Publications

DZHW publishes its research findings in renowned academic journals, at national and international conferences and in its own publishing formats. An overview of publications and lectures produced by DZHW staff can be seen below. You can open individual publication formats separately using the menu in the left-hand column.

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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.

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.

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).

The Independence of Research—A Review of Disciplinary Perspectives and Outline of Interdisciplinary Prospects.

Gläser, J., Ash, M., Buenstorf, G., Hopf, D., Hubenschmid, L., ... & Lieb, K. (2021).
The Independence of Research—A Review of Disciplinary Perspectives and Outline of Interdisciplinary Prospects. Minerva, 2021 (online first). https://doi.org/10.1007/s11024-021-09451-8

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.
Abstract

The DZHW-Panel Study of School Leavers 2012 is part of the DZHW-Panel Study of School Leavers survey series, in which standardized multiple surveys are used to collect information on the post-school careers of school leavers with a (school) higher education entrance qualification. As a rule, several survey waves are conducted at different times before and after the acquisition of the higher education entrance qualification for each year group of persons with a university entrance qualification. Accordingly, this is a combined cohort-panel design. The panel 2012 is the 19th cohort of the study series with currently two waves. [...] Full abstract: https://doi.org/10.21249/DZHW:gsl2012:2.0.0

Leistungsfähig und zufrieden? Unbefristete und befristete Postdocs im Vergleich.

Kauhaus, H., Stiegler, A., & Fabian, G. (2021).
Leistungsfähig und zufrieden? Unbefristete und befristete Postdocs im Vergleich. Forschung & Lehre, 2021(09), 736-738.

Informationsportale für eine barrierefreie digitale Lehre.

Oberschelp, A. (2021).
Informationsportale für eine barrierefreie digitale Lehre. Was können deutsche Hochschulen von den USA lernen? Arbeitspapier (61). Berlin: Hochschulforum Digitalisierung.
Abstract

The subject of this study is the analysis of the websites of 20 U.S. universities that contain information and support services to enable accessible, digital teaching. The goal of the analysis is first of all a detailed description of the content of these information portals, which focuses in particular on the aspects of organizational anchoring, addressee orientation, and content design, as well as on identifying good practice. The findings are then discussed with a view to their possible transferability to the German higher education system. If a transfer to the German higher education system makes sense and is possible, corresponding recommendations will be formulated.

Gizasks: What Is the Most Important Scientific Development of the Last 50 Years?

Hesselmann, F. (30. August 2021).
Gizasks: What Is the Most Important Scientific Development of the Last 50 Years [Blogbeitrag]. Abgerufen von https://gizmodo.com/what-is-the-most-important-scientific-development-of-th-1847518361

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.

Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von Lerngelegenheiten.

Menge, C., Euler, T., & Schaeper, H. (2021).
Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von Lerngelegenheiten. Zeitschrift für Erziehungswissenschaft, 24, 1283-1308. https://doi.org/10.1007/s11618-021-01038-z

Contact

Anja Gottburgsen
Dr. Anja Gottburgsen +49 511 450670-912