Valuing the arts: pitfalls in economic impact studies of arts festivals
- Snowball, Jeanette D, Antrobus, Geoffrey G
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2002
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143145 , vital:38205 , https://doi.org/10.1111/j.1813-6982.2002.tb00067.x
- Description: Economic impact studies have been used to measure the value of a variety of public and mixed goods, such as arts festivals, sports facilities and educational institutions, partly to motivate for public funds. The attraction of this sort of study rests largely on the fact that it produces a quantifiable monetary measure of the value of a project as opposed to a less easily valued qualitative study. “Public officials, boosters and the media accept the ‘quantifiable’ which appears to represent reality in order to justify a desired project” (Johnson and Sack 1996:370).
- Full Text:
- Date Issued: 2002
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2002
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143145 , vital:38205 , https://doi.org/10.1111/j.1813-6982.2002.tb00067.x
- Description: Economic impact studies have been used to measure the value of a variety of public and mixed goods, such as arts festivals, sports facilities and educational institutions, partly to motivate for public funds. The attraction of this sort of study rests largely on the fact that it produces a quantifiable monetary measure of the value of a project as opposed to a less easily valued qualitative study. “Public officials, boosters and the media accept the ‘quantifiable’ which appears to represent reality in order to justify a desired project” (Johnson and Sack 1996:370).
- Full Text:
- Date Issued: 2002
Using the tutorial system to improve the quality of feedback to students in large class teaching
- Snowball, Jeanette D, Sayigh, E
- Authors: Snowball, Jeanette D , Sayigh, E
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70848 , vital:29752
- Description: In many universities, economics teachers 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. 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 an econometric model, suggest that what students do outside of lectures is equally, or more, important than lecture attendance itself. The paper concludes by examining the possibility of using peer assessed group learning as a feasible way to encourage deep learning in large classes.
- Full Text:
- Date Issued: 2007
- Authors: Snowball, Jeanette D , Sayigh, E
- Date: 2007
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/70848 , vital:29752
- Description: In many universities, economics teachers 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. 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 an econometric model, suggest that what students do outside of lectures is equally, or more, important than lecture attendance itself. The paper concludes by examining the possibility of using peer assessed group learning as a feasible way to encourage deep learning in large classes.
- Full Text:
- Date Issued: 2007
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
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
Are arts events a good way of augmenting the economic impact of sport?: The case of the 2010 FIFA world cup and the national arts festival in South Africa
- Authors: Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71430 , vital:29848 , https://econrsa.org/system/files/publications/working_papers/wp294.pdf
- Description: Despite the debate about whether arts consumers are also sports consumers, many countries have used cultural events to leverage further tourism spending from sports events, the most famous example being the cultural Olympics. This paper reports the findings of research conducted at the 2010 South African National Arts Festival, which was specifically timed to coincide with SoccerWorld Cup matches being played in a nearby city. Of the 600 interviews conducted with Festival-goers, only 23% reported also attending World Cup soccer matches. Regression analysis revealed that, while there is some overlap between arts and sports attendees, their demographics and consumption habits are significantly different. However, consumption outside of major events showed somewhat more overlap. This suggests that staging cultural events at the same time as major sporting events is not an ideal strategy, since they tend to compete with, rather than complement, each other.
- Full Text:
- Date Issued: 2012
- Authors: Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71430 , vital:29848 , https://econrsa.org/system/files/publications/working_papers/wp294.pdf
- Description: Despite the debate about whether arts consumers are also sports consumers, many countries have used cultural events to leverage further tourism spending from sports events, the most famous example being the cultural Olympics. This paper reports the findings of research conducted at the 2010 South African National Arts Festival, which was specifically timed to coincide with SoccerWorld Cup matches being played in a nearby city. Of the 600 interviews conducted with Festival-goers, only 23% reported also attending World Cup soccer matches. Regression analysis revealed that, while there is some overlap between arts and sports attendees, their demographics and consumption habits are significantly different. However, consumption outside of major events showed somewhat more overlap. This suggests that staging cultural events at the same time as major sporting events is not an ideal strategy, since they tend to compete with, rather than complement, each other.
- Full Text:
- Date Issued: 2012
Understanding student performance in a large class
- Snowball, Jeanette D, Boughey, Chrissie
- Authors: Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71333 , vital:29834 , https://www.tandfonline.com/doi/abs/10.1080/14703297.2012.677658
- Description: Across the world, university teachers are increasingly being required to engage with diversity in the classes they teach. Using the data from a large Economics 1 class at a South African university, this attempts to understand the effects of diversity on chances of success and how assessment can impact on this. By demonstrating how theory can be used to understand results, the paper aims to encourage university teachers to adopt proactive strategies in managing diversity, rather than simply explaining it using student characteristics.
- Full Text: false
- Date Issued: 2012
- Authors: Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71333 , vital:29834 , https://www.tandfonline.com/doi/abs/10.1080/14703297.2012.677658
- Description: Across the world, university teachers are increasingly being required to engage with diversity in the classes they teach. Using the data from a large Economics 1 class at a South African university, this attempts to understand the effects of diversity on chances of success and how assessment can impact on this. By demonstrating how theory can be used to understand results, the paper aims to encourage university teachers to adopt proactive strategies in managing diversity, rather than simply explaining it using student characteristics.
- Full Text: false
- Date Issued: 2012
The role of culture in enabling or constraining the use of technology in higher education teaching and learning: the Commerce Curriculum Project
- Mostert, Markus, Snowball, Jeanette D, Boughey, Chrissie
- Authors: Mostert, Markus , Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: conference paper , text
- Identifier: http://hdl.handle.net/10962/61073 , vital:27945
- Description: This paper draws on a project located in one faculty at a South African university which aimed to use Information and Communication Technologies (ICTs) to enhance teaching and learning. More specifically, the paper uses Archer’s (1995, 1996, 2000, 1998) ‘analytical dualism’ and ‘morphogenesis’ to explore the way individuals involved in the project were able to exercise agency in departments which were relatively hostile to the goals they were aiming to pursue despite the wider cultural domain encompassing many ideas which construct the use of ICTs as significant in promoting student learning. The paper thus contributes to the culture/agency subtheme of the HECU6 conference. The paper begins by providing some background to the project before moving on to an exploration of the way Archer’s theoretical work was used to analyse data collected by project leaders.
- Full Text:
- Date Issued: 2012
- Authors: Mostert, Markus , Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: conference paper , text
- Identifier: http://hdl.handle.net/10962/61073 , vital:27945
- Description: This paper draws on a project located in one faculty at a South African university which aimed to use Information and Communication Technologies (ICTs) to enhance teaching and learning. More specifically, the paper uses Archer’s (1995, 1996, 2000, 1998) ‘analytical dualism’ and ‘morphogenesis’ to explore the way individuals involved in the project were able to exercise agency in departments which were relatively hostile to the goals they were aiming to pursue despite the wider cultural domain encompassing many ideas which construct the use of ICTs as significant in promoting student learning. The paper thus contributes to the culture/agency subtheme of the HECU6 conference. The paper begins by providing some background to the project before moving on to an exploration of the way Archer’s theoretical work was used to analyse data collected by project leaders.
- Full Text:
- Date Issued: 2012
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
The economics of greening the Grahamstown National Arts Festival in South Africa
- Dobson, Blaise, Snowball, Jeanette D
- Authors: Dobson, Blaise , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71445 , vital:29851 , https://hdl.handle.net/10520/EJC132010
- Description: The article analyses the broad history underpinning the notion of sustainable development and its context within the events industry in South Africa. It explores the willingness of festival-goers to pay for a hypothetical recycling programme to reduce the negative externalities of the Festival. Results show that festival-goers were, on average, willing to pay an additional R2.30 per "green" ticket to fund the proposed programme. A statistical regression was used to explore the determinants of willing-to-pay. If applied to all tickets, the total willing-to-pay amount far exceeded the actual cost of the recycling programme.
- Full Text: false
- Date Issued: 2012
- Authors: Dobson, Blaise , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71445 , vital:29851 , https://hdl.handle.net/10520/EJC132010
- Description: The article analyses the broad history underpinning the notion of sustainable development and its context within the events industry in South Africa. It explores the willingness of festival-goers to pay for a hypothetical recycling programme to reduce the negative externalities of the Festival. Results show that festival-goers were, on average, willing to pay an additional R2.30 per "green" ticket to fund the proposed programme. A statistical regression was used to explore the determinants of willing-to-pay. If applied to all tickets, the total willing-to-pay amount far exceeded the actual cost of the recycling programme.
- Full Text: false
- Date Issued: 2012
Dancing with the devil: formative peer assessment and academic performance
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69301 , vital:29483 , https://doi.org/10.1080/07294360.2012.705262
- Description: Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69301 , vital:29483 , https://doi.org/10.1080/07294360.2012.705262
- Description: Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were.
- Full Text: false
- Date Issued: 2013
Government failure and state incapacity: the South African public sector in the 1990s
- Dollery, Brian, Snowball, Jeanette D
- Authors: Dollery, Brian , Snowball, Jeanette D
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71343 , vital:29835 , https://doi.org/10.1080/10113430309511164
- Description: In their editorial introduction to the 1994 Special Issue of the South African Journal of Economic History devoted to a sectoral analysis of the South African economy during the 1980s, Stuart Jones and Jon Inggs described this period as a "lost decade", with per capita incomes even lower in 1990 than they had been in 1980. Moreover, "no other Western country experienced a comparable decline in the 1980s and South Africa herself had never experienced anything like it since the formation of Union in 1910". Thus, from the perspective of economic growth, the decade of the 1990s could not have had a less auspicious beginning.
- Full Text: false
- Date Issued: 2010
- Authors: Dollery, Brian , Snowball, Jeanette D
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71343 , vital:29835 , https://doi.org/10.1080/10113430309511164
- Description: In their editorial introduction to the 1994 Special Issue of the South African Journal of Economic History devoted to a sectoral analysis of the South African economy during the 1980s, Stuart Jones and Jon Inggs described this period as a "lost decade", with per capita incomes even lower in 1990 than they had been in 1980. Moreover, "no other Western country experienced a comparable decline in the 1980s and South Africa herself had never experienced anything like it since the formation of Union in 1910". Thus, from the perspective of economic growth, the decade of the 1990s could not have had a less auspicious beginning.
- Full Text: false
- Date Issued: 2010
The experiences of Fringe producers at the South African National Arts Festival: production, profits and non-market benefits
- Snowball, Jeanette D, Antrobus, Geoffrey G
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143123 , vital:38203 , DOI: 10.1080/10137548.2009.9687901
- Description: Unlike the performing arts generally, festivals and special events have been growing in popularity worldwide: since the 1980s there has been an explosion of the number of festival of all types, not just arts festivals, but folk festivals, harvest festivals, food festivals, family festivals, carnivals, literary festivals – the list is long. It is estimated that there are more than 300 festivals in the UK (British Federation of Festivals 2004), 1300 in Australia (Johnson et al 2005) and more than 5000 in the US (Blumenthal 2002).
- Full Text:
- Date Issued: 2011
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143123 , vital:38203 , DOI: 10.1080/10137548.2009.9687901
- Description: Unlike the performing arts generally, festivals and special events have been growing in popularity worldwide: since the 1980s there has been an explosion of the number of festival of all types, not just arts festivals, but folk festivals, harvest festivals, food festivals, family festivals, carnivals, literary festivals – the list is long. It is estimated that there are more than 300 festivals in the UK (British Federation of Festivals 2004), 1300 in Australia (Johnson et al 2005) and more than 5000 in the US (Blumenthal 2002).
- Full Text:
- Date Issued: 2011
Introducing a learning management system in a large first year class: impact on lecturers and students
- Snowball, Jeanette D, Mostert, Markus
- Authors: Snowball, Jeanette D , Mostert, Markus
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68631 , vital:29297 , https://hdl.handle.net/10520/EJC37639
- Description: Publisher version , The challenges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This article reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in a blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers' accessibility to students and in encouraging interaction and participations in online discussion forums.
- Full Text: false
- Date Issued: 2010
- Authors: Snowball, Jeanette D , Mostert, Markus
- Date: 2010
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68631 , vital:29297 , https://hdl.handle.net/10520/EJC37639
- Description: Publisher version , The challenges of teaching large classes are well documented in the literature on teaching in higher education. Information and communication technologies (ICTs) have the potential to address some of these challenges, but, used inappropriately, technology can perpetuate entrenched practices and simply support performance models of teaching that encourage transmission approaches to learning. This article reports on the impact of implementing a learning management system (LMS) in a first year introductory macroeconomics course with 600 students in a blended learning context. Experiences of the course coordinator, lecturers and an educational technologist are discussed and data was also collected on student perceptions via a course evaluation questionnaire. Results show that the LMS was successful in a number of areas, particularly in improving the lecturers' accessibility to students and in encouraging interaction and participations in online discussion forums.
- Full Text: false
- Date Issued: 2010
Breaking into the conversation: cultural value and the role of the South African National Arts Festival from apartheid to democracy
- Snowball, Jeanette D, Webb, Arthur C M
- Authors: Snowball, Jeanette D , Webb, Arthur C M
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71311 , vital:29832 , https://doi.org/10.1080/10286630802106326
- Description: The paper examines the value of the South African National Arts Festival (NAF) in the transition to democracy using theories of cultural capital. NAF history from 1974 to 2004 is used to argue that the Festival provided an important arena for the expression of political resistance in the 1980s and, to some degree, continues to do so today. It is concluded that an important part of the value of the arts is their ability to provide a forum for debating the goals and values of society and that individualistic utility theory is not always successful in measuring such social value.
- Full Text:
- Date Issued: 2008
- Authors: Snowball, Jeanette D , Webb, Arthur C M
- Date: 2008
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71311 , vital:29832 , https://doi.org/10.1080/10286630802106326
- Description: The paper examines the value of the South African National Arts Festival (NAF) in the transition to democracy using theories of cultural capital. NAF history from 1974 to 2004 is used to argue that the Festival provided an important arena for the expression of political resistance in the 1980s and, to some degree, continues to do so today. It is concluded that an important part of the value of the arts is their ability to provide a forum for debating the goals and values of society and that individualistic utility theory is not always successful in measuring such social value.
- Full Text:
- Date Issued: 2008
Festival fringe production and the long tail
- Authors: Snowball, Jeanette D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68855 , vital:29332 , http://www.econrsa.org/node/1170
- Description: Publisher version , In the past 15 years, there has been a worldwide proliferation of arts festivals, including so-called "fringe" festivals, which encouraged more experimental and avant-garde productions. While fringe festival productions had the potential to generate significant income for producers, their aims were primarily related to artistic innovation and it is well known that putting on a fringe show is highly unlikely to provide financial gain for most producers. This is what is referred to in statistics and marketing as a "long tail" distribution, in which a minority of producers in a particular market earn the vast majority of industry income. However, for individual producers of live theatre, such a distribution represents high risks and potentially large financial losses. This article uses producer data from two different fringe festivals in South Africa to explore determinants of ticket sales and box-office income. Included in the analysis is a consideration of the impact of genre and pricing strategies on the probability (Logit model) of shows being in the top 10%, 30% and 50% of best-selling and earning productions. Results support the long tail hypothesis.
- Full Text:
- Date Issued: 2016
- Authors: Snowball, Jeanette D
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68855 , vital:29332 , http://www.econrsa.org/node/1170
- Description: Publisher version , In the past 15 years, there has been a worldwide proliferation of arts festivals, including so-called "fringe" festivals, which encouraged more experimental and avant-garde productions. While fringe festival productions had the potential to generate significant income for producers, their aims were primarily related to artistic innovation and it is well known that putting on a fringe show is highly unlikely to provide financial gain for most producers. This is what is referred to in statistics and marketing as a "long tail" distribution, in which a minority of producers in a particular market earn the vast majority of industry income. However, for individual producers of live theatre, such a distribution represents high risks and potentially large financial losses. This article uses producer data from two different fringe festivals in South Africa to explore determinants of ticket sales and box-office income. Included in the analysis is a consideration of the impact of genre and pricing strategies on the probability (Logit model) of shows being in the top 10%, 30% and 50% of best-selling and earning productions. Results support the long tail hypothesis.
- Full Text:
- Date Issued: 2016
Measuring the value of the arts to society: the importance of the value of externalities for lower income and education groups in South Africa
- Snowball, Jeanette D, Antrobus, Geoffrey G
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2001
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143134 , vital:38204 , https://doi.org/10.1111/j.1813-6982.2001.tb00034.x
- Description: Governments in many countries have cut their support of the arts on the grounds that it is the pleasure of the higher income, well educated members of society that they are sponsoring. In the 1980's government support of the arts, even in developed countries, fell by 30 per cent (Throsby 1994). While it is true that many studies have found that arts attenders represent the educated, prosperous minority of society (Morrison and West, 1986; Dobson and West, 1990; Hendon 1990), this paper argues that if the social as well as the more traditional economic measures of the value of the arts are considered, it can be shown that many of the positive externalties provided by the arts accrue to lower income and education groups.
- Full Text:
- Date Issued: 2001
- Authors: Snowball, Jeanette D , Antrobus, Geoffrey G
- Date: 2001
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/143134 , vital:38204 , https://doi.org/10.1111/j.1813-6982.2001.tb00034.x
- Description: Governments in many countries have cut their support of the arts on the grounds that it is the pleasure of the higher income, well educated members of society that they are sponsoring. In the 1980's government support of the arts, even in developed countries, fell by 30 per cent (Throsby 1994). While it is true that many studies have found that arts attenders represent the educated, prosperous minority of society (Morrison and West, 1986; Dobson and West, 1990; Hendon 1990), this paper argues that if the social as well as the more traditional economic measures of the value of the arts are considered, it can be shown that many of the positive externalties provided by the arts accrue to lower income and education groups.
- Full Text:
- Date Issued: 2001
The determinants of happiness among race groups in South Africa
- Ebrahim, Amina, Botha, Ferdi, Snowball, Jeanette D
- Authors: Ebrahim, Amina , Botha, Ferdi , Snowball, Jeanette D
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68589 , vital:29291 , http://www.essa2011.org.za/fullpaper/essa2011_2182.pdf
- Description: Publisher version , Economic indicators, like GDP per capita, are commonly used as indicators of welfare. However, they have a very limited and narrow scope, excluding many potentially important welfare determinants, such as health, relative income and religion - not surprising since they were not originally designed to fill this role. There is thus growing acceptance, and use of, subjective measure of wellbeing, (called ‘happiness’ measures) both worldwide and in South Africa. Happiness economics does not propose to replace income based measure of wellbeing, but rather attempts to compliment them with broader measures, which can be important in making policy decisions that optimise societal welfare. This paper tests for differences in subjective wellbeing between race groups in South Africa, and investigates the determinants of self-rated life satisfaction (happiness) for each group. Using the 2008 National Income Dynamics Study (NIDS) data, descriptive methods (ANOVA) and an ordered probit model are applied. Results indicate that reported happiness differs substantially among race groups, with black South Africans being the least happy group despite changes since the advent of democracy in 1994. Higher levels of educational attainment increase satisfaction for the whole sample, and women are generally less happy than men (particularly black women). As found in many other studies, unemployed people have lower levels of life satisfaction than the employed, even when controlling for income and relative income. The determinants of happiness are also different for each race group: While white South Africans attached greater importance to physical health; employment status and absolute income matter greatly for black people. For coloured people and black people, positional status (as measured by relative income) is an important determinant of happiness, with religious involvement significantly contributing to the happiness of Indian people.
- Full Text:
- Date Issued: 2011
- Authors: Ebrahim, Amina , Botha, Ferdi , Snowball, Jeanette D
- Date: 2011
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68589 , vital:29291 , http://www.essa2011.org.za/fullpaper/essa2011_2182.pdf
- Description: Publisher version , Economic indicators, like GDP per capita, are commonly used as indicators of welfare. However, they have a very limited and narrow scope, excluding many potentially important welfare determinants, such as health, relative income and religion - not surprising since they were not originally designed to fill this role. There is thus growing acceptance, and use of, subjective measure of wellbeing, (called ‘happiness’ measures) both worldwide and in South Africa. Happiness economics does not propose to replace income based measure of wellbeing, but rather attempts to compliment them with broader measures, which can be important in making policy decisions that optimise societal welfare. This paper tests for differences in subjective wellbeing between race groups in South Africa, and investigates the determinants of self-rated life satisfaction (happiness) for each group. Using the 2008 National Income Dynamics Study (NIDS) data, descriptive methods (ANOVA) and an ordered probit model are applied. Results indicate that reported happiness differs substantially among race groups, with black South Africans being the least happy group despite changes since the advent of democracy in 1994. Higher levels of educational attainment increase satisfaction for the whole sample, and women are generally less happy than men (particularly black women). As found in many other studies, unemployed people have lower levels of life satisfaction than the employed, even when controlling for income and relative income. The determinants of happiness are also different for each race group: While white South Africans attached greater importance to physical health; employment status and absolute income matter greatly for black people. For coloured people and black people, positional status (as measured by relative income) is an important determinant of happiness, with religious involvement significantly contributing to the happiness of Indian people.
- Full Text:
- Date Issued: 2011
Determinants of life satisfaction among race groups in South Africa
- Ebrahim, Amina, Botha, Ferdi, Snowball, Jeanette D
- Authors: Ebrahim, Amina , Botha, Ferdi , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69311 , vital:29497 , https://doi.org/10.1080/0376835x.2013.797227
- Description: Economic indicators, like gross domestic product per capita, are commonly used as indicators of welfare. However, they have a very limited and narrow scope, excluding many potentially important welfare determinants, such as health, relative income and religion – not surprising since they were not designed to fill this role. As a result, there is growing acceptance, and use of, subjective measures of well-being (called ‘happiness’ or ‘life satisfaction’, often used interchangeably) both worldwide and in South Africa. Happiness economics does not propose to replace income-based measures of well-being, but rather attempts to complement them with broader measures, which can be important in making policy decisions that optimise societal welfare. This paper tests for differences in subjective well-being between race groups in South Africa, and investigates the determinants of self-rated life satisfaction for each group. Using the 2008 National Income Dynamics Study data, descriptive methods (analysis of variance) and an ordered probit model are applied. Results indicate that reported life satisfaction differs substantially among race groups, with black South Africans being the least satisfied group despite changes since the advent of democracy in 1994. Higher levels of educational attainment increased satisfaction for the whole sample, and women (particularly black women) are generally less satisfied than men. As found in many other studies, unemployed people have lower levels of life satisfaction than the employed, even when controlling for income and relative income. The determinants of life satisfaction are also different for each race group: white South Africans attach greater importance to physical health, whereas employment status and absolute income matter greatly for black people. For coloured people and black people, positional status (as measured by relative income) is an important determinant of well-being, with religious involvement contributing significantly to the well-being of Indian people.
- Full Text: false
- Date Issued: 2013
- Authors: Ebrahim, Amina , Botha, Ferdi , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69311 , vital:29497 , https://doi.org/10.1080/0376835x.2013.797227
- Description: Economic indicators, like gross domestic product per capita, are commonly used as indicators of welfare. However, they have a very limited and narrow scope, excluding many potentially important welfare determinants, such as health, relative income and religion – not surprising since they were not designed to fill this role. As a result, there is growing acceptance, and use of, subjective measures of well-being (called ‘happiness’ or ‘life satisfaction’, often used interchangeably) both worldwide and in South Africa. Happiness economics does not propose to replace income-based measures of well-being, but rather attempts to complement them with broader measures, which can be important in making policy decisions that optimise societal welfare. This paper tests for differences in subjective well-being between race groups in South Africa, and investigates the determinants of self-rated life satisfaction for each group. Using the 2008 National Income Dynamics Study data, descriptive methods (analysis of variance) and an ordered probit model are applied. Results indicate that reported life satisfaction differs substantially among race groups, with black South Africans being the least satisfied group despite changes since the advent of democracy in 1994. Higher levels of educational attainment increased satisfaction for the whole sample, and women (particularly black women) are generally less satisfied than men. As found in many other studies, unemployed people have lower levels of life satisfaction than the employed, even when controlling for income and relative income. The determinants of life satisfaction are also different for each race group: white South Africans attach greater importance to physical health, whereas employment status and absolute income matter greatly for black people. For coloured people and black people, positional status (as measured by relative income) is an important determinant of well-being, with religious involvement contributing significantly to the well-being of Indian people.
- Full Text: false
- Date Issued: 2013
Student-generated content: an approach to harnessing the power of diversity in higher education
- Snowball, Jeanette D, McKenna, Sioux
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
Art investment in South Africa: portfolio diversification and art market efficiency
- Botha, Ferdi, Snowball, Jeanette D, Scott, Brett
- Authors: Botha, Ferdi , Snowball, Jeanette D , Scott, Brett
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/64794 , vital:28601 , http://www.dx.doi.org/10.17159/2222-3436/2016/v19n3a4
- Description: Art has been suggested as a good way to diversify investment portfolios during times of financial uncertainty. The argument is that art exhibits different risk and return characteristics to conventional investments in other asset classes. The new Citadel art price index offered the opportunity to test this theory in the South African context. Moreover, this paper tests whether art prices are efficient. The Citadel index uses the hedonic regression method with observations drawn from the top 100, 50 and 20 artists by sales volume, giving approximately 29 503 total auction observations. The Index consists of quarterly data from the period 2000Q1 to 2013Q3. A vector autoregression of the art price index, Johannesburg stock exchange all-share index, house price index, and South African government bond index were used. Results show that, when there are increased returns on the stock market in a preceding period and wealth increases, there is a change in the Citadel art price index in the same direction. No significant difference was found between the house price index and the art price index, or between the art and government bond price indices. The art market is also found to be inefficient, thereby exacerbating the risk of investing in art. Overall, the South African art market does not offer the opportunity to diversify portfolios dominated by either property, bonds, or shares.
- Full Text:
- Date Issued: 2016
- Authors: Botha, Ferdi , Snowball, Jeanette D , Scott, Brett
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/64794 , vital:28601 , http://www.dx.doi.org/10.17159/2222-3436/2016/v19n3a4
- Description: Art has been suggested as a good way to diversify investment portfolios during times of financial uncertainty. The argument is that art exhibits different risk and return characteristics to conventional investments in other asset classes. The new Citadel art price index offered the opportunity to test this theory in the South African context. Moreover, this paper tests whether art prices are efficient. The Citadel index uses the hedonic regression method with observations drawn from the top 100, 50 and 20 artists by sales volume, giving approximately 29 503 total auction observations. The Index consists of quarterly data from the period 2000Q1 to 2013Q3. A vector autoregression of the art price index, Johannesburg stock exchange all-share index, house price index, and South African government bond index were used. Results show that, when there are increased returns on the stock market in a preceding period and wealth increases, there is a change in the Citadel art price index in the same direction. No significant difference was found between the house price index and the art price index, or between the art and government bond price indices. The art market is also found to be inefficient, thereby exacerbating the risk of investing in art. Overall, the South African art market does not offer the opportunity to diversify portfolios dominated by either property, bonds, or shares.
- Full Text:
- Date Issued: 2016