department technology & operations management · 2016. 3. 30. · differences in number of...
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Study success@RSM Dr. Michaéla Schippers
DEPARTMENT TECHNOLOGY & OPERATIONS MANAGEMENT
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IKIGAI - GOAL-SETTING
People with a strong sense of purpose have:
- Boosted immune systems
- Lower stress hormones
And:
Are able to grapple with the difficulties of life
Live longer
• Nowadays more attention to life goals
• goal-setting seen an important skill
http://ngm.nationalgeographic.com/ngm/longevity/1108/daily_vid.html
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https://www.youtube.com/watch?v=2GkJ3xARKXo
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INTERVENTIONS AT ROTTERDAM SCHOOL
OF MANAGEMENT
Study choice meetings (SCM; 2009-)
Goal-setting online program (GS; 2011-)
Team charter (2012-)
Measuring the effect of the interventions
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The problem
• High drop-out rates (around 50% !)
• Large differences in performance
Causes:
- Many students are not sure what their goals are,
or have not made a deliberate choice
- Motivation low, and also study performance
Individuals with clear goals are more able to direct
attention and effort toward goal-relevant activities
Goal-setting intervention introduced at RSM
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EVIDENCE – BASED PERSONAL GOAL SETTING
Morisano, D., Hirsh J.B., Peterson, J.B., Pihl, R.O., & Shore, B. (2010) ‘Setting, elaborating
and reflecting on personal goals improves academic performance’, Journal of Applied
Psychology, 95, 225-264.
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GOAL-SETTING INTERVENTION
Online computerized goal-setting program
Part 1
• Guided writing about the future:
– Habits
– Learning
– Social life
– Leisure
– Family
– Career
• Describe ideal future life versus
the life you want to avoid
• Define 6-8 main goals
Part 2
• Describe future plan
• Specifying, clarifying, defining and
prioritizing 6-8 specific goals
• Back-up plans, goal-monitoring
Part 3: I WILL statement
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Grant, A. M., Franklin, J., & Langford, P. (2002). The Self-Reflection and Insight Scale: A new measure of private self-consciousness. Social Behavior & Personality: An International Journal
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RELATION BETWEEN GOAL-SETTING AND RESULTS First year students 2011-2012
Does this cohort
(BA 1, 2011/2012
703 students)
Do better than cohorts
from earlier years?
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MAIN FINDINGS
Overall the academic performance of the
intervention cohort improved by ~ 20%
Both for credits (21 %)
and retention rate (22%)
Gender gap closes by 98%
Ethnicity gap closes by 38% (and by 93% after the second academic year)
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Differences in Number of Credits and Retention Rate between the
Pre-Intervention and Intervention Cohorts
Cohort
N
Mean # of credits
year 1
Retention rate
year 1
Pre-intervention cohort 1 810 32.20 52.2%
Pre-intervention cohort 2 707 32.68 51.1%
Intervention cohort 1 698 38.20 66.6%
Intervention cohort 2 711 40.70 59.5%
Note: In intervention cohort 1 the requirement was min 40 credits
In int. cohort 2 this was 60 credits (= full course load).
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Increase men:
35.9%
Gender gap
closes: 98.3%
35%
40%
45%
50%
55%
60%
65%
70%
75%
80%
control cohort 1 control cohort 2 control cohort 3 interventioncohort
Retention rate after the first academic year by gender
female
male
GOALSETTING
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35%
40%
45%
50%
55%
60%
65%
70%
75%
80%
control cohort 1 control cohort 2 control cohort 3 interventioncohort
Retention rate after the first academic year by ethnicity
GOALSETTING
Majority
Ethnic minority
Increase
minority: 68,42%
Ethnicity gap
closes: 37,88%
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GOALSETTING
35%
40%
45%
50%
55%
60%
65%
70%
75%
80%
control cohort 1 control cohort 2 control cohort 3 intervention cohort
Retention rate after the first academic year by gender, ethnicity and cohort
Majority female
Majority male
Minority female
Minority male
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RELATION BETWEEN GOAL-SETTING AND
OUTCOMES
Is there an effect of Goal setting/I WILL?
Do students that participate earn more
ECTS?
More direct test
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Effect goal-setting/ I WILL
Do more motivated students participate?
More conscientious students?
Mediated by behavior (exam participation)?
Is there an effect of goal-setting over and above these alternative explanations?
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Control variables first year students 2012-2013
• Age, gender
• Registration date
• Big five: Openness to experience, Conscientiousness,
Agreeableness, Extraversion, Neurioticism
• Core self-evaluations
• Need for cognition
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# ECTS PARTICIPATION GOAL-SETTING/I WILL (2012/2013)
12
15
29
42
44
0
5
10
15
20
25
30
35
40
45
50
not participated participated inone part
participated intwo parts
full participation full participationand SCM
SCM = study choice meetings
Difference:
31 ECTS
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MORE FULL MODEL, REGRESSION ANALYSIS FIRST YEAR STUDENTS 2012-2013
Participation in exams
Study success
Retention
Goal-setting/I Will
Study-choice meetings
Controlling for age,
gender, registration
date and personality
Goal setting
Nr. of credits β = .44***
Retention rate β = .45***
Number of words and
strategies/obstacles
explained additional variance
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How well they described Strategies and
Obstacles explained additional variance
Content analysis
On average, students wrote 3,000 words
This was highly related to number of
words written
Kind of goal (academic or not academic)
was unrelated to study succes
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CONTENT ANALYSIS: STRATEGIES & OBSTACLES
Four categories
• Number of strategies
• How general/specific the strategies are
• Number of obstacles
• How general/specific the obstacle solutions are
Four categories combined into one single Strategies/Obstacles variable
Essays rated by a team of student assistants
• Two assistants rated cohort 2011-2012
• Two assistants rated cohort 2012-2013
• Compared differences and reached consensus
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Scale for Number of…
0 = empty essay
1 = written something, but no strategy/obstacle
2 = 1 strategy or obstacle
3 = 2 strategies or obstacles
4 = 3 strategies or obstacles
… and so on
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Strategy Example
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Obstacle Example
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Conclusions so far
• The online intervention was effective in
enhancing academic achievement and retention
for a full cohort of students
• Especially effective for students that fully
participated, and for men and ethnic minorities
• Academic institutions should consider using
the goal-setting intervention as part of their
curriculum
Also in terms of ROI
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NEW: THE IVIE APP
• Developed for high school students (16 – 17 years old)
• Guides you in imagining your ideal
• Used for the first time by RISS
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FUTURE ADDITIONS TO GOAL-SETTING
• Online element
Support network
– Connect with others who have same goals
and/or same past/present experiences
– Achievements for reaching goals – collect gear,
fill online room
Ongoing journaling of significant events
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PARTICIPATING UNIVERSITIES & SCHOOLS
University of Amsterdam
• 2015 – 2016
• 1,300 students
RSM
• From 2011 until now
• 3,000+ students total
• 700 students this year
Wolfert Tweetalig
• 2014 – 2015
• 40 students
Wolfert RISS
• 2014 – 2015
• 45 students
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INTERESTED UNIVERSITIES & SCHOOLS
University of Essex
• Spoke about implementation
• Interested to pick it up in 2016
• 800 students
University of Madrid
• First ideas exchanged
• Interested to pick it up in 2016
• 600 students
Hogeschool Rotterdam
• Interested to pick it up in Jan 2016
• 150 students (possibly more)
University of Cologne
• Vice dean interested in
implementing
• First ideas exchanged
• 1,000 students
Erasmus School of Law
• Interested to pick it up in 2016?
• 600 students
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References
Schippers, M. C., & Scheepers, A. W. & Peterson, J. B. (2015). A scalable
goal-setting intervention closes both the gender and minority achievement
gap. Palgrave Communications 1:15014. doi: 10.1057/palcomms.2015.14
Schippers, M. C., Scheepers, A., Morisano, D. & Locke, E. L. &
Peterson, J. B. (2014) Enhancing student retention and academic
performance: the effects of guided reflection on goals. Working paper
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CONTACT STUDY SUCCESS
Dr .Michaéla Schippers
Department of Technology & Operations Management
Rotterdam School of Management
Erasmus University
Burg. Oudlaan 50, Room T9-50
3062 PA Rotterdam
The Netherlands |Tel +31 (0)10 408 1892
e-mail: [email protected] | www.rsm.nl