Publications

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KWReq — a new instrument for measuring knowledge work requirements of higher education graduates.

Trommer, M., Schaeper, H., & Fabian, G. (2021).
KWReq — a new instrument for measuring knowledge work requirements of higher education graduates. Journal for Labour Market Research, 55(20), 1-24 (online first). https://doi.org/10.1186/s12651-021-00303-2
Abstract

Starting from the observation that questionnaires for appropriately measuring the changing working conditions and requirements of the highly qualified workforce do not exist, we developed a new German-language instrument focussing on knowledge work. Based on theoretical considerations, we first identified three basic dimensions that constitute knowledge work: novelty, complexity, and autonomy. During the subsequent process of questionnaire development with higher education graduates, including a cognitive pretest, a quantitative development study, and a replication study, these dimensions were operationalised by initially 173 and finally 22 items.

Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von Lerngelegenheiten.

Menge, C., Euler, T., & Schaeper, H. (2021).
Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von Lerngelegenheiten. Zeitschrift für Erziehungswissenschaft, 24, 1283-1308. https://doi.org/10.1007/s11618-021-01038-z

The 2021 ASA Virtual Annual Meeting Newsletter Issue.

Ordemann, J. (2021).
The 2021 ASA Virtual Annual Meeting Newsletter Issue. 7 (3). Washington, DC: American Sociological Association.
Abstract

The 2021 August Newsletter Issue with a symposium about the virtual meeting topic "Rising to the Du Boisian Challenge: IPMs Contribution to Activism vs. Science".

Der nachschulische Werdegang von Studienberechtigten – Ergebnisse des DZHW-Studienberechtigtenpanels.

Mentges, H., & Quast, H. (2021).
Der nachschulische Werdegang von Studienberechtigten – Ergebnisse des DZHW-Studienberechtigtenpanels. In Bundesinstitut für Berufsbildung (Hrsg.), Datenreport zum Berufsbildungsbericht 2021. Informationen und Analysen zur Entwicklung der beruflichen Bildung. (S. 217-223). Leverkusen: Verlag Barbara Budrich.

University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study.

Grüttner, M., Schröder, S., & Berg, J. (2021).
University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study. Social Inclusion, 9(3), 130-141. https://doi.org/10.17645/si.v9i3.4126
Abstract

The mixed‐methods project WeGe investigates key factors for refugees’ integration into pre‐study programs and conditions for successful transitions to higher education institutions (HEIs). In this article, we first examine the dropout intentions of international students and refugee students participating in formal pre‐study programs at German HEIs to disclose both barriers and resources. We use insights from migration research to extend theoretical student dropout models and analyse novel data from a quantitative survey with international and refugee students in pre‐study programs. Our findings show that refugee students intend to drop out from pre‐study programs more often than other international students. This difference disappears when

Refugees in Higher Education: Questioning the Notion of Integration.

Berg, J., Grüttner, M., & Streitwieser, B. (Hrsg.) (2021).
Refugees in Higher Education: Questioning the Notion of Integration. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-33338-6
Abstract

This edited volume addresses critical issues surrounding higher education access for students of refugee backgrounds. It combines a variety of theoretical and methodological perspectives on the challenges, opportunities, experiences and expectations of refugee students, as well as some of the institutional frameworks that facilitate their access to higher education. Following a critical discussion of the notion of ‘integration’, the team of authors who are made up of academics and refugee students critically investigate higher education as an objective of as well as a means to greater inclusion and integration.

Introduction: Refugees in Higher Education—Questioning the Notion of Integration.

Berg, J., Grüttner, M., & Streitwieser, B. (2021).
Introduction: Refugees in Higher Education—Questioning the Notion of Integration. In J. Berg, M. Grüttner, & B. Streitwieser (Hrsg.), Refugees in Higher Education—Questioning the Notion of Integration (S. 3-17). Wiesbaden: Springer VS.
Abstract

This edited volume shares the proceedings of a symposium that was as held in the summer of 2019 in Hanover, Germany and dedicated to exploring the notion of integration as it relates to access to higher education for students of refugee background. The symposium included presentations and discussions of access to higher education in Germany, institutional contexts, and the challenges and benefits for students of refugee background compared with other groups. Throughout the symposium, we collaboratively questioned the notion of integration within higher education from different disciplinary, methodological and theoretical perspectives. One special panel also included a group of refugee students discussing their experiences and the main chall

FROM CERTIFICATES TO PERFORMANCE: A PARADIGM SHIFT AND ITS CONSEQUENCES FOR HIGHER EDUCATION RESEARCH.

Schwabe, U., & Braun, E. (2021).
FROM CERTIFICATES TO PERFORMANCE: A PARADIGM SHIFT AND ITS CONSEQUENCES FOR HIGHER EDUCATION RESEARCH. Journal of Supranational Policies of Education (JoSPoE), 13(3), 104-124.

Promovieren im Spannungsfeld zwischen wissenschaftlicher Qualifizierung und Elternschaft: Aktuelle Ergebnisse der National Academics Panel Study.

Briedis, K., Brandt, G., & Schwabe, U. (2021).
Promovieren im Spannungsfeld zwischen wissenschaftlicher Qualifizierung und Elternschaft: Aktuelle Ergebnisse der National Academics Panel Study. (DZHW Brief 04|2021). Hannover: DZHW. https://doi.org/10.34878/2021.04.dzhw_brief

StuMa: Ursachen der Studienaufgabe im Masterstudium. Daten- und Methodenbericht zur DZHW-Befragung StuMa 2020.

Isleib, S., Schmidtchen, H., & Weber, A. (2021).
StuMa: Ursachen der Studienaufgabe im Masterstudium. Daten- und Methodenbericht zur DZHW-Befragung StuMa 2020. Hannover: FDZ-DZHW.
Abstract

The study "StuMa" deals with the causes of dropping out of a master's program and the further professional development after dropping out of a master's program. While there are some data available for undergraduate programs that allow an analysis of possible causes of dropout, there is no suitable database for master's programs. Due to the comparatively low dropout rates in master's programs, dropout in this phase of studies has not yet been perceived as a research topic in higher education research. StuMa is the first nationwide survey that is aimed exclusively at Master's students [...] Full abstract: https://doi.org/10.21249/DZHW:stuma2020:1.0.0

Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017.

Fabian, G., Flöther, C., & Reifenberg, D. (Hrsg.) (2021).
Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017.. Münster/New York: Waxmann. https://doi.org/10.31244/9783830993919
Abstract

What does a university degree lead to? How mobile are graduates? What skills do they have? How high is their affinity for research? Are Bachelor graduates successful in the labour market? What are non-traditional study formats? How heterogeneous are their graduates? Who goes on to further studies or the labour market after graduation? Who earns well? These are just some of the questions addressed in this volume. The data basis of the Nationwide Graduate Panel 2017 (ap2017) was made possible by the cooperation of several research institutes. The numerous results of the joint project are presented in this volume.

Aufnahme eines Masterstudiums nach dem Bachelorabschluss.

Fabian, G. (2021).
Aufnahme eines Masterstudiums nach dem Bachelorabschluss. In G. Fabian, C. Flöther, & D. Reifenberg (Hrsg.), Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017. (S. 97-110). Münster/New York: Waxmann. https://doi.org/10.31244/9783830993919

Effekte der Differenzierung des Hochschulsystems für die beruflichen Erträge eines Bachelorstudiums.

Fabian, G. (2021).
Effekte der Differenzierung des Hochschulsystems für die beruflichen Erträge eines Bachelorstudiums. In G. Fabian, C. Flöther, & D. Reifenberg (Hrsg.), Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017. (S. 141-152). Münster/New York: Waxmann. https://doi.org/10.31244/9783830993919

Die berufliche Situation der Hochschulabsolvent*innen im Überblick.

Fabian, G., & Flöther, C. (2021).
Die berufliche Situation der Hochschulabsolvent*innen im Überblick. In G. Fabian, C. Flöther, & D. Reifenberg (Hrsg.), Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017 (S. 137-140). Münster/New York: Waxmann. https://doi.org/10.31244/9783830993919

Heterogene Absolvent*innen, differenzierte Studienangebote und verschiedene Berufswege. Alles neu? Eine Einleitung zum Absolventenpanel 2017.

Fabian, G., Flöther, C., & Reifenberg, D. (2021).
Heterogene Absolvent*innen, differenzierte Studienangebote und verschiedene Berufswege. Alles neu? Eine Einleitung zum Absolventenpanel 2017. In G. Fabian, C. Flöther, & D. Reifenberg (Hrsg.), Generation Hochschulabschluss: neue und alte Differenzierungen. Ergebnisse des Absolventenpanels 2017. (S. 13-30). Münster/New York: Waxmann. https://doi.org/10.31244/9783830993919

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