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.
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