How Structure Signals Status: Institutional Stratification and the Transition from Higher Education to Work in Germany and Britain

Autor/in	Leuze, Kathrin
Titel	How Structure Signals Status: Institutional Stratification and the Transition from Higher Education to Work in Germany and Britain
Quelle	In: Journal of Education and Work, 24 (2011) 5, S.449-475 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2011.596524
Schlagwörter	Higher Education; Labor Market; Foreign Countries; Transitional Programs; Education Work Relationship; Institutional Characteristics; Developmental Studies Programs; Comparative Analysis; Comparative Education; Predictor Variables; Outcomes of Education; Employment Potential; Performance Factors; Educational Status Comparison; Socioeconomic Status; Germany; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Labour market; Arbeitsmarkt; Ausland; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Vergleichende Erziehungswissenschaft; Prädiktor; Lernleistung; Schulerfolg; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Leistungsindikator; Soziokultureller Vergleich; Socio-economic status; Sozioökonomischer Status; Deutschland
Abstract	In recent years, the transition from higher education to work in comparative perspective has attracted increasing attention from scholars and practitioners alike. Previous studies reveal similarities and differences in labour market outcomes across countries, but explanatory frameworks mainly refer to fields of study, whereas differences by types of institutions and types of degrees remain largely descriptive. Therefore, this paper specifically focuses on these institutional structures by arguing that the institutional stratification of higher education systems is crucial for shaping graduate employment prospects. More specifically, it is assumed that the higher the vertical differentiation of types of institutions or types of degrees, the stronger the differences of employment outcomes. This assumption is tested empirically by analysing two country cases most different in the institutional set-up of their higher education systems: Germany and Britain. By applying hazard models to the German Socio-Economic Panel and two British cohort studies (NCDS and BCS70), the paper shows that the vertical differentiation of British higher education institutions and degrees differentiates the transitions to the service class more strongly than in Germany. Thus, for understanding transition patterns from higher education to work in comparative perspective, it is necessary to take into account the institutional structure of higher education systems. (Contains 1 figure, 4 tables, and 14 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10