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Influences on the Development of Economic Knowledge over the First Academic Year

Results of a Germany-Wide Longitudinal Study

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Student Learning in German Higher Education

Abstract

Despite significant research, it remains unclear whether the goal of developing domain-specific knowledge in higher education is actually being achieved. This is also true for the internationally most popular study domain of business and economics. In Germany, a test for measuring economic knowledge was validated, enabling the analysis of change in knowledge over the course of studies. Business and economics students from across Germany were surveyed over the course of one study year: 7,111 beginning students in the winter term of 2016/2017, and 1,705 third semester students in the winter term of 2017/2018. Investigating the longitudinal matched sample of 734 students who took part at both measurement points, we found that economic knowledge developed slightly positively in the first year of study in economics. Prior economic knowledge, general intellectual ability and the courses attended are among the most important influencing factors of the knowledge test performance and grades after one academic year.

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Authors and Affiliations

  1. Johannes Gutenberg-Universität, Mainz, Germany

    J. Schlax & C. Kühling-Thees

  2. Johannes Gutenberg-Universität Mainz, Mainz, Germany

    S. Brückner

  3. Johannes Gutenberg University Mainz, Mainz, Germany

    Olga Zlatkin-Troitschanskaia

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  1. Johannes Gutenberg University Mainz, Mainz, Germany

    Olga Zlatkin-Troitschanskaia

  2. Humboldt University of Berlin, Berlin, Germany

    Hans Anand Pant

  3. Johannes Gutenberg University Mainz, Mainz, Germany

    Miriam Toepper

  4. Humboldt University of Berlin, Berlin, Germany

    Corinna Lautenbach

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Schlax, J., Zlatkin-Troitschanskaia, O., Kühling-Thees, C., Brückner, S. (2020). Influences on the Development of Economic Knowledge over the First Academic Year. In: Zlatkin-Troitschanskaia, O., Pant, H.A., Toepper, M., Lautenbach, C. (eds) Student Learning in German Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-27886-1_19

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