Is economic impact a good way of justifying the inclusion of foreign students at local universities?
- Snowball, Jeanette D, Antrobus, Geoffrey G
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67470 , vital:29098 , http://dx.doi.org/10.4314/sajhe.v20i3.25593
- Description: Pre-print , In the debate surrounding the costs and benefits of having foreign students at South African universities, the financial contributions of foreign students to their host economies is sometimes cited. This article reports the results of a comparison between the economic impact on the Grahamstown economy of the spending of foreign and local students at Rhodes University. It finds that the spending patterns of both types of students are remarkably similar and that the somewhat higher economic impact of foreign students is largely as a result of their propensity to choose the more expensive residence accommodation, rather than as a result of greater average spending generally. We suggest that economic impact studies should be used with caution when making the case for continued public subsidy of goods with significant non-market values and that opportunity costs should also be considered.
- Full Text:
- Date Issued: 2006
Is economic impact a good way of justifying the inclusion of foreign students at local universities?
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67470 , vital:29098 , http://dx.doi.org/10.4314/sajhe.v20i3.25593
- Description: Pre-print , In the debate surrounding the costs and benefits of having foreign students at South African universities, the financial contributions of foreign students to their host economies is sometimes cited. This article reports the results of a comparison between the economic impact on the Grahamstown economy of the spending of foreign and local students at Rhodes University. It finds that the spending patterns of both types of students are remarkably similar and that the somewhat higher economic impact of foreign students is largely as a result of their propensity to choose the more expensive residence accommodation, rather than as a result of greater average spending generally. We suggest that economic impact studies should be used with caution when making the case for continued public subsidy of goods with significant non-market values and that opportunity costs should also be considered.
- Full Text:
- Date Issued: 2006
What matters in economics teaching and learning? A case study of an introductory macroeconomics course in South Africa
- Snowball, Jeanette D, Wilson, M K
- Authors: Snowball, Jeanette D , Wilson, M K
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68500 , vital:29270 , https://doi.org/10.19030/tlc.v3i11.1659
- Description: Publisher version , In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.
- Full Text:
- Date Issued: 2006
- Authors: Snowball, Jeanette D , Wilson, M K
- Date: 2006
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68500 , vital:29270 , https://doi.org/10.19030/tlc.v3i11.1659
- Description: Publisher version , In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.
- Full Text:
- Date Issued: 2006
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