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Wissenschaft weltoffen 2021.

Deutscher Akademischer Austauschdienst, & Deutsches Zentrum für Hochschul- und Wissenschaftsforschung (Hrsg.) (2021).
Wissenschaft weltoffen 2021. Daten und Fakten zur Internationalität von Studium und Forschung in Deutschland und weltweit. Bielefeld: wbv Media. https://doi.org/10.3278/7004002tw

Wissenschaft weltoffen 2021.

Deutscher Akademischer Austauschdienst, & Deutsches Zentrum für Hochschul- und Wissenschaftsforschung (Hrsg.) (2021).
Wissenschaft weltoffen 2021. Facts and Figures on the International Nature of Studies and Research in Germany and Worldwide. Bielefeld: wbv Media. https://doi.org/10.3278/7004002tew

Vereinbarkeit von Wissenschaft und Familienaufgaben an Hamburger Hochschulen. Gesamtbericht, Projektbericht.

Gottburgsen, A., Willige, J., & Sembritzki, T. (2021).
Vereinbarkeit von Wissenschaft und Familienaufgaben an Hamburger Hochschulen. Gesamtbericht, Projektbericht. Hannover: DZHW.

Herausforderungen und Konsequenzen der Corona-Pandemie für Studierende in Deutschland.

Lörz, M., Zimmer, L. M., & Koopmann, J. (2021).
Herausforderungen und Konsequenzen der Corona-Pandemie für Studierende in Deutschland. Psychologie in Erziehung und Unterricht(4), 312-318 (online first). http://dx.doi.org/10.2378/peu2021.art28d

Bewerbungsunterstützung erhöht die Kita-Inanspruchnahme von Kindern aus bildungsferneren Familien.

Hermes, H., Lergetporer, P., Peter, F., Wiederhold, S., Freundl, V., & Wirth, O. (2021).
Bewerbungsunterstützung erhöht die Kita-Inanspruchnahme von Kindern aus bildungsferneren Familien. ifo Schnelldienst, 74(9), 41-45.

The Evolution of Educational Wage Differentials for Women and Men, from 1996 to 2019.

Ordemann, J., & Pfeiffer, F. (2021).
The Evolution of Educational Wage Differentials for Women and Men, from 1996 to 2019. ZEW Discussion Paper (21-066). Mannheim: ZEW.
Abstract

This paper studies the evolution of three higher education wage differentials from 1996 to 2019 in Germany, a period when significant changes in the educational composition of the workforce took place. Based on regression analysis and samples of male and female workers from the Socio-Economic Panel Study, the study finds that while all three educational wage differentials increased, workers graduating from universities experienced an inverted u-shape pattern, reaching a plateau between 2011 and 2015. We argue that the decline which began after 2015, and which is detectable as well in the occupational prestige scores, may have resulted from a relative educational upskilling of the workforce as well as changes in the subject composition.

Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment.

Hermes, H., Lergetporer, P., Peter, F., & Wiederhold, S. (2021).
Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment. CESifo Working Papers 9282. Munich: CESifo.

Erfolgreiche Studienvorbereitung? – Ergebnisse einer Mixed-Methods-Studie zum Erfolg von Geflüchteten in der Studienvorbereitung.

Grüttner, M., Schröder, S., Berg, J., & Otto, C. (2021).
Erfolgreiche Studienvorbereitung? – Ergebnisse einer Mixed-Methods-Studie zum Erfolg von Geflüchteten in der Studienvorbereitung. In M. Neugebauer, H.-D. Daniel, & A. Wolter (Hrsg.), Studienerfolg und Studienabbruch (S. 235-258). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-32892-4_10
Abstract

Since more qualified refugees have been looking for protection and prospects in Germany, the demand for pre-study programs has remained high. The WeGe project (Refugees’ Pathways to German Higher Education Institutions) examines the conditions for successful study preparation of refugees and uses a mixed-methods research design. As a conceptual framework, the Capabilities Approach (CA) serves both as a basis for a definition of success and for the analysis of requirements for successful study preparation on an institutional, social and individual level. It turns out that the vast majority of refugees successfully complete their pre-study programs. However, transitions to higher education depend on institutional barriers, which manifest them

Studieren in Deutschland zu Zeiten der Corona-Pandemie. Fachspezifische Besonderheiten des digitalen Studiums.

Lörz, M., Zimmer, L. M., & Marczuk, A. (2021).
Studieren in Deutschland zu Zeiten der Corona-Pandemie. Fachspezifische Besonderheiten des digitalen Studiums. In I. Neiske, J. Osthushenrich, N. Schaper, U. Trier, & N. Vöing (Hrsg.), Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre (S. 77-88). Bielefeld: transcript Verlag (online first).

DZHW-Studienberechtigtenpanel 2012.

Schneider, H., Vietgen, S., & Wallis, M. (2021).
DZHW-Studienberechtigtenpanel 2012. Daten- und Methodenbericht zu den Erhebungen des Studienberechtigtenjahrgangs 2012 (1. und 2. Befragungswelle). Hannover: FDZ-DZHW.

Expectations, experiences and anticipated outcomes of supporting refugee students in Germany – a systems theoretical analysis of organizational semantics.

Berg, J. (2021).
Expectations, experiences and anticipated outcomes of supporting refugee students in Germany – a systems theoretical analysis of organizational semantics. In N. Harrison & G. Atherton (Hrsg.), Marginalised Communities in Higher Education - Disadvantage, Mobility and Indigeneity (S. 97-118). London: Routledge.

Social and Economic Conditions of Student Life in Europe.

Hauschildt, K., Gwosć, C., Schirmer, H., & Wartenbergh-Cras, F. (2021).
Social and Economic Conditions of Student Life in Europe. EUROSTUDENT VII Synopsis of Indicators 2018–2021. Bielefeld: wbv.
Abstract

The EUROSTUDENT VII – Synopsis of Indicators is the central publication of the EUROSTUDENT project and the result of the collaboration of a European-wide network. It comprises data from student surveys conducted in 25 countries in the European Higher Education Area during the seventh round of the EUROSTUDENT project. Adopting a broad, comparative perspective, the EUROSTUDENT VII – Synopsis of Indicators provides information on students’ socio-economic and study-related backgrounds, their study conditions and experiences, including international mobility, and their living conditions. It aims to inspire policy debates on the topic of the social dimension and lay the ground for further research.

What determines students’ social integration in higher education?

Muja, A., Mandl, S., Cuppen, J., & Hauschildt, K. (2021).
What determines students’ social integration in higher education? EUROSTUDENT VII Thematic Review. Wijchen: Benda druk & print.

Informing students about college: Increasing enrollment using a behavioral intervention?

Peter, F., Spieß, C. K., & Zambre, V. (2021).
Informing students about college: Increasing enrollment using a behavioral intervention? Journal of Economic Behavior & Organization, 190, 524-549.

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.

Contact

Sandra Buchholz
Prof. Dr. Sandra Buchholz Head +49 511 450670-176
Frauke Peter
Dr. Frauke Peter Deputy Head +49 511 450670-126
Astrid Lange
Astrid Lange Assistant +49 511 450670-138

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