Heidrun Schneider has a degree in social science and has been working as a researcher since 2007. Since 2011 she is a project manager in the area of study decision and educational pathways at the DZHW. Previously she was employed as a research assistante with teaching duties at the Institute for Sociology and Social Psychology at Leibniz University Hannover. From 2001 to 2007 she studied social sciences with a minor in economics at Leibniz University Hannover. Part-time, she is doing her doctorate on the subject of "dropout, habitus and social image in computer science" at the University of Duisburg-Essen.
Heidrun Schneider
Research Area Educational Careers and Graduate Employment
Researcher
- +49 511 450670-155
- +49 511 450670-960
Projects
List of projects
Publications
List of publications
Studienzweifel und Studienabbruch als Ausdruck problematischer Passungsverhältnisse im akademischen Feld. Fallbeispiele aus zwei qualitativen Forschungsprojekten.Pape, N., Heil, K., & Schneider, H. (2022).Studienzweifel und Studienabbruch als Ausdruck problematischer Passungsverhältnisse im akademischen Feld. Fallbeispiele aus zwei qualitativen Forschungsprojekten. In H. Bremer & A. Lange-Vester (Hrsg.), Entwicklungen im Feld der Hochschule. Grundlegende Perspektiven, Steuerungen, Übergänge und Ungleichheiten (S. 244-260). Weinheim: Beltz Juventa. |
Nicht verloren gehen - Warum nehmen Studienabbrecher*innen und Studienzweifelnde der Ingenieurwissenschaften an Fachhochschulen selten Beratungsangebote wahr?Heil, K., Olbrich, G., Schneider, H., & Schmidt, M. (2020).Nicht verloren gehen - Warum nehmen Studienabbrecher*innen und Studienzweifelnde der Ingenieurwissenschaften an Fachhochschulen selten Beratungsangebote wahr? Zeitschrift für Beratung und Studium, 15(2+3), 55-60. Abstract
The participation rate in counselling services among dropouts form engineering sciences at universities of applied sciences in Germany is particularly low. This article presents results of a qualitative survey of dropouts from the perspective of habitus and milieu research (Bourdieu 1982; Vester et al. 2001) and identifies obstacles that prevent students from making use of counselling services. As a result of a pilot project, in which professors and faculty management were also involved, a communication strategy was developed and the offer of support (even without obligatory participation) was integrated more bindingly into the course of study. Both changes have increased the participation rate significantly. |
Migrationsspezifische Unterschiede bei der Wahl der Hochschulart.Schneider, H., & Woisch, A. (2020).Migrationsspezifische Unterschiede bei der Wahl der Hochschulart. In M. Jungbauer-Gans & A. Gottburgsen (Hrsg.), Migration, Mobilität und soziale Ungleichheit in der Hochschulbildung (S. 81-102). Wiesbaden: Springer VS (online first). https://doi.org/10.1007/978-3-658-31694-5_4 |
Bildungsabsichten von studienberechtigten Auszubildenden zweieinhalb Jahre nach Erwerb der Hochschulreife.Schneider, H., Ohlendorf, D., & Woisch, A. (2020).Bildungsabsichten von studienberechtigten Auszubildenden zweieinhalb Jahre nach Erwerb der Hochschulreife. (DZHW Brief 1|2020). Hannover: DZHW. https://doi.org/10.34878/2020.01.dzhw_brief |
New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Postsecondary Education Decisions.Meyer, T., Thomson, S. L., & Schneider, H. (2018).New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Postsecondary Education Decisions. German Economic Review, 20 (4), 201-253. https://doi.org/10.1111/geer.12162 Abstract
Most German states have recently reduced the duration of university preparatory schooling from 13 to 12 years without changing the graduation requirements. We use nationwide data on high school graduates and the different timing of reform introduction in the federal states to identify the effects on post‐secondary education decisions and to evaluate potential effect mechanisms. The results show that university enrolment of female students decreased in the first year after graduation in all analyzed states, whereas participation in voluntary service or staying abroad increased. Furthermore, students from non‐academic families are more affected than students from an academic family background |
New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Postsecondary Education Decisions.Meyer, T., Thomson, S. L., & Schneider, H. (2017).New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Postsecondary Education Decisions. LCSS Working Paper. No. 1. Abstract
Most German states have recently reduced the duration of university preparatory schooling from 13 to 12 years without changing the graduation requirements. We use nationwide data on high school graduates and the different timing of reform introduction in the federal states to identify the effects on postsecondary education decisions and to evaluate potential effect mechanisms. The results show that university enrollment of female students decreased in the first year after graduation in all analyzed states, whereas participation in voluntary service or staying abroad increased. Furthermore, students from non-academic families are more affected than students from an academic family background |
Erwerb der Hochschulreife und nachschulische Übergänge von Studienberechtigten. Studienberechtigte 2015 ein halbes Jahr vor und ein halbes Jahr nach Schulabschluss.Schneider, H., Franke, B., Woisch, A., & Spangenberg, H. (2017).Erwerb der Hochschulreife und nachschulische Übergänge von Studienberechtigten. Studienberechtigte 2015 ein halbes Jahr vor und ein halbes Jahr nach Schulabschluss. (Forum Hochschule 4|2017). Hannover: DZHW. ISBN 978-3-86426-058-2 |
"Mmh ... ich dachte man lernt gut Programmieren und alles über Computer (lacht)." Studienabbruch und Habitus in der Informatik.Schneider, H. (2016)."Mmh ... ich dachte man lernt gut Programmieren und alles über Computer (lacht)." Studienabbruch und Habitus in der Informatik. In A. Lange-Vester & T. Sander (Hrsg.), Soziale Ungleichheiten, Milieus und Habitus im Hochschulstudium (S. 107-123). Weinheim, Basel: Beltz Juventa. |
New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions.Meyer, T., Thomsen, S. L., & Schneider, H. (2015).New Evidence on the Effects of the Shortened School Duration in the German States: An Evaluation of Post-Secondary Education Decisions. IZA Discussion Paper. No. 9507. Abstract
Most German states have reformed university preparatory schooling during the last decade by reducing its duration from 13 to 12 years without changing the graduation requirements. In this paper, we use nationwide data on high school graduates and apply a difference-in-differences approach to evaluate the reform effects on post-secondary education decisions. The results show that enrollment in university education in the first year after high school graduation is reduced in all analyzed states, while participation in voluntary service or staying abroad is increased. In some subgroups, depending on state, gender and family background, university enrollment is decreased additionally beyond the first year. |
Informationsverhalten bei der Studien- und Berufsausbildungswahl.Franke, B., & Schneider, H. (2015).Informationsverhalten bei der Studien- und Berufsausbildungswahl. Studienberechtigte 2012 ein halbes Jahr vor und ein halbes Jahr nach Schulabschluss (Forum Hochschule 1|2015). Hannover: DZHW. ISBN 978-3-86426-045-2 |
Presentations
