Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/147887
Authors: 
Hahm, Sabrina
Kluve, Jochen
Year of Publication: 
2016
Series/Report no.: 
IZA Discussion Papers 10201
Abstract: 
The Bologna Process aimed at harmonizing European higher education systems and at increasing their efficiency. This paper analyzes impacts of the Bologna Reform for Germany by using unique micro data from Humboldt-Universität zu Berlin (HU). We estimate treatment effects on the probability to graduate within instructional time, on standardized study duration, and on final overall grades. Variation in treatment introduction over time and across departments generates exogenous assignment of students into a treatment (Bachelor) and control group (Diploma). We account for potentially remaining selection bias by estimating a 2SLS model using the share of first-year Bachelor students among all students as an instrument. Our empirical results are robust across specifications and sample stratifications and indicate the following: the Bologna reform led to a significant and sizeable increase in the probability of graduating within planned instructional time; it also significantly decreased standardized study duration. At the same time, overall final grades are significantly worse in the treatment group.
Subjects: 
Bologna process
education policy
university reform
impact analysis
instrumental variables
JEL: 
I21
I28
J24
Document Type: 
Working Paper

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