Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes.You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. If the documents have been made available under an OpenContent Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. www.econstor.euThis is a pre-copyedited, author-produced PDF of an article accepted for publication in "Public Opinion Quarterly" following peer review. In survey research, a consensus has grown regarding the effectiveness of incentives encouraging survey participation across different survey modes and target populations. Most of this research has been based on surveys from the US, whereas few studies have provided evidence that these results can be generalized to other contexts. This paper is the first to present comprehensive information concerning the effects of incentives on response rates and nonresponse bias across large-scale surveys in Germany. The context could be viewed as a critical test for incentive effects because Germany's population is among the most survey-critical in the world, with very low response rates. Our results suggest positive incentive effects on response rates and patterns of effects that are similar to those in previous research: The effect increased with the monetary value of the incentive; cash incentives affected response propensity more strongly than lottery tickets do; and prepaid incentives could be more cost-effective than conditional incentives. We found mixed results for the effects of incentives on nonresponse bias. Regarding large-scale panel surveys, we could not unequivocally confirm that incentives increased response rates in later panel waves. 6 Survey researchers have been increasingly concerned with decreasing response rates, a change that has been reported in developed countries over the last several decades (Atrostic et al. 2001; de Leeuw and de Heer 2002;Brick and Williams 2013). Decreasing response rates can lead to biased estimates if the nonresponse is not at random (Rubin 1976). Even when nonresponse is not selective, increasing the sample size as a direct countermeasure incurs higher costs. To increase survey response, several methods have been developed, such as advance letters, special contacting procedure...

Stage 8 of the German National Educational Panel Study focuses on the adult working age population in Germany and serves, in many respects, as a capstone for the National Educational Panel Study structure. Its main purpose is to collect data on adult education, on competence endowment and its development over the life course, and on returns to initial and adult education in a life-course perspective. The data includes a large number of theoretically informed determinants of adult education and competencies as well as information on how labor market and non-labor market outcomes are influenced by previous educational participation and 284 J. Allmendinger et al.competencies. With detailed information on learning environments at the workplace and in the household it will be possible to contextualize these determinants. The data allows immediate analyses of the adult population as well as the delivery of long-term perspectives on educational, occupational, and private life courses across various educational stages. Erwachsenenbildung und lebenslanges LernenZusammenfassung: Etappe 8 bildet mit dem Fokus auf die Population von Erwachsenen im erwerbsfähigen Alter in vielerlei Hinsicht den Schlussstein der gesamten Erhebungsstruktur des Nationalen Bildungspanels. Diese Etappe sammelt insbesondere Daten zu formalen, nonformalen und informellen Weiterbildungsaktivitäten, zur Entwicklung von Kompetenzen im Erwachsenenalter und zu monetären und nicht-monetären Bildungserträgen von Erstausbildung und Weiterbildung über den Lebensverlauf. Die Daten beinhalten eine Vielzahl theoretisch abgeleiteter Determinanten zur Erklärung von Weiterbildungsverhalten, von Kompetenzen sowie von spezifischen Erträgen innerhalb und außerhalb des Arbeitsmarktes. Diese Determinanten sowie das Weiterbildungsverhalten, die Kompetenzen und die Bildungserträge selbst können durch zusätzlich erhobene Informationen zu Lernumwelten am Arbeitsplatz und im privaten Haushalt kontextualisiert werden. Die Daten der Etappe 8 ermöglichen durch die retrospektive Erhebung detaillierter Bildungs-, Arbeitsmarkt-und Haushaltsinformationen unmittelbar zahlreiche Analysen über verschiedene Lebensphasen hinweg. Durch den prospektiven Charakter der Panelstudie können darüber hinaus in den kommenden Jahren weitere soziologische, ökono-mische, psychologische und erziehungswissenschaftliche Theorien getestet werden.Schlüsselwörter: Weiterbildung · Lebensverlauf · Kompetenzentwicklung · Arbeitsmarkt · Panelstudie

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.

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The German educational system is characterized by a large sector of dual vocational training, which facilitates integration into the labour market. This system creates a specific training market for school leavers, which is characterized by strong regional disparities. These differences as well as their consequences have not been systematically analysed in previous research. In a theory-guided analysis this paper examines empirically which structural 'handicaps' affect regional transition rates from school to training and how regional training markets may be classified according to these structural factors. To this end, a new method is applied which combines regression and cluster analysis to avoid arbitrariness in the selection of classification variables. It generates a well-interpretable classification of vocational education markets, which is of broad use in research and labour market policy. The method may be applied to solve a broad variety of similar research problems in regional science. JEL Classification I21 · J24 · R23Electronic supplementary material The online version of this article (https://doi.org/10.1007/s00168-017-0856-z) contains supplementary material, which is available to authorized users.

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