Empirical Research in Vocational Education and Training最新文献_第8页

Educational diversity and individual pay: the advantages of combining academic and VET graduates in the workplace 教育多样性和个人薪酬:学术和职业教育毕业生在工作场所结合的优势

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-11-10 DOI: 10.1186/s40461-020-00099-4

Simone N. Tuor Sartore, Uschi Backes-Gellner

{"title":"Educational diversity and individual pay: the advantages of combining academic and VET graduates in the workplace","authors":"Simone N. Tuor Sartore, Uschi Backes-Gellner","doi":"10.1186/s40461-020-00099-4","DOIUrl":"https://doi.org/10.1186/s40461-020-00099-4","url":null,"abstract":"This study analyzes how worker pay is related to educational diversity, i.e., diversity in the educational composition of work groups in terms of the different types of vocational and academic education. As previous research shows that various types of diversity have positive effects in the workplace, a positive effect due to ‘educational diversity’ also seems plausible. We provide novel empirical evidence on the relation between the educational diversity of work groups and productivity, or more precisely, individual workers’ pay. Using theoretical considerations drawn from diversity research, we develop hypotheses on the relation between a group’s educational diversity and individual workers’ pay. Drawing on an exceptionally large set of employer-employee data with more than 87,000 employers and 1,200,000 employees, we test our hypotheses and find that the educational diversity of work groups—and thus work groups with workers of different types of vocational and academic education—is positively related to individual workers’ pay. Thus, educational diversity in the form of a combination of academic and Vocational Education and Training (VET) graduates in the workplace seems to be advantageous for the workers involved. Our findings suggest that educational diversity is especially beneficial in groups with high levels of task complexity and shorter organizational tenure.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138510197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

‘What do you mean by ethical compass?’ Bachelor students’ ideas about being a moral professional “你说的道德准则是什么意思?”本科学生对成为道德专业人士的看法

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-10-16 DOI: 10.1186/s40461-020-00097-6

Lieke H. Van Stekelenburg, Chris Smerecnik, Wouter Sanderse, Doret J. De Ruyter

{"title":"‘What do you mean by ethical compass?’ Bachelor students’ ideas about being a moral professional","authors":"Lieke H. Van Stekelenburg, Chris Smerecnik, Wouter Sanderse, Doret J. De Ruyter","doi":"10.1186/s40461-020-00097-6","DOIUrl":"https://doi.org/10.1186/s40461-020-00097-6","url":null,"abstract":"This article aims to explore the moral ideas and experiences that students at Dutch universities of applied sciences (UAS) have of being a professional with an ‘ethical compass.’ Semi-structured interviews were held with 36 fourth-year Bachelor students divided over four institutions and three different programmes: Initial Teacher Education, Business Services and Information and Communication Technology. Findings show that students say they strive to be(come) moral professionals, but that they have difficulties recognising and articulating the moral aspects of their professional roles. They seem to lack a moral vocabulary and the moral knowledge to verbalise their aspirations and to provide arguments to explicate or legitimise their moral behaviour. While most students were critical of the support they received from their universities, they indicated that various other role models and (work) experiences did have a strong and positive influence on their moral development. In this article, we reflect on the findings in relation to international empirical research on students’ moral development and highlight the characteristics of UAS students.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138510200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Brain drain from vocational to academic education at upper-secondary level? An empirical analysis for Switzerland 人才从职业教育流向高中阶段的学术教育?瑞士的实证分析

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-10-16 DOI: 10.1186/s40461-020-00095-8

Katharina Jaik

{"title":"Brain drain from vocational to academic education at upper-secondary level? An empirical analysis for Switzerland","authors":"Katharina Jaik","doi":"10.1186/s40461-020-00095-8","DOIUrl":"https://doi.org/10.1186/s40461-020-00095-8","url":null,"abstract":"Despite the ongoing debate about how much academic versus vocational upper-secondary education is favorable for a country and large differences across countries of those two types of education exist, the interplay of vocational and academic education on upper-secondary level and its consequences for the entire education system remain under-researched. Although difficult to analyze directly, we first construct a measure to capture companies’ reactions to changes in academic education rates and second analyze whether academic education rates are associated with success rates in vocational education over time and with control variables. To measure companies’ reactions, we use a cantonal average requirements profile consisting of the academic requirements profile of an occupation and the number of apprenticeships started in this occupation per year and canton. Although results of the first part of the analysis are ambiguous, combined with the second part, they suggest a non-reaction of companies (i.e., they keep offering the same occupations but have to fill their positions with lower-ability candidates). Results of the second part show that more opportunities for academic education appear to draw highly-able students away from vocational education, with negative consequences for the success rates in vocational education. Our findings have important implications for countries with vocational and academic tracks in their education systems, but also for those who plan to introduce or strengthen (dual) vocational education.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138510215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Content expectations and dropout in Dutch vocational education 荷兰职业教育的内容期望与辍学率

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-10-12 DOI: 10.1186/s40461-020-00096-7

Irene Eegdeman, Chris van Klaveren, Martijn Meeter

{"title":"Content expectations and dropout in Dutch vocational education","authors":"Irene Eegdeman, Chris van Klaveren, Martijn Meeter","doi":"10.1186/s40461-020-00096-7","DOIUrl":"https://doi.org/10.1186/s40461-020-00096-7","url":null,"abstract":"Unrealistic expectations with regard to one’s study program has been linked to negative consequences for future academic success. Previous studies that have shown this are often retrospective, however, and focus on performance-related expectations (e.g. expected grades), while unrealistic expectations about the required effort and the content of the program (content-related expectations) may be more relevant for explaining dropout in tertiary education. This study prospectively investigates whether the content-related expectations of 208 Dutch Sport Academy students elicited before the start of their vocational program are associated with subsequent dropout and academic performance. Our results show that dropped-out students did not differ in expected grades (even though they did differ in prevocational GPA). Moreover, their content-related expectations at the start of the program did not from successful students, nor were they any less realistic. Still, when retrospectively asked, 50% of the students answered that the concerning program did not fit. This suggests that retrospective reports of inadequate expectations may not reflect deficient expectations before starting the program. Instead, tertiary educational programs may defy expectations in both successful students and later unsuccessful students, with surprises being pleasant for successful students and unpleasant for unsuccessful ones.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138510214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Simulation of vocational activities: experimental evidence of (no) changes in vocational interests 职业活动的模拟:职业兴趣变化的实验证据

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-08-13 DOI: 10.1186/s40461-020-00093-w

Marcel Martončik, Jaroslava Babjáková, Lena Čupková, Natália Köverová, Monika Kačmárová

引用次数: 2

Including adolescent migrants in school through VET approach: evidence from a pilot action in Italy 通过职业教育培训方法将青少年移民纳入学校:来自意大利试点行动的证据

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-07-31 DOI: 10.1186/s40461-020-00092-x

Valentina Lamonica, E. Ragazzi, L. Sella

引用次数: 3

How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? 职业学校学生的数字能力与德国合作高等教育机构学生的数字能力有何不同?

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-06-15 DOI: 10.1186/s40461-020-00091-y

Steffen Wild, Lydia Schulze Heuling

引用次数: 24

Why companies prefer applicants from non-immigrant families: investigating access to vocational training among low-qualified adolescents with an interlinked firm-applicant survey 为什么公司更喜欢来自非移民家庭的申请人:用一个相互关联的公司-申请人调查来调查低资格青少年获得职业培训的机会

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-05-30 DOI: 10.1186/s40461-020-00090-z

Janina Söhn

{"title":"Why companies prefer applicants from non-immigrant families: investigating access to vocational training among low-qualified adolescents with an interlinked firm-applicant survey","authors":"Janina Söhn","doi":"10.1186/s40461-020-00090-z","DOIUrl":"https://doi.org/10.1186/s40461-020-00090-z","url":null,"abstract":"In the German system of dual vocational training, in which companies recruit apprentices, graduates from low-level secondary schools (Hauptschule), and particularly those from immigrant families, are at a significant disadvantage regarding access to such apprenticeships. Previous qualitative studies have already pointed to the role of companies’ recruiting criteria for mechanisms of indirect discrimination, e.g., their desire for smooth social interaction within the firm. This article builds on a standardized survey among companies to which low-skilled adolescents successfully or unsuccessfully applied for dual vocational training. The company data are matched with secondary longitudinal survey data on the same girls and boys. Which recruiting criteria put ethnic minorities at a disadvantage and hence indirectly facilitate ethnic discrimination? The theoretical approach considers (knowledge of) the immigration country’s official language as both a functional requirement and a tool of hierarchical ethnic boundary making. In addition, concepts of social interaction within firms and respective norms as well as of homophily are subjected to an empirical test. Statistical results show that the below-average recruitment chances of applicants with a migration background are somewhat lower if companies stress a social fit criterion in their selection procedures. Furthermore, contrary to the initial hypothesis, ethnic minority youths are only substantially disadvantaged when applying to firms which consider the ability of verbal expression less crucial. Firms which consider this criterion very important may give applicants from immigrant families the chance to present themselves in a job interview and thus dispel ethnic stereotypes like the one that second-generation immigrant youths display serious language deficiencies.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Vision 2030 and reducing the stigma of vocational and technical training among Saudi Arabian students 《2030年愿景》，以及减少沙特阿拉伯学生对职业技术培训的耻辱感

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-04-11 DOI: 10.1186/s40461-020-00089-6

A. Aldossari

引用次数: 3

Embedded flexibilization and polite employer domination: the case of short-track apprenticeships in Switzerland 嵌入式灵活化与有礼貌的雇主主导：瑞士短途学徒制案例

IF 1.3

Empirical Research in Vocational Education and Training Pub Date : 2020-03-30 DOI: 10.1186/s40461-020-00088-7

Gina Di Maio, Lukas Graf, Anna Wilson

{"title":"Embedded flexibilization and polite employer domination: the case of short-track apprenticeships in Switzerland","authors":"Gina Di Maio, Lukas Graf, Anna Wilson","doi":"10.1186/s40461-020-00088-7","DOIUrl":"https://doi.org/10.1186/s40461-020-00088-7","url":null,"abstract":"Liberalization pressures challenge countries to adapt their training systems. This is particularly relevant for coordinated market economies with firm-driven but collectively governed apprenticeship systems. Recent literature has identified different liberalization trajectories for these countries. For instance, segmentalism describes the increasing influence of large employers in Germany. In Denmark, state agencies manage increased flexibility in training through embedded flexibilization. In this paper, we identify a new form of embedded flexibilization, characterized by polite employer domination. We find this trajectory of liberalization in Switzerland, which represents another training system heavily based on firm involvement. We illustrate our argument with the example of short-track apprenticeship training, which has been expanded in all three mentioned countries in response to ongoing liberalization and deindustrialization pressures. In Switzerland, the relevant reform was initiated by the state while business adopted a rather passive role initially. Yet, state actors eventually stepped back and delegated key competences to employers, which implies that the employers’ camp asserted their interests in the end while tolerating some concessions for the benefit of disadvantaged groups. Our process tracing reveals that policy makers used layering to implement short-tracks that enhance social inclusion, while simultaneously increasing the scope of employer cooperation.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0