A division of labour? Labour market segmentation by region of origin: the case of intra-EU migrants in the UK, Germany and Denmark

The 2004/2007 EU enlargements rendered CEE citizens legally equal to EU labour market participants. However, CEE migrants still face ‘racialisation’ and segmentation in North-Western European labour markets. Similar processes might extend to EU-South migrants, giving rise to a division of labour, whereby CEE and EU-South migrants end up in poor-quality, low-pay jobs. We compare the labour market integration of recent intra-EU migrants (EU8, EU2, EU-South, EU-West/EEA) in the UK, Germany and Denmark. Using labour force, microcensus and register data, we model quantitative and qualitative integration through labour force participation and wages. We find no significant differences in labour force participation between nationals and migrants in the UK. Whilst in both Denmark and Germany, the labour force participation of EU-migrants is significantly lower. Notwithstanding differences in migration trends, labour markets and welfare regimes, we find evidence of a division of labour along occupational and industry lines − that translates into wage differences. EU-West/EEA migrants occupy better jobs (even outperforming nationals), followed by EU-South and CEE migrants. In Denmark and Germany, EU8 and EU2 migrants’ wages are lower than those of nationals even after controlling for differences in occupations. These findings suggest that inequalities across the EU are reproduced rather than converging

„Evidenz“, was meinen Sie damit? – Eine Interviewstudie zum Verständnis von Hochschullehrenden vom Evidenzbegriff

In den letzten Jahren hat sich „Evidenz“ als Leitbegriff und „Evidenzbasierung“ als Ziel sowohl in der Hochschuldidaktik und -lehre etabliert, als auch zu einer Debatte über das Verständnis vom Evidenzbegriff der Hochschuldidaktik geführt. Weitestgehend unberücksichtigt blieb bisher, was die einzelnen Lehrenden unter „Evidenz“ verstehen. Die vorliegende Interviewstudie mit Hochschullehrenden exploriert daher, inwieweit sich fachkulturelle Evidenzverständnisse identifizieren lassen und wie diese Verständnisse der Lehrenden als Rezipient*innen einer evidenzbasierten hochschuldidaktischen Forschung im Diskurs berücksichtigt werden können. Die Ergebnisse verweisen auf fachkulturelle Unterschiede, die sich an den jeweils vorherrschenden Forschungstraditionen orientieren

Teaching during the COVID-19 pandemic - perspectives of SoTL scholars

The study is based on research on the rapid transition to online teaching during the COVID-19 pandemic (Emergency-Remote-Teaching, ERT, Hodges et al., 2020), the concept of Scholarship of Teaching and Learning (SoTL, Boyer, 1990; Huber, 2014), and its own predecessor study from 2020. The qualitative and comparative longitudinal analysis revealed a number of categories, including a fundamentally positive assessment of their own ERT experiences, but at the same time a differentiated picture of both their own teaching and involvement in SoTL. Furthermore, the interview analysis suggests that the teachers have gained important competencies for the situation of ERT through their SoTL projects, which could also prove useful outside of ERT

Syntax: A division of labour? Labour market segmentation by region of origin: The case of intra-EU migrants in the UK, Germany and Denmark

An analysis of labour market participation and wages of intra-EU migrants from CEE, EU-South, EU-2, and EU-West countries in Denmark, Germany, and the UK

Context matters… does it? Insights into the scope of the journal 'die hochschullehre'

<p>Over the last years, the number of scientific papers on teaching and learning in higher education has increased. Reasons for this development are changes in the educational settings and the teaching and learning approaches. Furthermore, they connect to the surge of scholarship of teaching and learning as well as scholarship of academic development projects. Nowadays, academic teachers and third space professionals can rely on different journals to publish their educational insights. But who are the authors of these papers? From which disciplinary contexts and theoretical perspectives do they approach their scholarly work? And what do they write about? Based on the scope of the journal 'die hochschullehre', a German outlet in the field of higher education teaching and learning, we analysed the contexts of papers, their authors, and respective thematic scope, focusing on the years 2015 to 2022. During this time, the German higher education system received extensive funding, which the scope of this journal's papers reflects. We found that, even though these papers originated from different types of higher education institutions and from various disciplinary backgrounds, there seems to be a tendency to address topics on the level of individual courses. Aspects related to the meso- or macro-level of higher education teaching and learning are less frequently considered. In our contribution, we discuss initial findings and share the analytic approach of our research. Beyond the institutional backgrounds of the authors, we analysed content-related parameters, e.g. keywords and abstracts, to grasp the addressed thematic fields. As a next step, we will explore the epistemological connotations of these thematic fields and question whether these publications indicate the emerging of higher education research as a new discipline. </p><p>The posters was presented at the ISSOTL 2023 conference in Utrecht (8-11 of November 2023).</p&gt