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Nudging Demand for Academic Support Services: Experimental and Structural Evidence from Higher Education

Author

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  • Todd Pugatch
  • Nicholas Wilson
Abstract
We conducted an experiment designed to increase demand for academic support services among more than 2,100 students at a large U.S. public university. The intervention shifted student attention and increased service use, but also revealed behavioral biases. Structural estimates using the experimental variation suggest that transaction costs well in excess of plausible opportunity costs explain relatively low service use. Moreover, one†third of students are never attentive to student services. Message characteristics also matter. Several common nudging techniques—such as text messages, lottery†based economic incentives, and repeated messages—either had no effect or in some cases reduced the effectiveness of messaging.

Suggested Citation

  • Todd Pugatch & Nicholas Wilson, 2024. "Nudging Demand for Academic Support Services: Experimental and Structural Evidence from Higher Education," Journal of Human Resources, University of Wisconsin Press, vol. 59(5), pages 1637-1682.
    • Handle: RePEc:uwp:jhriss:v:59:y:2024:i:5:p:1637-1682
    Note: DOI: https://doi.org/10.3368/jhr.0221-11474R2
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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • M31 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Marketing and Advertising - - - Marketing

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