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The Effects of the Bologna Process on College Enrollment and Drop-Out Rates
Abstract
This paper estimates the short-term effects of the introduction of the Bachelor degree in the framework of the Bologna Process on college enrollment and drop-out rates. We use variation in the timing of the Bachelor implementation at the department level to identify the effect of the reform based on longitudinal administrative student data from Germany. We find no significant effects on college enrollment or drop-out rates for most subjects.
... Por otra parte, el carácter reciente de la implantación de los estudios de grado en Europa ha provocado que el análisis de la incidencia de la puesta en marcha de las titulaciones de grado en el abandono de los estudios universitarios sea todavía muy limitado, tanto de manera aislada como en análisis comparativos con los sistemas educativos anteriores (Horstschräer y Sprietsma, 2010). ...
... Entre los escasos estudios que se han centrado en el abandono universitario de los estudios de grado en Europa, encontramos que los más numerosos son aquellos que se focalizan en realizar un análisis descriptivo sobre las tasas de abandono desde la reforma, especialmente en Alemania (Horstschräer y Sprietsma, 2010;Heublein y Wolter, 2011;Breier, 2011) e Italia (Belloc, Maruotti y Petrella, 2010;Cappellari y Lucifora, 2008;Saisana, d'Hombres y Saltelli, 2011;Di Pietro y Cutillo, 2008), debido a que fueron dos de los países europeos que antes pusieron en marcha de manera efectiva el Proceso Bolonia. Sin embargo, los resultados de estos estudios en cuanto al aumento o disminución de los índices de abandono en los nuevos grados no son concluyentes, con las tasas de abandono situadas entre el 9% y el 15% de media en Europa, datos que se asimilan a los preexistentes en los sistemas de educación superior anteriores (Horstschräer y Sprietsma, 2010). ...
... Entre los escasos estudios que se han centrado en el abandono universitario de los estudios de grado en Europa, encontramos que los más numerosos son aquellos que se focalizan en realizar un análisis descriptivo sobre las tasas de abandono desde la reforma, especialmente en Alemania (Horstschräer y Sprietsma, 2010;Heublein y Wolter, 2011;Breier, 2011) e Italia (Belloc, Maruotti y Petrella, 2010;Cappellari y Lucifora, 2008;Saisana, d'Hombres y Saltelli, 2011;Di Pietro y Cutillo, 2008), debido a que fueron dos de los países europeos que antes pusieron en marcha de manera efectiva el Proceso Bolonia. Sin embargo, los resultados de estos estudios en cuanto al aumento o disminución de los índices de abandono en los nuevos grados no son concluyentes, con las tasas de abandono situadas entre el 9% y el 15% de media en Europa, datos que se asimilan a los preexistentes en los sistemas de educación superior anteriores (Horstschräer y Sprietsma, 2010). ...
El artículo presenta los resultados del proyecto «Causas de abandono en los estudios de grado
de la Universidad de Zaragoza», promovido por el Instituto de Ciencias de la Educación y
el Vicerrectorado de Estudiantes de esta universidad, con el objetivo de conocer el índice de
abandono universitario desde la implantación del Espacio Europeo de Educación Superior
(EEES), así como sus causas y sus posibles estrategias de prevención. Para ello se ha empleado
un enfoque empírico descriptivo, utilizando técnicas de investigación cuantitativas y
cualitativas, concretamente la revisión de estadísticas preexistentes, una encuesta realizada
por 128 alumnos y alumnas que abandonaron sus estudios de grado en la Universidad de
Zaragoza, y un grupo de discusión comunicativo con coordinadores de las titulaciones. Los
resultados demuestran que el abandono total no es significativo, con apenas un 3%, mientras
que el abandono parcial parece ser una práctica más abundante, que llega a afectar al 24%
de los estudiantes de grado. La multidimensionalidad causal parece ser la explicación de que
los alumnos aludan a factores extraacadémicos, como la incompatibilidad laboral, y los
docentes a elementos académicos como la falta de motivación o la existencia de un perfil
inadecuado de acceso a las titulaciones. Las propuestas de mejora se centran en continuar
con las metodologías de evaluación continua del EEES, tratando de compatibilizarlas con la
no presencialidad, una mejor orientación del estudiante en etapas previas, o el desarrollo de
prácticas motivadoras desde la Universidad, como cursos cero, clubs de estudiantes, o el
proyecto mentor.
... Mehrere Untersuchungen zum Zusammenhang der neuen Studienstrukturen und der Studienabbruchsquote arbeiten keine signifikanten Effekte der Einführung von Bachelor-Studiengängen auf die Dropout-Rate heraus (Enzi & Siegler, 2016;Horstschräer & Sprietsma, 2015;Lerche, 2016), wobei sich teilweise fachund studierendenpopulationsspezifische Ausnahmen identifizieren lassen. Auch in Bezug auf die Arbeitsmarktrelevanz der neuen Studienabschlüsse deuten sich keine positiven Ergebnisse an. ...
Ausgehend von der Kritik am Bologna-Prozess und dem in diesem Zusammenhang immer wieder referenzierten Humboldt’schen Ideal der deutschen Universität untersucht die Arbeit die Frage, ob sich Widersprüche zwischen diesem neuhumanistisch geprägten Ideal einer Bildung durch Wissenschaft und dem Bildungsverständnis des Bologna-Prozesses auf europäischer Ebene feststellen lassen. Die Arbeit ergänzt dabei den hermeneutischen bildungsphilosophischen und universitätshistoriographischen Diskurs um die Idee von Universität durch eine empirisch-qualitative Textanalyse zentraler Texte des Bologna-Prozesses.
In einem ersten Schritt wird das Leitbild Bildung durch Wissenschaft in seiner historischen Entwicklung und Manifestation analysiert und mit aktuellen Diskussionen zur Rolle von Universitäten in der Wissensgesellschaft zusammengeführt. In einem zweiten Schritt wird das Bildungsverständnis analysiert, das sich sowohl in den Kommuniqués der Ministerialtreffen des Bologna-Prozesses als auch in exemplarisch ausgewählten Stakeholder-Dokumenten aus der Bologna Follow-Up Group findet. Das Bildungsverständnis wird dabei als latentes Konzept verstanden, das durch die Aufgabenzuschreibungen an Hochschulen in den drei Aufgabenbereichen Lehre, Forschung und Transfer mittels einer qualitativen Inhaltsanalyse kodiert und anschließend analysiert wird.
Im Kontrast der beiden Ergebnisse zeigt sich, dass die Kommuniqués der Ministerialkonferenzen in den ersten Jahren stark von einer auf Qualifizierungsaspekte beschränkten instrumentell-ökonomischen Sicht von Bildung geprägt waren, sich seit 2010 aber stärker dem Ideal einer Bildung durch Wissenschaft annähern. Auch die Analyse der Stakeholder-Dokumente, die diesen politischen Prozess begleiten und informieren, zeigen ebenfalls – mit Ausnahme der Arbeitgebervertretung – entweder eine konstante Argumentation zumindest teilweise im Sinne dieses Ideals, oder aber eine Annäherung hin zur Bildung durch Wissenschaft.
Die Arbeit kommt zu dem Ergebnis, dass sich diese Widersprüche, wie sie von Kritikerinnen und Kritikern am Bologna-Prozess geäußert wurden, also tatsächlich wahrnehmen lassen, dieser Fakt jedoch hauptsächlich für die erste Hälfte des Bologna-Prozesses gelten kann. Durch den argumentativen Wandel in den Kommuniqués hin zu Positionen, die auch Teil des Bildungsideals deutscher Universitäten darstellen, entstehen Möglichkeitsräume für Universitäten, ihr Ideal unter den Bedingungen der Studienreform umzusetzen.
... In conjunction with the Bologna Process, introduced in EU member states in 1999 to create a European Higher Education Area (Horstschräer & Sprietsma, 2010), most of the institutions of higher education in Europe launched and published info packs including information about the programmes such as the offered courses, programme outcomes and learning outcomes. In order to assist those who were responsible for preparing field-specific information packs, they also published manuals consisting of guidelines for writing (effective) learning outcomes on their official websites. ...
... In conjunction with the Bologna Process, introduced in EU member states in 1999 to create a European Higher Education Area (Horstschräer & Sprietsma, 2010), most of the institutions of higher education in Europe launched and published info packs including information about the programmes such as the offered courses, programme outcomes and learning outcomes. In order to assist those who were responsible for preparing field-specific information packs, they also published manuals consisting of guidelines for writing (effective) learning outcomes on their official websites. ...
Curriculum simply refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes (Ebert et al., 2013). In Turkey, the curricula for a variety of courses to be taught in primary and secondary state schools are designed by the Ministry of National Education (MoNE), and they are subject to change at uncertain periods. The current research aims to investigate curricula for English as a foreign language course for 5th, 6th and 7th grades that have been recently introduced by MoNE (2017). It exclusively compares them through an analysis of learning outcomes identified in each based on the Structure of the Observed Learning Outcome (SOLO) taxonomy developed by John Biggs and Kevin Collis (1982). Accordingly, document analysis method was used to analyze learning outcomes identified in the above-mentioned curricula into four levels of the SOLO taxonomy: (i) uni-structural, (ii) multi-structural, (iii) relational, and (iv) extended abstract. The study will report findings obtained from the analysis and practical implications on the curriculum design of EFL courses taught in various grades, and conclude with a few suggestions for further directions.
... the reform such as labor market effects. 2 For Germany, Horstschräer and Sprietsma (2010) suggest that aggregated enrollment and dropout rates hardly changed after the introduction of ...
Germany has recently made extensive reforms in its tertiary education system. Traditional degrees are being replaced by Bachelor and Master programs. This study examines the question of how the choice of a new Bachelor program as opposed to a traditional degree program has affected first-year students' satisfaction. Three dimensions of student satisfaction are focused upon: Student satisfaction with teaching, student satisfaction with the organization of the study programs, as well as an indicator for students' personal problems within the academic context. The selection into the type of program is taken into account as I control for individual performance at secondary school, motivation and family background and try different robustness checks. The main specification includes fixed effects on the level of institutions and subjects. Results robustly point to minor differences between the programs. The outcomes are slightly more favorable for students in the new programs compared to the traditional programs in recent years. --
... From an empirical point of view, it is still too early to study longer lasting impacts of the reform such as labor market effects. 2 For Germany, Horstschräer and Sprietsma (2010) suggest that aggregated enrollment and dropout rates hardly changed after the introduction of Bachelor degrees. The study draws on administrative data and is conducted at the aggregated level of departments. ...
Germany has recently made extensive reforms in its tertiary education system. Traditional degrees are being replaced by Bachelor and Master programs. This study examines the question of how the choice of a new Bachelor program as opposed to a traditional degree program has affected first-year students' satisfaction. Three dimensions of student satisfaction are focused upon: Student satisfaction with teaching, student satisfaction with the organization of the study programs, as well as an indicator for students' personal problems within the academic context. The selection into the type of program is taken into account as I control for individual performance at secondary school, motivation and family background and try different robustness checks. The main specification includes fixed effects on the level of institutions and subjects. Results robustly point to minor differences between the programs. The outcomes are slightly more favorable for students in the new programs compared to the traditional programs in recent years.
Between 2001 and 2005, higher education in Italy went through a considerable process of reform according to the Bologna Process. This paper evaluates the effects of this process on the academic performance of students. We estimate the difference in graduation probability between students who switched from pre-reform university courses to post-reform courses and students who carried on their pre-reform academic career. To this end, we considered a sample of 25,866 undergraduate students enrolled 1 year before the implementation of this policy, a number that was reduced by matching techniques to achieve a balanced sample of 1020 units, thereby allowing a causal interpretation of results. Estimates of logistic models on the balanced sample suggest that switching to the post-reform university system increases the probability of completion for younger students. Furthermore, higher socio-economic backgrounds of students are positively related to graduation probability, suggesting that the social inequalities are still noticeable when the completion rates of tertiary education are considered.
The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these are suitable.
There are several arguments why employability should not be the main interpretation for ‘usefulness’ in education. Some authors argue that the focus on employability is a good excuse for European governments to give up on regulating the labour market, and instead transfer the responsibility on the citizens’ shoulders. If being employed is construed as having employable skills, then the state can only invest in training those skills and, after the education is over, if there are still unemployed people, it means it is their fault they were unemployable. A current debate concerns whether the labour market is too regulated or unregulated; this debate should benefit from taking into account the construction of ‘employability’ through the educational policies in the BP. Others have argued that by constructing the set of employable skills as a response to the demands of today’s labour market, this leaves the future employees incapable of meeting the changed demands in tomorrow’s labour market. Some argue that the labour market’s demands cannot be predicted in principle, and therefore people should construct their life around life-long learning, discarding old skills and gaining new ones as they age. However, this model is oblivious to the fact that a future of the labour market may be dominated by automation, as argued by Luciano Floridi. Employment in sectors of the economy that we today think of as important may not be where the jobs will be created tomorrow. What will it mean in the future for people to have a fulfilling and purposeful life when employment will be reduced to just a few hours a week? We need to remain open to the possibility that the good life of the future will not be the (self-)employed life, the active and mobile model proposed now by the EU. People will need to be active in other fields, not strictly related to bread-winning. Other capacities will need to be used in order to make use of one’s time, and these capacities are now dropped from education in order to construct the employable European citizen. The Bologna ideal of education is more perishable than what first meets the eye. It is connected with a certain view of what it means to be employable, of what the future labour market’s needs will be, and its time dimension is quite narrow. In order to face the challenges of the future labour markets, as BP had claimed it prepares its students to do, one needs a wider understanding of what it means to have a good life. One way of defending the humanities is to claim that it is equivalent to defending a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life.
The main finding of this study was to show that, before deciding what type of education society needs, we need to understand who we are educating through our universities. Taking a stance on “who should we educate?” is prior to being able to judge educational policies. This decision requires a previous justification that requires arguments taken from the field of social justice: Who needs to be educated and who has the right to be educated? Furthermore, we have seen that all answers we have examined to the question underlying educational policies, i.e. ‘who is being educated?’, were linked at some level with the citizenship issue. By defining who is a full citizen, an answer to the question who had the right to a humanistic education was implicitly answered. Nussbaum’s project to universalise the definition of democratic citizenship would ensure a basis for providing humanistic education for all. Such a line of arguing would provide humanities to the well-regarded status they had starting from the Renaissance times, but this time not as a device for exclusion, but inclusion for all. We have tried to show that, by defending the humanities, one defends the idea of a plurality of educational purposes, the right to build one’s life based on an education that is not submitted to the political goals of the day, ultimately the right to have a dissenting voice and a different perspective on life. By defending humanities, one defends the true ‘usefulness’ of education, namely its potential for constructing democratic citizenship for all.
The Bologna reform aims to enhance several dimensions of the universities' activities, by favouring mobility and mutual recognition of higher education degrees across Europe, with the objective to create a European Higher Education Area. The radical changes induced by the Bologna Process affect universities' productivity both directly (for example, implementation costs, curriculum streamlining, evaluation intensity) and indirectly (for example, the ability to attract more students and higher levels of competition among institutions). The decentralised organisation of the Swiss university sector provides an ideal setting to test this hypothesis, as the panel data of departments permits the consideration of the unobserved heterogeneity across both universities and scientific fields. The empirical results support the claim that the Bologna reform enhances university productivity. Furthermore, there is no evidence of substantial costs of the system transformation.
This paper analyzes how high-ability students respond to different indicators of university quality when applying for a university. Are some quality dimensions of a ranking, e.g. research reputation or mentoring more important than others? I estimate a random utility model using administrative application data of all German medical schools. As identification relies on the variation in quality indicators over time, I can disentangle the response to changes in quality indicators from the common knowledge regarding the overall university attractiveness. Results show that the ranking provides more relevant information in the quality dimensions mentoring, infrastructure and students' satisfaction than with respect to research.
This paper extends previous work on the effect of the Bologna reform on university enrolment in Italy. The analysis considers
more recent data and also attempts to disentangle the effect of the reform from the influence on enrolment exerted by time-varying
confounding factors. The empirical findings consistently show that the “Bologna Process” had a positive impact on university
participation, though the magnitude of this impact is smaller than previously concluded. One main reason for our lower estimates
lies in the use of a difference-in-differences methodology, which allows us to control for the influence on enrolment exerted
by unobserved factors that could have changed coincidentally at the same time as the reform.
KeywordsBologna Process–University enrolment–Difference-in-differences
In 2001 a '3+2' (unitary two-tier) university system was introduced in Italy where a 3-year First Level degree followed by a 2-year Second Level degree replaced a one-tier system where the 'old' degree (Laurea) duration varied between a minimum of four (e.g. economics) and a maximum of six years. In this paper we use individual-level data on graduates from the Economics Faculty of the Marche Polytechnic University to investigate some effects of this reform. In particular, we seek an answer to questions such as: Did the reform induce a change in the behaviour of students and higher education institutions (e.g. course workload, grade inflation, etc.)? Did it produce a change in student academic performance (e.g. student progression, grades)? Although our paper features a case study and evidence from the Marche Polytechnic University, it cannot be straightforwardly generalised to the whole Italian University system. Our analysis is nonetheless informative given the general lack of evaluation of the '3+2' Italian university reform using micro-level data.
As in much of Europe, and in the particular context of the Bologna Convention on tertiary education, the Italian university system has experienced substantial reform in recent years, the major aims of which include increasing the participation, progression and retention rates of students in higher education. Reform has reduced the length of undergraduate degree programmes to three years with the intention that students should be able to graduate at an earlier age than in the past, in line with graduates from other European countries. This paper offers a first econometric analysis of student withdrawal and progression three years after the introduction of major reform. We use administrative data on students of two Italian universities in a probit model of the probability that the student drops out, and an OLS model of student progression. Our analyses suggest that, notwithstanding the reforms, the drop-out (withdrawal) rate is still very high and only a small proportion of students are likely to complete their studies within the institutional time. In particular, we find that differences in students’ prior educational background and performance have remarkably large effects on their withdrawal and progression probabilities. We infer from our results that poor retention and completion rates of Italian university students are unlikely to improve without further significant institutional change.
There is plenty of evidence across the EU to suggest that young people from poorer backgrounds are less likely to attend tertiary education than their better-off peers. This correlation is often used to justify monetary transfers to families with students. It is not clear, however, that these differences in attendance are caused by income itself rather than by parental ability, motivation, education, and other aspects of the young person's experience which differ between families, but are not a direct result of income. Controlling for observable family characteristics is a useful first step. But further developments are needed as families potentially differ in unobservable ways that are correlated with both income and attendance. In this paper we use families with several children to correct for unobserved time-invariant family fixed effects. Our results suggest the absence of parental income effects in Belgium and Germany, small positive effects in Poland, medium-size positive effect in the UK, and sizeable positive effects in Hungary.
The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process.
The introduction of a tiered structure of study programmes and degrees is a core aspect of the Bologna Process. Based on recent empirical studies on the implementation of bachelor and master programmes in a number of European countries, an assessment is made of whether the Bologna Process has progressed in this area. However, given the multitude of expectations and different national reform contexts, it is argued that the impacts of measures taken in the framework of the Bologna Process are difficult to assess. Hence, in the conclusion the article points to a number of unsolved problems still existing to achieve the objectives of the Bologna Process.
A major element in the creation of the European area of higher education is the adoption of a common structure of degrees,
implying in several countries the reduction of the duration of the first degree to 3years, which is a controversial change.
Cardoso etal. (CESifo Econ Stud 54(2): 229–247, 2008) have analyzed student confidence in the curricula change, quantifying its impact on students’ first choices of academic
programs. This paper goes two steps further. First, it concentrates on a variable that better translates total demand for
an academic program, namely the total number of students who place the program among their six revealed preferences, instead
of just the first option; and, second, an econometric model that better fits the data is estimated. Results confirm a positive
impact of the Bologna process on the demand for programs, which varies with program size and across fields of study. Our results
complement those in Cardoso etal. (2008), as they uncover that being a program leader, i.e. the only institution in the country that restructured a given program,
was associated with higher demand by prospective students, which nevertheless stemmed from their “second best" options and
not from their first choices.
A diverse array of factors may influence both earnings and consumption; however, this work primarily focuses on the impact of investments in human capital upon an individual's potential earnings and psychic income. For this study, investments in human capital include such factors as educational level, on-the-job skills training, health care, migration, and consideration of issues regarding regional prices and income. Taking into account varying cultures and political regimes, the research indicates that economic earnings tend to be positively correlated to education and skill level. Additionally, studies indicate an inverse correlation between education and unemployment. Presents a theoretical overview of the types of human capital and the impact of investment in human capital on earnings and rates of return. Then utilizes empirical data and research to analyze the theoretical issues related to investment in human capital, specifically formal education. Considered are such issues as costs and returns of investments, and social and private gains of individuals. The research compares and contrasts these factors based upon both education and skill level. Areas of future research are identified, including further analysis of issues regarding social gains and differing levels of success across different regions and countries. (AKP)
We use survey data on high school graduates before and after the Italian reform of tertiary education implementing the “Bologna Process” to estimate its impact on college enrollment. Individuals leaving school after the reform have a probability of enrollment that is 15% higher compared to otherwise identical individuals. This increase is concentrated among individuals with good school performance and low parental background. We interpret this result as an indication of the existence of constraints – for good students from less advantaged households – on the optimal schooling decision. We also find a small negative impact of the reform on university drop-out.
Human Capital is Becker's classic study of how investment in an individual's education and training is similar to business investments in equipment. Recipient of the 1992 Nobel Prize in Economic Science, Gary S. Becker is a pioneer of applying economic analysis to human behavior in such areas as discrimination, marriage, family relations, and education. Becker's research on human capital was considered by the Nobel committee to be his most noteworthy contribution to economics. This expanded edition includes four new chapters, covering recent ideas about human capital, fertility and economic growth, the division of labor, economic considerations within the family, and inequality in earnings. "Critics have charged that Mr. Becker's style of thinking reduces humans to economic entities. Nothing could be further from the truth. Mr. Becker gives people credit for having the power to reason and seek out their own best destiny."âWall Street Journal
We show that immigrant managers are substantially more likely to hire immigrants than are native managers. The finding holds when comparing establishments in the same 5-digit industry and location, when comparing different establishments within the same firm, when analyzing establishments that change management over time, and when accounting for within-establishment trends in recruitment patterns. The effects are largest for small and owner-managed establishments in the for-profit sector. Separations are more frequent when workers and managers have dissimilar origin, but only before workers become protected by EPL. We also find that native managers are unbiased in their recruitments of former co-workers, suggesting that information deficiencies are important. We find no effects on entry wages. Our findings suggest that a low frequency of immigrant managers may contribute to the observed disadvantages of immigrant workers.
This paper examines the family income—college enrolment relationship and the evidence on credit constraints in post--secondary schooling. We distinguish short run liquidity constraints from the long term factors that promote cognitive and noncognitive ability. Long run factors crystallised in ability are the major determinants of the family income — schooling relationship, although there is some evidence that up to 8% of the total US population is credit constrained in a short run sense. Evidence that IV estimates of the returns to schooling exceed OLS estimates is sometimes claimed to support the existence of substantial credit constraints. This argument is critically examined. Copyright Royal Economic Society 2002
Humankapitalpotenziale der gestuften Hochschulabschlüsse in Deutschland-Auswertungen zu Studienbeteiligung
- A Muehlenweg
- M Sprietsma
- J Horstschraer
Muehlenweg, A., Sprietsma, M., and Horstschraer, J. (2010). Humankapitalpotenziale der gestuften Hochschulabschlüsse in Deutschland-Auswertungen zu Studienbeteiligung, Studienabbrüchen, Mobilität und Eingangsselektion. Studien zum deutschen Innovationssystem Nr. 14-2010.
Implikationen der gestuften Hochschul-Curricula auf die Innovationstätigkeit Deutschlands
- M V Winter
- B A Cleuvers
- Y Anger
Winter, M. V., Cleuvers, B. A., and Anger, Y. (2010). Implikationen
der gestuften Hochschul-Curricula auf die Innovationstätigkeit Deutschlands, Qualitative Untersuchungen zur Umstellung der Studien-Curricula in
Deutschland. Studien zum deutschen Innovationssystem Nr. 12-2010.
Share of departments that implemented the Bachelor reform, by year and subject
- A Figure
Figure A.2: Share of departments that implemented the Bachelor reform, by
year and subject (1999-2006): II
0%
10%
20%
30%
40%
50%
60%
70%
80%
1999
2000
2001
2002
2003
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The role of credit constraints in educational choices: evidence from the ncds and bcs70
- L Dearden
- Mcgranaham
- B Sianesi
Dearden, L., L-McGranaham, and Sianesi, B. (2004). The role of credit constraints in educational choices: evidence from the ncds and bcs70. CEE
Working Paper, 48.