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This open access book evaluates research quality, quality of
teaching and the relationship between the two through sound
statistical methods, and in a comparative perspective with other
European countries. In so doing, it covers an increasingly
important topic for universities that affects university funding.
It discusses whether university evaluation should be limited to a
single factor or consider multiple dimensions of research, since
academic careers, teaching and awarding degrees are intertwined.
The chapters included in the book evaluate teaching and research,
also taking the gender dimension into account, in order to
understand where and when gender discrimination occurs in
assessment. Divided into five sections, the book analyses the
administrative data on the determinants of career completion of
university students; increasing precariousness of academic careers,
especially of young researchers; methods designed to assess
research productivity when co-authorship and team production are
becoming the standard practice; and interrelations between
students' achievements and teachers' careers driven by research
assessment. It brings together contributions from a large group of
economists, statisticians and social scientists working under a
project sponsored by ANVUR, the Italian agency for the evaluation
of teaching and research of academic institutions. From an
international perspective, the findings in this book are
particularly interesting because despite low tuition costs,
tertiary education in Italy has relatively low enrolment rates and
even lower completion rates compared to those in other European and
American countries. This book is of interest to researchers of the
sociology of education, education policy, public administration,
economics and statistics of education, and to administrators and
policy makers working in the area of higher education.
This open access book evaluates research quality, quality of
teaching and the relationship between the two through sound
statistical methods, and in a comparative perspective with other
European countries. In so doing, it covers an increasingly
important topic for universities that affects university funding.
It discusses whether university evaluation should be limited to a
single factor or consider multiple dimensions of research, since
academic careers, teaching and awarding degrees are intertwined.
The chapters included in the book evaluate teaching and research,
also taking the gender dimension into account, in order to
understand where and when gender discrimination occurs in
assessment. Divided into five sections, the book analyses the
administrative data on the determinants of career completion of
university students; increasing precariousness of academic careers,
especially of young researchers; methods designed to assess
research productivity when co-authorship and team production are
becoming the standard practice; and interrelations between
students' achievements and teachers' careers driven by research
assessment. It brings together contributions from a large group of
economists, statisticians and social scientists working under a
project sponsored by ANVUR, the Italian agency for the evaluation
of teaching and research of academic institutions. From an
international perspective, the findings in this book are
particularly interesting because despite low tuition costs,
tertiary education in Italy has relatively low enrolment rates and
even lower completion rates compared to those in other European and
American countries. This book is of interest to researchers of the
sociology of education, education policy, public administration,
economics and statistics of education, and to administrators and
policy makers working in the area of higher education.
There has been a remarkable upsurge of debate about increasing
inequalities and their societal implications, reinforced by the
economic crisis but bubbling to the surface before it. This has
been seen in popular discourse, media coverage, political debate,
and research in the social sciences. The central questions
addressed by this book, and the major research project GINI on
which it is based, are: - Have inequalities in income, wealth and
education increased over the past 30 years or so across the rich
countries, and if so why? - What are the social, cultural and
political impacts of increasing inequalities in income, wealth and
education? - What are the implications for policy and for the
future development of welfare states? In seeking to answer these
questions, this book adopts an interdisciplinary approach that
draws on economics, sociology, and political science, and applies
this approach to learning from the experiences over the last three
decades of European countries together with the USA, Japan, Canada,
Australia, and South Korea. It combines comparative research with
lessons from specific country experiences, and highlights the
challenges in seeking to adequately assess the factors underpinning
increasing inequalities and in identify the channels through which
these may impact on key social and political outcomes, as well as
the importance of framing inequality trends and impacts in the
institutional and policy context of the country in question.
In an important contribution to educational policy, Daniele Checchi
offers an economic perspective on the demand and supply of
education. He explores the reasons why, beyond a certain point,
investment in education has not resulted in reductions in social
inequalities. Starting with the seminal work of Gary Becker,
Checchi provides an extensive survey of the literature on human
capital and social capital formation. He draws on individual data
on intergenerational transmission of income and education for the
USA, Germany and Italy, as well as aggregate data on income and
educational inequality for a much wider range of countries. Checchi
explores whether resources spent in education are effective in
raising students' achievement, as well as analysing alternative
ways of financing education. The Economics of Education thus
provides the analytical tools necessary to understand the complex
relationships between current income inequality, access to
education and future inequality.
In an important contribution to educational policy, Daniele Checchi
offers an economic perspective on the demand and supply of
education. He explores the reasons why, beyond a certain point,
investment in education has not resulted in reductions in social
inequalities. Starting with the seminal work of Gary Becker,
Checchi provides an extensive survey of the literature on human
capital and social capital formation. He draws on individual data
on intergenerational transmission of income and education for the
USA, Germany and Italy, as well as aggregate data on income and
educational inequality for a much wider range of countries. Checchi
explores whether resources spent in education are effective in
raising students' achievement, as well as analysing alternative
ways of financing education. The Economics of Education thus
provides the analytical tools necessary to understand the complex
relationships between current income inequality, access to
education and future inequality.
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