2021年11月，高等经济研究院副教授王童与芝加哥大学副教授Susanne NECKERMANN、IESEG管理学院助理教授Uyanga TURMUNKH、埃塞克斯大学副教授Dennie VAN DOLDER的合作论文"Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment"被经济学领域权威期刊European Economic Review接收发表。
Associate Professor Tong V. WANG's Paper Accepted for Publication by European Economic Review
December 14, 2021
Tong V. Wang, IAER Associate Professor, had her paper accepted for publication in European Economic Review in November, 2021. Entitled "Nudging Student Participation in Online Evaluations of Teaching: Evidence from a Field Experiment", the paper was co-authored with Susanne NECKERMANN (Associate Professor at University of Chicago), Uyanga TURMUNKH (Assistant Professor at IESEG School of Management), and Dennie VAN DOLDER (Associate Professor at University of Essex).
This paper reports the results of a large randomized field experiment that investigates the extent to which nudges can stimulate student participation in teaching evaluations. The three nudges used were designed to either: (1) heighten students’ perceived impact of teaching evaluations, (2) communicate a descriptive norm of high participation, and (3) use the commitment-consistency principle by asking students to commit to participation. These nudges are selected because they show the most promise based on the nudging literature. However, contrary to this expectation, the paper finds that none of the nudges were effective: all treatment effects are insignificant and close to zero in magnitude. Exploring heterogeneous treatment effects, the authors find evidence that the effectiveness of both the impact and commitment treatments differed across students. The impact treatment had a negative effect on the participation of bachelor-level students, but not on that of master-level students. The commitment treatment increased participation among students with good average grades, whereas it decreased participation for students whose average grades were poor.
The results show that nudges that have been documented to work well in the literature were not effective when applied to increase student participation in teaching evaluations. In doing so, the study adds to evidence suggesting that nudges may not always be as effective as sometimes claimed in the literature. The efficacies of particular nudge interventions likely depend on a host of factors, including the characteristics of the group being nudged and the behavioral domain being targeted. Ultimately, a deeper understanding of which types of nudges work under which conditions can only be achieved when sufficient evidence about more varied groups and behavioral domains accumulates. The results add to this evidence.