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Elements and Symptoms of a Poor Higher Education system: Evidence from a Greek University

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    Abstract

    University studies in Greece are characterized by a symptom usually described as ‘prolonged student status.’ It refers to students who prolong the period of their studies beyond the normal time, sometimes by many years. This paper, besides recording the distribution of the duration of studies in a public institution, reveals that a longer period of studies is strongly and negatively associated with academic performance. Then, it seeks to identify the causes of the symptom by examining two hypotheses. The first attributes prolonged student status to the operation of some objective factors such as differences in students’ initial abilities and differences in students’ socio-economic background. The second hypothesis associates a long stay at the university with the educational setting. The existing evidence lends support to the second hypothesis.

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    File URL: http://aphrodite.uom.gr/econwp/pdf/dp1709.pdf
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    Bibliographic Info

    Paper provided by Department of Economics, University of Macedonia in its series Discussion Paper Series with number 2009_17.

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    Date of creation: Dec 2009
    Date of revision: Dec 2009
    Handle: RePEc:mcd:mcddps:2009_17

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    Web page: http://www.uom.gr/index.php?tmima=3

    Related research

    Keywords: duration of studies; performance; teaching environment; learning outcomes; educational setting.;

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    1. Massimiliano Bratti, 2001. "Does the Choice of University Matter? A Study of the Differences across UK Universites in Life Sciences Students' Degree Performance," HEW 0012003, EconWPA.
    2. Siegfried, John J & Round, David K, 1994. "The Australian Undergraduate Economics Degree: Results from a Survey of Students," The Economic Record, The Economic Society of Australia, vol. 70(209), pages 192-203, June.
    3. Psacharopoulos, George & Papakonstantinou, George, 2005. "The real university cost in a "free" higher education country," Economics of Education Review, Elsevier, vol. 24(1), pages 103-108, February.
    4. Silva Portela, Maria Conceicao A. & Thanassoulis, Emmanuel, 2001. "Decomposing school and school-type efficiency," European Journal of Operational Research, Elsevier, vol. 132(2), pages 357-373, July.
    5. Nicola Reimann, 2004. "First-year Teaching-Learning Environments in Economics," International Review of Economic Education, Economics Network, University of Bristol, vol. 3(1), pages 9-38.
    6. Johnes, Jill, 2006. "Measuring teaching efficiency in higher education: An application of data envelopment analysis to economics graduates from UK Universities 1993," European Journal of Operational Research, Elsevier, vol. 174(1), pages 443-456, October.
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