1,721,010 research outputs found
Esperienza di Team Based Learning nella macroarea “Scienze giuridiche ed economiche”, presso l’Università di Modena e Reggio Emilia
No full textTask search and labour supply in the platform economy
Full text linkIn this paper, we study the wage elasticity of labour supply of platform workers by exploiting uncertainty in task search. Using a survey of on-location and online platform workers in Europe, we show that wage reductions due to task search are inversely related to increases in labour supply and that changes in earnings net of task search are also inversely related to labour supply. Our estimated backwards-bending labour supply curves are valid for all platform workers and are robust to a number of misspecification and endogeneity issues
Labour market effects of crowdwork in the US and EU: an empirical investigation
Full text linkIs it possible to estimate the real impact of micro-task crowdwork on wages and working conditions of platform workers? Do workers involved in micro-task outsourcing differ in their characteristics from traditional salaried workers of similar ability? Are micro-task crowdworkers similar or different in the United States and in Europe? In this paper, we address these questions by comparing wages and working conditions across onlineplatform workers and traditional workers in a quasi-experimental approach which exploits caregiving as an instrument for participation in crowdwork. We find evidence that, when controlling for workers’ observed and unobserved ability, traditional workers retain a significant premium in their earnings with respect to platform workers, though this effect is not as large as descriptive statistics may hint. Moreover, labour force in crowdworking arrangements appears to suffer from high levels of under-utilisation, relegating crowdworkers into a new category of idle workers whose human capital is neither fully utilised nor adequately compensated
Inclusive Teaching and Learning in Higher Education: An Evaluation of The Impact of Faculty Development Programmes
Full text linkThis paper evaluates the impact of a faculty development (FD) programme implemented in an Italian university during the 2022/2023 academic year. The programme consisted of a series of lectures and workshops focused on the implementation of innovative and inclusive teaching practices for university professors and secondary school teaching staff. The initiatives covered a wide spectrum of topics, including educational tools to address learning barriers, innovative and inclusive teaching methodologies, interactivity enhancement, and the use of digital technologies in teaching. To assess the impact of the training sessions on university professors, the evaluation model proposed by Kirkpatrick was employed. Kirkpatrick’s model is an internationally recognized tool that provides a conceptual framework for analysing the results of educational, training and learning programmes, focusing on four levels of evaluation: Reaction, Learning, Behaviour, and Results. In line with the reference literature, we evaluated the impact of training sessions on the basis of a questionnaire that was submitted to all participants of training events and that was explicitly aimed at reproducing the four levels of evaluation of Kirkpatrick’s model. The questionnaire included a plurality of indicators that were then aggregated into the four levels creating distinct variables of high internal consistency (as detected by their respective Cronbach’s alpha). Our results show a positive impact of training on university teachers for all four levels of evaluation. More specifically, the highest values arise for the first and second levels of evaluation (Reaction and Learning), while lower values arise for the third and fourth levels (Behaviour and Results). Different effects also emerge according to the career stage of the participants (young researchers, associate professors, full professors) and changes in adopted teaching methodologies arise between pre and post training activities
Gender inequalities in college major choices. The role of explicit and implicit stereotypes
Full text linkCollege major choices are highly segmented by gender and generate persistent inequalities in the labour market at the disadvantage of women. The literature has underlined the role of gender stereotypes on college major choices and the costs both at individual and society level of the resulting mismatch of talents and wrong fields of education choices. Determinants of college major choices from a gender perspective are at the core of this paper which has also a special focus on the impact of gender stereotypes (implicit and explicit) and on the choice of economics as a college major.
Microdata are generated by a field experiment involving different high schools in the last year of attendance when students are close to the college major choice. The schools are located in two Northern districts of Italy a country characterized by a very high gender gap in the labour market at the disadvantage of women. Activities include role models, board game addressing gender stereotypes in professional choices and documentaries highlighting the impact of gender stereotypes in the labour market. A questionnaire including Implicit association tests has been submitted to the sample exposed to the treatment and to the control groups to measure gender stereotypes, individual and household characteristics and the impact of the treatment on college major choices and their determinants.
We find evidence of gender stereotypes among students, and – differentiating by gender –female students appear to have a higher level of implicit stereotypes than males. Female students participating in the experiment appear to increase their awareness concerning college major choice and their propensity for STEM and for finance over marketing within the economics courses whereas male students taking part in the activities appear to be more interested in pursuing higher education instead of looking for a job, are more uncertain about their future field of studies and increase their interest in humanities while showing a higher propensity for marketing instead than finance when compared to the male students’ control group
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