Labour Market Relevance of European University Education. From Enrolment to Professional Employment in 12 Countries.

Autor/inn/en	Kivinen, Osmo; Nurmi, Jouni
Titel	Labour Market Relevance of European University Education. From Enrolment to Professional Employment in 12 Countries. Gefälligkeitsübersetzung: Arbeitsmarktrelevanz der europäischen Hochschulbildung. Von der Immatrikulation bis zur professionellen Beschäftigung in 12 Ländern.
Quelle	In: European journal of education, 49 (2014) 4, S. 558-574Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
DOI	10.1111/ejed.12095
Schlagwörter	Belgien; Deutschland; Europa; Finnland; Frankreich; Italien; Niederlande; Norwegen; Österreich; Portugal; Schweiz; Spanien; Studium; Praxisbezug; Internationaler Vergleich; Altersstruktur; Hochschulbildung; Studienanfänger; Bildungsertrag; Bildungsertrag; Lerninhalt; Altersstruktur; Hochschulbildung; Studium; Studiendauer; Internationaler Vergleich; Praxisbezug; Hochschulabsolvent; Studienanfänger; Belgien; Deutschland; Europa; Finnland; Frankreich; Italien; Niederlande; Norwegen; Portugal; Schweiz; Spanien; Österreich
Abstract	In accordance with the education policy which puts human capital at its heart, higher education is expected to produce marketable competent professionals in response to the needs of an expansive knowledge-based economy. In one reading, to support competitive knowledge-based economy, higher education students should graduate as young and fast as possible. The article asks whether it is credible that the young & fast principle as an objective for university education would provide a feasible way of enhancing professional labour force to serve knowledge economies. The analysis of study careers of 17,000 European second cycle university graduates shows that transitions from school to higher education to professional employment vary considerably in the 12 countries. The key finding is that countries with rather slow progression in the initial part of the transition tend to do better in the end, and vice versa. Belgium (Flanders) is the most obvious example of young and fast-graduating students that need a relatively long period after graduation to start their professional careers. In Finland, Austria, and Norway, relatively old and experienced graduates are employed rapidly. The time before professional employment after graduation is short for students who have acquired relevant work experience and acquainted themselves with professional fields. The youngest professionals are found in France where they tend to have access to opportunities for professionally relevant training. However, professional employment cannot be fostered by simply trying to recruit student populations as young as possible, but rather by enriching the labour market relevance of their student careers. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2015/3