Publications

Unfortunately, there is no result available for this search combination

Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft.

Kracke, N., & Isleib, S. (2023).
Wie geht es für wen weiter? Verläufe der bildungs- und berufsbezogenen Neuorientierung nach Abbruch eines Studiums und der Einfluss der sozialen Herkunft. Soziale Welt, 74(2), 173-215.
Abstract

This article is the first to comprehensively examine the question of the extent to which social origin exerts an influence on the choice of educational and occupational options after dropping out of a first degree programme. Based on the survey of exmatriculated students from the 2014 summer semester, six typical patterns of reorientation after dropping out are identified by means of sequence and cluster analyses. These vary with regard to the types of activities as well as temporal dimensions. The social origin proves to be a significant factor influencing reorientation. The impact of social origin is most visible with regard to weighing up between renewed studies and other alternatives: individuals from fully academic parental homes are m

The role of institutional contexts for social inequalities in study abroad intent and participation.

Entrich, S., Netz, N., & Matsuoka, R. (2023).
The role of institutional contexts for social inequalities in study abroad intent and participation. CSRDA Discussion Paper No. 49. Tokyo: University of Tokyo.
Abstract

We contribute to research on social inequalities in educational attainment by examining the role of institutional contexts for students’ study abroad (SA) intent and participation. First, we examine social inequalities in SA choice by extending the individual-level rational choice model into a multi-level framework that emphasizes the importance of context effects. Second, using unique micro-level student data (N=18,510, nested in 69 universities across Japan) supplemented with context data, we empirically examine how university contexts shape inequalities in SA choice according to students’ socioeconomic status (SES). In doing so, we provide the first in-depth multi-level analysis of SA in Japan.

Wie lassen sich Bildungspotentiale ausschöpfen?

Hübner, M., Spieß, K. C., & Buchholz, S. (2023).
Wie lassen sich Bildungspotentiale ausschöpfen? Frankfurter Allgemeine Zeitung.

Die Studierendenbefragung in Deutschland: Fokusanalysen zur Attraktivität von Masterstudiengängen.

Stefani, A., Hinz, T., & Strauß, S. (2023).
Die Studierendenbefragung in Deutschland: Fokusanalysen zur Attraktivität von Masterstudiengängen. (DZHW Brief 02|2023). Hannover: DZHW. https://doi.org/10.34878/2023.02.dzhw_brief

„Landesweite Studierendenbefragung an den Hochschulen in Nordrhein-Westfalen“ im Kontext der „Studierendenbefragung in Deutschland“.

Gerdes, F., & Völk, D. (2023).
„Landesweite Studierendenbefragung an den Hochschulen in Nordrhein-Westfalen“ im Kontext der „Studierendenbefragung in Deutschland“. Ergebnisbericht. Hannover: DZHW (nicht zur Veröffentlichung vorgesehen).

Die Bedeutung der Inflation für die wirtschaftliche Situation von Studierenden in Deutschland im Zeitraum 2021 bis 2024: Eine Abschätzung.

Meier, D. H., Thomsen, S. L., & Kroher, M. (2023).
Die Bedeutung der Inflation für die wirtschaftliche Situation von Studierenden in Deutschland im Zeitraum 2021 bis 2024: Eine Abschätzung. (DZHW Brief 01|2023). Hannover: DZHW. https://doi.org/10.34878/2023.01.dzhw_brief

Die Studierendenbefragung in Deutschland: 22. Sozialerhebung.

Kroher, M., Beuße, M., Isleib, S., Becker, K., Ehrhardt, M.-C., ... & Buchholz, S. (2023).
Die Studierendenbefragung in Deutschland: 22. Sozialerhebung. Die wirtschaftliche und soziale Lage der Studierenden in Deutschland 2021. Berlin: Bundesministerium für Bildung und Forschung.

Tackling social inequalities in Erasmus+ participation.

Guðmarsdóttir, R., França, T., Jokila, S., Lomer, S., Netz, N., Roohi, S., & Van Mol, C. (2023).
Tackling social inequalities in Erasmus+ participation. (ENIS Policy Brief 01/2023). Brussels: ENIS. https://doi.org/10.13140/RG.2.2.34137.08802
Abstract

Considering the increased emphasis on inclusion in Erasmus+, this policy brief aims to explore the profile of Erasmus+ students and the obstacles they face when going abroad. It draws particular attention to students’ socio-economic background, gender, and disability status. Our analysis shows that although steps have been taken towards more inclusion and diversity of Erasmus+ participants, study abroad opportunities are still not equally accessible to all students. Therefore, we formulate five recommendations for higher education institutions, national agencies, and the European Commission with a view of making international student mobility more inclusive.

Higher education graduates, vocational qualification, and income. Is higher education worthwhile for dual qualifiers?

Ordemann, J. (2023).
Higher education graduates, vocational qualification, and income. Is higher education worthwhile for dual qualifiers? Zeitschrift für Erziehungswissenschaft, 1-27 (online first). https://doi.org/10.1007/s11618-023-01157-9
Abstract

This article explores the income of higher education graduates who have also completed vocational and educational training. I use data from a linked data set of the student cohort SC5 of the National Educational Panel Study (NEPS) and the Institute for Employment Research (IAB), NEPS-SC5-ADIAB. The sample contains 3483 direct qualifiers, 1002 dual qualifiers with and 213 without Abitur. Longitudinal and pooled Poisson regressions are estimated to explore the income trajectories within the careers of dual qualifiers and for comparison with direct qualifiers. The results are ambiguous—from an intragenerational perspective only dual qualifiers without Abitur and a master’s degree earn more after studying. Measured against direct qualifiers ...

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life.

Schaeper, H., Ortenburger, A., Franz, S., Gäckle, S., Menge, C., & Wolter, I. (2023).
The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life. Journal of Open Psychology Data, 11 (7), 1-28. https://doi.org/10.5334/jopd.76

Differential updating and morality: Is the way offenders learn from police detection associated with their personal morals?

Kaiser, F., Huss, B., & Schaerff, M. (2023).
Differential updating and morality: Is the way offenders learn from police detection associated with their personal morals? European Journal of Criminology, 20(3), 1061-1080. https://doi.org/10.1177/14773708221128515

Digitale Lernumwelten, studentische Diversität und Learning Outcomes: Empirische Befunde und Implikationen für die digitale Hochschulbildung.

Gottburgsen, A., Hofmann, Y. E., & Willige, J. (2023).
Digitale Lernumwelten, studentische Diversität und Learning Outcomes: Empirische Befunde und Implikationen für die digitale Hochschulbildung. In T. Schmohl, A. Watanabe, & K. Schelling (Hrsg.), Künstliche Intelligenz in der Hochschulbildung (S. 119-144). Bielefeld: transcript.

Males Should Mail? Gender Discrimination in Access to Childcare.

Hermes, H., Lergetporer, P., Mierisch, F., Peter, F., & Wiederhold, S. (2023).
Males Should Mail? Gender Discrimination in Access to Childcare. AEA Papers and Proceedings, 113, 427-431.

Stays abroad of pre-service teachers and their relation to teachers' beliefs about cultural diversity in classrooms.

Costa, J., Franz, S., & Menge, C. (2023).
Stays abroad of pre-service teachers and their relation to teachers' beliefs about cultural diversity in classrooms. Teaching and Teacher Education (129) (online first). https://doi.org/10.1016/j.tate.2023.104137

How Early Childcare Can Boost the Labour Market Success of Lower-Educated Mothers.

Hermes, H., Krauss, M., Lergetporer, P., Peter, F., & Wiederhold, S. (15. April 2023).
How Early Childcare Can Boost the Labour Market Success of Lower-Educated Mothers [Blogbeitrag]. Abgerufen von https://cepr.org/voxeu/columns/how-early-childcare-can-boost-labour-market-success-lower-educated-mothers

Contact

Sandra Buchholz
Prof. Dr. Sandra Buchholz Head +49 511 450670-176
Frauke Peter
Dr. Frauke Peter Deputy Head +49 511 450670-126

Projects

All research area projects

Staff

All research area staff

Publications

All research area publications

Presentations and conferences

All research area presentations and conferences