‘Second chance’ routes into higher education: Sweden, Norway and Germany compared

Orr, Dominic; Hovdhaugen, Elisabeth

doi:10.1080/02601370.2013.873212

Cited by 37 publications

(26 citation statements)

References 11 publications

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“…As comparative analyses of national educational systems show, routes of non-traditional students into higher education vary substantially between countries (Orr and Hovdhaugen 2014). Before comparing the performance of non-traditional and traditional students at one German university, we describe the different routes that both groups can take to attend German universities.…”

Section: Entrance Pathways To Universities In Germanymentioning

confidence: 99%

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

Brändle¹,

Lengfeld

2016

High Educ

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Since 2009, German universities were opened by law to freshmen who do not possess the traditional graduation certificate required for entry into University, but who are rather vocationally qualified. In this article, we track the grades of these so-called nontraditional students and compare them to those of traditional students using a longitudinal design. Based on assumptions about differences in competencies, family background and the cultural closeness of academia, we derive hypotheses on differences concerning the progression of students' grades. These hypotheses have been tested using examination data from an undergraduate degree program at one German university. Analyzing a sample of 723 students, we show that over the course of their studies, non-traditional students perform worse than their fellow students who have general university entrance qualifications. Moreover, there is no trend toward convergence between the students' performances. Additionally, repeated measures ANOVAs reveal the influence of socio-demographic characteristics and study practice on progression of students' grades.

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Section: Entrance Pathways To Universities In Germanymentioning

confidence: 99%

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

Brändle¹,

Lengfeld

2016

High Educ

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“…Foram selecionados estudos que abordam a evolução da temática na Alemanha no período entre 1997 e 2014 (EL HAGE, 1997;HÜFNER, 2003;HARRIS HUEMMERT, 2008;ORR;HOVDHAUGEN, 2014). Segundo El Hage (1997) a análise da situação da avaliação do ES evidenciou uma péssima situação da avaliação na Alemanha.…”

Section: Na Alemanhaunclassified

ACREDITAÇÃO DO ENSINO SUPERIOR NA EUROPA E BRASIL: mecanismos de garantia da qualidade

Pereira¹,

Araújo²,

Machado‐Taylor³

2016

RPP

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Estudo das políticas de qualidade no ensino superior brasileiro e europeu com o objetivo de discutir e comparar os sistemas de acreditação e de avaliação na Alemanha, Reino Unido e Brasil. Assim, contextualiza e mapeia os cenários dos países e discute os mecanismos de garantia da qualidade nos processos de avaliação e acreditação do ensino superior. Trata-se de uma pesquisa descritiva em que buscou-se o what is, previsto por Knupfer e McLellan (1996, p.1197) retratando “[...] o que existe hoje e agora em relação a um problema ou fenômeno.” (MERTENS, 1998, p.174). Os resultados demonstraram algumas similaridades nos mecanismos de garantia da qualidade mesmo considerando-se as políticas educacionais distintas. As contribuições assentam na confrontação das metodologias de acreditação e avaliação em vigor pelas agências dos países e na análise quanto à forma de validação das políticas de qualidade no ensino superior

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“…However, this route has remained narrow and disputed among the universities (Haltia, 2012). In Sweden, there has also been an access system which gave non-traditional students an alternative route to H.E., but nowadays the share of students using this second chance path is relatively low (Orr & Hovdhaugen, 2014). Similarly, Norway introduced an alternative access route based on prospective students' competence gained outside the formal education system and students with a non-academic background, as well as mature students, have benefitted most from the system (Orr & Hovdhaugen, 2014).…”

Section: Age-related Disparitiesmentioning

confidence: 99%

Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues^*

et al. 2018

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‘Second chance’ routes into higher education: Sweden, Norway and Germany compared

Cited by 37 publications

References 11 publications

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

ACREDITAÇÃO DO ENSINO SUPERIOR NA EUROPA E BRASIL: mecanismos de garantia da qualidade

Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues^*

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‘Second chance’ routes into higher education: Sweden, Norway and Germany compared

Cited by 37 publications

References 11 publications

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany

ACREDITAÇÃO DO ENSINO SUPERIOR NA EUROPA E BRASIL: mecanismos de garantia da qualidade

Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues*

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Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues^*