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See detailBildungschancen durch Begabtenförderung
Dusdal, Jennifer UL; Weber, Regina

Book published by Hans-Böckler-Stiftung - 268 (2014)

Eine erste Befragung in allen öffentlich geförderten Begabtenförderwerken 2008 zeigte, dass häufig diejenigen Stipendien erhalten, deren Eltern bereits studiert haben. Das Anliegen der Hans-Böckler ... [more ▼]

Eine erste Befragung in allen öffentlich geförderten Begabtenförderwerken 2008 zeigte, dass häufig diejenigen Stipendien erhalten, deren Eltern bereits studiert haben. Das Anliegen der Hans-Böckler-Stiftung hingegen ist es, Chancengleichheit in der Bildung unabhängig von der sozialen Herkunft und den finanziellen Möglichkeiten zu schaffen. Um einen Einblick in die Studiensituation und soziale Lage der eigenen Stipendiatinnen und Stipendiaten zu erhalten, wurden im Wintersemester 2010/11 alle Geförderten befragt. Hierbei zeigt sich, dass in der Hans-Böckler-Stiftung besonders viele Stipendia-tinnen und Stipendiaten gefördert werden, die keine akademische Vorerfahrung in der Familie haben. Gleichzeitig scheint sich die soziale Herkunft kaum auf die Bewertung der eigenen Studiensituation auszuwirken. Durch spezielle Aufnahmeverfahren und die primäre Förderung von (ehemaligen) Ar-beitnehmerinnen und Arbeitnehmern zeigen die Ergebnisse der Befragung, dass es möglich ist, Be-gabtenförderung und Bildungsaufstieg zu verbinden. [less ▲]

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See detailGerman University-based Science: From Model to Contemporary Reality?
Dusdal, Jennifer UL

Poster (2013, November)

This QNRF-funded project features a cross-national investigation of the influence of higher education development and science capacity-building on scientific knowledge production. Measuring science on the ... [more ▼]

This QNRF-funded project features a cross-national investigation of the influence of higher education development and science capacity-building on scientific knowledge production. Measuring science on the basis of published papers in selected STEM disciplines, we identify factors behind national differences and global similarities. How does variation in national models and strategies to develop higher education and research universities explain long-term cross-national trajectories in science productivity over the 20th century? Observing unprecedented growth in scientific knowledge productivity, we selected six national cases that represent three phases of higher education development and science-based societies: a major European precursor model (Germany), American broad institutionalization of the currently dominant model, and, finally, Asian (Japan, China, Taiwan) and Middle Eastern (Qatar) innovators seeking to learn from the best. The enormous potential of a knowledge economy and society depends on continued production of scientific knowledge, but also its specification and enhanced quality. Even though scientists globally add to the world’s store of scientific knowledge, there are significant cross-national differences in relative contribution. While global production grows substantially, a few nations still produce the overwhelming majority of new science. For example, the U.S. leads the world in research, producing 21% of all research papers (2004-2008). Together with China (10%), UK (7%), Japan (6%) and Germany (6%), these five countries contribute 60% of all publications globally. Our preliminary research suggests that differences in key aspects of institutional models of higher education development and science capacity-building are associated with cross-national differences in scientific knowledge production over time. We use mixed-methods to analyze the institutional model of higher education development and science capacity-building in these nations over time. Our main measure is the number of published papers in journals, relying on a unique dataset from Thomson Reuters’ Web of Science (1900-2011). Examining trends in journal publications in selected STEM disciplines, we analyze how universities, investments in higher education and science, international collaborations, and scientific networks have changed to create the conditions for the “knowledge society”. Mainly, this poster presentation explains the influential German institutional model of the research university, which enjoyed preeminent status in modern science’s early institutionalization. Placing primacy on autonomous science and valorizing the unity of teaching and research, this type of university continues to dominate German higher education. Yet massive tertiary educational expansion, the rise of extra-university research institutes, and establishment of praxis-oriented universities of applied sciences challenge the foundational principle, threaten this globally popular model, and reduce university-based research capacity in Germany. Nevertheless, Germany’s dual pillars of mass universities and prestigious independent research institutes continue to boast one of the largest national scientific outputs globally. With an annual R&D investment of 2.84% GDP (2011), Germany has among the highest levels of science investment in Europe. Measured in publications, Germany still competes at the very top. While still a model for other countries, other top science countries today rely on their universities more in producing competitive science than does Germany. [less ▲]

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See detailMigration, Bildungsaufstieg und Begabtenförderung. Entwicklungen in der Stipendiat/innenschaft der Hans-Böckler-Stiftung.
Dusdal, Jennifer UL; Houben, Daniel; Weber, Regina

in Die hochschule (2012), 1

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See detailBildungsbeteiligung und soziale Partizipation von Migrantinnen und Migranten - Erkenntnisse einer Vollerhebung unter den Stipendiatinnen und Stipendiaten der Hans-Böckler-Stiftung
Houben, Daniel; Weber, Regina; Dusdal, Jennifer UL

in Soziale Ungleichheit in der Einwanderungsgesellschaft. Kategorien, Konzepte, Einflussfaktoren (2012)

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