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Empirical Research in Vocational Education and Training最新文献

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How do apprentices moderate the influence of organizational innovation on the technological innovation process? 学徒如何调节组织创新对技术创新过程的影响?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-01-01 DOI: 10.1186/s40461-020-00107-7
Christian Rupietta, J. Meuer, U. Backes-Gellner
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引用次数: 9
Measuring financial literacy with a Situational Judgement Test: do some groups really perform worse or is it the measuring instrument? 用情境判断测试衡量金融素养:是某些群体真的表现较差,还是测量工具的原因?
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.1186/s40461-020-00103-x
Eveline Wuttke, Christin Siegfried, Carmela Aprea

Due to current trends in society and economy, financial literacy is often considered as an important twenty-first century skill. However, regardless of the postulated relevance, studies suggest that financial illiteracy seems to be a widespread phenomenon in the population of many nations. Some studies also show that some groups perform particularly poorly (e.g. women, persons with migration background and/or low level of education). These differences are often attributed to different individual characteristics such as abilities, dispositions or socialisation patterns. However, available research also suggests that even after controlling for them, a quite large portion of the performance differences between the various groups of test-takers remains unexplained. One explanation for performance gaps in financial literacy might be that differences in test scores could also be evoked by the test instruments itself and may thus, at least in part, be interpreted as testing bias. In this paper, we present a newly developed Situational Judgement Test, which is focused on financial competence. For this test, we examine whether differences between groups are attributable to individual differences or due to a test bias. To analyse a possible test bias, we tested one facet of financial literacy (with three factors: control of one’s financial situation, budgeting and handling of money) related to everyday money management for measuring invariance for different groups. If measuring invariance could be assumed, we analysed group differences by calculating t-tests. Results show that two factors of the test show measurement invariance for all groups considered (gender, migration and educational background, opportunities to learn). Group comparisons are thus possible and potential differences are not due to a test bias. For one factor, we can only assume measurement invariance for the group with/without migration background and with/without opportunities to learn in financial topics. When we look at group differences, we find that in contrast to the findings of many previous studies, the analysis of the mean differences does not show any systematic deficits in financial literacy for specific groups.

由于当前的社会和经济趋势,金融知识通常被认为是21世纪的一项重要技能。然而,抛开假定的相关性不谈,研究表明,金融文盲似乎是许多国家人口中普遍存在的现象。一些研究还表明,有些群体的表现特别差(例如妇女、具有移徙背景和/或教育水平低的人)。这些差异通常归因于不同的个人特征,如能力、性格或社交模式。然而,现有的研究也表明,即使在控制了这些因素之后,不同组的考生之间的很大一部分表现差异仍然无法解释。对金融知识表现差距的一种解释可能是,测试成绩的差异也可能是由测试工具本身引起的,因此,至少在一定程度上,这可能被解释为测试偏差。在本文中,我们提出了一个新开发的情境判断测试,其重点是财务能力。对于这个测试,我们检查组之间的差异是由于个体差异还是由于测试偏差。为了分析可能的测试偏差,我们测试了与日常资金管理相关的金融素养的一个方面(包括三个因素:控制个人财务状况、预算和处理资金),以衡量不同群体的不变性。如果可以假设测量不变性,我们通过计算t检验来分析组间差异。结果表明,测试的两个因素对所有考虑的群体(性别、移民和教育背景、学习机会)显示测量不变性。因此,组比较是可能的,潜在的差异不是由于测试偏差。对于一个因素,我们只能假设有/没有移民背景和有/没有学习金融主题机会的群体的测量不变性。当我们观察群体差异时,我们发现,与之前许多研究的结果相反,对平均差异的分析并没有显示出特定群体在金融素养方面存在任何系统性缺陷。
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引用次数: 3
Supra-company apprenticeship training in Austria: a synopsis of empirical findings on a possibly early phase of a new pillar within VET 奥地利的超级公司学徒培训:关于职业教育教育新支柱可能的早期阶段的实证研究结果摘要
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-19 DOI: 10.1186/s40461-020-00102-y
Peter Schlögl, Martin Mayerl, Roland Löffler, Alexander Schmölz

Since 2008, the Austrian Vocational Training Act has given young people the opportunity to obtain vocational qualifications in supra-company training workshops. In addition to the traditional full-time vocational school system and company-based apprenticeship training, a third vocational qualification path has thus been established. This article presents empirical findings on this innovation in skill formation and examines the question of whether conditions for the sustainable establishment of a third pillar for acquiring vocational qualifications are given with regard to regulatory, normative, and cultural cognitive dimensions.

自2008年以来,《奥地利职业培训法》为年轻人提供了在超级公司培训车间获得职业资格的机会。因此,除了传统的全日制职业学校制度和以公司为基础的学徒培训之外,第三条职业资格认证路径已经建立起来。本文提出了关于技能形成创新的实证研究结果,并探讨了在监管、规范和文化认知维度方面,是否提供了可持续建立获得职业资格的第三个支柱的条件。
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引用次数: 0
Open access in vocational education and training research: results from four structured group discussions 职业教育和培训研究中的开放获取:四次结构化小组讨论的结果
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-16 DOI: 10.1186/s40461-020-00101-z
Laura Getz, Karin Langenkamp, Bodo Rödel, Kerstin Taufenbach, Meike Weiland
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引用次数: 1
Does tertiary vocational education beat academic education? A matching analysis of young men’s earnings developments 高等职业教育胜过学历教育吗?年轻人收入发展的匹配分析
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-16 DOI: 10.1186/s40461-020-00104-w
Veronika Lukesch, Thomas Zwick

This paper shows that young men who completed an apprenticeship education plus a tertiary vocational education have considerably higher earnings during the first half of their career than those who obtained an academic education in addition to their apprenticeship education. We match employees with a tertiary vocational and an academic education based on their labour market experience and their individual and employer characteristics during their formative apprenticeship training years in which they presumably decided on their further education track. Then we compare the earnings developments in both groups of the matched sample during their tertiary education phase and after its completion for maximally 16 years after apprenticeship completion. We use linked employer-employee data of the IAB (LIAB9310).

本文表明,完成学徒教育和高等职业教育的年轻人在其职业生涯的前半段的收入明显高于那些在学徒教育之外接受学术教育的人。我们根据员工的劳动力市场经验,以及他们在学徒培训期间的个人和雇主特征,为他们匹配高等职业教育和学术教育。在学徒培训期间,他们可能决定了自己的进一步教育方向。然后,我们比较了两组匹配样本在高等教育阶段和完成学徒后最多16年的收入发展情况。我们使用IAB的关联雇主-雇员数据(LIAB9310)。
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引用次数: 3
Evaluating motivational characteristics in vocational music education within the perspective of self-determination theory 自我决定理论视角下职业音乐教育动机特征的评价
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-12 DOI: 10.1186/s40461-020-00098-5
Esa Virkkula
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引用次数: 5
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 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-10 DOI: 10.1186/s40461-020-00099-4
Simone N. Tuor Sartore, Uschi Backes-Gellner

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.

本研究分析了工人薪酬与教育多样性的关系,即在不同类型的职业教育和学术教育下,工作群体的教育构成的多样性。正如之前的研究表明,各种类型的多样性对工作场所有积极影响,“教育多样性”的积极影响似乎也是合理的。我们提供了新的经验证据,证明工作群体的教育多样性与生产率之间的关系,或者更准确地说,是工人个人工资之间的关系。利用多样性研究的理论考虑,我们对一个群体的教育多样性和个体工人的工资之间的关系提出了假设。利用超过87,000名雇主和1,200,000名雇员的大量雇主-雇员数据,我们测试了我们的假设,发现工作群体的教育多样性-因此工作群体的员工具有不同类型的职业和学术教育-与个体工人的工资呈正相关。因此,工作场所的学术和职业教育与培训(VET)毕业生相结合的形式的教育多样性似乎对所涉及的工人有利。我们的研究结果表明,教育多样性在任务复杂性高、组织任期短的群体中尤其有益。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-16 DOI: 10.1186/s40461-020-00097-6
Lieke H. Van Stekelenburg, Chris Smerecnik, Wouter Sanderse, Doret J. De Ruyter

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.

本文旨在探讨荷兰应用科学大学(UAS)学生成为具有“道德指南针”的专业人士的道德观念和经验。我们对36名四年制本科学生进行了半结构化访谈,他们分别来自四所院校和三个不同的专业:初级教师教育、商业服务和信息与通信技术。调查结果显示,学生们说他们努力成为有道德的专业人士,但他们很难认识和阐明他们职业角色的道德方面。他们似乎缺乏道德词汇和道德知识来表达他们的愿望,并提供论据来解释或使他们的道德行为合法化。虽然大多数学生对他们从大学获得的支持持批评态度,但他们表示,各种其他榜样和(工作)经历确实对他们的道德发展产生了强烈而积极的影响。在本文中,我们对国际上有关学生道德发展的实证研究结果进行了反思,并突出了UAS学生的特点。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-16 DOI: 10.1186/s40461-020-00095-8
Katharina Jaik

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.

尽管学术和职业高中教育在多大程度上对一个国家有利,以及这两种教育在各国之间存在巨大差异的争论正在进行,但职业和学术教育在高中水平上的相互作用及其对整个教育系统的影响仍未得到充分研究。虽然很难直接分析,但我们首先构建了一个度量来捕捉公司对学历教育率变化的反应,然后分析学历教育率是否与职业教育的成功率随时间和控制变量相关。为了衡量公司的反应,我们使用了一个州的平均要求概况,包括职业的学术要求概况和每年在该职业和州开始的学徒数量。虽然第一部分的分析结果是模糊的,但结合第二部分,它们表明公司没有反应(即他们不断提供相同的职位,但不得不用能力较低的候选人填补他们的职位)。第二部分的结果表明,更多的学术教育机会似乎吸引了高素质的学生远离职业教育,对职业教育的成功率产生了负面影响。我们的研究结果不仅对那些在教育体系中有职业和学术双轨的国家具有重要意义,而且对那些计划引入或加强(双重)职业教育的国家也具有重要意义。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-12 DOI: 10.1186/s40461-020-00096-7
Irene Eegdeman, Chris van Klaveren, Martijn Meeter

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.

对学习计划不切实际的期望会对未来的学业成功产生负面影响。然而,先前的研究表明,这通常是回顾性的,并且关注与表现相关的期望(例如预期成绩),而对所需努力和课程内容的不切实际的期望(与内容相关的期望)可能与解释高等教育中的辍学更相关。本研究前瞻性地调查了208名荷兰体育学院学生在职业课程开始前所产生的与内容相关的期望是否与随后的退学和学业表现有关。我们的研究结果表明,辍学学生在预期成绩上没有差异(尽管他们在职业前的GPA上确实存在差异)。此外,他们在项目开始时对内容的期望并不是来自成功的学生,也不是不现实的。然而,当被回顾性地询问时,50%的学生回答说,有关的项目不适合。这表明,在项目开始之前,不充分期望的回顾性报告可能不能反映出不充分的期望。相反,高等教育项目可能会对成功的学生和后来不成功的学生产生意想不到的影响,对成功的学生来说,惊喜是愉快的,对不成功的学生来说,惊喜是不愉快的。
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引用次数: 4
期刊
Empirical Research in Vocational Education and Training
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