Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

Hofmann, Claudia; Stalder, Barbara E.; Tschan, Franziska; Häfeli, Kurt

doi:10.13152/ijrvet.1.1.5

Cited by 17 publications

(14 citation statements)

References 35 publications

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“…Against this backdrop, apprentice surveys often focus strongly on questions related to those aspects (e.g. Beicht et al 2009;Brooker and Butler 1997;DGB 2008;Ebner 1997;Ernst 2016;Feller 1995;Gebhardt et al 2014;Heinemann et al 2009;Hofmann et al 2014;Keck et al 1997;Koch 2016;Nickolaus et al 2015;Velten and Schnitzler 2012;Virtanen et al 2014;Zimmermann et al 1994). As the goal of our research was to develop a comprehensive apprentice survey in the context of dual VET, we focused on instruments used in this contextthough there is of course a significant thematic overlap to general workplace learning instruments.…”

Section: Theoretical Model: Quality Of Workplace Learning In the Dualmentioning

confidence: 99%

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

Böhn

Deutscher

2020

Vocations and Learning

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Despite the importance of dual VET for economic growth and stability, internationally, systems struggle with quality assurance and quality improvement. In recent years, numerous research efforts have been made to identify and describe quality aspects in dual VET, especially with regard to in-company training conditions as perceived by apprentices. This has resulted in an outsized number of test instruments, comprising numerous scales and numerous items. The research presented here aims to assemble and organize all existing survey instruments in the VET context and to develop a comprehensive and validated questionnaire for dual VET that measures workplace characteristics (VET-LQI). For this purpose, 43 test instruments were identified and categorized using a qualitative meta-synthesis, and integrated into a general theoretical framework (Tynjälä 2013). The results of the meta-synthesis reveal diverse content areas as the current foci of VET quality research. The applicability of any existing survey is limited, as the majority of studies either focus on a small range of selected categories and/or do not report the validation results of their scales. Hence, a synthesized item pool was used. Short scales were extracted and tested in seven commercial training occupations in Germany, which covered all identified content areas of VET quality research. On the basis of item and factor analyses, 22 scales (containing 99 items) are identified that, taken together, satisfactorily reflect all common workplace characteristic scales in existent measurement instruments. The resulting instrument provides a broad collection of short scales reflecting the various foci of a longstanding and diverse research tradition, and will allow future researchers to analyze in-company training conditions more comprehensively, given limited opportunities and time resources for testing.

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Section: Theoretical Model: Quality Of Workplace Learning In the Dualmentioning

confidence: 99%

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

Böhn

Deutscher

2020

Vocations and Learning

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“…Social support helps people to achieve their self-imposed career goals. On the one hand, social support can foster career aspirations and development (Hofmann, Stalder, Tschan, & Häfeli, 2014). On the other hand, it can hurt an individual's career planning.…”

Section: Workplace Factorsmentioning

confidence: 99%

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Nägele

Neuenschwander

Rodcharoen

2018

IJRVET

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Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). * Higher Education in Switzerland 265Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age-from younger to older-between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education. Conclusions:The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual's value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

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“…Research suggests that the majority of students perceive the role of teachers instrumental to their educational development (Soutter, O'Steen, & Gilmore, 2012). A longitudinal study of 525 young adults having a mean age of 19.7 years studying in vocational educational and training schools of Switzerland found direct relation of teachers' support on career aspirations of students (Hofmann, Stalder, Tschan, & Häfeli, 2014). The study further suggested that teacher support can increase students' self-esteem and their perceptions regarding the school, which plays a major role in enhancement of perceived employability or career perception and further studies.…”

Section: Teacher Supportmentioning

confidence: 82%

Access to Higher Education: Source of Graduate Employability and Wellbeing

Bakari

Hunjra

2018

JoEED

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Access to higher education has been the subject of considerable debate among policy makers and academicians. But the concept lacks empirical evidence regarding its impact upon students and societal outcomes. This study provides empirical answer to the research question: how do access to higher education and teachers’ support relate to graduates’ self-perceived employability and psychological wellbeing? The data were collected from 520 students of bachelors and master’s programs in rural campuses of an oldest University of Pakistan and analyzed through Structural Equation Modelling (SEM) using AMOS and SPSS software. Results reveal that access to higher education and teachers support are positively related with selfperceived employability of graduating student with little or no difference among gender. Whereas, teachers support also contributes to psychological wellbeing of the students. The impact of access to higher education on psychological wellbeing was insignificant. This study provides implications for universities, policy makers, and human resource management professionals regarding enhancement of graduate employability. Keywords: access to higher education, psychological well-being, self-perceived employability, teachers’ support

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Support from teachers and trainers in Vocational education and training: The pathways to career aspirations and further career development

Cited by 17 publications

References 35 publications

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

Development and Validation of a Learning Quality Inventory for In-Company Training in VET (VET-LQI)

Higher Education in Switzerland: Predictors of Becoming Engaged in Higher Vocational or Higher Academic Education – The Role of Workplace Factors

Access to Higher Education: Source of Graduate Employability and Wellbeing

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