کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4938781 | 1435538 | 2017 | 10 صفحه PDF | دانلود رایگان |
- We use multi-profile best-worst scaling survey to investigate students' preferences.
- We find student preferences depend on how modules are delivered, taught and assessed.
- There is heterogeneity in students preferences and the decision heuristics they adopt.
In this study, we investigate Scottish postgraduate economics students' preferences for module design. Using a multi-profile best-worst scaling survey, we find that students have clear preferences on how they wish their modules to be delivered, taught and assessed. Furthermore, using a discrete mixtures modelling approach we explain the heterogeneous nature of preferences for the module attributes and the students' lexicographic preference orderings. We show how failing to address this leads to erroneous results and limits the ability to derive reliable prediction. The findings in this study should appeal to university staff involved in the design of postgraduate (as well as undergraduate) courses as it should help them better establish a coherent learning experience for students, through which students can attain their full academic potential.
Journal: International Review of Economics Education - Volume 24, January 2017, Pages 18-27