Is it worth attending higher education? Lessons from a systematic review on institutional contribution to learning outcomes

Simple item page
dc.article.number2351241
dc.contributor.authorCifuentes Gomez G.
dc.contributor.authorSantelices M.V.
dc.date.accessioned2024-12-01T07:00:13Z
dc.date.available2024-12-01T07:00:13Z
dc.date.issued2024
dc.description.abstract© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.There is a growing interest in understanding more precisely the contribution of HE to student learning outcomes. We present a systematic review of the literature published between 2000 and 2023 in the WoS and Scopus databases. We identified 49 research articles that analyse individual and institutional variables related to student’s academic and employment outcomes. Most focus on establishing non-causal relationships between students’ entry characteristics and outcomes. In parallel, work estimating institutional contribution has evolved. Until 2015, there was an interest in comparing different methods and outcome variables. Since then, there has been more interest in using causal techniques to identify factors related to institutional contribution. Methodologically, VA research shows variations in results depending on the type of outcome used and the inclusion of institutional selectivity in the estimates. In addition, the results show gains in student learning; however, academic gaps related to gender, SES, or ethnicity remain or even increase after HE completion. In parallel, some value-added research has identified institutional variables that may be related to academic outcomes, such as expenditure per student, type of teachers’ contract, and teaching practices such as discussions outside the classroom and participation in research projects. However, the predominance of descriptive techniques in the literature does not allow conclusive results.
dc.description.funderNational Research and Development Agency
dc.description.funderFondecyt
dc.format.extent11 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1080/2331186X.2024.2351241
dc.identifier.eissn1740-3863
dc.identifier.issn2331186X
dc.identifier.scopusidSCOPUS_ID:85195648135
dc.identifier.urihttps://doi.org/10.1080/2331186X.2024.2351241
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88700
dc.identifier.wosidWOS:001245945100001
dc.information.autorucFacultad de Educación; Santelices Etchegaray, Maria Veronica; S/I; 83849
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final180
dc.pagina.inicio163
dc.publisherSpringer Science and Business Media B.V.
dc.revistaCogent Education
dc.rightsacceso abierto
dc.subjectEducation Policy & Politics
dc.subjectHigher education
dc.subjectHigher Education
dc.subjectinstitutional contribution
dc.subjectlearning outcomes
dc.subjectResearch Methods in Education
dc.subjectSammy King Fai Hui, The Education University of Hong Kong, Hong Kong
dc.subjectvalue-added
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.ods10 Reduced inequalities
dc.subject.odspa04 Educación de calidad
dc.subject.odspa10 Reducción de las desigualdades
dc.titleIs it worth attending higher education? Lessons from a systematic review on institutional contribution to learning outcomes
dc.typeartículo
dc.volumen11
sipa.codpersvinculados83849
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;01-12-2024
Files
Collections
Artículos de revistas