Nicolai Netz

Dr. Nicolai Netz

Research Area Educational Careers and Graduate Employment
Head of junior research group
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Nicolai Netz studied modern languages, cultural science, political science, and economics at the Universities of Bonn, Florence, and Maastricht. He holds a Ph.D. in Sociology from the University of Hanover. He joined the DZHW in 2008. His research examines the educational and professional careers of students and graduates. His current research focuses on educational decisions, returns to education, social inequalities, migration, health and wellbeing, and academic careers.

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Academic research fields

Sociology of education; educational decisions; returns to education; sociology of work; social inequalities depending on gender, social origin, and ethnicity; migration; health and wellbeing; life course research; academic careers; sociology of science; governance; international comparisons; methods of empirical social research

Projects

List of projects

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Explanations for the declining rate of German students temporarily studying abroad (ERRASTUD)
Effects of spatial mobility on subjective quality of life (MobLife)
Paths, Spaces, and Networks: On the interaction between physical, virtual and cognitive mobility in knowledge production (InterMo)
European Network on International Student Mobility: Connecting Research and Practice (ENIS)
Junior Research Group: Mobility of the Highly Skilled
Publications

List of publications

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Does instructional time at school influence study time at university? Evidence from an instructional time reform.

Schwerter, J., Netz, N., & Hübner, N. (2024).
Does instructional time at school influence study time at university? Evidence from an instructional time reform. Economics of Education Review, 100, 102526. https://doi.org/10.1016/j.econedurev.2024.102526
Abstract

Early-life environments can have long-lasting effects on individuals’ later life courses. Interestingly, research on the effects of school reforms has hardly adopted this perspective. Therefore, we investigate a staggered school reform that reduced the number of school years and increased weekly instructional time for secondary school students in most German federal states. We analyze this quasi-experiment in a difference-in-differences framework using nationally representative large-scale survey data on 69,513 students who attended university between 1998 and 2016. Using both TWFE and weighted-group ATT estimators, we find negative effects of reform exposure on hours spent attending classes and on self-study.

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

Entrich, S., Netz, N., & Matsuoka, R. (2024).
The role of institutional contexts for social inequalities in study abroad intent and participation. Higher Education (online first).
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. To do so, we extend the individual-level rational choice model predicting SA intent and participation depending on students’ socioeconomic status (SES) into a multi-level model emphasizing the importance of context effects. We test our model based on unique micro-level student data, which we supplement with context data. Examining 18,510 students nested in 69 universities, we provide the first in-depth multi-level analyses of SA intent and participation of students from Japan.

How do signals of academic performance vary across disciplines? Evidence from a survey experiment with university professors in Germany.

Petzold, K., & Netz, N. (2023).
How do signals of academic performance vary across disciplines? Evidence from a survey experiment with university professors in Germany. Soziale Welt, 26, 490-523. https://doi.org/10.5771/9783748925590-490
Abstract

While recent research has investigated what signals of academic performance govern academics’ access to professorships, whether the power of such signals varies across disciplines has to date hardly been examined. We argue that the signaling power of academic achievements depends on the discipline-specific degree of standardization of research and on the spatio-temporal universality of research objects. Using a factorial survey experiment with Germany-based university professors of German studies, selected social sciences, and chemistry, we investigate the suitability of fictitious candidates for a tenured professorship (N respondents = 874, N vignettes = 6354).

Dropout intent of students with disabilities.

Rußmann, M., Netz, N., & Lörz, M. (2023).
Dropout intent of students with disabilities. Higher Education (online first). https://doi.org/10.1007/s10734-023-01111-y
Abstract

We examine the mechanisms explaining the dropout intentions of students with disabilities by integrating Tinto’s model of student integration, the student attrition model, the composite persistence model, and insights from social stratification research. Overall, our results highlight the importance of considering both students’ integration into higher education and their private resources for understanding student-group-specific dropout intent.

Studienbezogene Auslandsmobilität und soziale Ungleichheiten im Kontext der Coronapandemie.

Netz, N., & Völk, D. (2023).
Studienbezogene Auslandsmobilität und soziale Ungleichheiten im Kontext der Coronapandemie. (DZHW Brief 03|2023). Hannover: DZHW. https://doi.org/10.34878/2023.03.dzhw_brief

The professional value of study and internships abroad.

Samuk, &., Bryła, P., Kasza, G., Grinevica, L., Netz, N., ... & Wiers-Jenssen, J. (2023).
The professional value of study and internships abroad. (ENIS Policy Brief 03/2023). Brussels: ENIS. https://doi.org/10.13140/RG.2.2.23199.94883/1
Abstract

Every year, substantial numbers of students become internationally mobile. Although international experiences are often promoted as benefitting graduates’ career development, until recently there had been little sound research examining whether different types of student mobility pay off in the labour market. Against this background, this policy brief summarises available evidence on the labour market outcomes SMS and SMI. It also develops ideas on how policymakers can contribute to enhancing the outcomes of these types of ISM for students, higher education institutions, and employers.

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.

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.

How do signals of academic performance vary across disciplines? Evidence from a survey experiment among university professors in Germany.

Petzold, K., & Netz, N. (2023).
How do signals of academic performance vary across disciplines? Evidence from a survey experiment among university professors in Germany. SocArXiv (online first).
Abstract

While recent research has investigated what signals of academic performance govern academics’ access to professorships, whether the power of such signals varies across disciplines has to date hardly been examined. We argue that the signaling power of academic achievements depends on the discipline-specific degree of standardization of research and on the spatio-temporal universality of research objects. Using a factorial survey experiment with Germany-based university professors of German studies, selected social sciences, and chemistry, we investigate the suitability of fictitious candidates for a tenured professorship.

Professors’ gender biases in assessing applicants for professorships.

Solga, H., Rusconi, A., & Netz, N. (2023).
Professors’ gender biases in assessing applicants for professorships. European Sociological Review (online first). https://doi.org/10.1093/esr/jcad007
Abstract

Recent evidence suggests that women are more likely to be selected for professorships when they apply. This female advantage may be partly due to the widely promoted gender-equality policy of having a substantial female quota in selection committees. Yet, research has rarely considered whether male and female committee members evaluate applicants for professorships differently. We address this research gap based on a large factorial survey experiment with German university professors from different disciplines. We asked these professors to rate how qualified hypothetical applicants are for full professorships and the likelihood of inviting these applicants for a job interview.

Career start abroad: The implications of graduate migration for social inequality.

Witte, N., Stawarz, N., & Netz, N. (2023).
Career start abroad: The implications of graduate migration for social inequality. Research in Social Stratification and Mobility, 83, 100763. https://doi.org/10.1016/j.rssm.2023.100763
Abstract

Integrating research on school-to-work transitions, international migration, and social inequality, this article investigates the social stratification of international school-to-work transitions and their payoff. Existing research shows that spatial mobility can amplify social inequalities both through social selectivity in access to mobility and through heterogeneity in its labor market outcomes. Building on these findings, we investigate the social selectivity of international school-to-work transitions (ISWT) and the wage difference between ISWT and national school-to-work transitions (NSWT) among graduates from higher education institutions in Germany.

Studierende mit Beeinträchtigung: Abbruchrisiko steigt.

Rußmann, M., Lörz, M., & Netz, N. (2023).
Studierende mit Beeinträchtigung: Abbruchrisiko steigt. Forschung & Lehre, 1, 34-35.
Abstract

Studierende mit Beeinträchtigung stehen im Studium oft vor besonderen Herausforderungen. Im Zuge der Corona-Pandemie haben sich ihre Studienbedingungen nochmals erschwert. Welche Auswirkungen hatte das auf das Abbruchrisiko dieser Studierendengruppe?

Vignettenexperimente in der Hochschul- und Wissenschaftsforschung: Konstruktion, Potenziale und Fallstricke illustriert am Beispiel einer Professor*innenbefragung.

Petzold, K., & Netz, N. (2022).
Vignettenexperimente in der Hochschul- und Wissenschaftsforschung: Konstruktion, Potenziale und Fallstricke illustriert am Beispiel einer Professor*innenbefragung. In G. Brandt & S. de Vogel (Hrsg.), Survey-Methoden in der Hochschulforschung (S. 153-199). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-36921-7_7
Abstract

Der Beitrag illustriert Konstruktionsprinzipien, Potenziale und Fallstricke von Vignettenexperimenten anhand eines faktoriellen Surveyexperiments zur Bedeutung soziodemografscher und meritokratischer Merkmale beim Zugang zur Professur. Im Rahmen des Surveyexperiments wurden alle Universitätsprofessor*innen der Germanistik, Soziologie, Politikwissenschaft, Geographie und Chemie in Deutschland eingeladen, Vignettenprofile hypothetischer Wissenschaftler*innen auf ihre Eignung für unbefristete Professuren hin zu beurteilen. Anhand dieser Beispielanwendung veranschaulicht der Beitrag die Möglichkeiten und Grenzen von Vignettenexperimenten mit Blick auf die Validität der erzielten Ergebnisse.

Beeinflusst studienbezogene Auslandsmobilität das Arbeitseinkommen? Ergebnisse eines Literaturreviews.

Netz, N. (2022).
Beeinflusst studienbezogene Auslandsmobilität das Arbeitseinkommen? Ergebnisse eines Literaturreviews. Bonn: DAAD. https://doi.org/10.46685/DAADStudien.2022.10

Do school reforms shape study behavior at university? Evidence from an instructional time reform.

Schwerter, J., Netz, N., & Hübner, N. (2022).
Do school reforms shape study behavior at university? Evidence from an instructional time reform. Rochester, NY: SSRN Scholarly Paper.
Presentations

List of presentations & conferences

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Keine wesentlichen Verschärfungen sozialer Ungleichheiten im Kontext der Pandemie.

Netz, N. (2024).
Keine wesentlichen Verschärfungen sozialer Ungleichheiten im Kontext der Pandemie. Stellungnahme im Rahmen der DAAD-Interviewreihe "Drei Fragen an ...", DAAD, Bonn.

Effects of internal migration on the life satisfaction of apprentices.

Warkotsch, R., Netz, N., Stawarz, N., & Wicht, A. (2024, Mai).
Effects of internal migration on the life satisfaction of apprentices. Vortrag auf dem Kolloquium des Bundesinstituts für Berufsbildung (BIBB), Bundesinstitut für Berufbildung, Bonn.

Social inequalities in the risk of student burnout. The study demands-resources model revisited.

Rußmann, M., Becker, K., Netz, N., & Ehrhardt, M.-C. (2024, März).
Social inequalities in the risk of student burnout. The study demands-resources model revisited. Vortrag im Rahmen der 11. GEBF-Tagung, Universität Potsdam.

Effects of internal migration on the life satisfaction of apprentices.

Warkotsch, R., Netz, N., Stawarz, N., & Wicht, A. (2024, März).
Effects of internal migration on the life satisfaction of apprentices. Vortrag auf der Konferenz 5th Annual BeWell Meeting, Magdeburg.

Effects of internal migration on the life satisfaction of apprentices.

Warkotsch, R., Netz, N., Stawarz, N., & Wicht, A. (2024, Februar/März).
Effects of internal migration on the life satisfaction of apprentices. Vortrag auf der Konferenz 'The Power of Where' - Joint Spring Meeting of BBSR, BTU and SOEP RegioHub, Cottbus.

Social inequalities in the risk of student burnout. The study demands-resources model revisited.

Rußmann, M., Becker, K., Netz, N., & Ehrhardt, M.-C. (2024, Februar).
Social inequalities in the risk of student burnout. The study demands-resources model revisited. Vortrag im Rahmen des Fakultätskolloquiums der Fakultät für Psychologie der FernUniversität in Hagen.

Effects of internal migration on the life satisfaction of apprentices.

Warkotsch, R., Netz, N., Stawarz, N., & Wicht, A. (2024, Februar).
Effects of internal migration on the life satisfaction of apprentices. Vortrag im Rahmen der ISQOLS Winter Virtual Conference 2024.

Effects of internal migration on the life satisfaction of apprentices.

Warkotsch, R., Netz, N., Stawarz, N., & Wicht, A. (2024, Januar).
Effects of internal migration on the life satisfaction of apprentices. Vortrag im Rahmen des Colloquiums des FB2 des Bundesinstituts für Bevölkerungsforschung (BiB) , BiB, Wiesbaden (online).

Studienbezogene Auslandsmobilität und soziale Ungleichheiten im Kontext der Coronapandemie. DZHW Brief 03/2023.

Netz, N., & Völk, D. (2023, November).
Studienbezogene Auslandsmobilität und soziale Ungleichheiten im Kontext der Coronapandemie. DZHW Brief 03/2023. Vortrag im DZHW Nutzerbeirat, Hannover.

Erschöpfung im Studium und soziale Ungleichheit.

Rußmann, M., Becker, K., Netz, N., & Ehrhardt, M.-C. (2023, November).
Erschöpfung im Studium und soziale Ungleichheit. Vortrag im DZHW Nutzerbeirat, Hannover.

Study abroad experience and the gender wage gap.

Cordua, F., Netz, N., & Peter, F. (2023, Oktober).
Study abroad experience and the gender wage gap. Vortrag im Rahmen des 5th Forum “Higher Education and the Labour Market“, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg, Deutschland.

Gender differences in doctoral students' mental health.

Rußmann, M., Schwabe, U., & Netz, N. (2023, Oktober).
Gender differences in doctoral students' mental health. Vortrag im Rahmen des 5th Forum "Higher Education and the Labour Market" (HELM), IAB/DZHW, Nürnberg.

Study abroad experience and the gender wage gap.

Cordua, F., Netz, N., & Frauke, P. (2023, September).
Study abroad experience and the gender wage gap. Vortrag im Rahmen des Doktorand:innenseminar von Christiane Gross, Universität Würzburg, Deutschland.

The impact of COVID-19 on social inequalities in international student mobility: A systematic literature review.

Aguiar, J., Almeida, J., Krzaklewska, E., & Netz, N. (2023, August).
The impact of COVID-19 on social inequalities in international student mobility: A systematic literature review. Vortrag im Rahmen der CHER 35th Annual Conference, Consortium of Higher Education Researchers (CHER), Wirtschaftsuniversität Wien.

Organisation der Special Session " Effects of spatial mobility on subjective well-being " im Rahmen der ISQOLS 2023 (Towards a people-first economy and society: A world to win).

Stawarz, N., & Netz, N. (2023, August).
Organisation der Special Session "Effects of spatial mobility on subjective well-being" im Rahmen der ISQOLS 2023 (Towards a people-first economy and society: A world to win), Rotterdam.
Curriculum Vitae
Employment
since 2015

Senior researcher at DZHW

2008 - 2015

Research associate at DZHW

Education
2018

Dr. phil. in Sociology (summa cum laude), University of Hanover

2007 - 2008

M. Sc. in Public Policy and Human Development, Maastricht University

2004 - 2007

B.A. and Laurea Triennale (modern languages, cultural science, political science, and economics), Universities of Bonn and Florence

Teaching

WiSe 2023/24

  • Bildung und Ungleichheit, Seminar (2 SWS) im Modul "Wissenschaft und Gesellschaft" für Masterstudierende, Institut für Soziologie, Universität Hannover

SoSe 2023

  • Migration und Ungleichheit, Seminar (2 SWS) im Modul "Methoden quantitativer Sozialforschung" für Masterstudierende, Institut für Soziologie, Universität Hannover

WiSe 2022/23

  • Bildung und Ungleichheit, Seminar (2 SWS) im Modul "Wissenschaft und Gesellschaft" für Masterstudierende, Institut für Soziologie, Universität Hannover

SoSe 2022

  • Migration und Ungleichheit, Seminar (2 SWS) im Modul "Methoden quantitativer Sozialforschung" für Masterstudierende, Institut für Soziologie, Universität Hannover

WiSe 2021/22

  • Migration und Arbeitsmarkt, Seminar (2 SWS) im Modul "Migrationssoziologie" für Bachelorstudierende, Institut für Soziologie, Universität Wuppertal
  • Bildungsökonomik, Seminar (2 SWS) im Modul "Wissenschaft und Gesellschaft" für Masterstudierende, Institut für Soziologie, Universität Hannover
  • Online Training School on Systematic Reviews, Workshop für Mitglieder des "European network on international student mobility (ENIS)"

SoSe 2021

  • Einführung in den quantitativen Forschungsprozess, Seminar (2 SWS) im Modul "Methoden quantitativer Sozialforschung" für Masterstudierende, Institut für Soziologie, Universität Hannover

WiSe 2020/21

  • Bildungsökonomik, Seminar (2 SWS) im Modul "Wissenschaft und Gesellschaft" für Masterstudierende, Institut für Soziologie, Universität Hannover

SoSe 2020

  • Theorien zur Erklärung hochqualifizierter räumlicher Mobilität, Seminar (2 SWS) im Modul "Bildung, Kultur und Lebensläufe" für Bachelor- und Masterstudierende, Institut für Soziologie, Universität Hannover

WiSe 2019/20

  • Einführung in den quantitativen Forschungsprozess, Seminar (2 SWS) im Modul "Methoden quantitativer Sozialforschung" für Masterstudierende, Institut für Soziologie, Universität Hannover
  • Academic publishing, Workshop für Promovierende des Leibniz Center for Science and Society (LCSS), Universität Hannover (zusammen mit Julian Hamann)

SoSe 2019

  • Replikation von Kratz & Netz (2018), Seminar (2 SWS) im Modul "Methoden quantitativer Sozialforschung" für Masterstudierende, Institut für Soziologie, Universität Hannover

Expert reports, peer reviews etc.

  • Beiträge zur Hochschulforschung
  • Comparative Migration Studies
  • Education Economics
  • Educational Research Review
  • Empirical Economics
  • European Journal of Higher Education
  • European Societies
  • Global Networks
  • Globalisation, Societies and Education
  • Higher Education
  • Higher Education Policy
  • International Journal of Educational Research
  • International Journal of Manpower
  • International Migration
  • Journal for Labour Market Research
  • Journal of Education and Work
  • Journal of Ethnic and Migration Studies
  • Journal of Personality
  • Journal of Studies in International Education
  • Journal of Teaching in International Business
  • Population, Space and Place
  • Quantitative Science Studies
  • Research in Higher Education
  • Research in Social Stratification and Mobility
  • Routledge’s Internationalization in Higher Education Series
  • Scientometrics
  • Sociology of Education
  • Soziale Welt
  • Springer VS
  • Studies in Higher Education
  • Zeitschrift für empirische Hochschulforschung