Using behavioral change methods to encourage Czech HEIs' students to (successfully) graduate and the acceptance of nudging

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F23%3A10469192" target="_blank" >RIV/00216208:11230/23:10469192 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=MxrtmbOEG3" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=MxrtmbOEG3</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/2331186X.2023.2260714" target="_blank" >10.1080/2331186X.2023.2260714</a>

Result language

angličtina

Original language name

Using behavioral change methods to encourage Czech HEIs' students to (successfully) graduate and the acceptance of nudging

Original language description

The article focuses on the hitherto unresearched impact of nudging on the successful completion of HEIs studies. The aim of the study is to find out how HEIs students accept different forms of nudging and how individual forms of nudging can contribute to the successful completion of studies. The explanatory paradigm is anchored in nudge theory. Based on a systematic literature review, key behavioral factors and forms of nudge that influence the successful completion of studies are identified. A two-phase empirical research was conducted (questionnaire among university students, N = 207) and a structured interview with experts (N = 22). High-touch nudges were far more acceptable. By contrast, 40% of low-touch nudges were considered somewhat unacceptable. Students do not mostly accept reminders and defaults. Students differed in their evaluation of proposed techniques and their acceptance according to their socio-economic and socio-demographic characteristics. Support was slightly stronger among men, part-time students, and economists. Female, graduate, medical, health, and social study students, and students up to 25 years of age were more likely to be against the interventions. Students having at least one parent with higher education showed slightly less acceptance of nudges. The study&apos;s insights provide a deeper understanding of diverse needs regarding behavioral tools and enable derive of guidelines for the education policy implementation and development.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50602 - Public administration

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Cogent Education

ISSN

2331-186X

e-ISSN

2331-186X

Volume of the periodical

10

Issue of the periodical within the volume

2

Country of publishing house

GB - UNITED KINGDOM

Number of pages

24

Pages from-to

1-24

UT code for WoS article

001075634700001

EID of the result in the Scopus database

2-s2.0-85173466116