EconStor >
Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10419/33246
  
Title:Doctor who? Who gets admission offers in UK medical schools PDF Logo
Authors:Arulampalam, Wiji
Naylor, Robin A.
Smith, Jeremy P.
Issue Date:2005
Series/Report no.:IZA Discussion Papers 1775
Abstract:In the context of the UK Government’s ambitious programme of medical school expansion, it is important to have an understanding of how the medical school admissions process works, and with what effects. The issue is also relevant for the Schwartz Review (2004) into higher education admissions. Using individual-level data for two entire cohorts of medical student applicants in UK universities and exploiting the panel structure of the applicant-medical school information, we estimate models to analyse the probability that an individual student receives an offer of a place. We find that prior qualifications, school type, gender, age, social class and ethnic background are major influences on whether a student receives an offer from a medical school. We also find that the probability of receiving an offer from a particular medical school is influenced by the identity of other medical schools applied to. Finally, we find evidence that certain groups of applicants are particularly disadvantaged the later they apply within the application process.
Subjects:medical students
admissions
offer (non-rejection) probabilities
endogenous selection
unobserved heterogeneity
JEL:J24
I2
C41
Document Type:Working Paper
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

Files in This Item:
File Description SizeFormat
50604260X.pdf217.05 kBAdobe PDF
No. of Downloads: Counter Stats
Download bibliographical data as: BibTeX
Share on:http://hdl.handle.net/10419/33246

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.