Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany

Autor/inn/en	Mordhorst, Lisa; Jenert, Tobias
Titel	Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany
Quelle	In: Higher Education: The International Journal of Higher Education Research, 85 (2023) 6, S.1257-1279 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mordhorst, Lisa) ORCID (Jenert, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00889-7
Schlagwörter	Foreign Countries; Dual Enrollment; Vocational Education; Integrated Curriculum; Higher Education; Educational Policy; Educational Theories; Classification; Germany + Suchen Sie Ihr Suchwort? Ausland; Doppelstudium; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Classification system; Klassifikation; Klassifikationssystem; Deutschland
Abstract	In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes' main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students' personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01