International Large-Scale Assessment on Vocational and Occupational Education and Training

Baethge, Martin; Arends, Lena; Winther, Esther

doi:10.1163/9789087907389_002

Cited by 8 publications

(8 citation statements)

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“…The present study of the trainees’ identification processes is particularly important in the context of VET because the transition from school to VET is a crucial step for young people and plays a significant role in determining their future career success. The formation of a vocational identity is an indicator of professional competence, and the organizational identification of employees is associated with many positive effects for individuals, companies, and society ( Savickas, 1999 ; Rauner, 2007 ; Baethge et al, 2009 ; Seeber et al, 2019 ; Heinrichs et al, 2022 ). Nevertheless, there is a need for empirical longitudinal studies on the identification development of trainees in VET, as well as for findings on the predictors and effects of organizational identification ( Heinrichs et al, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

“…The development of vocational identity is regarded as a central goal of vocational education and training (VET) programs and identity is considered a component of trainees’ professional competence (e.g., Rauner, 2007 ; Baethge et al, 2009 ; Heinrichs et al, 2022 ). Understanding and supporting trainees’ identification processes are especially important aspects in the context of VET because the transition from school to VET is a crucial step for adolescents, determining individuals’ future career success and life ( Savickas, 1999 ; Seeber et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

2023

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The vocational identity of trainees is one component of their professional competence and is considered to be a central goal of vocational education and training (VET) programs. From the numerous identity constructs and conceptualizations, this study focuses on the organizational identification of trainees, that is, the extent to which trainees internalize the values and goals of their training company and perceive themselves as part of this company. We are specifically interested in the development, predictors, and effects of trainees’ organizational identification, as well as the interrelations between organizational identification and social integration. We use longitudinal data of n = 250 trainees in dual VET programs in Germany at the very beginning of their VET program (t1), after 3 months (t2), and after 9 months (t3). A structural equation model was used to analyze the development, predictors, and effects of organizational identification for the first 9 months of training and the cross-lagged effects between organizational identification and social integration. The results showed a high stability of trainees’ organizational identification over the first 9 months. Regarding the predictors, the results indicated positive direct and indirect effects of the formal socialization tactics implemented by the training company, as well as of support by the trainer at the beginning of the training. However, collegial support at the beginning of the training did not seem to play a significant role in organizational identification. Moreover, organizational identification positively affected trainees’ emotional engagement and self-perceived competence while negatively predicting dropout intentions after 9 months of training. Finally, the cross-lagged effects between organizational identification and social integration were not significant, and only at t3 were these constructs positively correlated. However, regarding the development, predictors, and effects, very similar results were found for organizational identification and social integration. The results underline the positive significance of organizational identification for the individual, the company, and society, even at this early stage of training. The results are discussed regarding both their scientific and practical implications.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

2023

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“…The term "transitional system" can be misleading, because no systematic organizational structure guarantees a transition. Instead, it encompasses various training, education, and labor market schemes provided by governmental bodies to engage young people who did not enter a regular training system (Baethge et al 2007).…”

Section: Endnotes Amentioning

confidence: 99%

Promoting workforce excellence: formation and relevance of vocational identity for vocational educational training

Klotz

Billett

Winther

2014

Empirical Res Voc Ed Train

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Vocational learning comprises more than factual knowledge and procedures; the development of a vocational identity is a key aspect and outcome of vocational education provisions and assumed to play an integral role in how students learn and perform. Despite the salience of vocational identity however, the processes that contribute to its formation are far from fully understood. It is unclear whether and which elements of vocational education and training provision shape this process and if and to what degree forms of identity really support the actual vocational performance of a vocational learner. This study seeks to provide deeper understanding of the circumstances that enable different forms of identity to develop and how they direct learning and workplace effort. Using structural equation modeling with data from 504 vocational learners and correlation analysis with data from 187 industrial apprentices, this article proposes a model to account for key influences and the impacts of vocational identity formation for the commercial sector. The results indicate that vocational identity mediates and is closely aligned to the development of vocational engagement and competence. A free career choice and the provision of maximal functional integration into operating processes at the workplace are key factors underlying identity formation.

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“…In this sense, career adaptability can be viewed as a key factor influencing vocational learning as a process of identity development at work (Brown and Bimrose 2018). Developing students' work-related identity is a major goal of the German dual vocational training system, as it is seen as a crucial factor of students' learning and performance (Baethge et al 2009b). Klotz et al (2014) found that the vocational identity of apprentices in the commercial domain is closely related to their vocational engagement and competence.…”

Section: Introductionmentioning

confidence: 99%

Career Adaptability and Vocational Identity of Commercial Apprentices in the German Dual System

Kirchknopf

2020

Vocations and Learning

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The construct of career adaptability has recently gained importance in research on vocational development and has led to a variety of theoretical and empirical approaches. Alongside with vocational identity it has been theorised as the crucial meta-competency of modern career construction. Due to its roots in adolescent career development, career adaptability is not limited to the vocational adjustments of working adults, but is also highly relevant for the pre-occupational orientation processes of adolescents initially developing a vocational identity. Despite the recent increase in empirical research on career adaptability, the field of vocational education has been largely neglected so far. Therefore, a quantitative survey among nearly N = 400 commercial apprentices within the German dual system of VET has been conducted. This study focuses on the replication of the Career Adapt-Abilities Scale (CAAS) among commercial apprentices within the German dual system, and its discrimination against alternative operationalisations of career adaptability. Furthermore, the relationship between career adaptability and vocational identity (operationalised as occupational and organisational identification) was explored. Results showed that the four-dimensional structure of career adaptability covered by the CAAS could be largely replicated in the dual system. In addition, it was found that the CAAS can in part be separated from alternative operationalisations. Finally, the results confirmed career adaptability positively predicts both foci of identification in a cognitive and affective manner. This indicates that career adaptability can be seen as a beneficial factor for vocational education and training as it fosters the vocational ties of apprentices in terms of their identity.

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International Large-Scale Assessment on Vocational and Occupational Education and Training

Cited by 8 publications

References 0 publications

Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

Development, predictors, and effects of trainees’ organizational identification during their first year of vocational education and training

Promoting workforce excellence: formation and relevance of vocational identity for vocational educational training

Career Adaptability and Vocational Identity of Commercial Apprentices in the German Dual System

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