Erratum: Comment to the Article ‘Setting Policy Agenda for the Social Dimension of the Bologna Process’ by Yasemin Yagci (2014)

New Horizontal Inequalities in German Higher Education? Social Selectivity of Studying Abroad between 1991 and 2012

“…This holds true for scholarships awarded by the German Academic Exchange Service (DAAD), which advocates “an elitist system of funding based purely on performance,” 4 and for scholarships awarded by most other academic foundations, that is, the Begabtenförderungswerke (Middendorff, Isserstedt, and Kandulla 2009). Moreover, EU and especially German study-abroad scholarships are still exclusive, because despite their expansion in recent years, they are available only to a minority of students (Middendorff et al 2013:183; Orr, Gwosć, and Netz 2011:181).…”

The gendered impacts of delayed parenthood: A dynamic analysis of young adulthood

“…The continued gender asymmetry leads to the premise that the conflict between education and paid work on one hand, and childcare and other unpaid work on the other, remains stronger among women than men. We note, however, that at least in the context of Finland, characterized by a Nordic flexible educational system (Kilpi, 2008;Orr, Gwosć, & Netz, 2011), mothers may combine childcare more easily with continued education than (full-time) paid work.…”

“…a scenario in which the timing of all births occur three years later than we observe in the empirical data) as meaningful at both an individual-level and from a population-level perspective. In young adulthood, three years is a time window during which life course events, such as changes in partnership status (see Billari, Hiekel, & Liefbroer, 2019;Perelli-Harris et al, 2012) or educational attainment (see Cohen et al, 2011;Orr et al, 2011), can be expected to occur. At the population level, a three-year delay would approximate a three-decade change in the age at first birth in an average OECD country in the recent decades (Mills et al, 2011).…”

“…Finland can be considered a Nordic welfare state that promotes gender and social equality (Ellingsaeter & Leira, 2006;Esping-Andersen, 2009). Accordingly, the Finnish educational system is characterized by a high degree of social inclusiveness and flexibility (Blossing, Imsen, & Moos, 2014;Kilpi, 2008), and education is free of charge (Orr et al, 2011). Typical age at finishing compulsory education is 16 (OECD, 2018).…”

“…Typical age at finishing compulsory education is 16 (OECD, 2018). At higher levels, the system allows re-entry and generally wide possibilities to continue from the secondary to higher level, and interruptions in educational careers are usual (Orr et al, 2011). Students are eligible to public non-repayable support and repayable loans, but still part-time work among students is common (Hämäläinen, 2004).…”