Costs, culture and life decisions: analysing the factors that influence enrolment in master's level education in Germany

Silvester, Danielle; Loibl, Cäzilia; Roosen, Jutta

doi:10.1111/ijcs.12087

Cited by 4 publications

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“…The role of instrumental concerns in students' enrollment decisions is widely documented. Research on the effects of institutional characteristics shows, for instance, that factors pertaining directly to instrumental considerations such as the quality or prestige of academic programs (Perry and Rumpf 1984;Stein et al 2011), job and income expectations (Silvester et al 2014), geographical distance (Kjellström 1999;Spiess and Wrohlich 2010), or the availability of financial aid (DesJardins et al 2006) critically influences enrollment decisions. The influence of social identity concerns as a factor driving students' enrollment, on the other hand, has received less empirical attention.…”

Section: Introductionmentioning

confidence: 99%

How University Websites’ Emphasis on Age Diversity Influences Prospective Students’ Perception of Person-Organization Fit and Student Recruitment

et al. 2016

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Despite of the popularity of emphasizing diversity information on university websites surprisingly little is known about if how and why diversity recruitment strategies actually affect students' enrollment decisions. To gain insight into this question this paper introduces and tests a model applying general social psychological theorizing to the relationships that older university applicants may form with a potential future university. Study 1 (N = 172), a web-based scenario experiment, confirmed the model's assumption that emphasizing diversity in terms of students' age increases perceived person-organization fit through consolidating anticipation of organization-based respect and pride. Study 2 (N = 195), a naturalistic field study among actual university applicants, replicated this mediational model. Importantly, including alternative predictors of applicants' enrollment decisions in the model (e.g., personal goals for studying) did not change this picture. An additional follow-up after 3 months (N = 62) also secured evidence for the proposed model's predictive power with regard to participants' actual enrollment. Practical and theoretical implications of these findings for university recruitment strategies are discussed.

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Section: Introductionmentioning

confidence: 99%

How University Websites’ Emphasis on Age Diversity Influences Prospective Students’ Perception of Person-Organization Fit and Student Recruitment

et al. 2016

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“…It can be stated that from an international viewpoint examining the labour market aspects of master's courses is relevant in many countries (Table 1). The individual returns of master's education (from students' perspective) have been studied from various angles, and also their effect on income curve for example in the USA (Engbom and Moser, 2017; Hamlen and Hamlen, 2016; Lindey and Machin, 2016; Bardhan et al , 2013; Stevenson, 2016; Zhao et al , 2006), in Germany (Silvester et al , 2014; Mertens and Röbken, 2013), in Canada (Ferrer and Menendez, 2014); in China (Hartog et al , , 2014), in the UK (Gray, 2008); and in Central-Eastern Europe (Maršíková, 2015 Cismas et al , 2016; Poladashvili, 2018; Kume & Dhamo, 2013); however, only a few investigate the aspects of the major subject. Overall it can be established that it is worth earning a master's degree in most countries, because it results in higher salary premium and better chances in finding employment.…”

Section: The Conceptional Foundation Of Major Subject Diversification Strategy – Literature Reviewmentioning

confidence: 99%

Is it worth for bachelor graduates to diversify study programme for master level?

Balogh

Sipos

2020

IJEM

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PurposeThe purpose of this paper is to add supplement to the theory of human capital with a less researched aspect: diversification possibilities of the professional profile. Our empirical analysis tested the research question, whether there is a significant difference between diversificational and specialist career strategies in the BA-MA transition based on labour market data on salaries and time of getting employment.Design/methodology/approachPresent study analyses data from the Graduate Career Tracking System from 2011 to 2015 and the Integrated Administrative Databases from 2017. Graduates of master's courses were divided and compared in three groups: generalists, specialists and field changers. To evaluate career strategies the measurement of success was based on salaries and the time taken to get jobs.FindingsThe analysis showed that there are visible differences between the results of the three groups regarding factors of employment, so at the time of reaching the absolutorium a lower rate of major subject changers are employed, while field changers get jobs significantly faster. Based on net salaries we could not reveal a difference between major subject retainers and changers, while field changers earn significantly more.Practical implicationsSpecialists (major subject retainers) have jobs that match with their degree and specialty outstandingly, field changers have notably weaker matches, while major subject changers differ only minimally. Considering this it may be due to distorted perception that specialists think the least that their master's studies are essential for the proper execution of their jobs.Originality/valueIn the literature review we found a research gap: Although there is a large number of excellent works analysing the effects of education on wages (salary curve) and career, but only a few of them investigates the impact of the professional portfolio (diversification or specialisation). The novelty of our research is that we developed a new methodology to test this question on example of the Hungarian students of business and economics focused.

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“…Additionally, as German universities have begun to move toward a more standardized two‐tiered degree program (bachelor's and master's), students’ overall exam performance has become more important because only the best bachelor's students gain admission to graduate programs (van Santen ). As students become more concerned with graduate school admittance and the potential benefits associated with earning a master's degree (Silvester, Cäzilia Loibl, and Roosen ), it is not surprising that they believe the best teachers are individuals who present the material at an appropriate level and provide examinations that are fair and relevant to the expected outcomes of the course and their degree (Kehm ).…”

Section: Findings and Implicationsmentioning

confidence: 99%

Characteristics of Master Teachers: German University Students’ Perceptions of High‐Quality Instruction

Lenhard

2018

New Drctns for Teach & Learn

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To appreciate the value that German students place on specific qualities and behaviors of faculty whom they consider master teachers, it is beneficial to understand the structure of the educational system in Germany. The traditional model of education in Germany is based on a three-tiered academic system. Children begin elementary school at approximately 6 years old and complete 4 years of schooling, where they are then recommended by their teacher to enter one of three educational tracks based on their academic performance, although a student' s socioeconomic status and familial connections are also influential in the stratification process (Aybek 2013). The secondary general school (Hauptschule) is considered the lowest track and requires students to complete five additional years of schooling. The intermediate school (Realschule) has more advanced academic requirements and typically requires 6 years of education, which then leads to a certificate intended to provide entry into business or skilled-trade apprenticeships. The highest and most prestigious academic track is grammar school (Gymnasium), which requires students to complete 8-9 years of education before they are eligible to complete graduate exams to earn a diploma (Abitur) that is required for admission into a university. University education has often focused on preparing individuals for academia, as well as professional training in medicine, law, teaching, and psychology, among other professions.Those individuals who do not meet the initial qualifications for entrance into a university often wish to acquire training in the vocational and educational training (VET) system, which has been considered the backbone of the German industrial economy (Wolter and Kerst 2015). The dual VET system (duales Berufsbildungssystem) has expanded rapidly over the last decade (Graf 2016). This system combines a 2-3 year business-based NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 156, Winter 2018

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Costs, culture and life decisions: analysing the factors that influence enrolment in master's level education in Germany

Cited by 4 publications

References 51 publications

How University Websites’ Emphasis on Age Diversity Influences Prospective Students’ Perception of Person-Organization Fit and Student Recruitment

How University Websites’ Emphasis on Age Diversity Influences Prospective Students’ Perception of Person-Organization Fit and Student Recruitment

Is it worth for bachelor graduates to diversify study programme for master level?

Characteristics of Master Teachers: German University Students’ Perceptions of High‐Quality Instruction

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