The impact of the language of instruction: How economics students in the Netherlands evaluate an English-taught Undergraduate Programme
In this article student ratings of undergraduate level Economics courses are analysed on the basis of the aggregated results of end-of-term questionnaires. Two groups of students were involved, one of which was taught in Dutch and the other in English. In the analysis the influence was investigated of studentsâ€™ assessments of both their own and their lecturersâ€™ language proficiency, and of the didactic skills of the lecturers. Various differences between the judgements of the two groups were found; moreover, in course of time, some of the judgements evolved. The multivariate analysis shows that as studentsâ€™ judgements of the didactic skills of their lecturers rose, so did the course ratings in general. Surprisingly, the judgements of neither the studentsâ€™ own linguistic proficieny, nor that of the lecturers proved to be significant.
|Date of creation:||2012|
|Date of revision:|
|Contact details of provider:|| Postal: P.O. Box 80125, NL-3508 TC Utrecht|
Phone: +31 30 253 9800
Fax: +31 30 253 7373
Web page: http://www.uu.nl/EN/faculties/leg/organisation/schools/schoolofeconomicsuse/Pages/default.aspx
More information through EDIRC
|Order Information:|| Email: |
When requesting a correction, please mention this item's handle: RePEc:use:tkiwps:1202. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Marina Muilwijk)
If references are entirely missing, you can add them using this form.