Not only enrollment and retention: comparing the study trajectories at German universities and Universities of Applied Sciences

References

• Autorengruppe Bildungsberichterstattung. 2020. Bildung in Deutschland 2020: Ein indikatorengestützter Bericht mit einer Analyse zu Bildung in einer digitalisierten Welt. Berlin: Bundesministerium für Bildung und Forschung (BMBF).
   Google Scholar
• Becker, Rolf, and Anna E. Hecken. 2008. “Why are Working-Class Children Diverted from Universities?—An Empirical Assessment of the Diversion Thesis.” European Sociological Review 25 (2): 233–50. doi:10.1093/esr/jcn039
   Web of Science ®Google Scholar
• Blossfeld, Hans-Peter, Jutta von Maurice, and Thorsten Schneider. 2011. “The National Educational Panel Study: Need, Main Features, and Research Potential.” Zeitschrift für Erziehungswissenschaft 14 (2): 5–17. doi:10.1007/s11618-011-0178-3
   Web of Science ®Google Scholar
• Boylan, Rebecca L. 2020. “Predicting Postsecondary Pathways: The Effect of Social Background and Academic Factors on Routes Through School.” Socius 6: 1–25. doi:10.1177/2378023119895174.
   Google Scholar
• Brändle, Tobias. 2016. “Only a Matter of Education Policy Ideals? German Professors’ Perception of the Bologna Process.” Higher Education Quarterly 70 (4): 354–83. doi:10.1111/hequ.12095
   Web of Science ®Google Scholar
• Childs, Stephen, Ross Finnie, and Felice Ross. 2017. “Postsecondary Student Persistence and Pathways: Evidence from the YITS-A in Canada.” Research in Higher Education 58 (3): 270–94. doi:10.1007/s11162-016-9424-0
   Web of Science ®Google Scholar
• Cornwell, Benjamin. 2015. Social Sequence Analysis: Methods and Applications. New York: Cambridge University Press.
   Google Scholar
• de Weert, Egbert. 2015. “Teaching and Research in Binary Systems of Higher Education: Convergent or Distinctive Profiles?” In The Relevance of Academic Work in Comparative Perspective, edited by William K. Cummings, and Ulrich Teichler, 75–90. Cham: Springer.
   Google Scholar
• Fichtl, Anita, and Marc Piopiunik. 2017. “Absolventen von Fachhochschulen und Universitäten im Vergleich: FuE-Tätigkeiten, Arbeitsmarktergebnisse, Kompetenzen und Mobilität.” Studien zum deutschen Innovationssystem. Expertenkommission Forschung und Innovation (EFI). Berlin.
   Google Scholar
• Goglio, Valentina, and Marino Regini. 2017. “Processes and Stages of Differentiation in European Higher Education.” Higher Education Quarterly 71 (4): 320–37. doi:10.1111/hequ.12133
   Web of Science ®Google Scholar
• Goldrick-Rab, Sara. 2006. “Following Their Every Move: An Investigation of Social-Class Differences in College Pathways.” Sociology of Education 79 (1): 67–79. doi:10.1177/003804070607900104
   Web of Science ®Google Scholar
• Haas, Christina. 2022. “Applying Sequence Analysis in Higher Education Research: A Life Course Perspective on Study Trajectories.” In Theory and Method in Higher Education Research, Volume 8, edited by Jeroen Huisman, and Malcolm Tight, 127–47. Bingley: Emerald Publishing Limited.
   Google Scholar
• Haas, Christina, and Andreas Hadjar. 2020. “Students’ Trajectories Through Higher Education: A Review of Quantitative Research.” Higher Education 79 (6): 1099–118. doi:10.1007/s10734-019-00458-5
   Web of Science ®Google Scholar
• Heublein, Ulrich, Johanna Richter, and Robert Schmelzer. 2020. Die Entwicklung der Studienabbruchquoten in Deutschland. Hannover: Deutsches Zentrum für Hochschul­ und Wissenschaftsforschung (DZHW).
   Google Scholar
• Holland, John L. 1997. Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. 3rd ed. Odessa, Florida: Psychological Assessment Resources.
   Google Scholar
• Hüther, Otto, and Georg Krücken. 2018. Higher Education in Germany—Recent Developments in an International Perspective. Wiesbaden: Springer.
   Google Scholar
• Kehm, Barbara M. 2012. “To Be or Not to Be? The Impacts of the Excellence Initiative on the German System of Higher Education.” In Freedom, Equality, University, edited by Cezary Kościelniak, and Jarosław Makowski, 221–46. Warsaw: The Civic Institute.
   Google Scholar
• Kramer, Jochen, Gabriel Nagy, Ulrich Trautwein, Oliver Lüdtke, Kathrin Jonkmann, Kai Maaz, and Rainer Treptow. 2011. “Die Klasse an die Universität, die Masse an die anderen Hochschulen?” Zeitschrift für Erziehungswissenschaft 14 (3): 465–87. doi:10.1007/s11618-011-0213-4
   Web of Science ®Google Scholar
• Kyvik, Svein, and Benedetto Lepori. 2010. The Research Mission of Higher Education Institutions Outside the University Sector: Striving for Differentiation. Dordrecht: Springer.
   Google Scholar
• Marczuk, Anna. 2022. “Is it All About Individual Effort? The Effect of Study Conditions on Student Dropout Intention.” European Journal of Higher Education. Advance online pulication. doi:10.1080/21568235.2022.2080729
   PubMed Web of Science ®Google Scholar
• Mause, Karsten. 2013. “With Bologna in Mind and the Sword in the Hand: The German Bachelor/Master Reform Reconsidered.” Higher Education Policy 26 (3): 325–47. doi:10.1057/hep.2013.4
   Web of Science ®Google Scholar
• Mayer, Karl Ulrich, Walter Müller, and Reinhard Pollak. 2007. “Germany: Institutional Change and Inequalities of Access in Higher Education.” In Stratification in Higher Education, edited by Yossi Shavit, Richard Arum, and Adam Gamoran, 240–65. Stanford: Stanford University Press.
   Google Scholar
• Meggiolaro, Silvia, Anna Giraldo, and Renata Clerici. 2017. “A Multilevel Competing Risks Model for Analysis of University Students’ Careers in Italy.” Studies in Higher Education 42 (7): 1259–74. doi:10.1080/03075079.2015.1087995
   Web of Science ®Google Scholar
• Meyer, Jasmin, Kathrin Leuze, and Susanne Strauss. 2022. “Individual Achievement, Person-Major Fit, or Social Expectations: Why Do Students Switch Majors in German Higher Education?” Research in Higher Education 63 (2): 222–47. doi:10.1007/s11162-021-09650-y
   Web of Science ®Google Scholar
• Meyer, John W., Francisco O. Ramirez, David John Frank, and Evan Schofer. 2007. “Higher Education as an Institution.” In Sociology of Higher Education: Contributions and Their Contexts, edited by Patricia Gumport, 187–221. Baltimore: John Hopkins University Press.
   Google Scholar
• Monaghan, David B. 2020. “College-Going Trajectories Across Early Adulthood: An Inquiry Using Sequence Analysis.” The Journal of Higher Education 91 (3): 402–32. doi:10.1080/00221546.2019.1647584
   Web of Science ®Google Scholar
• Müller, Sophie, and Thorsten Schneider. 2013. “Educational Pathways and Dropout from Higher Education in Germany.” Longitudinal and Life Course Studies 4 (3): 218–41. doi:10.14301/llcs.v4i3.251
   Google Scholar
• Multrus, Frank, Sandra Majer, Tino Bargel, and Monika Schmidt. 2017. Studiensituation und studentische Orientierungen: 13. Studierendensurvey an Universitäten und Fachhochschulen. Berlin: Bundesministerium für Bildung und Forschung.
   Google Scholar
• Neave, Guy. 1979. “Academic Drift: Some Views from Europe.” Studies in Higher Education 4 (2): 143–59. doi:10.1080/03075077912331376927
   Web of Science ®Google Scholar
• Neugebauer, Martin, and Felix Weiss. 2018. “A Transition Without Tradition: Earnings and Unemployment Risks of Academic Versus Vocational Education After the Bologna Process.” Zeitschrift für Soziologie 47 (5): 349–63. doi:10.1515/zfsoz-2018-0122
   Web of Science ®Google Scholar
• O’Shea, Sarah. 2016. “Avoiding the Manufacture of ‘Sameness’: First-in-Family Students, Cultural Capital and the Higher Education Environment.” Higher Education 72 (1): 59–78. doi:10.1007/s10734-015-9938-y
   Web of Science ®Google Scholar
• Schindler, Steffen, and David Reimer. 2011. “Differentiation and Social Selectivity in German Higher Education.” Higher Education 61 (3): 261–75. doi:10.1007/s10734-010-9376-9
   Web of Science ®Google Scholar
• Schneider, Heidrun, Barbara Franke, Andreas Woisch, and Heike Spangenberg. 2017. Erwerb der Hochschulreife und Nnachschulische Übergänge von Studienberechtigten. Studienberechtigte 2015 ein halbes Jahr vor und ein halbes Jahr nach Schulabschluss. Hannover: Deutsches Zentrum für Hochschul­ und Wissenschaftsforschung (DZHW).
   Google Scholar
• Schneider, Benjamin, Harold W. Goldstein, and D. Brent Smith. 1995. “The ASA Framework: An Update.” Personnel Psychology 48 (4): 747–73. doi:10.1111/j.1744-6570.1995.tb01780.x
   Web of Science ®Google Scholar
• Scott, W. Richard. 2005. “Institutional Theory: Contributing to a Theoretical Research Program.” In Great Minds in Management: The Process of Theory Development, edited by K. G. Smith, and M. A. Hitt, 460–85. Oxford: Oxford University Press.
   Google Scholar
• Serrano-Velarde, Kathia, and Bjørn Stensaker. 2010. “Bologna — Realising Old or New Ideals of Quality?” Higher Education Policy 23 (2): 213–26. doi:10.1057/hep.2010.1
   Web of Science ®Google Scholar
• Tumen, Sarah, Boaz Shulruf, and John Hattie. 2008. “Student Pathways at the University: Patterns and Predictors of Completion.” Studies in Higher Education 33 (3): 233–52. doi:10.1080/03075070802049145
   Web of Science ®Google Scholar
• Vogel, Michael P. 2009. “The Professionalism of Professors at German Fachhochschulen.” Studies in Higher Education 34 (8): 873–88. doi:10.1080/03075070902737870
   Web of Science ®Google Scholar
• Wissenschaftsrat. 2010. “Statistische Daten zur Einführung von Bachelor- und Masterstudiengängen. Wintersemester 2010/2011.” Statistiken zur Hochschulpolitik 2/2010. Bonn.
   Google Scholar
• Witte, Johanna, Marijk van der Wende, and Jeroen Huisman. 2008. “Blurring Boundaries: How the Bologna Process Changes the Relationship Between University and Non-University Higher Education in Germany, the Netherlands and France.” Studies in Higher Education 33 (3): 217–31. doi:10.1080/03075070802049129
   Web of Science ®Google Scholar
• Yee, April. 2016. “The Unwritten Rules of Engagement: Social Class Differences in Undergraduates’ Academic Strategies.” The Journal of Higher Education 87 (6): 831–58. doi:10.1080/00221546.2016.11780889
   Web of Science ®Google Scholar