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Empirical Research in Vocational Education and Training最新文献

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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 Social Sciences 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 Social Sciences 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 Social Sciences 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 Social Sciences 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
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 Q2 Social Sciences Pub Date : 2020-08-13 DOI: 10.1186/s40461-020-00093-w
Marcel Martončik, Jaroslava Babjáková, Lena Čupková, Natália Köverová, Monika Kačmárová

Many school-age pupils are undecided about their future vocation. This often stems from a lack of occupational information or lack of vocationally related experience. The goal of this study was to develop and evaluate an intervention focused on the possibility of changing vocational interests through the simulation of vocational activities. The sample consisted of 250 pupils who were finishing primary school. The intervention was constructed for practical and artistic interests and consisted of workbooks that aim to simulate these vocational activities. MANCOVA showed no effect in the change of vocational interests among the pupils. An alternative idea of intervention in the form of virtual reality simulations is also presented.

许多学龄学生还没有决定将来的职业。这通常源于缺乏职业信息或缺乏与职业相关的经验。本研究的目的是开发和评估一种干预措施,通过模拟职业活动来关注改变职业兴趣的可能性。样本包括250名即将完成小学学业的学生。干预是为实践和艺术兴趣而构建的,包括旨在模拟这些职业活动的工作手册。MANCOVA对学生职业兴趣的变化没有影响。还提出了一种以虚拟现实模拟的形式进行干预的替代思想。
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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 Q2 Social Sciences Pub Date : 2020-07-31 DOI: 10.1186/s40461-020-00092-x
Valentina Lamonica, E. Ragazzi, L. Sella
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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 Q2 Social Sciences Pub Date : 2020-06-15 DOI: 10.1186/s40461-020-00091-y
Steffen Wild, Lydia Schulze Heuling
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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 Q2 Social Sciences Pub Date : 2020-05-30 DOI: 10.1186/s40461-020-00090-z
Janina Söhn

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.

在德国的双轨制职业培训制度中,公司招收学徒,低水平中学(高等学校)的毕业生,特别是来自移民家庭的毕业生,在获得这种学徒资格方面处于明显的不利地位。先前的定性研究已经指出了公司的招聘标准对间接歧视机制的作用,例如,他们希望在公司内部进行顺利的社会互动。本文建立在对低技能青少年成功或不成功申请双重职业培训的公司进行标准化调查的基础上。该公司的数据与对同样的女孩和男孩的二次纵向调查数据相匹配。哪些招聘准则使少数族裔处于不利地位,从而间接助长种族歧视?理论方法认为(了解)移民国家的官方语言既是一种功能要求,也是一种等级种族边界制定的工具。此外,企业内部社会互动的概念和各自的规范以及同质性受到实证检验。统计结果显示,如果企业在选拔过程中强调社会契合标准,那么具有移民背景的求职者在低于平均水平的招聘机会会有所降低。此外,与最初的假设相反,少数民族青年只有在申请那些认为语言表达能力不那么重要的公司时才会处于实质上的劣势。认为这一标准非常重要的公司可能会给来自移民家庭的申请人在面试中展示自己的机会,从而消除种族刻板印象,比如第二代移民青年表现出严重的语言缺陷。
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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 Q2 Social Sciences Pub Date : 2020-04-11 DOI: 10.1186/s40461-020-00089-6
A. Aldossari
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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 Q2 Social Sciences Pub Date : 2020-03-30 DOI: 10.1186/s40461-020-00088-7
Gina Di Maio, Lukas Graf, Anna Wilson

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.

自由化的压力对各国调整其培训体系提出了挑战。这对于由企业驱动但学徒制度由集体管理的协调市场经济体尤为重要。最近的文献为这些国家指出了不同的自由化轨迹。例如,德国的分部主义描述了大雇主日益增长的影响力。在丹麦,国家机构通过嵌入式灵活化提高了培训的灵活性。在本文中,我们确定了一种新形式的嵌入式灵活化,其特点是礼貌的雇主主导。我们在瑞士发现了这种自由化的轨迹,它代表了另一种严重依赖企业参与的培训体系。我们以短途学徒培训为例说明我们的论点,上述三个国家都扩大了短途学徒培训,以应对当前的自由化和去工业化压力。在瑞士,相关改革是由国家发起的,而企业最初则扮演了相当被动的角色。然而,国家行为者最终退了一步,将关键权限下放给了雇主,这意味着雇主阵营最终维护了自己的利益,同时为了弱势群体的利益容忍了一些让步。我们的过程追踪显示,政策制定者利用分层来实施加强社会包容的捷径,同时扩大了雇主的合作范围。
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引用次数: 0
期刊
Empirical Research in Vocational Education and Training
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