This paper addresses the student evaluations at Copenhagen Business School (CBS) from the academic year 2018/2019. Our research question arises from our curiosity of why we as students are asked to evaluate every course we attend.
As an education is a societal investment, we find it of high relevance to help CBS secure the quality of the study programmes supported by the student evaluations. This leads to the first part of this paper which addresses the response rates and gives an overview of the data applied. This is covered by our first research question regarding which students submit their student evaluations, and which do not. To examine this, we use logistic regression. Further we seek to find a method for predicting the respondents for the future. We find that it is not possible to predict which students submit their student evaluation, but we find that the effects “gender” and “nationality” are decisive.
In the second part of the analysis, we investigate how the students respond to the question “The course has extensively increased my knowledge of the subject". For this analysis we apply cumulative logit models with and without a random effect. We find that “gender”, “nationality”, “the level of complexity of the syllabus”, “time spent preparing for the course” and “the use of lecturer’s office hours”, are decisive effects.
We reach the conclusion that with the use of logistic regression and cumulative logits with a random effect, statistical methods for analysis of the student evaluations from the academic year 2018/2019 at CBS, are found.
The data applied is extensive and we have only been able to cover parts of it, due to the limitations of the formal requirements for this paper. This leads to our discussion of the abilities of the results to cover for CBS in general or only for the study programmes covered in the analysis.
|Educations||MSc in Business Administration and Mathematical Business Economics, (Graduate Programme) Final Thesis|
|Number of pages||133|