Veröffentlichungen

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.

The 2021 August Newsletter Issue mit einem Symposium zu Rising to the Du Boisian Challenge: IPMs Contribution to Activism vs. Science.

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.

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

The mixed‐methods project WeGe investigates key factors for refugees’ integration into pre‐study programs and conditions for successful transitions to higher education institutions (HEIs). In this article, we first examine the dropout intentions of international students and refugee students participating in formal pre‐study programs at German HEIs to disclose both barriers and resources. We use insights from migration research to extend theoretical student dropout models and analyse novel data from a quantitative survey with international and refugee students in pre‐study programs. Our findings show that refugee students intend to drop out from pre‐study programs more often than other international students. This difference disappears when

In diesem Beitrag fragen wir danach, welche Rolle digitale Infrastrukturen für die Soziologie des Wertens und Bewertens spielen. Dazu diskutieren wir erstens, welche Formen von Bewertung durch welche Formen von digitaler Infrastruktur ermöglicht werden, indem wir eine Typologie von mittelbarer und unmittelbarer Bewertung in und durch digitale Infrastrukturen entwickeln. Die Typologie stellt einen Vorschlag für eine Heuristik dar, die es ermöglicht, die unterschiedlichen Bewertungsmomente in diesen Infrastrukturen in den Blick zu nehmen. Daran anschließend gehen wir zweitens darauf ein, dass Bewertungen nicht nur durch digitale Infrastrukturen vorgenommen werden, sondern bereits in sie selbst eingeschrieben sind. Anhand von fünf Analysedim..