Education analysis

You can find data analysis, summaries, reports and other informative documents on education at LSE below.

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Ellen Austin

Core modules and student satisfaction

e.austin@lse.ac.uk

June 2021

Abstract

This analysis provides an overview of the relationship between ‘core’ modules and student satisfaction on undergraduate LSE programmes. It uses a linear regression model to see how the number of core modules in a student’s ‘home’ department (the department that hosts a programme) and the number of core modules in an ‘outside’ department (any other department) affect a range of student satisfaction measures across all years of undergraduate studies. 


 

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Hasan Younis, Yunxiao Chen and Ellen Austin

Patterns in student satisfaction on undergraduate programmes at LSE in 2019

e.austin@lse.ac.uk

November 2020

Abstract

This paper explores patterns in student satisfaction based on the Year 1 and Year 2 undergraduate programme surveys at LSE in 2019. The first element of the research uses a mixed effect logistic regression model to explore student demographic characteristics that appear to influence different dimensions of ‘satisfaction’ within the survey. The second element uses a dependence analysis based on the polychoric correlation to identify the questions which have the strongest relationship to each other – where a change in satisfaction on one question could be expected to lead to a similar change on another question. The papers present an overview and more detailed report of the findings.


 

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Ellen Austin                                                                                    

Analysis of module-level grade awarding gap at LSE for Home UK undergraduates

2014/15-2018/19 paper

2019/20 paper

e.austin@lse.ac.uk

August 2020/

June 2021

Abstract

These papers track analysis of the grade awarding gap at module level at LSE. The first paper analyses outcomes for Home UK undergraduates between 2014/15 - 2018/19, and the update covers new analysis for 2019/20. Previous work at LSE, and in the sector as a whole, has focused on final degree outcomes. However, teaching on an LSE programme often occurs outside the student’s home department, meaning that it may not be possible for the awarding department to fully address systemic differences in outcomes. The linear mixed model allows us to control for different student characteristics and thereby achieve a more nuanced understanding of what underlies the grade awarding gaps we see in student outcomes. For full department-level findings please see the Tableau dashboards available here.


 

Data analysis

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Jeria Kua, Yunxiao Chen and Sarah Hagart

A Longitudinal Analysis of Degree Classifications at LSE

e.austin@lse.ac.uk

March 2020

Abstract

This report replicates and extends an Office for Students study that considers unexplained increases in the proportion of first- and upper second-class degrees awarded by UK universities over a ten year period. It finds that, controlling for student characteristics, grade inflation becomes noticeable at LSE starting in the academic year 2014/15, but that inflation at LSE remains lower than that within the sector as a whole. The study also extends the analysis to look at grade inflation at the departmental level, and finds that unexplained increases in awards are heterogeneous across departments within LSE.