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Sandbox University: Estimating Influence of Institutional Action

Overview of attention for article published in PLOS ONE, July 2014
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25 Mendeley
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Sandbox University: Estimating Influence of Institutional Action
Published in
PLOS ONE, July 2014
DOI 10.1371/journal.pone.0103261
Pubmed ID

Jonas Forsman, Richard P. Mann, Cedric Linder, Maartje van den Bogaard


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.

Mendeley readers

The data shown below were compiled from readership statistics for 25 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Sweden 1 4%
Unknown 24 96%

Demographic breakdown

Readers by professional status Count As %
Researcher 5 20%
Student > Ph. D. Student 3 12%
Other 2 8%
Professor > Associate Professor 2 8%
Student > Master 2 8%
Other 3 12%
Unknown 8 32%
Readers by discipline Count As %
Social Sciences 8 32%
Physics and Astronomy 2 8%
Linguistics 1 4%
Nursing and Health Professions 1 4%
Business, Management and Accounting 1 4%
Other 4 16%
Unknown 8 32%