Conference Agenda

This symposium focuses on the complexities of the transition between higher education (HE), vocational education and training (VET), and the world of work. We will consider aspects that facilitate successful transitions to the world of work such as diversity of programmes and permeability, and will discuss the diverse pathways young people utilise to progress to HE and/or to work. The symposium highlights a number of ways young people progress to both, HE and the world of work (e.g. from general education to VET; from VET to HE; from HE to VET and, in all cases, to the world of work).

This symposium focuses on young people when preparing for or making transitions into HE, VET and the workplace in three European countries, Germany, England and Austria. Transitions, however, are not linear (Fettes et al., 2020), hence we consider transition as vertical and horizontal transition. A vertical transition moves a young person closer to their ‘ultimate’ goal, HE or the world of work. Under a horizontal transition we understand when a young person moves ‘sideways’ and adds an additional step before making progress towards their ‘ultimate’ goal. In reality, transitions are complex, non-linear, and often are a combination of vertical and horizontal.

How are issues of transition considered by policy makers when implementing and expanding study programmes which connect HE and VET? How prepared are HEIs for preparing young people for the world of work? How do young people navigate this transition? Who and what facilitates their progression in the different pathways?

Equipping HE students with both practical skills and theoretical knowledge, to prepare them for the world of work have become central to HEIs (e.g Mason et al 2020; Bridgstock and Tippett, 2019). Consequently, HE has been increasingly moving towards preparing young people for the world of work through developing work-related degree models where general (academic) and vocational learning are intertwined.

The first paper is based on document analysis and a qualitative interview study focusing on education policy at macro-level concerning hybrid study programmes in Germany, England and Austria. Taking the empirical data into account current policy perspectives on these programmes against the background of their national historical origins are analysed. Aspects of diversity, permeability and transition resulting from these programmes within the three education systems are discussed.

The second paper employs case study approach to explore emerging patterns characterising models of practically-based HE in England, particularly considering how universities develop their strategies to enhance the relevance of academic studies to the world of work. The paper identifies some common characteristics of innovation and diversity of practically-based HE, and some implications for graduate employability and successful transitions.

The third paper explores Degree Apprenticeships (DAs) in England, which were introduced in 2015 to bridge the gap between higher vocational learning and HE. The paper explores the different ways DAs can diverse the learners who are entering HE and the workplace. It is argued that DAs offer the opportunity to prepare learners for a smoother and faster transition into the world of work, through equipping them with the technical and, notably, the transferable skills required by employers to be successful in the workplace.

The fourth paper investigates typical transition points between VET and HE in the German context, including the ways VET qualifications are used to gain access to HE-level courses, and opportunities for HE students who are not able to finish their course to enter VET programmes. The paper will draw on quantitative data compiled by the integrated training and education statistics, the national educational panel study, as well as studies focussed on the labour market outcomes of different educational pathways.

Integrated degree programs here referred to as hybrid study programs (HSP) have gained attention and importance in Germany in recent years. Initiated and supported by large industrial companies in the 1970s, their development was a reaction to changing labour market requirements at the time (Brodsky, 2022, p. 41). Accordingly, the aim was a higher education provision more strongly oriented towards the labour market. Thereby, these programs aimed to offer alternative and thus a wider range of study and training options to an increasing number of eligible students resolving the strict institutional separation between VET and HE (Brodsky, 2022, p. 2; Kuhlee & Irmscher, 2018, p. 9). The number of HSPs and students in these programs has been increasing steadily (Hofmann et al. 2019, p. 12 ff.). There has been growing interest in such programs in other countries, too. A more recent development is the introduction of Degree Apprenticeships (DA) in England rolled out in 2015 (McEwan, 2019), by now being structured on the basis of so-called standards within an employer-led system (Hubble & Bolton, 2019). They get offered by 81 universities, 6 colleges and over 68 employers (Which?University?, 2020, pp. 10-11). In comparison, the proportion of HSPs in Austria is rather small. Apart from the first HSP at the Joanneum University of Applied Sciences in 2002 a gradual expansion has only been taking place since 2011 (Haas & Humpl, 2019, p. 113). An analysis on the introduction of these programs in the three countries based on a systematic document analysis (n=32) indicates that despite similar conceptual approaches, there seemed to exist rather different policy intentions connected to HSPs (Graf, 2015, Welbourne & Reynolds, 2019, Wissenschaftsrat, 1996). The current expansions seem to be associated with different intentions by policy stakeholders again, as the empirical data of a qualitative interview study indicate (n=9). The findings point to different perspectives regarding the systematic integration, the role and described function of hybrid programs within each national education system. Taking the empirical findings into account, the contribution examines the conceptual structures of HSPs in the reference countries and the educational policy intentions associated with them. It debates the role of these programs in promoting permeability and diversity for the national system structures, and hence in enhancing pathways of transition. The aim is to clarify the system-specific integration and mode of action of HSPs from the perspective of education policy for their national context over time.

Brodsky, A. (2022). Lernen am Arbeitsplatz im dualen Studium. Springer. McEwan, T. (2019). Degree apprenticeships: up to standard? Policy Connect. Graf, L. (2015). Hybridisierung von Berufs- und Hochschuldbildung in Deutschland, Österreich und der Schweiz. In U. Banscherus, O. Engel, A. Mindt, A. Spexard & A. Wolter (Hrsg.), Differenzierung im Hochschulsystem. Nationale und internationale Entwicklungen und Herausforderungen (pp.163–176). Waxmann. Haas, J., & Humpl, S. (2019). Duale Studienangebote. Ein Zukunftsmodell für Österreichs Hochschulen? In A. Pausitis, R. Aichinger & M. Unger (Hrsg.), Qua vadis Hochschule? Beiträge zur evidenzbasierten Hochschulentwicklung (pp. 113–127). Waxmann. Hofmann, S., Hemkes, B., Leo-Joyce, S., König, M., & Kutzner, P. (2020). AusbildungPlus in Zahlen. Duales Studium 2019. Trends und Analysen. Bundesinstitut für Berufsbildung. Hubble, S, & Bolton, P. (2019). Degree apprenticeships. House of Commons Library: Briefing Paper Number 8741. Kuhlee, D. & Irmscher, M. (2018). Duales Studium vs. duale Ausbildung: Zur Diskussion um die Relevanz dualer Studienangebote unter Berücksichtigung der Unternehmensperspektive. bwp@, 34, 1–24. Welbourn, J., Devins, D., & Reynolds, M. (2019). Degree apprenticeships: Reflecting on university-employer partnership practice to improve workforce development in the United Kingdom. (33)6, 403–413. Which?University (2020). The Complete Guide to Higher and Degree Apprenticeships. Wissenschaftsrat (1996). Empfehlungen zur weiteren Differenzierung des Tertiären Bereichs ...

Innovation and diversity in HE have become increasingly related to enhancing employability, life chances and career opportunities for students (Harvey et al., 2002; Cranmer, 2006; Fettes et al, 2020). Institutional responses have been characterised by implementing diverse and innovative approaches to make the academic provision more relevant to both the current and future realities of the world of work (Kersh and Laczik 2022) and to develop the appropriate capacity for self-learning and life-long skill and personal capabilities which will support their transition to the workplace and beyond (Emms et al, 2021). This paper is reporting on an ongoing research study, funded by the Edge Foundation, that aims to address these complex issues, and identify emerging patterns and approaches characterising models of practically based higher education, and the ways, universities develop their strategies to enhance the relevance of academic studies to the world of work. In this study we are drawing on the concept of practically-based higher education, which goes beyond a mere integration of theory in practice, and involves curriculum innovation, diversity of approaches to develop job-ready transferrable skills, and collaboration between key stakeholders. (Huegler and Kersh, 2020). Specifically, the following research questions have been explored: • What are the emerging patterns characterising models of practically-based higher education? • What are the features of innovation and diversification of practically-based higher education models, and how these prepare young people for their transitions to the word of work? • What is the role played by key stakeholders involved in these developments ? The project methodology has involved researching 3 selected case studies of examples of practically based higher education (in the context of HE in England, across different occupational sectors). The study includes undertaking both individual and group interviews with some key informants (identified through purposeful and snowball sampling), including HE lecturers and curricula leaders; industry representatives, students and other relevant stakeholders. The sample size is 10-15 participants per case study. The findings indicate that, although each case has illustrated a range of unique features, there are some common characteristics of innovation and diversity of practically-based higher education, including curriculum re-design to make it more relevant to the world of work, incorporating specific approaches (e.g. simulation or client-facing projects), and putting industry engagement into practice, to provide opportunities for the students to experience the realities of the workplace.

Cranmer, S. (2006). Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31(2), 169-184 Emms, K., Laczik, A. & Dabbous, D. (2021). Rethinking higher education: Case studies for the 21st Century. London: Edge Foundation Harvey, L., Locke, W. and Morey, A., 2002, Enhancing Employability, Recognising Diversity. London, Universities UK Huegler, N and Kersh, N. (2020). Evaluation of the Edge Hotel School. Final report. London: Edge Foundation. Kersh, N., & Laczik, A. (2022). Reconsidering the nature of the learning space in practically-based higher education: Innovative approaches to higher education in the UK context. Hungarian Educational Research Journal. doi:10.1556/063.2021.00095 Trisha Fettes, Karen Evans & Elnaz Kashefpakdel (2020) Putting skills to work: it’s not so much the what, or even the why, but how…, Journal of Education and Work, 33:2, 184-196, DOI: 10.1080/13639080.2020.1737320 Wren, J. & Wren, B. (2009). Enhancing Learning by Integrating Theory and Practice, International Journal of Teaching and Learning in Higher Education, Volume 21, Number 2, 258-265 http://www.isetl.org/ijtlhe/ ISSN 1812-9129

Launched in 2015, Degree Apprenticeships (DA) were introduced in England as an alternative route to obtaining a degree (UK Government, 2015). DAs offer a debt-free, vocational pathway into higher education, through the integration of university-based study and in-company training. DAs intend to support national economic growth, address levels of low productivity and, to meet higher-level skills shortages by establishing a pipeline of skilled entrants into the workforce (DfE, 2020). Beyond economic factors, DAs intend to contribute to workforce diversity and upward social mobility. DAs may attract disadvantaged school leavers who may have previously been deterred by university study because of concerns related to the cost of studying and value for money as a traditional HE entrant (OfS, 2019a, 2019b). In this paper we explore the experiences of those that have opted for DAs and the background experiences and motivations for applying for DA places. We also have investigated the transition for these learners into the world of work, and whether both of these aspects lead to diversity in higher education as well as in the work place. The research consisted of semi-structured interviews with key informants, including apprentices, employers, training providers (universities) and policy makers. Interviews generally lasted up to one hour, were audio-recorded and then transcribed. Interviews were anonymised. Over 70 interviews were completed in total between March 2022 and January 2023. The data is analysed using thematic analysis to draw out common themes within the data (e.g. Braun & Clarke, 2006). Early analyses indicate that some degree apprentices are entering higher education via DA route who would have not otherwise applied for a university place. This is particularly the case for mature degree apprentices who began employment on a different, usually lower level, career trajectory. However, school-leavers are generally considering traditional higher education courses alongside DA as an option. DAs often attract those who wouldn’t have otherwise entered into HE at all. Many new recruited degree apprentices were motivated to start a DA as a means to enter the workplace quicker and gain work experience. Early analyses also indicate DAs provide a successful and smooth transition into employment, particularly by equipping apprentices with transferable skills that allow them to transition into and sustain employment.

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Department for Education (2020) Statistical data set: Apprenticeships and traineeships data 2019/20. Available at: https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships Office for Students: Insight (2019a) ‘Degree apprenticeships: a viable alternative?’ 02.03.19. Available at: https://www.officeforstudents.org.uk/media/c791216f-a1f1-4196-83c4-1449dbd013f0/insight-2-degree-apprenticeships.pdf Office for Students (2019b) Degree Apprenticeships Motivations. Research Report by Wavehill Social and Economic Research. Available at: https://www.officeforstudents.org.uk/media/12bf6e97-2163-4f0d-a547-e28c02e573e0/degree-apprenticeships-motivations-research-report.pdf UK Government (2015). Government rolls-out flagship Degree Apprenticeships. Published 12 March 2015. Available at: https://www.gov.uk/government/news/government-rolls-out-flagship-degree-apprenticeships

Mainly due to its important role in ensuring skilled labour, vocational education has long been regarded as a vital part in the overall educational system in Germany, co-existing separately but on an equal footing with higher education. However, the boundaries between the two sub-systems have become increasingly blurred. Clear indications for this are the changing participation patterns in the two sectors. On the one hand, vocational qualifications are an important stepping stone to higher education. An increasing number of students enrolled in higher education institutions in Germany hold a full, state-recognised initial vocational qualification, accounting for about 22 per cent of all higher education students. In universities of applied sciences (Fachhochschulen), around a third of students hold a vocational qualification (Middendorf et al. 2016). On the other hand, a substantive part of higher education students who do not finish their degree aim at gaining access to vocational qualifications at different levels. For them the question is whether their learning experience in higher education can be accredited in vocational programmes (Graf 2013). Drawing on quantitative data compiled by the integrated training and education statistics (Illiger & Dionisius 2022), on data generated by the national educational panel study (Siembab 2022), as well as on studies focussed on the labour market outcomes of different educational pathways(Hayward et al. 2022), this paper aims at answering the following questions: • How well prepared are students for making these changes? • How prepared are receiving institutions to make use of the students’ prior learning and experiences? • To what extent does the German education systems allow for recognition of competences? • Does the fact that for both intersections numbers are growing result in HE and VET “growing together”? The paper will also discuss how employers assess different educational pathways when making recruitment decisions and how combination of different types of qualifications are used in developing professional careers (Annen & Maier 2022), given the current shortage of skilled labour in the German context.

Dionisius, R. & Illiger, A. (2022): Das (Aus-)Bildungsgeschehen im Überblick, in: Datenreport 2022 (Bonn: BIBB), 73-86. Graf, L (2013): The hybridization of vocational training and higher education in Austria, Germany and Switzerland (Berlin & Toronto: Budrich UniPress). Hayward, G., Kartarzi, E., Ertl, H., Hölscher, M. (2021): Degrees of Success: The Transitions from Vocational to Higher Education (Bingley: Emerald Publishing). Middendorff, E., Apolinarski, B., Becker, K., Bornkessel, P., Brandt, T., Heißenberg, S., Poskowsky, J. (2017): Die wirtschaftliche und soziale Lage der Studierenden in Deutschland 2016 (Bonn: BMBF). Siembab, M (2022): Berufliche und akademische (Höher-)Qualifizierung – Ergebnisse aus dem Nationalen Bildungspanel (NEPS), in: Datenreport 2022 (Bonn: BIBB), 273-278.