CARME - Comunicações em conferências com publicação em atas
URI permanente para esta coleção:
Navegar
Percorrer CARME - Comunicações em conferências com publicação em atas por autor "Carreira, Pedro"
A mostrar 1 - 5 de 5
Resultados por página
Opções de ordenação
- Determinants of academic performance of student-workers in higher educationPublication . Lopes, Ana Sofia; Carreira, PedroAlthough in recent years access to higher education in Portugal has expanded, there are still some people who interrupt their academic progression and enter the labour market not because of lack of skills but because of monetary constraints. Thus, returning to school is considered of great importance to mitigate this discrimination and reinforce workers’ qualification. Even though the determinants of academic performance have been deeply studied, the different characteristics, the lack of time and the multiple motivations of student-workers justify them to receive an independent treatment. Therefore, based on an extended set of observed attributes, which account for individual, degree and, for the first time to our knowledge, job characteristics, we develop two regression models to find the main determinants of the academic performance (measured by the final grade point average and by the completion time) of student-workers in higher education. We use a longitudinal dataset constituted by 332 student-workers that have enrolled in an undergraduate program at Leiria Polytechnic Institute (IPLeiria) in 2008 or 2009 and have completed it until 2015. The data was obtained by matching an internal dataset of IPLeiria with data from the Ministry of Education and Science, Portugal. The results show that student-workers who finish their degrees behave similarly to the non-worker students in their academic performance, but with different determinants explaining it. Parents’ education has a negative effect on final grade whereas higher previous qualifications, peer effects, better integration and higher average grades withindegree increase academic performance. The access regime and the field of study are also relevant, as well as self-employment, job-degree relation, private/public nature of the employer, and whether or not the job is qualified. We expect that our work contributes to develop policies that improve the success of student-workers and therefore increase the participation of workers in higher education.
- Employment variables and the work-study relation: a portuguese case studyPublication . Lopes, Ana Sofia; Carreira, Pedro
- Pathways of adult student-workers in higher education: explaining the risks of early dropout, late dropout and graduationPublication . Carreira, Pedro; Lopes, Ana SofiaIn Portugal, student-workers represent 8.5% of higher education students. They are mainly adults with a less favourable socioeconomic and professional background that return to school while working and after experiencing some years in the labour market so as to find a new profession or a job promotion. However, due to their particular characteristics and time restrictions, adult student-workers observe high dropout rates, justifying the need of identifying their determinants of dropout and graduation risks in a separate way. With this purpose, we match five sources to obtain a unique five-year longitudinal dataset with extensive information on individual, degree and employment variables of 976 student-workers from Leiria Polytechnic Institute, Portugal. We then use event history analysis, with competing risks, to investigate if and when the event of dropping out or graduation occurs and how a set of covariates affects the risk of each event. In addition, we distinguish between those that drop out with few accumulated credits (labelled as early dropouts) and those that drop out despite having a significant number of credits completed (late dropouts). We found that early dropouts depend more on academic failure, school-residence distance, personal motivation and employment variables, while late dropouts are more influenced by other factors such as marital status and degree characteristics. Among policy recommendations, beyond the frequently referred actions to reduce academic failure, we highlight the adoption of measures to avoid stopout behaviour, the adequate definition of the schedule and composition of classes (daytime classes and higher proportions of student-workers in the classroom, and with distinct academic performance, seem to reduce dropout risk), and the curriculum appreciation at the admission moment (some employment variables seem to contribute to increase the probability of graduation while others seem to contribute to enhance the risk of dropout), including criteria for regional preference and personal motivation.
- Policy recommendations for improving academic achievement among IPLeiria student-workersPublication . Lopes, Ana Sofia; Carreira, PedroIn Portugal, student-workers represent 8.5% of higher-education students and observe higher dropout rates, partially because of a higher education system that is more fitted to the traditional students. Using an extensive longitudinal database with original information on individual, degree and employment characteristics of 1566 undergraduate studentworkers from IPLeiria, we determine the factors that drive the dropout and graduation risks of adult workers in higher education. We concluded that academic failure explains only a fraction of dropout behaviour among adult student-workers. Indeed, academic achievement is also affected by school-residence distance, financial difficulties, marital status, motivation, field of study, academic integration and professional background. We found that men are more likely to drop out and more influenced by employment variables (self-employment, job qualification and job-degree relation) while, for women, marriage (associated with household responsibilities) seems to increase the risk of dropout. Some policy recommendations are suggested for the higher education system to adapt better to the particular characteristics of adult workers, namely by: adjusting the schedule and composition of classes; appreciating the curriculum and orienting candidates, stopouts and poor performance students; providing scholarships; distributing the vacancies across admission regimes; and introducing shorter/simplified versions of the degrees.
- The academic performance of student-workers in higher education – increasing rapidly regions’ intellectual capitalPublication . Carreira, Pedro; Lopes, Ana SofiaAlthough in recent years access to higher education in Portugal has expanded, there are still some people who interrupt their academic progression and enter the labour market not because of lack of skills but because of monetary constraints. Thus, returning to school is considered of great importance to mitigate this discrimination and, at the same time, to reinforce regions’ intellectual capital and workers’ qualification, promoting labour productivity and firms’ competitiveness in the short run – being therefore important for both dimensions of equity and efficiency. Even though the determinants of academic performance, as a proxy for the effective acquisition of skills and growth of intellectual capital, have been deeply studied for the traditional students, the different characteristics, the lack of time and the multiple motivations of adult student-workers justify them to receive an independent treatment. In particular, it is expected for adult student-workers that job characteristics play an important role determining their academic success. Therefore, based on an extended set of observed attributes, which allow us to control for individual and degree characteristics, we develop two regression models to find out how job characteristics affect the academic performance (measured by the final grade point average – GPA, and by the completion time) of adult student-workers in higher education. We use a longitudinal dataset constituted by 332 student-workers that have enrolled in an undergraduate program at Leiria Polytechnic Institute (IPLeiria) in 2008 or 2009 and have completed it until 2015. The data was obtained by matching an internal dataset of IPLeiria with data from the Ministry of Education and Science, Portugal. The results show that student-workers who finish their degrees behave similarly to the non-worker students in their academic performance, but with different determinants explaining it, especially in the case of final GPA, where job characteristics play a more important role than individual and degree characteristics. In detail, we found that self-employment and enrolling in a degree from a scientific field unrelated with the professional activity have a positive effect in the final GPA of male student-workers, and that exercising a qualified job or being employed in the private sector may limit academic performance as these workers tend to choose more demanding degrees. In addition, flexible professional schedules, peer effects, higher average grades within-degree and improved academic integration all seem to contribute positively to the academic performance of student-workers. We expect that our work contributes to develop policies that improve the academic success of student-workers and increase the participation of adult workers in higher education, thus enhancing regions’ intellectual capital, labour productivity and firms’ competitiveness in the short run.