The economics of greening the Grahamstown National Arts Festival in South Africa
- Dobson, Blaise, Snowball, Jeanette D
- Authors: Dobson, Blaise , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71445 , vital:29851 , https://hdl.handle.net/10520/EJC132010
- Description: The article analyses the broad history underpinning the notion of sustainable development and its context within the events industry in South Africa. It explores the willingness of festival-goers to pay for a hypothetical recycling programme to reduce the negative externalities of the Festival. Results show that festival-goers were, on average, willing to pay an additional R2.30 per "green" ticket to fund the proposed programme. A statistical regression was used to explore the determinants of willing-to-pay. If applied to all tickets, the total willing-to-pay amount far exceeded the actual cost of the recycling programme.
- Full Text: false
- Date Issued: 2012
- Authors: Dobson, Blaise , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71445 , vital:29851 , https://hdl.handle.net/10520/EJC132010
- Description: The article analyses the broad history underpinning the notion of sustainable development and its context within the events industry in South Africa. It explores the willingness of festival-goers to pay for a hypothetical recycling programme to reduce the negative externalities of the Festival. Results show that festival-goers were, on average, willing to pay an additional R2.30 per "green" ticket to fund the proposed programme. A statistical regression was used to explore the determinants of willing-to-pay. If applied to all tickets, the total willing-to-pay amount far exceeded the actual cost of the recycling programme.
- Full Text: false
- Date Issued: 2012
Understanding student performance in a large class
- Snowball, Jeanette D, Boughey, Chrissie
- Authors: Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71333 , vital:29834 , https://www.tandfonline.com/doi/abs/10.1080/14703297.2012.677658
- Description: Across the world, university teachers are increasingly being required to engage with diversity in the classes they teach. Using the data from a large Economics 1 class at a South African university, this attempts to understand the effects of diversity on chances of success and how assessment can impact on this. By demonstrating how theory can be used to understand results, the paper aims to encourage university teachers to adopt proactive strategies in managing diversity, rather than simply explaining it using student characteristics.
- Full Text: false
- Date Issued: 2012
- Authors: Snowball, Jeanette D , Boughey, Chrissie
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/71333 , vital:29834 , https://www.tandfonline.com/doi/abs/10.1080/14703297.2012.677658
- Description: Across the world, university teachers are increasingly being required to engage with diversity in the classes they teach. Using the data from a large Economics 1 class at a South African university, this attempts to understand the effects of diversity on chances of success and how assessment can impact on this. By demonstrating how theory can be used to understand results, the paper aims to encourage university teachers to adopt proactive strategies in managing diversity, rather than simply explaining it using student characteristics.
- Full Text: false
- Date Issued: 2012
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/69289 , vital:29480 , https://doi.org/10.1080/02602938.2012.683770
- Description: In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2012
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