Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education - The Role of Workplace Factors
Autor/in:
Nägele, Christof; Neuenschwander, Markus P.; Rodcharoen, Patsawee
Quelle: International journal for research in vocational education and training, 5 (2018) 4, S 264-284
Inhalt: Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis. Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age - from younger to older - between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.
Schlagwörter:Hochschulbildung; university level of education; Berufsbildung; vocational education; berufliche Weiterbildung; advanced vocational education; Bildungsmotivation; educational motivation; Lernkultur; learning culture; Bildungsverlauf; course of education; soziale Faktoren; social factors; demographische Faktoren; demographic factors; Bildungschance; educational opportunity; soziale Ungleichheit; social inequality; deutschsprachige Schweiz; German-speaking Switzerland; VET; Vocational Education and Training; Lifelong Career; Professional Development
SSOAR Kategorie:Bildungswesen quartärer Bereich, Berufsbildung, Bildungswesen tertiärer Bereich
Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education - The Role of Workplace Factors
Autor/in:
Nägele, Christof; Neuenschwander, Markus P.; Rodcharoen, Patsawee
Quelle: International journal for research in vocational education and training, 5 (2018) 4, S 264-284
Inhalt: Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis. Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age - from younger to older - between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.
Schlagwörter:Hochschulbildung; university level of education; Berufsbildung; vocational education; berufliche Weiterbildung; advanced vocational education; Bildungsmotivation; educational motivation; Lernkultur; learning culture; Bildungsverlauf; course of education; soziale Faktoren; social factors; demographische Faktoren; demographic factors; Bildungschance; educational opportunity; soziale Ungleichheit; social inequality; deutschsprachige Schweiz; German-speaking Switzerland; VET; Vocational Education and Training; Lifelong Career; Professional Development
SSOAR Kategorie:Bildungswesen quartärer Bereich, Berufsbildung, Bildungswesen tertiärer Bereich
Quelle: Journal of ASEAN Studies, 6 (2018) 2, S 117-136
Inhalt: Regional integration in ASEAN, within the framework of ASEAN Community has three pillars. ASEAN Socio-Culture Community as one of the pillars brought the vision of equality of access toward education aligned with the United Nation Sustainable Development Goals. Specifically, integration higher education is institutionally spearheaded by the ASEAN University Network (AUN) established in 1995, which currently is still the only legitimate HEI’s platform under the ASEAN Secretariat. This paper discusses the question on the exclusivity of AUN membership that had created the narratives of doubt among the non-member universities of AUN. The research is conducted with the qualitative methods in triangulation design based on the primary data taken from in-depth interview and structured focus group discussion (FGD), supplemented by the desk study on current research on the area of regional integration and higher education management. The result presented the positive view on the question posed in the research. AUN is adapting to change, with several universities are now holding the status of associate membership. AUN also stated that they are under the preparation of making scheme and procedure of new membership application. As a unique space of integration in ASEAN, AUN is continuously adjusting to accommodate the needs of the greater audience.
Schlagwörter:regionale Integration; Südostasien; Management; Chancengleichheit; educational policy; Hochschulbildung; ASEAN; university; regional integration; ASEAN; management; Southeast Asia; equal opportunity; Bildungspolitik; university level of education; ASEAN University Network; inclusive
SSOAR Kategorie:Bildungswesen tertiärer Bereich, Makroebene des Bildungswesens
Studium und Beruf in Nordrhein-Westfalen: Studienerfolg und Berufseinstieg der Absolventinnen und Absolventen
des Abschlussjahrgangs 2014 von Fachhochschulen und Universitäten
Autor/in:
Alesi, Bettina; Neumeyer, Sebastian
Quelle: International Centre for Higher Education Research INCHER-Kassel; Kassel, 2017. 195 S
Inhalt: Die vorliegende Studie beschäftigt sich mit der Frage, wodurch der Studienerfolg sowie der berufliche und akademische Verbleib von Hochschulabsolventen beeinflusst werden. Datenbasis sind Vollerhebungen der Abschlussjahrgänge 2011 und 2014 der Fachhochschulen und Universitäten in Nordrhein-Westfalen, die im Rahmen des Kooperationsprojekts Absolventenstudien (KOAB) jeweils 1,5 Jahre nach Abschluss als Onlinebefragung durchgeführt wurden. Als zentrale Erfolgsmerkmale werden das Einhalten der Regelstudienzeit, die Examensnote, die Studienzufriedenheit, der Übergang vom Bachelor- ins Masterstudium und der nach Abschluss erzielte Stundenlohn untersucht. Die Anlage der Untersuchung ermöglicht es, zeitliche Veränderungen sowie regionale Unterschiede im Vergleich zu Hochschulen aus dem übrigen Bundesgebiet zu betrachten.
Ein besonderer Schwerpunkt wird auf Unterschiede zwischen Fachhochschulen und Universitäten sowie die Analyse sozialer Ungleichheiten gelegt: Die Ergebnisse zeigen, dass Absolventen aus akademischem Elternhaus mit dem Studium zufriedener sind und nach einem Bachelorabschluss häufiger ein Masterstudium aufnehmen als Erstakademiker. Die Examensnote und das Einhalten der Regelstudienzeit korrelieren nur an Universitäten positiv mit der Bildungsherkunft und nicht an Fachhochschulen. Absolventen mit Migrationshintergrund erzielen an beiden Hochschularten geringere Studienleistungen und sind nach dem Studium häufiger arbeitssuchend als Absolventen ohne Migrationshintergrund. Frauen schließen ihr Studium zwar erfolgreicher ab als Männer, sind damit aber weniger zufrieden, wechseln etwas seltener in ein Masterstudium und erzielen geringere Stundenlöhne. Mithilfe von Regressionsanalysen wird versucht, Einflussfaktoren des Studien- und Berufserfolgs zu identifizieren und die beschriebenen sozialen Ungleichheiten zu erklären. Neben soziodemographischen Merkmalen werden unter anderem Bildungsbiographien (Abitur, Schulleistung, Berufsausbildung, Studienfach) und individuelle Studienbedingungen (Studienfinanzierung, Studium mit Kind) als Einflussfaktoren untersucht.
Schlagwörter:graduation (academic); technical college; regional mobility; study conditions; soziale Herkunft; satisfaction; Leistung; migration background; Hochschulbildung; Zufriedenheit; university; job success; Federal Republic of Germany; North Rhine-Westphalia; Master; social inequality; Lehramt; bachelor; Bachelor; Finanzierung; master (academic degree); Fachhochschule; social background; gender; funding; Studienverlauf; teaching position; regionale Mobilität; Studiendauer; Universität; Nordrhein-Westfalen; career start; child care; Kinderbetreuung; Berufserfolg; course of academic studies; Studienabschluss; achievement; Berufseinmündung; Migrationshintergrund; university level of education; soziale Ungleichheit; Studienbedingung; duration of studies; Absolventenstudie; Examensnote; Regelstudienzeit; Staatsexamen
SSOAR Kategorie:Berufsforschung, Berufssoziologie, Arbeitsmarktforschung, Bildungswesen tertiärer Bereich
A systematic review of quality of student experience in higher education
Autor/in:
Tan, Adrian Han Tsai; Muskat, Birgit; Zehrer, Anita
Quelle: International Journal of Quality and Service Sciences, 8 (2016) 2, S 209-228
Inhalt: The purpose of this paper is to identify and synthesize major streams of research on quality of student experience in higher education, in order to present an agenda for future research. Design/methodology/approach – A systematic review of high quality journals published during the period 2000 to 2014 in the areas of quality of student experience and higher education was performed. Findings – Findings highlight current research trends on the quality of student experience in higher education. Results show five prevailing research streams: 1) exploration of learning experience; 2) exploration of student experience; 3) gender differences in assessment of higher education experience; 4) improvement in quality of student experience, 5) student satisfaction with higher education experience. Research limitations/implications – The identification of the five research streams presented in the findings of this paper provide the basis for a synthesis of key issues identified within each research stream. These discussions, along with the identification of the purposes and limitations of existential research allow existential issues concerning research on quality of student experience in higher education to be addressed. Practical implications – Literature currently portrays the quality of student experience as a student-centric idea. Together with the purposes and limitations identified in existing research, the paper proposes an agenda for future research that increases the variety of research streams that is essential to provide a deeper understanding of the student experience to enhance the delivery of quality in higher education. Originality/value – The findings contribute to the research scene by providing important insights in terms of the current trends and focus of existing research in the area of quality of student experience in higher education.
Schlagwörter:Hochschulbildung; university level of education; Forschungsstand; research status; Trend; trend; Entwicklung; development; Studienbedingung; study conditions; Lerninhalt; curriculum contents; Studium; studies (academic); Studiensituation; study situation; Erfahrung; experience; Fachliteratur; technical literature; Rezeption; reception; Zeitschrift; periodical; Forschungsansatz; research approach; Qualität; quality; Service Experience; Learning Experience; Higher Education; Service Quality; Singapore; Literature Review
Für eine gendersensible Lehr-/Lernkultur in Mathematik, Informatik und den Naturwissenschaften: Symposium vom 2. bis 4. Juli 2015 an der Freien Universität Berlin
Titelübersetzung:A gender-sensitive teaching culture in science, technology, engineering and mathematics: symposium, 2-4 July 2015, Freie Universität Berlin
Autor/in:
Klenk, Florian Cristobal
Quelle: GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft, 8 (2016) 1, S 140-146
Inhalt: "Im Zentrum des Symposiums 'Für eine gendersensible Lehr-/Lernkultur in Mathematik, Informatik und den Naturwissenschaften', das vom 2. bis 4. Juli 2015 an der Freien Universität Berlin stattfand, stand die Reflexion struktureller, (inter)disziplinärer sowie didaktischer Möglichkeiten der Integration von Gender in die MINT-Lehre. Die Fragen, wie und warum Gender in den MINT-Fachdisziplinen, -Fachdidaktiken und Unterrichtsfächern implementiert werden solle, bildete den thematischen Kern der Veranstaltung, die sich in Vorträgen und Workshops den praktischen Möglichkeiten sowie fachspezifischen Herausforderungen einer gendersensiblen Lehrund Lernkultur auf Ebene der Schule und Hochschule widmete." (Autorenreferat)
Inhalt: "The symposium on 'A Gender-Sensitive Teaching Culture in Science, Technology, Engineering and Mathematics' which was held from 2 to 4 July 2015 at Freie Universität Berlin focussed on reflecting on structural, interdisciplinary and didactic methods of integrating gender into STEM subjects and education. The question of how and why gender needs to be included in STEM disciplines, subject didactics and school subjects formed the thematic core of the event. Presentations and workshops were dedicated to the practical methods and discipline-specific challenges of a gender-sensitive teaching culture in secondary and higher education." (author's abstract)
Schlagwörter:Gender; gender; Lernkultur; learning culture; Hochschullehre; university teaching; Lehrerbildung; teacher training; Fachdidaktik; subject didactics; Mathematik; mathematics; Informatik; computer science; Naturwissenschaft; natural sciences; Hochschulbildung; university level of education; Federal Republic of Germany
SSOAR Kategorie:Frauen- und Geschlechterforschung, Bildungswesen tertiärer Bereich
A review on safety measures for girls's in the campasus of higher educational institutes in the city of Belagavi, Karnataka State, India
Autor/in:
Chandrashekar, S.V
Quelle: International Journal of Advanced Research in Law & Social Science, 1 (2016) 3, S 3-11
Inhalt: Government of India effectively moving in the way of successive path in advancing gender
parity in higher education According to the most recent All India Survey on Higher Education it
is only about 3% fewer women enroll in higher education comparing to men. This indicates the
tremendous achievement of government of India. The fundamental intention behind is
empowering women in the entire sector’s.
University Grants Commission of India, Ministry of
higher education in India believes that a safe, secure and cohesive learning climate
is an
ineluctable precondition to quality education and research in Higher Education Institutes. It
should be the prime concern of educational administrators across the country to ensure that
students are safeguarded against attacks, threats and accidents, both man-
made and natural. It’s
just like the formula of SSS (safety, security and study). And also there is a suggestion by the
government of India to all the higher educational institutes, all universities may to have their
ordinance of their own and relevant statutory provisions to ensure the directions contained in the
guidelines are implemented in the best interests of student community.
Schlagwörter:Indien; Chancengleichheit; Hochschulbildung; security; Universität; advancement of women; girl; university; Mädchen; South Asia; university policy; Sicherheit; Frauenförderung; Hochschulpolitik; equal opportunity; Studentin; female student; Südasien; India; university level of education
SSOAR Kategorie:Bildungswesen tertiärer Bereich, Frauen- und Geschlechterforschung
Quelle: International Letters of Social and Humanistic Sciences, (2015) 51, S 111-114
Inhalt: In the case of corruption, the young generations' obtainment of core ethical values may be undermined during the formative years that are critical to the promotion of integrity and accountability in a given society. The results may be widespread, long-lasting and severe.In the article are elucidated characteristics of corruption, aspects of the interaction between gender and corruption in higher education, negative effects of corruption.
Schlagwörter:Ukraine; Ukraine; Osteuropa; Eastern Europe; Hochschulbildung; university level of education; Jugend; youth; Korruption; corruption; Auswirkung; impact; Interaktion; interaction; gender
SSOAR Kategorie:Jugendsoziologie, Soziologie der Kindheit, Kriminalsoziologie, Rechtssoziologie, Kriminologie, Bildungswesen tertiärer Bereich
Teaching Gender at the Central European University: Advantages of Internationalism
Autor/in:
Pető, Andrea; Dezső, Dóra
Quelle: From Gender Studies to Gender IN Studies: Case Studies on Gender Inclusive Curriculum in Higher Education. Bucharest (UNESCO-CEPES: Studies on Higher Education), 2011, S 103-145
Inhalt: The paper explores gender teaching at the Central European University (CEU), particularly investigating, through this case, the ways in which gender-related topics can be incorporated into higher education curricula. These authors consulted institutional documents and databases, to look into the CEU "gender regime" (Connell, 1987), and they also conducted semi-structured interviews with University faculty and students, to reflect perceptions on the gender dimension in higher education teaching and research. The authors have found that CEU's unique international character provides ample space to teaching gender both by way of the autonomous Gender Studies Department and via integrating gender into other fields of study. Institutional strategic commitment has been identified in gender mainstreaming higher education curricula, as the key to further development, which might materialize in gender-conscious hiring processes, and in providing 'gender expert consulting,' for example. It is only by institutional commitment - which is to replace the present practice, based on individual
faculty's professional commitment, guaranteed by 'academic freedom' - that systematic progress in gendering higher education curricula can be attained.
Schlagwörter:Geschlechterforschung; gender studies; Hochschulbildung; university level of education; Hochschullehre; university teaching; Curriculum; curriculum; Gender Mainstreaming; gender mainstreaming; Gleichstellung; affirmative action; Ungarn; Hungary; Gender Studies; Teacher Education
SSOAR Kategorie:Frauen- und Geschlechterforschung, Bildungswesen tertiärer Bereich