Journalartikel

Jahr der Veröffentlichung: 2018

Seiten: 166-176

Zeitschrift: Journal of Further and Higher Education

Bandnummer: 42

Heftnummer: 2

ISSN: 0309-877X

DOI Link: https://doi.org/10.1080/0309877X.2016.1224326

Verlag: Taylor and Francis Group

Abstract: 

All over the world, universities have to cope with the mission to
promote the employability of their graduates, implying that competences
should be trained which are relevant for the professional experience. In
this context, it is of special interest where graduates work and what
they are doing at work. In this study we focus on educational science
graduates (N = 1565) and compare them to graduates of other study
programmes (N = 10,224). Using data of the German DZHW graduate panel
2005 (N = 11,789), we address the questions (1) in which fields
graduates of educational science work, (2) whether a theoretical-based
four-dimensional internal structure of graduates’ job-related
requirements and competences can be confirmed, (3) what kind of
self-rated requirements educational science graduates experience at
work, and (4) which self-rated levels of competences they possess,
compared to other graduates. The analyses show that most graduates of
educational science find an appropriate job in a clearly educational
setting and that generic competences (systematic, social, and personal
competences) are rated as more important than knowledge processing.

Harvard-Zitierstil: Brachem, J. and Braun, E. (2018) Job-related requirements and competences of educational science graduates, Journal of Further and Higher Education, 42(2), pp. 166-176. https://doi.org/10.1080/0309877X.2016.1224326

APA-Zitierstil: Brachem, J., & Braun, E. (2018). Job-related requirements and competences of educational science graduates. Journal of Further and Higher Education. 42(2), 166-176. https://doi.org/10.1080/0309877X.2016.1224326