Die Studierendenbefragung in Deutschland: best3 : Studieren mit einer gesundheitlichen Beeinträchtigung

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Die Studierendenbefragung in Deutschland: 22.Sozialerhebung : Die wirtschaftliche und soziale Lage der Studierenden in Deutschland 2021

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Heterogene Studierendenschaft - Zur Sozialstruktur und Studiensituation der Studierenden in Deutschland

An den Hochschulen finden sich Studierende in unterschiedlichen Lebenssituationen und mit differierenden Bildungsbiografien. Der Beitrag beschreibt die Heterogenität der Studierenden mit Blick auf vier Kategorien: soziodemografische Merkmale, Bildungsherkunft, Wege zur Hochschule und Zeitbudget für das Studium. Nur eine Minderheit der Studierenden entspricht heute noch dem traditionellen "Normaltyp", ist also direkt nach dem Erwerb der Hochschulzugangsberechtigung, ohne berufliche Qualifizierung an die Hochschule gekommen, nicht älter als 30 Jahre und nicht durch Kinderbetreuung, Pflegeaufgaben oder eine mehr als 19 Wochenstunden umfassende Erwerbstätigkeit gebunden. Für eine auf Lübben et al. (2015) zurückgehende Studierendentypologie, die auf den Dimensionen Bildungsbiografie und Zeitbudget beruht, wird die Verteilung abschließend auf der institutionellen Ebene dargestellt.Students in German higher education are characterized by differences in their life situations and educational biographies. The article describes the heterogeneity of students with regard to four categories: socio-demographic characteristics, educational background, routes to higher education and time budget for studies. Only a minority of the students still corresponds to the traditional "normal type", i.e., they came to the university directly after acquiring their higher education entrance qualification, without vocational training, are not older than 30 years, have no tasks in childcare or caregiving, and are not employed more than 19 hours per week. For a student typology borrowed from Lübben et al. (2015), based on the dimensions of educational biography and time budget, the distribution is finally presented at the institutional level

Did the “Bologna Process” Achieve its Goals? : 20 Years of Empirical Evidence on Student Enrolment, Study Success and Labour Market Outcomes

In 1999, the “Bologna Process” was initiated to improve higher education enrolment, study success and students’ employability across Europe, mainly by introducing the two-cycle degree structure of Bachelor (BA) and Master (MA). More than 20 years later, we examine whether these goals were met by reviewing quantitative articles from sociology and economics. We find that the literature is surprisingly small, selective, and ambiguous. While enrolment seems to have increased in countries implementing the reform more quickly, the evidence on study success is mixed and hardly available regarding student mobility. The results on employment outcomes are more consistent, with BA graduates having lower labour market returns than graduates with MA or traditional degrees. Altogether, studies often do not allow for causal conclusions and only provide a fragmented picture, which makes evidence-based adjustments in reform implementation difficult. This calls for further research using better data, more state-of-the-art methods and deeper theoretical reasoning