Students’ preferences for attributes of postgraduate economics modules: evidence from a multi-profile best-worst scaling survey

Meginnis, K. and Campbell, D. (2017) Students’ preferences for attributes of postgraduate economics modules: evidence from a multi-profile best-worst scaling survey. International Review of Economics Education, 24, pp. 18-27. (doi:10.1016/j.iree.2016.11.001)

[img]
Preview
Text
167501.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

453kB

Abstract

In this study, we investigate Scottish postgraduate economics students’ preferences for module design. Using a multi-profile best-worst scaling survey, we find that students have clear preferences on how they wish their modules to be delivered, taught and assessed. Furthermore, using a discrete mixtures modelling approach we explain the heterogeneous nature of preferences for the module attributes and the students’ lexicographic preference orderings. We show how failing to address this leads to erroneous results and limits the ability to derive reliable prediction. The findings in this study should appeal to university staff involved in the design of postgraduate (as well as undergraduate) courses as it should help them better establish a coherent learning experience for students, through which students can attain their full academic potential.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Meginnis, Dr Keila
Authors: Meginnis, K., and Campbell, D.
College/School:College of Medical Veterinary and Life Sciences > Institute of Biodiversity Animal Health and Comparative Medicine
Journal Name:International Review of Economics Education
Publisher:Elsevier
ISSN:1477-3880
Published Online:21 December 2016
Copyright Holders:Copyright © 2016 Elsevier Ltd.
First Published:First published in International Review of Economics Education 24: 18-27
Publisher Policy:Reproduced in accordance with the publisher copyright policy

University Staff: Request a correction | Enlighten Editors: Update this record