Study abroad programmes and student outcomes: Evidence from Erasmus

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review Pub Date : 2024-01-25 DOI:10.1016/j.econedurev.2024.102510

Silvia Granato , Enkelejda Havari , Gianluca Mazzarella , Sylke V. Schnepf

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引用次数: 0

Abstract

Exploiting admission thresholds for participating in Erasmus, the most popular higher education study abroad programme in Europe, we implement a regression discontinuity design and show that student mobility does not delay graduation and, in addition, has a positive and significant impact on the final graduation marks of undergraduate students. We find that Erasmus mobility improves graduation results for undergraduate students enrolled in scientific and technical fields and for those who apply in the first year of their studies, especially when enrolled in more demanding degree courses. Investigating plausible mechanisms, we find that the positive impact on performance at graduation is stronger for students who visit foreign universities of relatively lower quality compared to their home university. Finally, we do not find statistically significant effects of Erasmus mobility on postgraduate educational choices and labour market outcomes one year after graduation.

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留学计划与学生成果：伊拉斯谟的证据

伊拉斯谟是欧洲最受欢迎的高等教育留学项目，我们利用参加伊拉斯谟的入学门槛，采用回归不连续设计，结果表明学生流动不会延迟毕业，而且对本科生的最终毕业分数有积极而显著的影响。我们发现，伊拉斯谟的流动性提高了理工科专业本科生的毕业成绩，也提高了第一年申请的本科生的毕业成绩，尤其是在攻读要求更高的学位课程时。在研究其合理机制时，我们发现，与本国大学相比，到质量相对较低的外国大学就读的学生，其毕业成绩受到的积极影响更大。最后，我们没有发现伊拉斯谟流动对研究生教育选择和毕业一年后的劳动力市场结果有显著的统计学影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Economics of Education Review Multiple-

CiteScore

3.30

自引率

4.50%

发文量

审稿时长

61 days

期刊介绍： Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.