Publikationen

This comparative synthesis report of the EUROGRADUATE 2022 pilot survey provides an analysis on the careers, competences, and citizenship of over 100.000 higher education graduates in 18 EU/EEA countries, covering graduates of the academic years 2020/21 and 2016/17 (one and five years after graduation) on ISCED-2011 levels 6 (Bachelor) and 7 (Master or long degree programs). The project pursues to monitor the educational pathways of graduates, how they evaluate their study experiences, and how this translates into their professional careers and lives as European citizens. The EUROGRADUATE 2022 survey constitutes a significant contribution to the enhancement of the European Education Area.

This publication provides an executive summary of the key findings of the EUROGRADUATE 2022 Comparative Synthesis Report. The EUROGRADUATE 2022 pilot survey provides an analysis on the careers, competences, and citizenship of over 100.000 higher education graduates in 18 EU/EEA countries, covering graduates of the academic years 2020/21 and 2016/17 (one and five years after graduation) on ISCED-2011 levels 6 (Bachelor) and 7 (Master or long degree programs). Monitoring graduate outcomes can improve graduates' integration on the labour market and better address existing and potential skills gaps and mismatches. The EUROGRADUATE 2022 survey constitutes a significant contribution to the enhancement of the European Education Area.

The EUROGRADUATE 2022 Technical Report complements the final comparative report by detailing the project organisation and methodology used; it also provides an assessment of the quality standard achieved in the EUROGRADUATE 2022 survey, as well as a summary of the lessons learned and recommendations for its further sustainability and quality enhancement. The long-term goal of EUROGRADUATE is to establish a source of comprehensive, comparable, and regular data on higher education graduates covering all countries of the European Economic Area (EEA). The EUROGRADUATE 2022 survey constitutes a significant contribution to the enhancement of the European Education Area, not least through its contribution to the recent Union of Skills initiative.

While large and highly societally relevant, the group of doctoral students still plays a subordinate role in the well-being literature. To narrow this research gap, we investigate how their life satisfaction (LS) trajectories developed throughout the Covid-19 pandemic in Germany. We draw on set-point, adaptation, family, and gender theories to examine doctoral students’ LS trajectories before, at the onset of, during, and after the pandemic. Thereby, we consider not only shorter-term but also longer-term consequences of the pandemic.

Der DZHW-Brief 03/25 thematisiert die Adäquanz der Beschäftigung von Hochschulabsolvent*innen des Prüfungsjahrgangs 2021. Zum Befragungszeitpunkt (ca. 1,5 bis 2,5 Jahre nach dem Abschluss) sieht sich die große Mehrheit der Absolvent*innen als adäquat beschäftigt. Die im Studium erworbenen Zertifikate können demnach mehrheitlich auf dem Arbeitsmarkt verwertet werden und das Niveau sowie die Aufgaben der Beschäftigungen sind den Studienabschlüssen entsprechend angemessen. Unterschiede zeigen sich hinsichtlich des Geschlechts, da Frauen mit einem Bachelorabschluss häufiger überqualifiziert beschäftigt sind als Männer mit einem Bachelorabschluss.

This report examines which students in European higher education get to study abroad and what factors influence their opportunities. Drawing from data across 23 European countries, we found that: • Older students (30+ years) are less likely to study abroad • Students from wealthier families have more opportunities to study abroad • Students whose parents went to university are more likely to study abroad • Research universities (those that can award PhDs) send more students abroad • Research universities tend to have fewer older students and more students from privileged backgrounds.

Das DZHW-Studienberechtigtenpanel 2012 ist Teil der DZHW-Studienberechtigtenbefragungsreihe, in der anhand von standardisierten Mehrfachbefragungen Informationen zu den nachschulischen Werdegängen von Schulabgänger*innen mit (schulischer) Hochschulzugangsberechtigung erfasst werden. In der Regel werden für jeden Studienberechtigtenjahrgang mehrere Befragungswellen zu unterschiedlichen Zeitpunkten vor und nach Erwerb der Hochschulzugangsberechtigung durchgeführt. Demnach handelt es sich um ein kombiniertes Kohorten-Panel-Design. Beim Studienberechtigtenpanel 2012 handelt es sich um die 19. Kohorte der Studienreihe mit aktuell drei Wellen. Vollständiger Abstract: https://doi.org/10.21249/DZHW:gsl2012:3.0.0

Ageism in universities—meaning unequal treatment based on (older) age—is rarely addressed in higher education research. Yet with increasingly age-diverse student populations, older students may face discrimination for defying chrononormative expectations. Using data from the 2021 German Student Survey (N = 4,811; 300 students aged 30+), this research note identifies six forms of ageism. Logistic regression shows older students more often feel excluded or disregarded, but less often report unwelcome sexual remarks. Findings point to the need for policy action and greater scholarly attention to ageism in higher education.

Why are children with lower socioeconomic status (SES) substantially less likely to be enrolled in child care? We study whether barriers in the application process work against lower-SES children — the group known to benefit strongest from child care enrollment. In an RCT in Germany with highly subsidized child care (N = 607), we offer treated families information and personal assistance for applications. We find substantial, equity-enhancing effects of the treatment, closing half of the large SES gap in child care enrollment. Increased enrollment for lower-SES families is likely driven by altered application knowledge and behavior. We discuss scalability of our intervention and derive policy implications for the design of universal child..

This paper outlines two studies on education bias in German probability-based surveys. Study 1 reviews data from 67 surveys across 19 survey programs conducted in Germany from 2000 to 2023. We found a consistent underrepresentation of individuals with a low level of formal education. We also found that the transition to self-administered modes due to rising survey costs may exacerbate this bias in the future. In study 2, we use the results of a workshop with experts on probability-based surveys, to discuss various strategies to deal with this bias, including increased face-to-face contacts and incentives, while emphasizing the need for research on adapting survey designs.

This systematic literature review sheds light on social inequalities in students’ access to and experiences of international student mobility (ISM) in the context of the Covid-19 pandemic. Following a scoping approach based on the 2020 PRISMA guidelines, it synthesises 48 empirical studies published in the most intense phase of the Covid-19 pandemic, namely between January 2020 and June 2022.