Ökonomische Kompetenzen: Konzeptuelle Grundlagen und empirische Befunde

Seeber, Susan; Schumann, Stephan; Nickolaus, Reinhold

doi:10.1007/978-3-658-06191-3_12

Cited by 8 publications

(7 citation statements)

References 7 publications

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“…Nonetheless, the advantages and disadvantages of one or another group – compared to the job-specific commercial skills in the field of transport and logistics – were significantly lower. Thus, a common scale of the construct of economic competence and a comparison between both groups were considered acceptable (see Seeber et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

Seeber

2016

Citizenship, Social and Economics Education

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From a societal perspective, vocational education and training must enable young adults to meet the challenges of the labour market in a globalized world, reduce the mismatch of supply and demand of qualifications (e.g. youth unemployment leading to disadvantages for individuals, society and national economies) and improve social cohesion. From an individual perspective, vocational education and training should develop young adults’ vocational competencies, support their individual personality development and their integration into the labour market and society, help secure their livelihood and enable them to lead self-determined lives as citizens. Therefore, the assessment of competencies obtained in vocational education and training programmes has emerged as a critical issue to develop workforces and the capacity for life-long learning and to foster civic participation as a responsible citizen. This article provides some insights into the modelling and measurement of competencies in vocational education and training, where occupational and cross-occupational competencies are necessary to cope with the requirements of workplaces, as a responsible citizen and in private life. In this article, cross-occupational economic competencies and occupation-specific commercial competencies in the area of business and administration are discussed. Both constructs are based on economic theories, concepts and central terms; nevertheless, the situation-specific context and requirements may vary substantially. Thus, different approaches to define and measure both constructs seem to be necessary.

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Section: Resultsmentioning

confidence: 99%

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

Seeber

2016

Citizenship, Social and Economics Education

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“…The main question is whether the program differences are affected mainly by program influences or by learners' prerequisites. In general, one finding seems to be evident in most studies: when students complete more economic coursework, they score higher on related tests (for an overview, see Seeber et al 2015).…”

Section: State Of Researchmentioning

confidence: 99%

“…Prior education (including course participation in economics), basic competencies in a native language and mathematics, and general cognitive abilities in terms of intelligence are some of the main factors that have been shown to correlate with students' economic knowledge Schumann and Eberle 2014;Seeber et al 2015). In addition, learners with higher prior knowledge, basic competencies and general cognitive abilities typically score better (Lehmann and Seeber 2007;Schumann and Eberle 2014;Seeber et al 2015;Spoden et al 2015;Winther 2010). Finally, the effects of socio-cultural background are unclear and have been reported inconsistently in the literature Kotte and Lietz 1998).…”

Section: State Of Researchmentioning

confidence: 99%

“…Prior education In contrast to the Swiss trainees, a considerable number of German apprentices had acquired a UED before attending commercial training. Typically, these trainees display higher academic achievement than do trainees without a UED (Lehmann and Seeber 2007;Schumann and Eberle 2014;Seeber et al 2015;Spoden et al 2015;Winther 2010). Our results confirm the assumed higher scores among the German trainees with a UED.…”

Section: Gender Differencesmentioning

confidence: 99%

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Being an economic-civic competent citizen: A technology-based assessment of commercial apprentices in Germany and Switzerland

Schumann

Kaufmann

Eberle

et al. 2017

Empirical Res Voc Ed Train

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Background: Citizens in modern democratic societies are confronted with complex demands, challenges, and economic problems, and they typically act as consumers, savers, voters, and employees. It is highly desirable for citizens to be able to competently manage these various demands. This ability we call economic-civic competence. Given the lack of empirical findings and adequate instruments on this issue, we analyze the economic-civic competence of commercial apprentices in Germany and Switzerland. In Swiss commercial apprenticeships, the fostering of this competence is explicitly anchored in the curricula of vocational schools. In Germany, the curricula coverage is not as broad as in Switzerland, which leads to an assumption of country differences in civic-economic competence. Methods:A total of 1255 apprentices in the commercial occupations/branches of industrial clerk and logistic clerk were assessed at the end of their second or third training year. Our newly developed, reliable and valid technology-based assessment on economic-civic competence includes issues such as the Euro crisis and public debt. Results and conclusions:An advantage among the male trainees, which was expected from previous research, was confirmed only among the German logistic clerks. The expected gender effect was not observed among the German industrial clerks or the Swiss clerks. Furthermore, the results confirm the hypothesized higher scores among German trainees with a university entrance degree. In both countries, the industrial clerks scored significantly higher than the logistic clerks did, and the Swiss trainees scored higher than did their German counterparts in a comparable occupation. This difference becomes markedly stronger if only learners without a university entrance degree are considered. One possible explanation for the country difference may be that the promotion of economic-civic competence has a more prominent role in Swiss vocational schools during commercial apprenticeship. Considering the methodological restrictions, the findings should be interpreted primarily as explorative depictions of the characteristics and group differences of economic-civic competence. However, our study can also be seen in the broader context of contemporary interest and challenges in developing technology-based assessment within the field of education. Thus, our study contributes to further research on the characteristics and genesis of economic-civic competences as well as on technology-based assessments.

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“…With regard to the relevant content, researchers often focus only on a cognitive dimension, e.g., economic knowledge and skills (such as in many US studies). Because economic competencies include more than knowledge in one content area, these approaches are often criticised (see Seeber et al 2015;Tramm and Seeber 2006;Beck 1989). Uncoupled from the definition of economic competencies, Weinert (2001a, b) provides a general definition of competencies that also includes non-cognitive dimensions (apart from knowledge, skills and understanding).…”

Section: Economic Competencies In Upper Secondary Educationmentioning

confidence: 99%

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Jüttler

Schumann

et al. 2016

Empirical Res Voc Ed Train

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Ökonomische Kompetenzen: Konzeptuelle Grundlagen und empirische Befunde

Cited by 8 publications

References 7 publications

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

Economic competencies and situation-specific commercial competencies: Reflections on conceptualization and measurement

Being an economic-civic competent citizen: A technology-based assessment of commercial apprentices in Germany and Switzerland

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

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