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Sandbox University: Estimating Influence of Institutional Action

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  • Jonas Forsman
  • Richard P Mann
  • Cedric Linder
  • Maartje van den Bogaard

Abstract

The approach presented in this article represents a generalizable and adaptable methodology for identifying complex interactions in educational systems and for investigating how manipulation of these systems may affect educational outcomes of interest. Multilayer Minimum Spanning Tree and Monte-Carlo methods are used. A virtual Sandbox University is created in order to facilitate effective identification of successful and stable initiatives within higher education, which can affect students' credits and student retention – something that has been lacking up until now. The results highlight the importance of teacher feedback and teacher-student rapport, which is congruent with current educational findings, illustrating the methodology's potential to provide a new basis for further empirical studies of issues in higher education from a complex systems perspective.

Suggested Citation

  • Jonas Forsman & Richard P Mann & Cedric Linder & Maartje van den Bogaard, 2014. "Sandbox University: Estimating Influence of Institutional Action," PLOS ONE, Public Library of Science, vol. 9(7), pages 1-9, July.
    • Handle: RePEc:plo:pone00:0103261
    DOI: 10.1371/journal.pone.0103261
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    References listed on IDEAS

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    1. Sterman, John., 1994. "Learning in and about complex systems," Working papers 3660-94., Massachusetts Institute of Technology (MIT), Sloan School of Management.
    2. Vincent Tinto, 1997. "Classrooms as Communities," The Journal of Higher Education, Taylor & Francis Journals, vol. 68(6), pages 599-623, November.
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    Cited by:

    1. Jessica Ellis & Bailey K Fosdick & Chris Rasmussen, 2016. "Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit," PLOS ONE, Public Library of Science, vol. 11(7), pages 1-14, July.

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