Examinando por Autor "Ospina, Mónica"
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Ítem Decisions about Postsecondary Education, their returns in Colombia(Universidad EAFIT, 2014-06-04) Saavedra, Fabiola; Ospina, Mónica; fsaavedr@eafit.edu.co; mospina6@eafit.edu.coThis study analyzes the economic returns to schooling decisions made by high school graduates in Colombia. We wanted to verify if the economic returns (wages) obtained by newly postsecondary education graduates compensate the economic and psychological investment they made in order to get that academic degree. To answer that question, we estimated these economic returns for each type of postsecondary degree available in Colombia (technical education, technological education, undergraduate studies, graduate studies) by origin of the institution (public or private). Our methodological strategy includes the generation of a micro-data base that contains agents’ socio-economic background and also their individual labor market outcomes. Because agents with very similar characteristics and the same schooling decisions might get different economic returns from education, we considered as part of our empirical strategy the inclusion of an approximation of agents’ cognitive abilities.Ítem Evaluating classroom innovations for motivation and learning: Principles of microeconomics specific course case(Universidad EAFIT, 2017-09-21) Bedoya Maya, Felipe; Ospina, Mónica; Sánchez González, Santiago; fbedoya2@eafit.edu.co; ssanch40@eafit.edu.coThe objective of this research is piloting and evaluating the introduction of teaching innovations for better learning in a general microeconomics course for undergraduate students. The assessment is based on the Self Determination The- ory and student-centered methodologies (SDT)(Deci and Ryan, 1985; Deci et al., 1991a), which remark the individual motivation as crucial for learning. The pilot- ing of the instrument was implemented with a sample of 323 students grouped into 14 classes, giving evidence that the most relevant course problem is that students do not feel that what they are learning is really useful in their specific professions, despite the fact that they agree with the importance to know about such topics. This piloting allowed us to validate the used instrument which implements two psy- chometric scales: Knowledge transfer and self-determination scales. The impact evaluation was implemented for a sample of 204 students, distributed in treated and control groups. The assignment of students to treatment is random. Results provide evidence that the intervention significantly improves the self-determined motivation as well as the academic performance of students, although in a modest magnitude.Ítem Intrahousehold Time Allocation: An Impact Evaluation of Conditional Cash Transfer Programs(Universidad EAFIT, 2015-08-10) Canavire, Gustavo; Ospina, Mónica; gcanavir@eafit.edu.co; mospina6@eafit.edu.coThis paper argues that exogenous changes in household income alter the allocation of time within the family. To examine this issue, we propose a theoretical framework that is an extension of the unitary model of intra-household time allocation where conditional cash transfers are received by the household and we test it empirically using non-parametric techniques. This allows us to study the effects of an exogenous shock, such as a conditional cash transfer program, on time allocated to various activities such as work, domestic labor, leisure, and school for children and adults. Using the exogenous change of a conditional cash transfer program in Colombia, "Familias en Accion", we find significant positive effects on work time as well as on leisure and school for children and smaller effects on adult schooling and domestic labor, which support our hypothesis. These results are crucial to fully understand other direct and indirect effects of the program.