Structuring the complexity of drop-out from VET: a theoretical framework guiding empirical research perspectives

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

After more than 50 years of research on drop-out from Vocational Education and Training (VET), databases provide vast amounts of drop-out studies from around the globe that entail hundreds of potential drop-out factors. However, many scholars tend to explore the topic without detailed and theoretically grounded foundation. Several diverging research foci exist within the research field of drop-out from VET: Studies differ with regard to the analysed phase of drop-out (development, decision-making, paths after dropping out), the applied sample perspective (learners, educators, further stakeholders), and the overall research perspective that is applied based on a specific theoretical approach. Given the range of drop-out factors, stakeholders, and possible theoretical approaches within studies, this article aims at organising the research on the multi-facetted phenomenon for future endeavours by presenting a framework model that comprises a three-step recommendation: First, the model illustrates different phases (Development-, Decision-, Adjustment-Phase) of drop-out research that should be differentiated. Second, it is argued that the chosen sample perspective is highly relevant for drop-out research and must be chosen carefully. Third, the overarching disciplinary research perspectives on drop-out from VET, which scholars may adopt within their research, entail particular relevant variables and focal points and should therefore be discussed. Four examples of research perspectives (economical, psychological, sociological, pedagogical) are briefly presented, structured on a micro-, meso- and macro-level, to exemplify different theoretical accesses to drop-out research. Throughout the article, the novel organisation framework is explained and exemplified by illustrating relevant aspects of each research area and exemplary literature. The presented framework will help organising the research field and enable scholars to delimit their work more precisely, leading to a more traceable structure of further research efforts and more significant contributions to the state of knowledge.

构建职业教育与培训辍学的复杂性:指导实证研究视角的理论框架
摘要 经过 50 多年对职业教育与培训(VET)辍学问题的研究,数据库提供了全球各地大量的辍学研究报告,其中包含数百种潜在的辍学因素。然而,许多学者在探讨这一问题时往往缺乏详细的理论依据。在职业教育与培训辍学研究领域,存在着几个不同的研究重点:这些研究在辍学的分析阶段(发展、决策、辍学后的道路)、应用样本视角(学习者、教育者、其他利益相关者)以及基于特定理论方法的整体研究视角方面各不相同。考虑到辍学因素、利益相关者和研究中可能采用的理论方法的范围,本文旨在通过提出一个包含三步建议的框架模型,组织对这一多层面现象的研究,以利于今后的工作:首先,该模型说明了辍学研究应区分的不同阶段(发展阶段、决策阶段、调整阶段)。第二,论证了所选样本视角与辍学研究高度相关,必须谨慎选择。第三,学者们在其研究中可能采用的关于职业教育与培训辍学的总体学科研究视角涉及特定的相关变量和焦点,因此应加以讨论。本文简要介绍了四种研究视角(经济学视角、心理学视角、社会学视角、教育学视角),分别从微观、中观和宏观层面展开,以说明辍学研究的不同理论切入点。文章通篇通过说明每个研究领域的相关方面和典范文献来解释和示范新颖的组织框架。所提出的框架将有助于组织研究领域,使学者们能够更精确地划分他们的工作,从而使进一步的研究工作结构更有迹可循,并对知识状况做出更重要的贡献。
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来源期刊
CiteScore
3.40
自引率
7.70%
发文量
9
审稿时长
13 weeks
期刊介绍: The main focus of this journal is to provide a platform for original empirical investigations in the field of professional, vocational and technical education, comparing the effectiveness, efficiency and equity of different vocational education systems at the school, company and systemic level. The journal fills a gap in the existing literature focusing on empirically-oriented academic research and stimulating the interest in strengthening the vocational part of the educational system, both at the basic and higher education level.
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