Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/322869 
Erscheinungsjahr: 
2012
Schriftenreihe/Nr.: 
Discussion Papers Series No. 12-02
Verlag: 
Utrecht University, Utrecht School of Economics, Tjalling C. Koopmans Research Institute, Utrecht
Zusammenfassung: 
In this article student ratings of undergraduate level Economics courses are analysed on the basis of the aggregated results of end-of-term questionnaires. Two groups of students were involved, one of which was taught in Dutch and the other in English. In the analysis the influence was investigated of students' assessments of both their own and their lecturers' language proficiency, and of the didactic skills of the lecturers. Various differences between the judgements of the two groups were found; moreover, in course of time, some of the judgements evolved. The multivariate analysis shows that as students' judgements of the didactic skills of their lecturers rose, so did the course ratings in general. Surprisingly, the judgements of neither the students' own linguistic proficieny, nor that of the lecturers proved to be significant.
Schlagwörter: 
English-Medium Instruction
Economics education
internationalization
Student Ratings of Teaching (SET)
Dokumentart: 
Working Paper

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