Institut für Höhere Studien - Institute for Advanced Studies
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Why do parental education effects on wages differ by study fields? An analysis of bachelor- and master graduates in Austria
Get PDFFrom an equity perspective, it is important that higher education graduates have the same labour market opportunities after graduation regardless of their social background. However, empirical evidence on the direct effect of parental education on labour market outcomes is mixed, with heterogeneous effects across fields of study. A common finding is that social origin is more relevant for labour market success for graduates in business, law, and the arts than for graduates in engineering, IT, or medicine. Analysis of comprehensive Austrian administrative data show disadvantages for first-generation graduates compared to graduates with tertiary educated parents in some fields (e.g. law), but advantages in others (e.g. engineering). Multilevel models show that the composition of study fields in terms of first-generation graduates plays a crucial role in explaining these differences. Other factors such as the distinction between ‘soft’ and ‘hard’ disciplines or the proportion of graduates working in more bureaucratic institutions play no or a lesser role
Mobility between Bachelor and Master’s degrees
Get PDF25 years ago, in 1999, 29 countries adopted the Bologna Declaration (EHEA, 1999). This declaration outlined the basic principles of today’s European higher education system. A key objective was to increase student mobility. In order to achieve this and other goals of the Bologna Declaration, it was decided to introduce a two-cycle system, standardise credit points, mutually recognise degrees, and cooperate on quality assurance (which is a basic requirement for recognition).
When we think of student mobility, we often think first of exchange semesters (credit mobility, e.g. through the “Erasmus” programme). However, the standardisation in the European Higher Education Area, i.e. quality-assured, comparable degrees (meanwhile three cycles: Bachelor, Master and Doctorate) with comparable study durations measured in ECTS, should have facilitated degree mobility in particular, i.e. completing a full study programme in another country. Surprisingly, however, (political) attention is paid to the degree of mobility primarily in relation to the (first) university entrance qualification or as a proportion of international students in a country, i.e. only existing data is considered (see e.g. European Commission/EACEA/Eurydice, 2024). The dynamic perspective, i.e. completing a degree in one country and then studying in another, is hardly taken into account. This is probably also due to the fact that there is little reliable international data on this topic. However,
EUROSTUDENT can help to close this gap
GEP impact evaluation system
Get PDFEvaluation at national level is key to understanding the impact of GEPs as an instrument for institutional change. Effective evaluation ensures that the relevancy, effectiveness, sustainability and impact of GEP implementation are measured and analysed.
This document outlines guidance on establishing an evaluation framework for gender equality plan (GEP) implementation. This guidance is aimed at national authorities (NA) but also considers the role and responsibility of the European Commission (EC) and other important actors including research funding organisations (RFOs) and research performing organisations (RPOs) in ensuring that GEP implementation is a successful and sustainable endeavour
Beyond the Binary: Non-binary Students in a European Country Comparison and Methodological Considerations on Surveying Gender
Get PDFGender is a complex variable that is no longer understood as a binary construct. It is a constant task of social science to critically question variables and survey instruments and to close the gap between theory and empiricism. Thus, higher education research must also design the measurement of gender in such a way that gender-inclusive and theoretically valid results can be gained. To date, trans and inter students have hardly been included in the analyses of European higher education research. This paper presents the first European comparative analysis of non-binary students based on the EUROSTUDENT VII microdata set published in 2023 (Cuppen, 2023). This dataset covers 17 countries of which eight include information on more than fe(male) students. Bivariate-descriptive as well as multivariate analyses based on these eight countries show that students with a non-binary gender indication are more likely to be affected by psychological stress and financial difficulties across countries and are more often considering dropping out of their studies. Thus, non-binary students belong to the group of vulnerable and disadvantaged students whose inclusion is claimed to be essential in the “Principles and Guidelines to Strengthen the Social Dimension of Higher Education” (Advisory Group 1 on Social Dimension, 2020) for the European Higher Education Area (EHEA). The methodological obstacles encountered during the research process are used to reify the criticism of the operationalisation of gender in quantitative research. Finally, possibilities for improved gender measurement are discussed. Accordingly, the paper provides answers to two research questions: (1) In which aspects does the study and life situation differ between students with a non-binary gender indication and those with a female or male gender indication in an international comparison? (2) How can a gender-sensitive and research-practical set of gender questions be implemented in student surveys
Students with Delayed Transition to Higher Education: An Often Overlooked Group
Get PDFFor the higher education system to be socially equitable, it is commonly agreed upon by European higher education policymakers that the student body should mirror the social structure of the population (EHEA, 2020). Many countries have created alternative routes to higher education, allowing students to enrol alternative credentials to complete traditional upper secondary education or to complete secondary education and start higher education later in life. Such measures have also improved the social mix of the student population. This paper takes a closer look at the background of students with delayed transition to higher education, particularly in Austria, Lithuania, and Romania, using the EUROSTUDENT VII microdata set (Cuppen et al., 2023). Data shows that 23% of students in Austria, 11% in Lithuania and 10% in Romania enter higher education two years after leaving school at the earliest (excluding international students). While these groups show specific characteristics in each country, overall, it is less likely for them to study abroad, and they more frequently report financial issues. Furthermore, students with a delayed transition to higher education are less likely to have parents with a university degree. However, they devote more time to their studies and are happier with their academic environment. The paper further shows educational regulations and policy measures in Austria, Lithuania, and Romania that can affect the situation of students with delayed transition
Confidence in and Valuing of Psychological Findings Among Preservice Teachers
Get PDFTeachers’ perception of psychology is of importance because they get in contact with psychology as a scientific discipline and should apply (educational) psychological findings. This requires a generally positive attitude toward corresponding findings, which should be fostered during teacher education
