1,720,975 research outputs found
Quali atenei scelgono i diplomati del Mezzogiorno d’Italia?
Full text linkLa geografia della mobilità degli studenti meridionali nel passaggio dalle superiori all’università è qui analizzata nel periodo che va dal 2011/12 al 2016/17 (anni scolastici o accademici). I dati, analizzati da Massimo Attanasio, Marco Enea e Andrea Priulla mostrano una fuga allarmante, e persino crescente nel tempo, dal Mezzogiorno verso gli atenei del Centro- Nord
A novel sequential testing procedure for selecting the number of changepoints in segmented regression models
No full textIn this work, we address the problem of selecting the number of changepoints in segmented regression models. We propose a novel stepwise procedure and assess its performance through simulation studies. We demonstrate that our proposal behaves well with the Gaussian and Binomial responses
Estimating the number of changepoints in segmented regression models: comparative study and application
Full text linkThis paper deals with the problem of selecting the number of changepoints in segmented regression models. The aim is to review selection criteria, namely information criteria and hypothesis testing, and to propose a novel application in the context of students' careers in higher education. The performance of the selection criteria is assessed through simulation studies. Furthermore, we investigate the relationship between University students' performance and one of its main determinants, finding out that this relationship is actually broken-line
Sequential hypothesis testing for selecting the number of changepoints in segmented regression models
Full text linkSegmented regression is widely used in many disciplines, especially when dealing with environmental data. This paper deals with the problem of selecting the correct number of changepoints in segmented regression models. A review of the usual selection criteria, namely information criteria and hypothesis testing, is provided.
We enhance the latter method by proposing a novel sequential hypothesis testing procedure to address this problem. Our sequential procedure's performance is compared to methods based on information-based criteria through simulation studies. The results show that our proposal performs similarly to its competitors for the Gaussian, Binomial, and Poisson cases. Finally, we present two applications to environmental datasets of crime data in Valencia and global temperature land data
Chi rimane e chi se ne va? Un’analisi statistica della mobilità universitaria dal Mezzogiorno d’Italia
No full textNel 1999, il “Processo di Bologna” ha proposto la realizzazione dello spazio europeo di istruzione superiore (concretizzatosi nell’European Higher Education Area - EHEA) con l’intento di promuovere la conoscenza, la mobilità e la coesione culturale fra i paesi europei e il resto del mondo. Tali obiettivi sono stati ribaditi nel Comunicato di Bucarest (2012), approvato dai Ministri dell’Istruzione Superiore dei 47 membri dell’EHEA, in cui si mette l’accento sulla necessità di garantire, da un lato, il massimo livello possibile di finanziamento pubblico per l’istruzione superiore, come forma di investimento per il superamento della crisi finanziaria e, da un altro lato, un accesso paritario all’istruzione superiore a tutti gli europei. Quest’ultimo aspetto è rilevante per il nostro Paese che, non solo non è competitivo sul piano europeo a causa del basso investimento per la Ricerca e lo Sviluppo, ma è anche afflitto da un dualismo territoriale Sud-Nord, sia in tema di occupazione sia in tema di istruzione (SVIMEZ, 2014).
Inoltre, il sistema universitario italiano negli ultimi 25 anni è stato oggetto di riforme che hanno prodotto molti cambiamenti. L’autonomia finanziaria delle università, introdotta con la legge 537 del 1993 come strumento per contenere le spese, accompagnata dai crescenti tagli alla spesa pubblica, ha innescato un meccanismo di competitività fra le università e ha condizionato le politiche dell’istruzione alle logiche del mercato. “Il fatto che i meccanismi di premialità inerenti al finanziamento delle Università abbiano sottratto risorse dal Sud verso il Centro-Nord è assai inquietante. È vero che in media le Università del Mezzogiorno risultano meno efficienti, ma la cura non può passare per una dieta dimagrante del loro finanziamento, che si traduce in un impoverimento del capitale umano e in una accelerazione della migrazione giovanile verso il resto del Paese e verso l’estero” (Livi Bacci, 2015).
Ciò ha ampliato le differenze fra gli atenei del Sud e quelli del Nord in termini di servizi offerti, di qualità della ricerca, di attrattività degli studenti, favorendo la mobilità degli studenti nel passaggio dal diploma di II grado all’università. Questa avviene solo dal Sud verso il Centro e il Nord del Paese e trasferisce il dualismo territoriale anche sugli atenei, in un circolo vizioso in termini di sviluppo sociale ed economico. Invero, non si tratta solamente di mobilità momentanea, ma di una vera e propria migrazione che si traduce in un ulteriore depauperamento del capitale umano del Mezzogiorno, già afflitto da dispersione scolastica e rinuncia all’istruzione terziaria
Gli studenti stranieri negli atenei italiani: un’analisi statistica dell’ultimo decennio.
No full textLa mobilità studentesca universitaria è un fenomeno che, negli anni recenti, ha assunto una rilevanza notevole, in ambito nazionale. Essa è, infatti, prevalentemente oggetto di numerosi studi sui flussi migratori Sud-Centro e Sud-Nord degli studenti universitari italiani che scelgono sedi universitarie in regioni diverse da quella della propria residenza. Nel tempo le dimensioni numeriche di questi flussi sono divenute sempre più consistenti, con ripercussioni non certo trascurabili sul tessuto socioeconomico delle zone di origine. La mobilità studentesca gioca un ruolo rilevante nell’ampliamento della “forbice” tra le macro-aree regionali (Nord-Centro e Sud e Isole), ovvero quel divario socioeconomico che affligge il nostro Paese da sempre. La letteratura in questione ha prodotto diversi lavori che analizzano il fenomeno della mobilità e del successo universitario in generale e con riferimento alla riduzione del Fondo di Finanziamento Ordinario delle università, come elemento di ulteriore depauperamento per le università del Mezzogiorno. Questo lavoro sulla mobilità degli stranieri e sulla loro performance all’università si inserisce a pieno titolo nel contesto precedentemente descritto, da cui è scaturito. Le carriere universitarie di questi studenti sono l’oggetto di questo lavoro. A questi studenti stranieri “autentici”, affianchiamo, per ragioni di “vicinanza”, gli studenti con passaporto straniero che hanno frequentato una scuola secondaria in Italia,in modo da confrontare i due gruppi tra loro e con gli italiani. Il nostro obiettivo è dare informazioni quantitative sull’insuccesso universitario degli studenti stranieri negli atenei italiani
Foreign Students in Italian Universities: A Statistical Analysis of the Last Decade
No full textIn recent years university students’ mobility has become
increasingly important at a national level. It has been the subject of numerous
studies on the South-Centre and South-North mobility flows of Italian students
who choose university out of their residence region. The aim is twofold: to
provide quantitative information on the university enrollment of the foreign
students in the Italian universities (the size of the flows of foreign students
enrolled at Italian universities, according to some socio-demographic
characteristics); to measure the dropout rates and the time taken to obtain the
degree comparing to the Italian students. Foreign students (FS) were classified
into two groups: students with a high school diploma obtained abroad (i.e., IST
international students) and foreign students with a high school diploma
obtained in Italy (i.e., SGI second-generation immigrants). The analysis is based
on the database ‘Anagrafe Nazionale Studenti’ (ANS) of the MIUR, concerning
the careers of the university students enrolled in Italy from 2008/09 to 2017/18
(Mobysu.it). The results show that the IST and SGI enrolled in Italy have
increased in the last decade, especially from 2014 to 2017 (+19%), but their
presence is still very limited if compared to other European countries: 4.5% in
2011 and 5.3% in 2017. Their university performance is poor with much higher
dropout rates than the Italian ones, even if the SGI perform better. Only a small
amount of IST and SGI students enroll in Southern universities. Finally, the
results confirm that the dramatic dropout rates at university are in line with their
performance in the high school
Uncovering the interplay of territorial, socioeconomic, and demographic factors in high school to university transition
No full textThis paper explores the impact of territorial location and socioeconomic factors on student mobility and educational inequalities in the transition from high school to university in Sicily, a region characterized by low tertiary enrollment rates and high early school leaving rates. The study uses a propensity score analysis, based on generalized boosted models (GBM), to isolate the territory effect on university enrollment choices while controlling for student sociodemographic characteristics and high school outcomes. The results of the study provide insights into the complex interplay between territory, socioeconomic factors,
and student mobility in determining educational inequalities
Does taking additional Maths classes improve university performance?
No full textSeveral recent studies in educational literature showed how students’ skills
in maths affect their success at higher levels of education. The aim of this paper is
to evaluate the effect of taking additional maths class at high school on first-year
performance of Italian university students. However, university performance and
the choice of the high-school depend on several factors that make this evaluation
challenging. Using information coming from three different sources, we carry out
a multilevel propensity score procedure to estimate the average treatment effect between
the applied sciences track and the traditional scientific one. After balancing
for school- and student-level covariates, the results of a logistic regression model
suggest no difference between the two school tracks
Gender Differences In Stem Courses: Analysis Of Italian Students' Performance
No full textGender gap in Science, Technology, Engineering and Mathematics (STEM) courses is a prevalent topic in the
recent literature, and quantitative studies on this relationship are essential to understand better the
discussion and issues claimed by the arguments and the theories on this topic.
In Italy, since 1989, the overall share of females enrolling at university is larger than the males' one, but
females are still underrepresented in almost all the STEM fields, while overrepresented in nursing,
humanities, and law schools.
Our paper aims to investigate the gender differences in terms of university performance in STEM courses in
Italy. This is done via segmented regression models, representing a novel application in higher education
literature.
Data are provided by the Italian Ministry of University and Research (MIUR). The analysis concerns
freshmen enrolled at a 3-year STEM degree course in the Italian universities in the last decade. We focus on
the relationship between the number of university credits (CUs) earned during the first year (a good
predictor of the regularity of the career) and the probability of getting the Bachelor degree within four
years. Furthermore, we account for other relevant covariates regarding students' high school career and
some of their demographic characteristics.
The novelty of our work consists of a straightforward representation of the relationship between CUs and
the completion of the degree course. Segmented models allow identifying the relevant changepoints in the
CUs accumulation during the students' careers.
Our analysis confirms the first-year performance is strongly related to obtaining the Bachelor degree within
four years. This relation often varies between males and females and is in line with the divide between the
(female) care-oriented and the (male) technical-oriented courses. That relationship varies also among the
STEM courses: the probability of getting the degree is higher for males in computer science, mathematics,
and slightly higher in natural sciences and biotechnology.
Those results show that the care/technical divide is consistent but in mathematics, where males
outperform females. Though we initially included mathematics in the (female) care-oriented group,
because it was considered a teaching-oriented course in the past, mathematicians’ job placement has
significantly changed with many technical and computer science jobs. Therefore, nowadays, math could be
considered both a care and a technical oriented course.
We also highlight an interesting pattern in engineering, which is one of the most “masculinised” courses. It
looks like female performance follows the male stream, which is an encouraging result, even if the limited
female component is still an issue.
Both the lower presence and the worse performance of females can be explained by the “chilly climate”
theory, that is, the presence of university environments in which females face stronger difficulties in further
succeeding in some specific STEM careers
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