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[journal article]

dc.contributor.authorNägele, Christofde
dc.contributor.authorNeuenschwander, Markus P.de
dc.contributor.authorRodcharoen, Patsaweede
dc.date.accessioned2019-01-02T10:52:49Z
dc.date.available2019-01-02T10:52:49Z
dc.date.issued2018de
dc.identifier.issn2197-8646de
dc.identifier.urihttps://www.ssoar.info/ssoar/handle/document/60881
dc.description.abstractContext: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis. Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age - from younger to older - between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.de
dc.languageende
dc.subject.ddcBildung und Erziehungde
dc.subject.ddcEducationen
dc.subject.otherVET; Vocational Education and Training; Lifelong Career; Professional Developmentde
dc.titleHigher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education - The Role of Workplace Factorsde
dc.description.reviewbegutachtet (peer reviewed)de
dc.description.reviewpeer revieweden
dc.source.journalInternational journal for research in vocational education and training
dc.source.volume5de
dc.publisher.countryDEU
dc.source.issue4de
dc.subject.classozBildungswesen quartärer Bereich, Berufsbildungde
dc.subject.classozVocational Training, Adult Educationen
dc.subject.classozBildungswesen tertiärer Bereichde
dc.subject.classozUniversity Educationen
dc.subject.thesozHochschulbildungde
dc.subject.thesozuniversity level of educationen
dc.subject.thesozBerufsbildungde
dc.subject.thesozvocational educationen
dc.subject.thesozberufliche Weiterbildungde
dc.subject.thesozadvanced vocational educationen
dc.subject.thesozBildungsmotivationde
dc.subject.thesozeducational motivationen
dc.subject.thesozLernkulturde
dc.subject.thesozlearning cultureen
dc.subject.thesozBildungsverlaufde
dc.subject.thesozcourse of educationen
dc.subject.thesozsoziale Faktorende
dc.subject.thesozsocial factorsen
dc.subject.thesozdemographische Faktorende
dc.subject.thesozdemographic factorsen
dc.subject.thesozBildungschancede
dc.subject.thesozeducational opportunityen
dc.subject.thesozsoziale Ungleichheitde
dc.subject.thesozsocial inequalityen
dc.subject.thesozdeutschsprachige Schweizde
dc.subject.thesozGerman-speaking Switzerlanden
dc.rights.licenceCreative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung 4.0de
dc.rights.licenceCreative Commons - Attribution-Noncommercial-No Derivative Works 4.0en
ssoar.contributor.institutionUniversity of Applied Sciences and Arts Northwestern Switzerlandde
internal.statusformal und inhaltlich fertig erschlossende
internal.identifier.thesoz10039336
internal.identifier.thesoz10037053
internal.identifier.thesoz10038334
internal.identifier.thesoz10039381
internal.identifier.thesoz10066751
internal.identifier.thesoz10038665
internal.identifier.thesoz10045241
internal.identifier.thesoz10040663
internal.identifier.thesoz10039370
internal.identifier.thesoz10038124
internal.identifier.thesoz10057542
dc.type.stockarticlede
dc.type.documentZeitschriftenartikelde
dc.type.documentjournal articleen
dc.source.pageinfo264-284de
internal.identifier.classoz10611
internal.identifier.classoz10610
internal.identifier.journal702
internal.identifier.document32
internal.identifier.ddc370
dc.identifier.doihttps://doi.org/10.13152/IJRVET.5.4.2de
dc.description.pubstatusVeröffentlichungsversionde
dc.description.pubstatusPublished Versionen
internal.identifier.licence20
internal.identifier.pubstatus1
internal.identifier.review1
dc.subject.classhort20100de
dc.subject.classhort10600de
internal.pdf.wellformedtrue
internal.pdf.encryptedfalse
ssoar.urn.registrationfalsede


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