Kompetenzmodellierungen zur wirtschaftlichen Fachkompetenz angehender Bankkaufleute

Rosendahl, Johannes; Straka, Gerald A.

doi:10.25162/zbw-2011-0011

Cited by 14 publications

(2 citation statements)

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“…Following the distinction by Gelman and Greeno (1989) and several studies from the business management domain (e.g., Klotz 2015;Lehmann and Seeber 2007;Rosendahl and Straka 2011;Winther and Achtenhagen 2009;Klotz 2014, 2014), vocational competence is understood as a two-dimensional construct, consisting of a domain-linked and a domain-specific facet. Domain-linked competence comprises generic skills and fundamental knowledge related to economic content (Winther 2011;Winther et al 2013).…”

Section: Two Dimensions Of Vocational Competencementioning

confidence: 99%

“…As training progresses within a mainly domain-specific framework curriculum, trainees gradually acquire specific knowledge, rules, heuristics, and skills relevant to the domain (Hager 2004;Klotz et al 2015;Winther 2010;Winther et al 2013). Consequently, domain-specific competence advances more rapidly and to a higher level throughout the training compared to domain-linked competence (Klotz and Winther 2016;Rosendahl and Straka 2011). The developmental perspective on the two dimensions of vocational competence highlights the importance of monitoring their changes and examining their impact on dropout at various stages.…”

Section: Two Dimensions Of Vocational Competencementioning

confidence: 99%

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Exploring the interplay between vocational competence and dropout intention: insights and perspectives

Ma,

Krötz,

Deutscher

et al. 2024

Empirical Res Voc Ed Train

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High drop-out rates from Vocational Education and Training (VET) remain a severe problem in VET systems globally. Despite decades of drop-out research revealing numerous influencing factors, the role of trainees’ vocational competence in their drop-out behavior has been neglected. This study aims to define the structure of vocational competence and analyze its effects on drop-out intention. Using longitudinal data from 458 commercial trainees in Germany, vocational competence is measured at three time points using a validated competence test, subdivided into domain-linked and domain-specific dimensions (Gelman and Greeno, 1989). Four different directions of drop-out intentions are considered, enabling a detailed effect inspection of the prevailing research gap. Additionally, factors identified in previous studies, such as educational level, age, language, and the degree of having chosen one’s desired occupation, are controlled for. We conducted 12 rounds of ordinal logistic regression to test three lagged temporal combinations of the effect relationship between vocational competence and dropout intention over different time spans (T0- > T1, T1- > T2, T0- > T2). We find that lower domain-specific competence increases the intention to drop out from VET without qualification over different time spans. Initial lower domain-specific competence also affects trainees’ intention to change their occupation in the final year of training. Furthermore, higher levels of domain-linked competence at the beginning increase the intention to leave VET to pursue higher qualifications in the midterm of training.

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