EUROGRADUATE Pilot Survey 2018.
Mühleck, K., Meng, C., Unger, M., & Hoffstätter, U. (2021). EUROGRADUATE Pilot Survey 2018. Data and Methods Report on the EUROGRADUATE Pilot Survey conducted in 2018/2019. Hannover: FDZ-DZHW.
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EUROGRADUATE Pilot Survey. Country report Germany.
Mühleck, K., Oelker, S., Unger, M., Jühlke, R., Maurer, S., & Dau, J. (2020).
EUROGRADUATE Pilot Survey. Country report Germany.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/377643
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EUROGRADUATE Pilotbefragung. Länderbericht Deutschland.
Mühleck, K., Oelker, S., Unger, M., Jühlke, R., Maurer, S., & Dau, J. (2020).
EUROGRADUATE Pilotbefragung. Länderbericht Deutschland.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/396706
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EUROGRADUATE Pilot Survey. Technical assessment and feasibility of a full rollout. Executive summary.
Mühleck, K., Meng, C., Oelker, S., Unger, M., Lizzi, R., Maurer, S., ... & Wessling, K. (2020).
EUROGRADUATE Pilot Survey. Technical assessment and feasibility of a full rollout. Executive summary.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/581640
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EUROGRADUATE Pilot Survey. Technical assessment and feasibility of a full rollout.
Mühleck, K., Meng, C., Oelker, S., Unger, M., Lizzi, R., Maurer, S., ... & Wessling, K. (2020).
EUROGRADUATE Pilot Survey. Technical assessment and feasibility of a full rollout.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/85072
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Étude pilote EUROGRADUATE. Évaluation technique de l’enquête pilote EUROGRADUATE et étude de faisabilité de sa mise en oeuvre à grande échelle. Résultats principaux.
Mühleck, K., Meng, C., Oelker, S., Unger, M., Lizzi, R., Maurer, S., ... & Wessling, K. (2020).
Étude pilote EUROGRADUATE. Évaluation technique de l’enquête pilote EUROGRADUATE et étude de faisabilité de sa mise en oeuvre à grande échelle. Résultats principaux.
Luxembourg: Office des publications de l’Union européenne. https://doi.org/10.2766/939744
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How does higher education foster active citizenship? Qualities of higher education and the political participation of graduates.
Mühleck, K., & Oelker, S. (2020).
How does higher education foster active citizenship? Qualities of higher education and the political participation of graduates.
In S. Noorda, P. Scoot, & M. Vukasovic (Eds.), Bologna Process Beyond 2020: Fundamental Values of the EHEA (pp. 331-338). Bologna: Bononia University Press.
Abstract
The paper analyses the relationship between characteristics of higher education and political participation. In addition to differences due to fields of subjects we observe a strong relationship with extra-curricular activities such as international mobility, practical training, and voluntary activities. Our results indicate that such activities as well as civic skills help strengthening the political participation of higher education graduates.
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Étude pilote EUROGRADUATE. Résultats principaux.
Meng, C., Wessling, K., Mühleck, K., & Unger, M. (2020).
Étude pilote EUROGRADUATE. Résultats principaux.
Luxembourg: Office des publications de l’Union européenne. https://doi.org/10.2766/209598
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EUROGRADUATE Pilot Survey. Key findings.
Meng, C., Wessling, K., Mühleck, K., & Unger, M. (2020).
EUROGRADUATE Pilot Survey. Key findings.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/197218
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EUROGRADUATE Pilot Survey. Design and implementation of a pilot European graduate survey.
Meng, C., Wessling, K., Mühleck, K., & Unger, M. (2020).
EUROGRADUATE Pilot Survey. Design and implementation of a pilot European graduate survey.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/629271
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Gender Differences in Higher Education from a Life Course Perspective: Transitions and Social Selectivity between Upper Secondary School and first Post-doc Position.
Lörz, M., & Mühleck, K. (2019).
Gender Differences in Higher Education from a Life Course Perspective: Transitions and Social Selectivity between Upper Secondary School and first Post-doc Position.
Higher Education, 77 (3), 381-402. https://doi.org/10.1007/s10734-018-0273-y
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Promoting the Relevance of Higher Education. Main report.
Vossensteyn, H., Kolster, R., Kaiser, F., File, J., Huisman, J., Seeber, M., ... & Gwosć, C. (2018).
Promoting the Relevance of Higher Education. Main report.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/048735
Abstract
The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?
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Promoting the Relevance of Higher Education. Executive summary.
Vossensteyn, H., Kolster, R., Kaiser, F., File, J., Huisman, J., Seeber, M., ... & Gwosć, C. (2018).
Promoting the Relevance of Higher Education. Executive summary.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/459056
Abstract
The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?
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Promoting the Relevance of Higher Education. Annex 1, Country case studies.
Vossensteyn, H., Kolster, R., Kaiser, F., File, J., Huisman, J., Seeber, M., ... & Gwosć, C. (2018).
Promoting the Relevance of Higher Education. Annex 1, Country case studies.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/409116
Abstract
The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?
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Promoting the Relevance of Higher Education. Annex 2, Literature study and indicator review.
Vossensteyn, H., Kolster, R., Kaiser, F., File, J., Huisman, J., Seeber, M., ... & Gwosć, C. (2018).
Promoting the Relevance of Higher Education. Annex 2, Literature study and indicator review.
Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/884
Abstract
The main objective of this study is to provide a comprehensive analysis of the relevance of higher education and how this is promoted in various countries in Europe and beyond. On the basis of a review of relevant literature, policy documents and databases, consultation with national experts and eight in-depth country case studies that included interviews with many national stakeholders, this study seeks to answer questions such as which policy levers do member states use to promote higher education relevance? Which national policies concerning higher education relevance appear to be effective and good practice examples? Which indicators are informative in assessing higher education relevance at system level?
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