Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Ye; Schmidt-Hertha, Bernhard |
|---|---|
| Titel | Dual Studies in Different Cultural Contexts: The Work-Study Model in Germany and Its Applicability to China |
| Quelle | In: Innovations in Education and Teaching International, 57 (2020) 4, S.472-483 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-3297 |
| DOI | 10.1080/14703297.2019.1570303 |
| Schlagwörter | Foreign Countries; Comparative Education; Work Study Programs; Dual Enrollment; College Students; Student Attitudes; Vocational Education; Higher Education; Educational Practices; Models; Job Training; Universities; School Business Relationship; Germany; China |
| Abstract | This paper, based on data collected from questionnaires distributed among German students and from interviews with university professors and contacts in cooperating companies in both Germany and China, evaluates dual studies in Germany and their applicability to China. The study finds that most students are satisfied with the theory phase and the practical phase. Practical experience and grants from companies are mentioned as important advantages of dual studies. In addition, expert interviews carried out in Germany show that students acquire both professional knowledge and occupational skills in the course of their dual studies. Interviews with Chinese experts point to the fact that the German model of dual studies could be applicable to China. Therefore, dual studies at Chinese application-oriented universities which interlink theory with practice and offer both a Bachelor's degree and a professional qualification in 3- to 4-year programmes could be an attractive alternative for Chinese students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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