Determinanten der Weiterbildungsbereitschaft: Ergebnisse eines faktoriellen Surveys unter Arbeitslosen

Osiander, Christopher; Dietz, Martin

doi:10.1007/s12651-016-0202-4

Cited by 6 publications

(1 citation statement)

References 26 publications

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“…While there are many different approaches to explain disparities in participation in CVET (see Stocké et al, 2011;Desjardins, 2014), the focus of empirical studies is on the theory of human capital (e.g., Zwick, 2005;Neubäumer and Kohaut, 2007;Walden, 2007;Sala and Silva, 2013;Kilpi-Jakonen et al, 2015;Osiander and Dietz, 2016). Occasionally, the framework of discussion is expanded to include arguments referring to the rational choice theory, transaction cost theory or signaling theory (Zwick, 2005;Kilpi-Jakonen et al, 2015;Wotschack, 2019).…”

Section: Differential Explanatory Approaches To Offering and Participmentioning

confidence: 99%

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Siegfried

Berger

2020

Front. Psychol.

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In European industrialized countries, a large number of companies in the healthcare, hotel, and catering sectors, as well as in the technology sector, are affected by demographic, political, and technological developments resulting in a greater need of skilled workers with a simultaneous shortage of skilled workers (CEDEFOP, 2015, 2016). Consequently, employers have to address workers who have not been taken into account such as low-skilled workers, workers returning from a career break, people with a migrant background, older people, and jobseekers and train them, in order to guarantee the professionalization of this workforce (Festing and Harsch, 2018). Continuing vocational education and training (CVET) is seen as an indispensable tool; because CVET has advantages for both employers and employees, it helps to increase the productivity of companies (Barrett and O'Connell, 2001), to prevent the widening of socioeconomic disparities (Dieckhoff, 2007), and to open up career opportunities for the workforce (Rubenson and Desjardins, 2009). However, participation rate on CVET seems to differ, depending on institutional factors (such as sector and size of the company) and individual characteristics (such as qualification level, migration background, age and time of absence from work) (e.g., Rubenson and Desjardins, 2009; Wiseman and Parry, 2017). In contrast to previous research, our study aims to provide a holistic view of reasons for and against CVET, combining the different perspectives of employers and (potential) employees. The analysis of reasons and barriers was carried out based on semi-structured interviews. Fifty-seven employers, 73 employees, and 42 jobseekers (potential employees) from the sectors retail, healthcare and social services, hotels and catering, and technology were interviewed. Results point to considerable differences in the reasons and barriers mentioned by the disadvantaged groups. These differences are particularly significant between employees on the one side and employers, as well as jobseekers, on the other side, while the reasons to attend CVET of jobseekers are more similar to those of employers. The results can be used to tailor CVET more closely to the needs of (potential) employees and thus strengthen both the qualification and career opportunities of (potential) employees and the competitiveness and productivity of companies.

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Section: Differential Explanatory Approaches To Offering and Participmentioning

confidence: 99%

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Siegfried

Berger

2020

Front. Psychol.

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Mit ökonomischer Bildung zur rationale(re)n Weiterbildungsentscheidung?

Sesselmeier

Schindler

2023

Ökonomische Bildung Als Allgemeinbildung

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Lessons from mixed-method evaluations—An example from labor market research

Osiander

2020

Research Evaluation

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This article deals with the following questions: which approaches are suitable for program evaluations in the context of labor market research and why are mixed-method designs often most promising? The strengths and weaknesses of different approaches suggest that summative and formative as well as quantitative and qualitative elements should be combined with each other. We use the case of active labor market policies—an evaluation of qualification measures for the unemployed—as an example to illustrate mixed-method evaluations in research practice. The results of the evaluation show that the scientific gain of the formative part often depends heavily on the careful selection of the ‘right’ persons for expert interviews. The findings can even lead to further research projects that deal with some of the questions raised in the formative part in more detail. The summative part of the evaluation—a quantitative impact analysis—is based on extensive quantitative data sets. It is a methodological innovation to combine survey and administrative micro-data in this particular context. We use propensity score matching to analyze program effects on the participants that are positive and substantial.

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Determinanten der Weiterbildungsbereitschaft: Ergebnisse eines faktoriellen Surveys unter Arbeitslosen

Cited by 6 publications

References 26 publications

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Perspectives on Participation in Continuous Vocational Education Training–An Interview Study

Mit ökonomischer Bildung zur rationale(re)n Weiterbildungsentscheidung?

Lessons from mixed-method evaluations—An example from labor market research

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