The Historic Importance of Degree Structure: A Comparison of Bachelor to Master Transitions in Norway and Denmark

Autor/inn/en	Hovdhaugen, Elisabeth; Ulriksen, Lars
Titel	The Historic Importance of Degree Structure: A Comparison of Bachelor to Master Transitions in Norway and Denmark
Quelle	In: European Educational Research Journal, 22 (2023) 2, S.198-215 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hovdhaugen, Elisabeth) ORCID (Ulriksen, Lars)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211041230
Schlagwörter	Educational History; Academic Degrees; Cross Cultural Studies; International Cooperation; Educational Cooperation; Decision Making; Student Mobility; Study Abroad; Educational Policy; Masters Programs; Student Attitudes; Student Motivation; Occupational Aspiration; Self Concept; Bachelors Degrees; Labor Market; Foreign Countries; Denmark; Norway + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Cultural comparison; Kulturvergleich; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Decision-making; Entscheidungsfindung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Politics of education; Bildungspolitik; Magister course; Magisterstudiengang; Schülerverhalten; Schulische Motivation; Berufsneigung; Berufsziel; Selbstkonzept; 'Bachelor''s degrees'; Bachelor-Studiengang; Labour market; Arbeitsmarkt; Ausland; Dänemark; Norwegen
Abstract	The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor's programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master's programme. We compare students in Norway and Denmark who have entered a master's programme in educational studies. In both countries, students mention multiple reasons for choosing to enter the master's level, and reasons related to career and access to interesting jobs were most frequently mentioned. Additionally, academic motives and identity motives were mentioned. There are also differences between Norwegian and Danish students, but these differences are mainly linked to aspects of the transition. In Denmark, students who change institution when entering the master's level state different reasons, while in Norway, differences are related to whether students enter a master's programme directly or delayed. Further, differences in labour market structure also affects these transitions. These differences point to historical understandings of national status differences between degrees and institutions still being important, even if the implementation of the Bologna structure in the educational system should have led to a harmonisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01