EUROSTUDENT V Key results on the social dimension in

Kristina Hauschildt

Brussels

April 17th , 2015

EUROSTUDENT V

Key results on the social

dimension in higher

education in Europe

2Brussels, 17/04/2015EUROSTUDENT V – Key resultsKristina Hauschildt

The EUROSTUDENT network


EUROSTUDENT Synopsis of Indicators


Synopsis of Indicators

Transition into higher

education

Social make-up

Characteristics of student

populations

Types and modes of

study

Time budget and

employment

Students‘ resources

Students‘ expenses

Housing situation

Student mobility

Assessment and future

plans

Mobility & Future plans

Studyconditions

Access




education

Social make-up


populations

Types and modes of

study

Time budget and

employment



Housing situation

Student mobility


plans


Studyconditions

Access


Spotlight on: students without HE background

Students without HE background

• Students educational background can be important influence on

educational attainment, e.g. with regard to (Arum, Gamoran & Shavit, 2011; Reimer & Jacob,

2011; Shavit & Blossfeld, 1993; Triventi, 2013):

− entering HE

− choosing HE type

− degree length

• Reasons for differences between students with and without HE

background may include (Becker & Hecken, 2009; Boudon, 1974; Bourdieu, 1984; Breen & Goldthorpe, 1997):

− Different habitus

− background-specific norms

− background-specific expectations

− background-specific resources and constraints

7Hanover, 23rd August 2010Synopsis of Indicators and beyond

Results

Access


Overview of access routes to higher education

Notes:

The question on students’ access routes provided multiple response options, so that students may have combined different routes to

enter higher education.

*Unweighted average

Source: Hauschildt et al. (2015)

Higher education entrance examination(75 %*, 15 countries)

Upper secondary qualification(70 %*, 22 countries)

Upper secondary qualification-adult learning(8 %*, 11 countries)

Special exams for certain student groups(5 %*,11 countries)

Accreditation of prior learning (4 %*, 10 countries)

Special acces courses(3 %*, 13 countries)

Regular entry routes Alternative entry routes

Most students

enter through regular routes

…but alternative routes do

exist


Delayed transition students


Share of students with a time delay of more than 24 months between leaving school and

entering higher education (in %)

Share of delayed transition students

is high among students without HE

background


Work experience before entering higher education


Share of students with (regular) work experience before entering higher education (in %)

Educational background

Share of students with work

experience is high among students

without HE background


Participative equity

Representation of students without HE background

Based on fathers’ educational attainment


Stu

de

nts

‘ fa

the

rs w

ith

ou

t H

E

Men in the population aged 40-59 without HE

Under-representation

of students without HE

background in almost all countries


Students without HE background…

• …are underrepresented in almost all EUROSTUDENT countries

• …more often have a delayed entry into higher education

• …more often enter higher education using alternative routes

• …are older than students without HE background

• …favor non-universities over universites

• …tend to be better represented in BA than in MA programmes

• …tend to prefer engineering over humanities subjects

Summary: Access of students without HE background


Results

Assessment of chances on

the labour market


Chances on the labour market

Students’ assessment of their chances on the (national vs. international) labour market


More confidence about the national

labour market

More confidence about the

international labour market



Students’ assessment of their chances on the national labour market

Share of students assessing their chances as (very) good

More confidence about the national

labour market

Students without HE background less optimistic



Students’ assessment of their chances on the international labour market

Share of students assessing their chances as (very) good

Students without HE background less

optimistic


Differences in assessment of chances…

• …between countries

• …between fields of study

• …between students with and without HE background

Summary: Assessment of chances on the labour market


Summary & Conclusion


Conclusion

Participative equity has not (yet?) been attained in most EUROSTUDENT

countries

Students without HE background make different educational choices in many

countries

• What are the reasons behind these differences?

• What are the consequences of these choices?

Students without HE background tend to assess their chances on the labour

market less positively than students with HE background, especially with

regard to the international labour market

• Is students‘ assessment of their labour market chances accurate?




education

Social make-up


populations

Types and modes of

study

Time budget and

employment



Housing situation

Student mobility


plans


Studyconditions

Access

Data on all topics

available in online

database in the

coming weeks!

www.eurostudent.eu


Full database available

in the coming weeks:

www.eurostudent.eu



Different formats for dissemination

(DRM)

Intelligence

Briefs

Website

www.eurostudent.eu

Twitter

@EUROSTUDENTtwt

Bologna Process

Implementation

Report

Data reporting

module

incl. national

profiles

Synopsis of

Indicators


www.eurostudent.eu

[email protected]


Backup


References

Arum, R., Gamoran, A., & Shavit, Y. (2007). More inclusion than diversion: Expansion, differentiation, and market structure in higher education. In Y. Shavit, R. Arum, & A. Gamoran (Eds.), Stratification in higher education: A comparative study (pp. 1 – 35). Stanford, CA: Stanford University Press.

Becker, R., & Hecken, A. E. (2009). Why are working-class children diverted from universities? An empirical assessment of the Diversion Thesis. European Sociological Review, 25, 233–250.

Boudon, R. (1974). Education, opportunity, and social inequality. Changing prospects in Western society. New York: Wiley.

Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Cambridge, MA: Harvard University Press.

Breen, R., & Goldthorpe, J. H. (1997). Explaining educational differentials. Towards a formal rational action theory. Rationality and Society, 9, 275 – 305.

Bucharest Communiqué (2012). Making the most of our potential: Consolidating the European Higher Education Area. Retrieved from http://www.ehea.info/Up loads/%281%29/Bucharest%20Communique%20 2012%281%29.pdf

Hauschildt, K., Gwos ć, C., Netz, N., & Mishra, S. (2015). Social and Economic Conditions of Student Life in Europe. Synopsis of Indicators. EUROSTUDENT V 2012–2015. Bielefeld: W. Bertelsmann Verlag.

Mühleck, K. (2013). Second-generation immigrants in higher education – Sketching the European picture. In A. F. Camilleri, & K. Mühleck (Eds.), Evolving diversity II. Participation of students with an immigrant background in European higher education. Brussels: EquNet Consortium.

Reimer, D., & Jacob, M. (2011). Differentiation in higher education and its consequences for social inequality: introduction to a special issue. Higher Education, 61, 223 – 227.

Shavit, Y., & Blossfeld, H.-P. (1993). Persistent inequality: Changing educational attainment in thirteen countries. Boulder, CO: Westview Press.

Triventi, M. (2013). Stratification in higher education and its relationship with social inequality: A comparative study of 11 European countries. European Sociological Review, 29, 489 – 502.

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EUROSTUDENT V Key results on the social dimension in