family Support Act of 1988 .  相似文献   

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