Dr. Jana Berg studierte Soziologie (M.A.) und Linguistik (B.A.) an den Universitäten Mainz und Wien und promovierte in Soziologie an der Leibniz Universität Hannover. Seit Mai 2017 ist sie wissenschaftliche Mitarbeiterin beim DZHW. Ihre Forschungsschwerpunkte sind die Asylsoziologie, internationale Hochschulbildung und transdisziplinäre Kooperationen, mit einem Fokus auf NGO-Wissenschafts-Kollaboration.
Dr. Jana Berg
Abteilung Governance in Hochschule und Wissenschaft
wissenschaftliche Mitarbeiterin
- 0511 450670-104
- 0511 450670-960
- Google Scholar
- Orcid
Wissenschaftliche Forschungsgebiete
Liste der Projekte
Liste der Publikationen
Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification.Grüttner, M., Schröder, S., & Berg, J. (2024).Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification. Adult Education Quarterly (online first). https://doi.org/10.1177/07417136241231566 |
Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification.Grüttner, M., Schröder, S., & Berg, J. (2024).Adult Refugees and Asylum Seekers in University Preparation Programs: Competing Identities and Multiple Transitions Manifested in Stigma Consciousness and Student Self-Identification. Adult Education Quarterly, 1-20 (online first). Abstract
Preparation for university studies is key to enabling adult refugees and asylum seekers to reestablish their educational and professional careers in the host country. While refugees’ transition to higher education (HE) is embedded in multiple transitions regarding social position, educational career, and migration, related identities may compete. We investigate how this is manifested in stigma consciousness and precarious student self-identification and how these factors influence the transition to HE. We combine novel quantitative and qualitative data on refugee students in prestudy programs in Germany. The results show that stigma consciousness impedes student self-identification. Moreover, stigma consciousness moderates the effect of ... |
Responsibilities and gatekeeping in using language certificates for HE admission.Berg, J., Grüttner, M., & Schröder, S. (18. Oktober 2023).Responsibilities and gatekeeping in using language certificates for HE admission [Blogbeitrag]. Abgerufen von https://srheblog.com/2023/10/18/responsibilities-and-gatekeeping-in-using-language-certificates-for-he-admission/ |
Higher education for refugees: relevance, challenges, and open research questions.Berg, J. (2023).Higher education for refugees: relevance, challenges, and open research questions. SN Social Sciences3(177). https://doi.org/10.1007/s43545-023-00769-6 (Abgerufen am: 12.10.2023) (online first). https://doi.org/10.1007/s43545-023-00769-6 |
Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany.Berg, J., Grüttner, M., & Baker, S. (2023).Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany. Journal of Higher Education Policy and Management , 45(1), 36-52. https://doi.org/10.1080/1360080X.2022.2129316 Abstract
Recently, an increasing number of students from refugee and asylum-seeking backgrounds (SRABs) entering universities in settlement countries such as Australia and Germany have necessitated the establishment of a variety of supports. However, to date, little attention has been paid to the organisational conditions surrounding such supports. This study thus examined these conditions through the conceptual lens of organisational memory loss. Based on the two illustrative cases of Australia and Germany, it was described how building durable and responsive supports for SRABs is undermined by structural, ideological, and temporal imperatives that erode the possibilities for a sharable organisational memory. |
Supporting prospective refugee students' pathways to German higher education institutions - The perspectives of key actors in access, admission and study preparation.Schröder, S., Berg, J., & Otto, C. (2022).Supporting prospective refugee students' pathways to German higher education institutions - The perspectives of key actors in access, admission and study preparation. Beiträge zur Hochschulforschung - Themenheft zu internationalen Studierenden(2-3), 40-58. |
Organisational support for refugee students in German higher education.Berg, J. (2022).Organisational support for refugee students in German higher education. A systems theoretical analysis of the formalisation and development of support structures for refugee students and underlying discourses at German higher education organisations. Dissertationsschrift. Hannover: Leibniz Universität Hannover. https://doi.org/10.15488/11988 |
International or refugee students? Shifting organisational discourses on refugee students at German higher education organisations.Berg, J. (2022).International or refugee students? Shifting organisational discourses on refugee students at German higher education organisations. International Studies in Sociology of Education (online first). https://doi.org/10.1080/09620214.2022.2048264 Abstract
https://www.tandfonline.com/eprint/4UFDCP4MQTSZYZMURKRX/full?target=10.1080/09620214.2022.2048264 |
Wege von Geflüchteten an deutsche Hochschulen (WeGe).Berg, J., Grüttner, M., İkiz-Akıncı, D., Otto, C., Schröder, S., Schmidtchen, H., & Weber, A. (2021).Wege von Geflüchteten an deutsche Hochschulen (WeGe). Daten- und Methodenbericht zu den quantitativen und qualitativen Datenpaketen des DZHW-Projekts „WeGe“. Hannover: DZHW. https://doi.org/10.21249/DZHW:wegequalistudents:1.0.0 Abstract
Mit der gestiegenen Fluchtzuwanderung in den Jahren 2014 bis 2016 kamen viele Schutzsuchende mit weiterführenden Schulabschlüssen oder bereits bestehenden Studienerfahrungen nach Deutschland. Hieraus ergab sich eine höhere Nachfrage nach studienvorbereitenden Sprach- und Fachkursen, die absolviert werden müssen, um die für eine Studienzulassung in Deutschland notwendigen formalen Voraussetzungen zu erwerben. Bis ins Jahr 2016 lagen für den deutschsprachigen Raum keine wissenschaftlichen Erkenntnisse zur Studienvorbereitung von Geflüchteten vor. Auch international war das Thema noch wenig beforscht. Das Projekt WeGe hat daher das Themenfeld exploriert und erste Erkenntnisse zu den Bedingungen erfolgreicher Studienvorbereitung erarbeitet. |
Responsivität deutscher Hochschulen in der postmigrantischen Gesellschaft: Am Beispiel des Hochschulzugangs von Geflüchteten.Grüttner, M., Beigang, S., Schröder, S., Berg, J., & Kleimann, B. (2021).Responsivität deutscher Hochschulen in der postmigrantischen Gesellschaft: Am Beispiel des Hochschulzugangs von Geflüchteten. ZDfm – Zeitschrift für Diversitätsforschung und -management, 6(2), 191-196. https://doi.org/10.3224/zdfm.v6i2.07 |
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
Seit verstärkt qualifizierte Geflüchtete in Deutschland Schutz und Perspektive suchen, ist der Bedarf an studienvorbereitenden Maßnahmen ungebrochen groß. Das Projekt WeGe (Wege von Geflüchteten an deutsche Hochschulen) untersucht die Bedingungen erfolgreicher Studienvorbereitung für Geflüchtete und greift dabei auf ein Mixed-Methods-Forschungsdesign zurück. Als konzeptueller Rahmen dient der Capabilities Approach (CA), sowohl als Grundlage für eine kritische Definition von Erfolg, als auch für die Analyse von Gelingensbedingungen in der Studienvorbereitung auf institutioneller, sozialer und individueller Ebene. Es zeigt sich, dass die große Mehrheit der Geflüchteten die Studienvorbereitung erfolgreich abschließt. Erfolgreiche Übergänge hän |
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. |
Refugees in Higher Education: Questioning the Notion of Integration.Berg, J., Grüttner, M., & Streitwieser, B. (Hrsg.) (2021).Refugees in Higher Education: Questioning the Notion of Integration. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-33338-6 Abstract
This edited volume addresses critical issues surrounding higher education access for students of refugee backgrounds. It combines a variety of theoretical and methodological perspectives on the challenges, opportunities, experiences and expectations of refugee students, as well as some of the institutional frameworks that facilitate their access to higher education. Following a critical discussion of the notion of ‘integration’, the team of authors who are made up of academics and refugee students critically investigate higher education as an objective of as well as a means to greater inclusion and integration. |
Introduction: Refugees in Higher Education—Questioning the Notion of Integration.Berg, J., Grüttner, M., & Streitwieser, B. (2021).Introduction: Refugees in Higher Education—Questioning the Notion of Integration. In J. Berg, M. Grüttner, & B. Streitwieser (Hrsg.), Refugees in Higher Education—Questioning the Notion of Integration (S. 3-17). Wiesbaden: Springer VS. Abstract
This edited volume shares the proceedings of a symposium that was as held in the summer of 2019 in Hanover, Germany and dedicated to exploring the notion of integration as it relates to access to higher education for students of refugee background. The symposium included presentations and discussions of access to higher education in Germany, institutional contexts, and the challenges and benefits for students of refugee background compared with other groups. Throughout the symposium, we collaboratively questioned the notion of integration within higher education from different disciplinary, methodological and theoretical perspectives. One special panel also included a group of refugee students discussing their experiences and the main chall |