Pub Date : 2018-12-01DOI: 10.1186/s40461-018-0074-7
Christoph Helm, Julia Warwas
BackgroundWhile several studies show that examinees’ test motivation biases their results in low-stakes tests, studies that investigate the predictors of motivation when taking low-stakes tests are rare. Moreover, little evidence exists on whether test motivation represents a state-like or trait-like construct. Research into these matters needs statistical models that allow distinguishing inter-individual from intra-individual variability of motivation across a range of test situations. The present study is located in a vocational school setting and aims to explain variations in vocational students’ low-stakes test motivation. We draw on Urhahne’s (Psychologische Rundschau 59:150–166, 2008. https://doi.org/10.1026/0033-3042.59.3.150) synthesis of motivation theories in academic learning contexts to substantiate potential predictors. Since we concentrate on person-dependent characteristics, relevant predictors are types of self-determined/external behavioural regulation, achievement motivation, academic self-concept, and grit. In line with Eccles et al. (In: Spence JT (eds) Achievement and achievement motives: psychological and sociological approaches. Freeman, San Francisco, pp 109–132, 1983) and Sundre (The Student Opinion Scale (SOS). A measure of examinee motivation: test manual. https://www.researchgate.net/publication/238741273_The_Student_Opinion_Scale_SOS, 2007), we further discern value attributions to and invested effort in each test as two separate dimensions of test motivation.MethodEmpirical analyses utilize longitudinal questionnaire and test performance data of students (N = 852) from full time vocational schools, who participated repeatedly in a low-stakes accounting test at the end of each school year (5 years in total). Latent singletrait–multistate (STMS) models serve to disentangle trait-like and state-like components of students’ test motivation and their respective associations with trait- and state-components of the assumed predictor variables.ResultsFindings from STMS models indicate that approx. 30% of variation in students’ test motivation is stable over time, whereas approx. 25% is attributable to the test situation, leading to a high portion of 45% residual variance. Bivariate STMS analyses show that students’ achievement motivation and type of behavioural regulation predict the value dimension of their test motivation. This pattern appears for the trait-like components of investigated constructs (here: time-invariant, person-specific levels of predictors and criteria) as well as for the state-like components (here: intra-individual increases or declines in predictors and criteria). Regarding the effort dimension of test motivation, similar associations among the trait-like components appear. Students’ self-reported effort is positively predicted by type of behavioural regulation and achievement motivation. Moreover, and in contrast to the value dimension, students’ perseverance plays a crucial role when predicting test
{"title":"Psychological determinants of test motivation in low-stakes test situations: A longitudinal study of singletrait–multistate models in accounting","authors":"Christoph Helm, Julia Warwas","doi":"10.1186/s40461-018-0074-7","DOIUrl":"https://doi.org/10.1186/s40461-018-0074-7","url":null,"abstract":"BackgroundWhile several studies show that examinees’ test motivation biases their results in low-stakes tests, studies that investigate the predictors of motivation when taking low-stakes tests are rare. Moreover, little evidence exists on whether test motivation represents a state-like or trait-like construct. Research into these matters needs statistical models that allow distinguishing inter-individual from intra-individual variability of motivation across a range of test situations. The present study is located in a vocational school setting and aims to explain variations in vocational students’ low-stakes test motivation. We draw on Urhahne’s (Psychologische Rundschau 59:150–166, 2008. https://doi.org/10.1026/0033-3042.59.3.150) synthesis of motivation theories in academic learning contexts to substantiate potential predictors. Since we concentrate on person-dependent characteristics, relevant predictors are types of self-determined/external behavioural regulation, achievement motivation, academic self-concept, and grit. In line with Eccles et al. (In: Spence JT (eds) Achievement and achievement motives: psychological and sociological approaches. Freeman, San Francisco, pp 109–132, 1983) and Sundre (The Student Opinion Scale (SOS). A measure of examinee motivation: test manual. https://www.researchgate.net/publication/238741273_The_Student_Opinion_Scale_SOS, 2007), we further discern value attributions to and invested effort in each test as two separate dimensions of test motivation.MethodEmpirical analyses utilize longitudinal questionnaire and test performance data of students (N = 852) from full time vocational schools, who participated repeatedly in a low-stakes accounting test at the end of each school year (5 years in total). Latent singletrait–multistate (STMS) models serve to disentangle trait-like and state-like components of students’ test motivation and their respective associations with trait- and state-components of the assumed predictor variables.ResultsFindings from STMS models indicate that approx. 30% of variation in students’ test motivation is stable over time, whereas approx. 25% is attributable to the test situation, leading to a high portion of 45% residual variance. Bivariate STMS analyses show that students’ achievement motivation and type of behavioural regulation predict the value dimension of their test motivation. This pattern appears for the trait-like components of investigated constructs (here: time-invariant, person-specific levels of predictors and criteria) as well as for the state-like components (here: intra-individual increases or declines in predictors and criteria). Regarding the effort dimension of test motivation, similar associations among the trait-like components appear. Students’ self-reported effort is positively predicted by type of behavioural regulation and achievement motivation. Moreover, and in contrast to the value dimension, students’ perseverance plays a crucial role when predicting test","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"2012 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881639","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}
Pub Date : 2018-12-01DOI: 10.1186/s40461-018-0075-6
Anh Hai Le, Helen Klieve, Christine V. McDonald
BackgroundHospitality personnel are often prepared through vocational education and training (VET) and higher education (HE) providers, taking different emphases. In Vietnam’s hospitality workplaces, HE graduates compete with VET graduates for the same basic operational positions, with limited managerial positions available. Given the different educational pathways taken for similar career opportunities in the current labour market, it is important to understand students’ views of hospitality workplaces as their future career environment. The aim of this study is to identify and examine underlying factors that determine tertiary students’ overall career perceptions in hospitality in the Vietnamese context.MethodsA quantitative study utilising an online survey was conducted with 234 hospitality students from different higher education institutes and VET colleges in the South of Vietnam. Chi squared statistics and logistic regression were performed to assess the views and significant educational level differences.ResultsThe analyses show marked differences in views between the HE and VET participants on several aspects of hospitality workplaces, including pay/promotion opportunities, management, and commitment to the industry. The HE participants appeared less positive, and indicated a lower commitment to a future in the hospitality industry.ConclusionThe results of this study have important implications for various stakeholder groups. Students’ negative perceptions, associated with their internship experiences in different aspects of hospitality workplaces, currently appear to result in detrimental consequences for HE students, with many not planning on remaining in the hospitality sector. This has both short-term and long-term implications for hospitality employers, hospitality educational providers, and Vietnam’s HE system.
{"title":"Tertiary students’ perceptions of hospitality careers in Vietnam","authors":"Anh Hai Le, Helen Klieve, Christine V. McDonald","doi":"10.1186/s40461-018-0075-6","DOIUrl":"https://doi.org/10.1186/s40461-018-0075-6","url":null,"abstract":"BackgroundHospitality personnel are often prepared through vocational education and training (VET) and higher education (HE) providers, taking different emphases. In Vietnam’s hospitality workplaces, HE graduates compete with VET graduates for the same basic operational positions, with limited managerial positions available. Given the different educational pathways taken for similar career opportunities in the current labour market, it is important to understand students’ views of hospitality workplaces as their future career environment. The aim of this study is to identify and examine underlying factors that determine tertiary students’ overall career perceptions in hospitality in the Vietnamese context.MethodsA quantitative study utilising an online survey was conducted with 234 hospitality students from different higher education institutes and VET colleges in the South of Vietnam. Chi squared statistics and logistic regression were performed to assess the views and significant educational level differences.ResultsThe analyses show marked differences in views between the HE and VET participants on several aspects of hospitality workplaces, including pay/promotion opportunities, management, and commitment to the industry. The HE participants appeared less positive, and indicated a lower commitment to a future in the hospitality industry.ConclusionThe results of this study have important implications for various stakeholder groups. Students’ negative perceptions, associated with their internship experiences in different aspects of hospitality workplaces, currently appear to result in detrimental consequences for HE students, with many not planning on remaining in the hospitality sector. This has both short-term and long-term implications for hospitality employers, hospitality educational providers, and Vietnam’s HE system.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"2022 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881653","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}
BackgroundAssessing individuals’ financial literacy levels is currently widely recognized as being necessary to design effective financial education programs and also to evaluate their actual impact. To address the lack of a consensus regarding an appropriate instrument to measure financial literacy, the OECD and its International Network on Financial Education (INFE) developed a core questionnaire in 2011, to be administered across a wide range of countries. Italy participated in the study with a survey promoted by the financial consortium ABI–PattiChiari. A tailored version of the OECD/INFE questionnaire was used in the survey, with three indicators of financial literacy taken from the OECD survey (financial behavior index, financial attitude index, financial knowledge index) and two new indicators (financial familiarity index and financial planning).PurposeThe present paper focuses on data analysis methods used to evaluate financial literacy among the Italian adult population. It reviews data analysis approaches used to evaluate financial literacy and proposes a new method to gauge this latent construct in order to obtain a valid and reliable index that is able to capture educational needs in a manner that is as accurate and targeted as possible.MethodsThe sample used for the survey consisted of 1247 Italian residents of at least 18 years of age who were reached via CATI. The sample was obtained by appropriate stratification across several dimensions (gender, age, geographical area, and municipality size). We propose alternative data analysis methods to treat the survey data: item response theory (IRT) and classification and regression tree analysis.ResultsThe analysis highlighted the crucial role that data analysis methods play in assessing financial literacy. Comparing the results for classical test theory and IRT, this paper suggests that financial literacy research should be open to alternative and multiple approaches to obtain reliable measures of financial literacy that are able to capture the educational needs of different population groups and can help to design effective financial education programs.
{"title":"The challenge of assessing financial literacy: alternative data analysis methods within the Italian context","authors":"Paola Bongini, Paola Iannello, Emanuela E. Rinaldi, Mariangela Zenga, Alessandro Antonietti","doi":"10.1186/s40461-018-0073-8","DOIUrl":"https://doi.org/10.1186/s40461-018-0073-8","url":null,"abstract":"BackgroundAssessing individuals’ financial literacy levels is currently widely recognized as being necessary to design effective financial education programs and also to evaluate their actual impact. To address the lack of a consensus regarding an appropriate instrument to measure financial literacy, the OECD and its International Network on Financial Education (INFE) developed a core questionnaire in 2011, to be administered across a wide range of countries. Italy participated in the study with a survey promoted by the financial consortium ABI–PattiChiari. A tailored version of the OECD/INFE questionnaire was used in the survey, with three indicators of financial literacy taken from the OECD survey (financial behavior index, financial attitude index, financial knowledge index) and two new indicators (financial familiarity index and financial planning).PurposeThe present paper focuses on data analysis methods used to evaluate financial literacy among the Italian adult population. It reviews data analysis approaches used to evaluate financial literacy and proposes a new method to gauge this latent construct in order to obtain a valid and reliable index that is able to capture educational needs in a manner that is as accurate and targeted as possible.MethodsThe sample used for the survey consisted of 1247 Italian residents of at least 18 years of age who were reached via CATI. The sample was obtained by appropriate stratification across several dimensions (gender, age, geographical area, and municipality size). We propose alternative data analysis methods to treat the survey data: item response theory (IRT) and classification and regression tree analysis.ResultsThe analysis highlighted the crucial role that data analysis methods play in assessing financial literacy. Comparing the results for classical test theory and IRT, this paper suggests that financial literacy research should be open to alternative and multiple approaches to obtain reliable measures of financial literacy that are able to capture the educational needs of different population groups and can help to design effective financial education programs.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881755","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}
Pub Date : 2018-10-24DOI: 10.1186/s40461-018-0072-9
Irene Eegdeman, Martijn Meeter, Chris Van Klaveren
Designing effective educational programs to reduce dropout in higher and vocational education requires thorough understanding of the underlying mechanisms of study success. This study examines if first-year dropout is associated with cognitive ability and personality traits as measured by a formative entry test just before enrollment in Dutch vocational education. The results show that the formative entry test outcomes do not properly identify students at risk, the association between first-year dropout and, respectively, cognitive skills and personality traits is generally not significant. Consequently, and of importance for both students and vocational education institutes, students cannot be properly informed about whether their skills and personality traits match the required skills and personality traits of the program.
{"title":"Cognitive skills, personality traits and dropout in Dutch vocational education","authors":"Irene Eegdeman, Martijn Meeter, Chris Van Klaveren","doi":"10.1186/s40461-018-0072-9","DOIUrl":"https://doi.org/10.1186/s40461-018-0072-9","url":null,"abstract":"Designing effective educational programs to reduce dropout in higher and vocational education requires thorough understanding of the underlying mechanisms of study success. This study examines if first-year dropout is associated with cognitive ability and personality traits as measured by a formative entry test just before enrollment in Dutch vocational education. The results show that the formative entry test outcomes do not properly identify students at risk, the association between first-year dropout and, respectively, cognitive skills and personality traits is generally not significant. Consequently, and of importance for both students and vocational education institutes, students cannot be properly informed about whether their skills and personality traits match the required skills and personality traits of the program.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881673","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}
Pub Date : 2018-10-15DOI: 10.1186/s40461-018-0071-x
Roland Happ, Manuel Förster
BackgroundIn this study, the correlation between test motivation and performance on an economic knowledge test was investigated. To this end, the economic knowledge of 1018 students in vocational schools in Germany was assessed using a standardized test, and their self-reported test motivation and interest in receiving feedback on their performance on the test functioned as indicators of test motivation. The expectancy-value model served as the theoretical basis, while this paper followed Knekta and Eklöf (J Psychoeduc Assess 33(7):662–673, 2015) and focused on invested effort in particular. Further, the number of missing values on the test was examined as a potential external criterion for test motivation. The correlation between gender and test motivation being a subject of frequent discussion in the literature, gender was incorporated as a control variable into the modeling.Methods and resultsThree structural equation models of the results show that self-reported test motivation (direct indicator) and the number of missing values on the test (external criterion) correlated significantly with the economic knowledge test score achieved. Interest in receiving feedback (indirect indicator) had no significant correlation with the economic knowledge test score. However, there is a positive correlation between interest in receiving feedback and self-reported test motivation. The analyses taking into account gender show that there is no correlation between gender and interest in receiving feedback or gender and self-reported test motivation. There are, however, correlations between gender and the economic knowledge test score as well as between gender and the number of missing values.ConclusionsThe findings underline the importance of a differentiated view on the assessment of correlations between test motivation and test performance. Thereby, dividing indicators of test motivation into direct (self-reported test motivation) and indirect (interest in receiving feedback) indicators, as well as taking into account the external criterion (number of missing values), in particular, were seen as the value added by this study.
{"title":"The correlation between vocational school students’ test motivation and the performance in a standardized test of economic knowledge: using direct and indirect indicators of test motivation","authors":"Roland Happ, Manuel Förster","doi":"10.1186/s40461-018-0071-x","DOIUrl":"https://doi.org/10.1186/s40461-018-0071-x","url":null,"abstract":"BackgroundIn this study, the correlation between test motivation and performance on an economic knowledge test was investigated. To this end, the economic knowledge of 1018 students in vocational schools in Germany was assessed using a standardized test, and their self-reported test motivation and interest in receiving feedback on their performance on the test functioned as indicators of test motivation. The expectancy-value model served as the theoretical basis, while this paper followed Knekta and Eklöf (J Psychoeduc Assess 33(7):662–673, 2015) and focused on invested effort in particular. Further, the number of missing values on the test was examined as a potential external criterion for test motivation. The correlation between gender and test motivation being a subject of frequent discussion in the literature, gender was incorporated as a control variable into the modeling.Methods and resultsThree structural equation models of the results show that self-reported test motivation (direct indicator) and the number of missing values on the test (external criterion) correlated significantly with the economic knowledge test score achieved. Interest in receiving feedback (indirect indicator) had no significant correlation with the economic knowledge test score. However, there is a positive correlation between interest in receiving feedback and self-reported test motivation. The analyses taking into account gender show that there is no correlation between gender and interest in receiving feedback or gender and self-reported test motivation. There are, however, correlations between gender and the economic knowledge test score as well as between gender and the number of missing values.ConclusionsThe findings underline the importance of a differentiated view on the assessment of correlations between test motivation and test performance. Thereby, dividing indicators of test motivation into direct (self-reported test motivation) and indirect (interest in receiving feedback) indicators, as well as taking into account the external criterion (number of missing values), in particular, were seen as the value added by this study.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881636","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}
Pub Date : 2018-07-31DOI: 10.1186/s40461-018-0070-y
Beat A. Schwendimann, Gabriel Kappeler, Laetitia Mauroux, Jean-Luc Gurtner
BackgroundThe current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called ‘LearnDoc’, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners’ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners’ final exam performance.MethodsThe LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach.ResultsResults indicate a significant link between learning journal pacing patterns and learners’ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies “planning, monitoring, debugging” while weaker students focused more on “evaluation”. Findings suggest that students’ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies.ConclusionsThese results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.
{"title":"What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies","authors":"Beat A. Schwendimann, Gabriel Kappeler, Laetitia Mauroux, Jean-Luc Gurtner","doi":"10.1186/s40461-018-0070-y","DOIUrl":"https://doi.org/10.1186/s40461-018-0070-y","url":null,"abstract":"BackgroundThe current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called ‘LearnDoc’, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners’ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners’ final exam performance.MethodsThe LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach.ResultsResults indicate a significant link between learning journal pacing patterns and learners’ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies “planning, monitoring, debugging” while weaker students focused more on “evaluation”. Findings suggest that students’ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies.ConclusionsThese results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"14 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881670","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}
Pub Date : 2018-07-16DOI: 10.1186/s40461-018-0068-5
Vera Jahn
BackgroundPoliticians frequently emphasize the importance of Mittelstand firms for the economy, thereby particularly referring to their enormous engagement in training apprentices. This view is especially prevailing in Germany, leading to political promotion of Mittelstand firms on the regional and the national level. However, due to data availability, there is yet almost no empirical evidence on the question whether Mittelstand firms are in fact excessively active in training apprentices. This paper aims at filling this gap in the empirical literature by using a firm dataset from Creditreform.MethodsCombining information from Creditreform with regional data of West German counties, we study whether the relative importance of owner-managed small and medium sized enterprises has an effect on firms’ apprenticeship activity.Results and ConclusionsWe thereby find a significantly positive relation between the relative importance of Mittelstand firms and apprenticeship activity on the regional level. However, on the national level an increase in the share of Mittelstand firms turns out to be without effect on apprenticeship activity.
{"title":"The importance of owner-managed SMEs and regional apprenticeship activity: evidence from the German Mittelstand","authors":"Vera Jahn","doi":"10.1186/s40461-018-0068-5","DOIUrl":"https://doi.org/10.1186/s40461-018-0068-5","url":null,"abstract":"BackgroundPoliticians frequently emphasize the importance of Mittelstand firms for the economy, thereby particularly referring to their enormous engagement in training apprentices. This view is especially prevailing in Germany, leading to political promotion of Mittelstand firms on the regional and the national level. However, due to data availability, there is yet almost no empirical evidence on the question whether Mittelstand firms are in fact excessively active in training apprentices. This paper aims at filling this gap in the empirical literature by using a firm dataset from Creditreform.MethodsCombining information from Creditreform with regional data of West German counties, we study whether the relative importance of owner-managed small and medium sized enterprises has an effect on firms’ apprenticeship activity.Results and ConclusionsWe thereby find a significantly positive relation between the relative importance of Mittelstand firms and apprenticeship activity on the regional level. However, on the national level an increase in the share of Mittelstand firms turns out to be without effect on apprenticeship activity.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"32 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2018-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140881663","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}
Pub Date : 2018-07-05DOI: 10.3390/publications6030029
Karin Langenkamp, Bodo Rödel, Kerstin Taufenbach, Meike Weiland
Aim Open Access fosters the exchange of academic research information by making publications free of charge and, wherever possible, available through open licences and without any technical barriers. Although the Open Access publication model is already well established in the natural sciences, there seems to be more resistance towards Open Access in the social sciences, including the field of vocational education and training research. The research project “Open Access in Vocational Education and Training Research” aims to uncover the conditions influencing the acceptance, dissemination and use of Open Access in vocational education and training research. The project is grounded in a sociology of knowledge approach and in media theory. It comprises of two parts. First, four structured group discussions are conducted as focus groups and analysed using a qualitative content analysis. This paper focusses on this first part of the research project, the implementation and analysis of the group discussions as well as the results thereof. The second part of the research project will be based on an online questionnaire built upon these results. The questionnaire will be sent out to authors involved in vocational education and training research in the second part of the research project. Findings The analysis of the group discussions reveals several thematic clusters. According to group discussion participants, the scope of their publications as well as transparent quality assurance procedures in publishing are particularly relevant. The reputation of their chosen publication medium is another central aspect. It also becomes clear that in some cases an information deficit regarding the financing of Open Access publications or accompanying licensing models exists. Finally, participants discuss changing literature research strategies and changes of work and reading practices. The latter being clearly discernible in an increasingly digitalised daily work routine of vocational education and training researchers, while academic research communication is also an important topic discussed.
{"title":"Open access in vocational education and training research: results from four structured group discussions","authors":"Karin Langenkamp, Bodo Rödel, Kerstin Taufenbach, Meike Weiland","doi":"10.3390/publications6030029","DOIUrl":"https://doi.org/10.3390/publications6030029","url":null,"abstract":"Aim Open Access fosters the exchange of academic research information by making publications free of charge and, wherever possible, available through open licences and without any technical barriers. Although the Open Access publication model is already well established in the natural sciences, there seems to be more resistance towards Open Access in the social sciences, including the field of vocational education and training research. The research project “Open Access in Vocational Education and Training Research” aims to uncover the conditions influencing the acceptance, dissemination and use of Open Access in vocational education and training research. The project is grounded in a sociology of knowledge approach and in media theory. It comprises of two parts. First, four structured group discussions are conducted as focus groups and analysed using a qualitative content analysis. This paper focusses on this first part of the research project, the implementation and analysis of the group discussions as well as the results thereof. The second part of the research project will be based on an online questionnaire built upon these results. The questionnaire will be sent out to authors involved in vocational education and training research in the second part of the research project. Findings The analysis of the group discussions reveals several thematic clusters. According to group discussion participants, the scope of their publications as well as transparent quality assurance procedures in publishing are particularly relevant. The reputation of their chosen publication medium is another central aspect. It also becomes clear that in some cases an information deficit regarding the financing of Open Access publications or accompanying licensing models exists. Finally, participants discuss changing literature research strategies and changes of work and reading practices. The latter being clearly discernible in an increasingly digitalised daily work routine of vocational education and training researchers, while academic research communication is also an important topic discussed.","PeriodicalId":38550,"journal":{"name":"Empirical Research in Vocational Education and Training","volume":"12 1","pages":"1-24"},"PeriodicalIF":1.3,"publicationDate":"2018-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3390/publications6030029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49372651","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}
Pub Date : 2018-07-02DOI: 10.1186/s40461-018-0069-4
Jesper von Seelen, Anette Mikkelsen, Maiken Wolderslund
BackgroundWith the purpose of increasing the level of physical activity (PA) among Danish adolescents the Danish government initiated a large scale vocational school reform in 2015 requiring that vocational schools must ensure that students are physically active 45 min every day.PurposeTo investigate how many students’ experience 45 min of PA per day as required by the Danish vocational school reform and to study possible associations between attitudes to PA and different student characteristics for instance students’ self-reported fitness level.MethodsUsing a cross-sectional questionnaire vocational education students’ attitudes and experiences with PA in school was assessed and combined with background questions about age, gender, self-reported PA in school and self-reported fitness level.Results678 students with an average age of 17.2 (SD = 2.1) answered all questions. This study showed that Danish vocational school students self-reported 23.6 (SD = 16.6) minutes of PA per day. Only 18.3% of male students and 13.3% of female students self-reported 45 min of PA per day as required by the vocational school reform. This study also showed that Danish vocational school students had a relatively positive attitude to implementing PA in school. Self-reported fit students had a more positive attitude than self-reported unfit students and likewise students in the PA-high group presented a more positive attitude compared to the PA-low group. In addition, significantly more students with PA allocated on their lesson timetable were in the PA-high group. Students that were glad to attend the BP1 in general also had a more positive attitude towards implementing PA in school. Furthermore, students who were highly satisfied with the vocational schools’ facilities for PA were more likely to be in the PA-high group.
背景为了提高丹麦青少年的体育锻炼（PA）水平，丹麦政府于 2015 年启动了一项大规模的职业学校改革，要求职业学校必须确保学生每天进行 45 分钟的体育锻炼。目的调查有多少学生按照丹麦职业学校改革的要求每天进行 45 分钟的体育锻炼，并研究学生对体育锻炼的态度与不同学生特征（如学生自我报告的体能水平）之间可能存在的关联。方法通过横断面问卷调查职业教育学生对学校 PA 的态度和经验，并结合年龄、性别、自我报告的学校 PA 和自我报告的体能水平等背景问题进行评估。研究显示，丹麦职业学校学生自我报告的每天体育锻炼时间为 23.6 分钟（标准差 = 16.6）。只有 18.3% 的男生和 13.3% 的女生自我报告每天进行 45 分钟的体育锻炼，符合职业学校改革的要求。这项研究还表明，丹麦职业学校的学生对在学校实施 PA 持相对积极的态度。自称身体健康的学生比自称身体不健康的学生态度更积极，同样，与自称身体健康程度低的学生相比，自称身体健康程度高的学生态度更积极。此外，在课表中安排了体育锻炼的学生明显多于体育锻炼多的学生。一般而言，乐于参加 BP1 的学生对在学校实施 PA 的态度也更为积极。此外，对职业学校的课余活动设施非常满意的学生更有可能属于课余活动丰富组。
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Pub Date : 2018-06-28DOI: 10.1186/s40461-018-0067-6
H. Pfeifer, U. Backes-Gellner
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