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The main aim of this article is to explore similarities and differences in the institutional features of private and state universities in the Italian higher education system and to assess whether graduating from a private university conveys advantages in the labour market. In the first part we use administrative data to describe the main institutional features of the two types of university, looking at organisational aspects, enrolments and graduates, financial resources, tuition fees, and teachers' characteristics. In the second part we develop a theoretical framework looking at sociological and economic theories of education and labour market, from which we derive some hypotheses on the expected results. In the last part, we apply a propensity score matching analysis on data from the Italian University Graduates Survey conducted in 2007 by the Italian National Institute of Statistics, which provides information on more than 40,000 graduates who obtained their degree in 2004. The main results indicate that graduates from private universities are younger, have a higher socio-economic background and a slightly better previous school career than those from state universities. Contrary to a widespread belief, once accounted for self-selection into the type of university using a wide range of variables, graduating from a private university has neither a significant nor a substantial effect on employment probability, hourly wage and occupational level three years after graduation. 相似文献
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Using data from the five waves of the Italian Longitudinal Household Survey, this paper examines the dynamics of Italian higher education in the twentieth century. The main goals are to study changes
in participation in higher education (enrolment, transition, and graduation rates), in performance (drop out and delayed graduation
rates, average delay duration), and how these have changed in different social classes. The main results are as follows. Enrolment
growth has not been followed by a proportional increase in graduation rates. The drop out rate, the number of delayed graduations
and the average delay duration were already high before the 1969 reform, and subsequently increased over time. Delayed graduations
increased among students from both upper-middle and lower-middle classes, whereas the drop out rate rose only among the latter,
and stayed steady for the former. As a whole, absolute inequalities persisted over time, with any slight reduction that took
place resulting from declining performance of the upper classes, and not from an improvement of the lower classes.
相似文献
| Paolo TrivellatoEmail: |
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The focus of this paper is on the relationships between social origin, participation in tertiary education (enrolment, drop-out,
enrolment at second level and post-tertiary education) and occupational instability among university graduates in a recent
period of university and labour market reforms (the differentiation of higher education due to the “Bologna process” and the
flexibilization of employment contracts). In the first part of the paper we review these institutional reforms, discussing
how they have changed the structure of opportunities and constraints for students and graduates. In the second part we analyse
data from several cross-section waves of the Upper Secondary Graduates Survey and the University Graduates Survey which cover
both pre- and post-reform cohorts. Results from logistic regression models show a slight decline in the association between
parents’ education and enrolment in tertiary education, whereas there is a reduction and a new increase of inequality in drop-outs.
We also find remarkable effects of parents’ education on enrolment in post-graduate courses, but smaller on the risks of having
unstable jobs and both are mainly stable over time. Only a slight reduction of the role of social origin in university participation
and in the transition to the labour market took place, but it seems not to be too closely connected to the specific reforms
which occurred in the 1990s. 相似文献
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Abstract High school students viewed a video‐taped lecture of a professional actor playing the role of a teacher. Four films were presented, one of which was a control film in which no humour was used. The other three films contained (a) self‐disparaging humour (directed toward the teacher), (b) other‐disparaging humour (directed toward the students, and (c) mixed humour (a combination of a and b). All 186 10th graders from four classrooms participating in the experiment were given sociometry of humour tests. Results showed that the teacher using mixed humour received the highest evaluations on ‘appeal’ and ‘originality’ factors; the other‐disparaging teacher was perceived as most powerful, while the teacher not using humour at all was perceived as the most systematic in his teaching method. The sociometry of humour test revealed that students with a sense of humour are more appreciative of a teacher using humour, than are students who do not possess this attribute. 相似文献
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Two experiments using garden snails (Helix aspersa) showed conditioned inhibition using both retardation and summation tests. Conditioned inhibition is a procedure by which
a stimulus becomes a predictor of the absence of a relevant event—the unconditioned stimulus (US). Typically, conditioned
inhibition consists of pairings between an initially neutral conditioned stimulus, CS2, and an effective excitatory conditioned stimulus, CS1, in the absence of the US. Retardation and summation tests are required in order to confirm that CS2 has acquired inhibitory properties. Conditioned inhibition has previously been found in invertebrates; however, these demonstrations
did not use the retardation and summation tests required for an unambiguous demonstration of inhibition, allowing for alternative
explanations. The implications of our results for the fields of comparative cognition and invertebrate physiological models
of learning are discussed. 相似文献
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