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DZHW-Studienberechtigtenpanel 2012. Daten- und Methodenbericht zur 3. Befragungswelle des Studienberechtigtenjahrgangs 2012.

Jahn, V., Spangenberg, H., Ohlendorf, D., Föste-Eggers, D., Niebuhr, J., Vietgen, S., & Euler, T. (2025).
DZHW-Studienberechtigtenpanel 2012. Daten- und Methodenbericht zur 3. Befragungswelle des Studienberechtigtenjahrgangs 2012. Hannover: DZHW.
Abstract

The DZHW-Panel Study of School Leavers 2012 is part of the DZHW-Panel Study of School Leavers survey series, in which standardized multiple surveys are used to collect information on the post-school careers of school leavers with a (school) higher education entrance qualification. As a rule, several survey waves are conducted at different times before and after the acquisition of the higher education entrance qualification for each year group of persons with a university entrance qualification. Accordingly, this is a combined cohort-panel design. The panel 2012 is the 19th cohort of the study series with currently three waves. Full abstract: https://doi.org/10.21249/DZHW:gsl2012:3.0.0

Ageism in German Universities: Challenges Faced by Older Students.

Gerdes, F., Naegele, Dr. L., Ordemann, Dr. J., & Hess, Dr. M. (2025).
Ageism in German Universities: Challenges Faced by Older Students. Educational Gerontology. Taylor & Francis Online , https://doi.org/10.1080/03601277.2025.2522392 (Abgerufen am: 23.06.2025) (online first). https://doi.org/10.1080/03601277.2025.2522392
Abstract

Ageism in universities—meaning unequal treatment based on (older) age—is rarely addressed in higher education research. Yet with increasingly age-diverse student populations, older students may face discrimination for defying chrononormative expectations. Using data from the 2021 German Student Survey (N = 4,811; 300 students aged 30+), this research note identifies six forms of ageism. Logistic regression shows older students more often feel excluded or disregarded, but less often report unwelcome sexual remarks. Findings point to the need for policy action and greater scholarly attention to ageism in higher education.

Application Barriers and the Socioeconomic Gap in Child Care Enrollment.

Hermes, H., Lergetporer, P., Peter, F., & Wiederhold, S. (2025).
Application Barriers and the Socioeconomic Gap in Child Care Enrollment. Journal of the European Economic Association, 23(3), 1133-1172. https://doi.org/10.1093/jeea/jvae054
Abstract

Why are children with lower socioeconomic status (SES) substantially less likely to be enrolled in child care? We study whether barriers in the application process work against lower-SES children — the group known to benefit strongest from child care enrollment. In an RCT in Germany with highly subsidized child care (N = 607), we offer treated families information and personal assistance for applications. We find substantial, equity-enhancing effects of the treatment, closing half of the large SES gap in child care enrollment. Increased enrollment for lower-SES families is likely driven by altered application knowledge and behavior. We discuss scalability of our intervention and derive policy implications for the design of universal child..

Education bias in probability-based surveys in Germany: evidence and possible solutions.

Stein, A., Gummer, T., Naumann, E., Rohr, B., Silber, H., ... & Weiß, B. (2025).
Education bias in probability-based surveys in Germany: evidence and possible solutions. International Journal of Social Research Methodology. https://doi.org/10.1080/13645579.2025.2508889, (Abgerufen am: 18.06.2025).
Abstract

This paper outlines two studies on education bias in German probability-based surveys. Study 1 reviews data from 67 surveys across 19 survey programs conducted in Germany from 2000 to 2023. We found a consistent underrepresentation of individuals with a low level of formal education. We also found that the transition to self-administered modes due to rising survey costs may exacerbate this bias in the future. In study 2, we use the results of a workshop with experts on probability-based surveys, to discuss various strategies to deal with this bias, including increased face-to-face contacts and incentives, while emphasizing the need for research on adapting survey designs.

The impact of the Covid-19 pandemic on social inequalities in international student mobility: A scoping review.

Almeida, J., Netz, N., Nika, D., Krzaklewska, E., Aguiar, J., ... & Malet Calvo, D. (2025).
The impact of the Covid-19 pandemic on social inequalities in international student mobility: A scoping review. Comparative Migration Studies, 13(1), 27. https://doi.org/10.1186/s40878-025-00436-0
Abstract

This systematic literature review sheds light on social inequalities in students’ access to and experiences of international student mobility (ISM) in the context of the Covid-19 pandemic. Following a scoping approach based on the 2020 PRISMA guidelines, it synthesises 48 empirical studies published in the most intense phase of the Covid-19 pandemic, namely between January 2020 and June 2022.

Paper Cluster “Determinants, experiences, and outcomes of international student mobility in the wake of the Covid-19 pandemic”.

Netz, N., Van Mol, C., & Roohi, S. (Hrsg.) (2025).
Paper Cluster “Determinants, experiences, and outcomes of international student mobility in the wake of the Covid-19 pandemic”. Comparative Migration Studies. (online first).
Abstract

The paper cluster comprises four systematic reviews assessing the impact of the Covid-19 pandemic on (1) macro-level flows of internationally mobile students, (2) social inequalities in access to, during, and in the wake of study abroad periods, (3) the social and cultural integration of international students, and (4) labour market expectations and experiences of internationally mobile students. Taken together, these reviews provide a comprehensive overview of the state of global research on how the pandemic has influenced several key aspects of ISM, simultaneously highlighting significant heterogeneities in terms of its impact on the different actors involved in ISM, including students, higher education institutions, and governments.

How Does Taking Parental Leave Affect the Wages of Highly Educated Parents?

Jaksztat, S., Goldan, L., & Gross, C. &. (2025).
How Does Taking Parental Leave Affect the Wages of Highly Educated Parents? Journal of Marriage and Family (online first). https://doi.org/10.1111/jomf.13109

Inequality at the Transition to Higher Education in Germany: Social Differences by Prior Educational Pathways.

Quast, H., Spangenberg, H., Mentges, H., Ordemann, J., & Buchholz, S. (2025).
Inequality at the Transition to Higher Education in Germany: Social Differences by Prior Educational Pathways. Social Inclusion, 2025(13). https://doi.org/10.17645/si.8766

Lehrbezogene Selbstwirksamkeitserwartung von Lehrenden an Hochschulen und ihre Entwicklung infolge von hochschuldidaktischer Qualifizierung.

Hartz, S., Beuße, M., & Aust, K. (2025).
Lehrbezogene Selbstwirksamkeitserwartung von Lehrenden an Hochschulen und ihre Entwicklung infolge von hochschuldidaktischer Qualifizierung. Zeitschrift für Erziehungswissenschaft, 2025 (online first). https://doi.org/10.1007/s11618-025-01295-2

离开学术界? ———基于追踪调查的德国博士职业状况分析 (Leaving academia? An analysis oft the career outcomes of PhD-Graduates in Germany based on a long-term follow-up study).

Briedis, K. (2025).
离开学术界? ———基于追踪调查的德国博士职业状况分析 (Leaving academia? An analysis oft the career outcomes of PhD-Graduates in Germany based on a long-term follow-up study). Peking University Education Review, 2024(22), 87-99.

Wissenschaft weltoffen kompakt. Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland und weltweit.

Kercher, J., Knüttgen, N., Netz, N., & Fuge, I. (2025).
Wissenschaft weltoffen kompakt. Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland und weltweit. Bielefeld: wbv. https://doi.org/10.3278/9783763978687

Wissenschaft weltoffen kompakt. Facts and figures on the internationalisation of studies and research in Germany and worldwide.

Kercher, J., Knüttgen, N., Netz, N., & Fuge, I. (2025).
Wissenschaft weltoffen kompakt. Facts and figures on the internationalisation of studies and research in Germany and worldwide. Bielefeld: wbv. https://doi.org/10.3278/9783763978694

Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools.

Nika, D. (2025).
Social inequalities at the transition to higher education: the role of personality for graduates from vocational and general schools. Empirical Research in Vocational Education and Training, 2025(17), 7. https://doi.org/10.1186/s40461-025-00181-9

Bildung und Qualifikation als Grundlage der technologischen Leistungsfähigkeit Deutschlands 2025.

Kerst, C., & Meier, D. H. (2025).
Bildung und Qualifikation als Grundlage der technologischen Leistungsfähigkeit Deutschlands 2025. Studien zum deutschen Innovationssystem (1-2025). Berlin: EFI.

Abbruchgedanken und Abbrüche von Promotionsvorhaben: ein Geschlechtervergleich.

Franz, A., Briedis, K., & Korff, S. (2025).
Abbruchgedanken und Abbrüche von Promotionsvorhaben: ein Geschlechtervergleich. In A. Franzke & K. Springsgut (Hrsg.), Gleichstellung im Wandel. Neue Herausforderungen und Wege der Karriereentwicklung von Frauen in der Wissenschaft. (S. 105-116). Sulzbach: Ulrike Helmer Verlag.

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Frauke Peter
Dr. Frauke Peter Deputy Head +49 511 450670-126

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