samlet årgang - Økonomisk Institut - Københavns Universitet

374
NATIONALØKONOMISK TIDSSKRIFT 2005. NR. 3
Compared to the existing literature, our results do not, to the same extent, confirm
the importance of mathematics grades and levels, and we do not confirm any positive
effect of delaying entering the Bachelor education (if nothing, we find a negative relation).
26 Clearly this is not surprising if one considers the nature of the different programs
(the IB program is definitely not a comparable program to the economics program
at university).
Concluding, we admit that for some of our models the explanatory power – although
significant – is low. To reinforce the results of the study it will therefore be desirable to
obtain more observations in order to decrease the standard errors and possibly increase
the significance of the explanatory variables. Nevertheless, we believe that our present
study is quite unique for Danish universities, as it identifies a number of novel hypotheses
and confronts them with the data. We hope that such analysis of the data would
become standard for those with responsibilities for the admission selection and the
design of selection criteria in universities.
26. This, however, may not be a contradiction, since Albæk (2001) investigates the determinants of passing
the first year, and not the students’ performance in their studies. In other words, both Albæk’s and our
results can be true simultaneously.
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