Conference Agenda

We study the causal effect of having classmates with disabilities on schooling outcomes and university major choice. Chilean population data covering more than 2 million students, overcome selection issues in existing studies and allow us to conduct a causal analysis despite low incidence of disabilities in the population. Preliminary results suggest that exposure to disability decreases primary school test scores, with mathematics grades experiencing more lasting effects. Among high school students, applications for health university majors decrease in the academic track and increase in the vocational track. Ongoing work on restricted data on disability status will highlight the mediating role of support measures specific to different disabilities. Novel data on school expenditures for support programs and individual level surveys will allow us to investigate social dynamics within the classroom and teacher quality, and whether children with disabilities are systematically included in selected classes (by teachers’ characteristics and peers' socioeconomic background).

Over the last decade, the educational offerings of online universities in Italy have increased by 113%, and the number of enrolled students has grown by more than 400%. Online students now represent over 10% of the total population of university students in Italy. Despite this evidence, there is a gap in the academic literature concerning Italian online universities. We analyze data to explore differences in academic outcomes among students enrolled in both traditional and online Italian universities from 2010 to 2020, thereby addressing the existing literature gap. The analysis is based on the MOBYSU.IT database, which includes information on the careers of all students enrolled for the first time in an Italian university. To assess the effect of enrolling in an online university, we define two groups: treated (online students) and controls (traditional students). We use Propensity Score Matching to balance the two groups according to a set of covariates: age, sex, macroregion of residence, high school diploma, final mark, and year of enrolment. Then, a logistic regression model is estimated on the matched dataset to evaluate the treatment effect on the choice to dropout in the transition from the first to the second year.

Numerous factors influence the major choice, encompassing peer influence, preparedness for coursework, personal preferences, prevailing labour market conditions, and prospective earnings. Research indicates that a substantial proportion of students undergo major changes during their time in college, indicating that the decision-making process regarding majors is dynamic and evolves over time. Despite the extensive body of literature addressing the topic of major choice, relatively little is known about the patterns of major switching.

Our objective is to investigate if patterns towards students’ graduation after a major switch are gendered or they rely on the field of study of origin and destination, which could provide opportunities for the timely delivery of educational interventions, aiming to reduce the negative effects of a course switch, and favour students’ graduation reducing the delay. Our descriptive analysis shows that patterns towards students’ graduation after a major switch are gendered, favouring female students. But differences among the diverse fields of study persist and deserve more attention to help retaining students after a major switch.

Higher education is often linked to improved quality of life, with benefits such as higher income, increased social mobility, more job opportunities, and better health. Factors like university accessibility, students possibility to move, and enrollment in STEM fields significantly impact personal well-being and satisfaction. This makes it important to explore the aspects influencing students’ decisions during key educational transitions, especially considering the roles of socioeconomic background, family environment, high school context, and individual accomplishments. Additionally, the exchange of opinions with family, friends, teachers, and other social contacts plays a crucial role in guiding students through these transitions. This study examines the decision-making process of students, with a focus on factors that affect access to higher education, the propensity to attend universities outside one’s home region, and the choice of STEM-oriented programs. An integrated approach is used, with data from official sources and primary data collected through online surveys conducted during orientation programs for high school students.

This study explores the relationship between time use and well-being among students at the University of Messina, focusing on three living arrangements: on-site, off-site, and commuting. Well-being was measured using the Flourishing Scale, the Scale of Positive and Negative Experience, and life satisfaction. Preliminary results show that on-site students benefit from proximity to campus, leading to more opportunities for social and recreational activities. Off-site students experience the greatest positive effects from leisure activities. Surprisingly, commuting students exhibit resilience, with travel time showing a slight positive correlation with life satisfaction, indicating commuting may not significantly detract from well-being. These findings suggest that interventions should prioritize emotional stability, social support, and recreational opportunities rather than focusing solely on mitigating the effects of commuting. The study provides key insights for developing university policies that enhance student well-being across different living contexts.