02. Vocational Education and Training (VETNET)
Paper
Training Cultures, Vocational Identity, and Vocational Culture – A Cultural Studies Perspective on Generic Competences in Different Occupational Fields
Katrin Kraus, Lena Freidorfer
University of Zurich, Switzerland
Presenting Author: Kraus, Katrin
Concepts such as “generic competences” are based on the assumption that they have an overarching character and do not apply to only one occupation. Nevertheless, in a research project on generic competences (Freidorfer & Kraus, 2023; Freidorfer-Kabashi & Gonon, 2022), we identified occupation-specific differences in the understanding of generic competences.
Based on the increasing importance of so-called generic competences in vocational education and training (VET), “critical thinking” (CT) and “problem solving” (PS) in particular, we investigated the question of what importance trainers in companies attach to these generic competences and what they understand by them. This question was analysed in two occupational fields that are similar in their service character, one of which is more of a person-oriented service (hotel industry) and the other more of a technology-oriented service (IT). It became clear, among other things, that on the one hand there are overarching aspects in the understanding of generic competences in which the representatives of the two fields are similar, and on the other hand there are clear differences in the way in which CT and PS are understood. This is surprising insofar as the concept of “generic competences” is based precisely on the assumption of its overarching meaning.
The field-specific understanding of generic competences is interpreted in this paper with recourse to a cultural studies approach (During, 2010). The core element of this approach is a concept of culture that emphasises the importance of socially shared practices that are linked to shared forms of meaning and mutual expectations in action. From this perspective, the culturally embedded social practices are seen as highly interwoven with the routines in working life, shared values, and the experiences of people. Therefore, the difference in understanding CT and PS can be interpreted as an expression of the different vocational cultures in these two occupational fields.
Two related concepts from vocational training research are instructive for a deeper understanding of vocational culture as an analytic perspective: The concept of training cultures is primarily known from international comparative VET research (Brown & Evans, 1994; Pilz, 2012; Pilz et al., 2023). It shows the cultural embedding of training that has developed within a socio-historical context (Clarke et al., 2021; Deissinger & Gonon, 2021). Training cultures emphasise that the established training systems are also culturally anchored in the societies that have produced them and which in turn have been shaping them. It is used in a similar way at company level to emphasise the close link between corporate culture and training activities (Polo et al., 2018). Whereas training cultures highlight the importance of socio-cultural context, vocational identity reveals the relation between socio-cultural contexts and identity formation (Ferm & Gustavsson, 2021, Pleasant, 2019). The concept of vocational identity is used to describe the process of how a person develops an (emotional) attachment to their respective occupation, which is an important aspect of personal development and identity (Chan, 2019; Klotz et al., 2014). In essence, the development of a vocational identity takes place in the interaction and cooperation relationships in the course of the respective work together with colleagues and customers or clients.
Both concepts emphasise how the perception of the world is shaped by the integration of (individual or collective) actors in a specific cultural context with the associated social practices. Consequently, a field-specific understanding of generic competences can also be seen as an expression of different vocational cultures and social practices in these fields. The article discusses how this perspective helps to understand the differences in the understanding of generic competences between IT and the hotel industry and their relevance for vocational education and training.
Methodology, Methods, Research Instruments or Sources UsedThe study, the results of which form the basis for the thesis on professional culture discussed here, was conducted on generic competences in the two occupational fields of the hotel industry and the IT sector in Switzerland. It was carried out using document analyses and interviews. As part of the document analysis, a content analysis of the curricula of the respective occupations was carried out. Where available, internal training plans from companies were also included in the analysis. From 2020 to 2022, 23 guideline-based interviews were conducted with instructors responsible for vocational training in companies in the hotel industry and the IT sector. In the course of the interviews, the in-company vocational trainers were, among other aspects, asked about the following topics: understanding of CT and PS and possible links between these two generic competences and their procedures of “teaching” CT and PS during in-company training. The interviews were transcribed and subjected to a qualitative content analysis with an inductive-deductive procedure of building the categories (Mayring, 2021). For further results of this study see Freidorfer and Kraus (2023) as well as Freidorfer-Kabashi and Gonon (2022).
Conclusions, Expected Outcomes or FindingsOne facet of vocational culture and its specifics, such as norms and values as well as behaviours, ways of working together, or patterns of communication, is expressed in an occupation-specific understanding of generic competences. The occupation-specific understanding of per definition cross-occupational competences, such as CT and PS, reflects aspects of vocational culture in the respective occupational fields. Vocational cultures are linked to social practices in occupational fields and are incorporated into the vocational identity that members of an occupation develop and share. Therefore, vocational cultures are highly relevant for vocational learning. It helps to understand how training cultures and vocational identity are interlinked.
ReferencesBrown, A., & Evans, K. (1994). Changing the training culture: Lessons from Anglo-German comparisons of vocational education and training. British Journal of Education & Work, 7(2), 5–15. https://doi.org/10.1080/0269000940070201
Chan, S. (2019). From job to calling: Vocational identity and the role of apprenticeship. Vocations and Learning, 12(3), 387–403. https://doi.org/10.1007/s12186-019-09220-5
Clarke, L., Westerhuis, A., & Winch, C. (2021). Comparative VET European research since the 1980s: Accommodating changes in VET systems and labour markets. Journal of Vocational Education & Training, 73(2), 295–315. https://doi.org/10.1080/13636820.2020.1858938
Deissinger, T., & Gonon, P. (2021). The development and cultural foundations of dual apprenticeships – A comparison of Germany and Switzerland. Journal of Vocational Education & Training, 73(2), 197–216. https://doi.org/10.1080/13636820.2020.1863451
During, S. (Hrsg.). (2010). The cultural studies reader (3. ed., reprint). Routledge.
Ferm, L., & Gustavsson, M. (2021). Gendered vocational identities – Female students' strategies for identity formation during workplace-based learning in male-dominated work. International Journal for Research in Vocational Education and Training, 8(3), 334–354. https://doi.org/10.13152/IJRVET.8.3.4
Freidorfer, L., & Kraus, K. (2023). Kritisches Denken und Problemlösen als transversale Kompetenzen mit berufsübergreifenden Anteilen und berufsspezifischen Interpretationen – Einblicke in die betriebliche Berufsbildung in Hotellerie und Informatik in der Schweiz. Bwp@ Berufs- und Wirtschaftspädagogik.
Freidorfer-Kabashi, & Gonon, P. (2022). Zur curricularen Verankerung und betrieblichen Umsetzung kritischen Denkens und Problemlösens—Ein Blick auf Hotelfachleute und lnformatiker*innen. In A. Barabasch (Hrsg.), Berufliche Didaktik in der Schweiz: Innovationstransfer und Berufsfelddidaktik: Eine Publikation der Eidgenössischen Hochschule für Berufsbildung EHB (1. Auflage, S. 200–230). hep verlag.
Klotz, V. K., Billett, S., & Winther, E. (2014). Promoting workforce excellence: Formation and relevance of vocational identity for vocational educational training. Empirical Research in Vocational Education and Training, 6(1), 6. https://doi.org/10.1186/s40461-014-0006-0
Mayring, P. (2021). Qualitative content analysis: A step-by-step guide. SAGE Publications.
Pilz, M. (2012). Modularisation of vocational training in Germany, Austria and Switzerland: Parallels and disparities in a modernisation process. Journal of Vocational Education & Training, 64(2), 169–183. https://doi.org/10.1080/13636820.2011.628757
Pilz, M., Fuchs, M., Li, J., Finken, L., & Westermeyer, J. (2023). Similar or different training cultures? German and Chinese companies in their home and host countries. Societies, 13(5), 116. https://doi.org/10.3390/soc13050116
Pleasant, E. (2019). Dirty work: Cultural iconography and working-class pride in industrial apprenticeships. The British Journal of Sociology, 70(5), 2116–2132. https://doi.org/10.1111/1468-4446.12703
Polo, F., Cervai, S., & Kantola, J. (2018). Training culture: A new conceptualization to capture values and meanings of training in organisations. Journal of Workplace Learning, 30(3), 162–173. https://doi.org/10.1108/JWL-01-2018-0024
02. Vocational Education and Training (VETNET)
Paper
Motivation, Interests and Study Success: A Profile Analysis of Students in Work-Based-Learning Programmes in Higher Education
Edgar Hahn, Dina Kuhlee, Johanna Telle Zips
University of Magdeburg, Germany
Presenting Author: Hahn, Edgar
Over the past 20 years, there has been a significant increase in the numbers of work-based-learning programmes in Higher Education in Germany. These degree programmes placed at the intersection of vocational and higher education systematically combine academic studies in higher education institutions with practical work experience in companies. The growing importance of these programmes is reflected in both, the increasing number of such study programmes offered and in the rising number of students in work-based-learning programmes (Hofmann et al., 2023, p. 10). Furthermore, the expansion of these programmes is supported by education policies that aim to strengthen the interlinkage between vocational and higher education more intensely (Kuhlee & Irmscher, 2018, p. 9). Despite the increasing relevance of work-based-learning programmes little is known about the specific student clientele, their specific motives for choosing such a programme and their interest in terms of the academic and the practical field. In addition to the role of content interest or the high practical orientation of these students, existing evaluations indicate that important motives for choosing a work-based-learning programme are the combination of theory and practice or associated career opportunities (e.g., Nickel et al., 2022; Hesser & Langfeldt, 2017).
Existing research in higher education suggests that in addition to the motives for choosing a course of study other motivational variables that develop during the course of study are also important factors in terms of study success (Kegel et al., 2020; Blüthmann, 2012, pp. 291). However, the available studies tend to focus on single motivational variables in terms of their relevance to study success. This raises the question of whether a more differentiated and multidimensional consideration of motivational factors, in their interplay, can contribute to a better understanding of their influence on study success (Kegel et al., 2020).
Based on these considerations, this paper analyses in more detail the interplay between intrinsic and extrinsic motives for choosing a work-based-learning programme, academic interest and interest in practical work among students. The following questions arise: (1) To what extent can student profiles be distinguished in terms of their motivation for choosing a course of study and their interests? (2) How can these student profiles be described in terms of key characteristics such as educational background and migration background? (3) To what extent do these student profiles differ in terms of perceived study success?
Methodology, Methods, Research Instruments or Sources UsedCross-sectional data from a questionnaire survey of 1,557 students in work-based-learning programmes in Germany are used to answer these questions. The data were collected as part of the research project INT-Hybrid funded by the Federal Ministry of Education and Research (BMBF). The Latent Profile Analysis (LPA) is used to examine whether homogeneous subgroups of students can be identified on the basis of intrinsic and extrinsic motivation for choosing a course of study, academic interest and interest in practical work (Rosenberg et al., 2018; Göller & Besser, 2022). In addition, a single-factor analysis of variance (ANOVA) is used to examine the extent to which the identified student profiles differ in their perceived study satisfaction, their perceived study performance, their identification with the higher education institution and the company as well as their intention to drop out as indicators for study success. The person-centred approach is used to analyse whether motivational variables can be used to identify different groups of students and the extent to which these profiles differ in terms of their perceived study success.
Conclusions, Expected Outcomes or FindingsOverall, four distinct profiles can be identified, which do not differ in terms of their educational background or migration background. The results indicate that a high proportion of students (~ 64 %) can be assigned to a profile with a high level of motivation. In contrast, only a small group of students (~ 5 %) seems to stand out due to a low level of intrinsic and extrinsic motivation for choosing a course of study as well as a low level of academic interest and a low level of interest in the practical field. Regarding the analysed study success indicators, students in profiles with a high level of motivation report higher levels of study satisfaction and a lower intention to drop out compared to those with a low level of motivation. Given the small number of students who can be assigned to a profile with low motivational characteristics, the question arises as to the cause of this finding and is discussed in the paper. The reason might lie in the companies’ selection procedures for the allocation of places on work-based-learning programmes or in a very conscious choice of these students, indicating a high degree of compatibility between the students' expectations and the characteristics of work-based-learning programmes. Based on the identified student profiles, the paper discusses furthermore how group-specific approaches can be designed to foster the interest of less motivated students and positively influence their study success.
ReferencesBlüthmann, I. (2012). Individuelle und studienbezogene Einflussfaktoren auf die Zufriedenheit von Bachelorstudierenden. Zeitschrift für Erziehungswissenschaften, 15, 273–303.
Göller, R., & Besser, M. (2023). Studienwahlmotive von Bewerberinnen und Bewerbern auf ein Lehramtsstudium und auf andere Studiengänge. Studiengangübergreifende Vergleiche und Profilanalysen. Zeitschrift für Pädagogische Psychologie, 37(4), 305–321.
Hesser, W., & Langfeldt, B. (2017). Das duale Studium aus Sicht der Studierenden. Hamburg: Helmut-Schmidt-Universität/Universität der Bundeswehr Hamburg. Abgerufen von: https://openhsu.ub.hsu-hh.de/bitstream/10.24405/4327/1/openHSU_4327.pdf
Hofmann, S., König, M., & Brenke, P. (2023). AusbildungPlus in Zahlen - Duales Studium in Zahlen 2022. Trends und Analysen. BIBB.
Kegel, L. S., Schnettler, T., Scheunemann, A., Bäulke, L., Thies, D. O., Dresel, M., Fries, S., Leutner, D. Wirth, J., & Grunschel, C. (2020). Unterschiedlich motiviert für das Studium: Motivationale Profile von Studierenden und ihre Zusammenhänge mit demografischen Merkmalen, Lernverhalten und Befinden. Zeitschrift für empirische Hochschulforschung, 4(1), 81–105.
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.
Nickel, S., Pfeiffer, I., Fischer, A., Hüsch, M., Kiepenheuer-Drechsler, B., Lauterbach, N., Reum, N., Thiele, A.-L., & Ulrich, S. (2022). Duales Studium: Umsetzungsmodelle und Entwicklungsbedarfe. wbv.
Rosenberg, J. M., Beymer, P. N., Anderson, D. J., van Lissa, C. J., & Schmidt, J. A. (2018). tidyLPA: An R Package to Easily Carry Out Latent Profile Analysis (LPA) Using Open-Source or Commercial Software. Journal of Open Source Software, 3(30), 978. https://doi.org/10.21105/joss.00978
02. Vocational Education and Training (VETNET)
Paper
Vocational Identity – Relevance and Development in the VET System
Philipp Struck
Catholic University of Applied Sciences Mainz, Germany
Presenting Author: Struck, Philipp
The article focuses on the importance of vocational identity and compares this dimension between different branches. As a further aspect, approaches to the development of vocational identity are presented, which Vocational Education and Training (VET) schoolteachers or in-company instructors can provide.
The development of vocational identity is a central target in VET and is of particular importance for the career development of employees. After all, the consideration of vocational identity as a characteristic of successful vocational education and training has a long tradition in the context of scientific analyses of VET and is currently experiencing a certain "renaissance". Vocational identity is to be regarded as a central topic or target in VET and a relevant pattern for analyzing current discourses on the recruitment of skilled workers and the reduction of apprenticeship drop-outs.
Different theoretical operationalization have been written in the literature, and there is no uniform (scientific) definition of "vocational identity". Nevertheless, the development of a vocational identity is a key aspect in VET, especially since a highly developed vocational identity makes a substantial contribution to the development of occupational competence. Therefore, it is a requirement in order to be able to carry out vocational challenges competently and independently (Thole, 2021; Heinrichs et al., 2022).
Rauner (2017) defines vocational identity as follows: "Vocational identity is the result of a development process that is intimately linked to the development of occupational competence. Strictly spoken, the development of vocational identity is a dimension of occupational competence development."
The degree of vocational identity depends on the occupation and apprenticeship, especially since occupations have different identification potentials, i.e. indicators of the attractiveness of an occupation. This means that development is not continuous. Rather, it requires the active engagement of the individual subject with his or her individual occupational environment. Accordingly, the development of vocational identity is based on an interaction with the environmental conditions (in the apprenticeship), in the sense of a subjective experience of vocational identity, reinforced and supported by the individual's self-reflective processes (Rauner, 2017; Thole, 2021; Heinrichs et al., 2022).
With a high level of emotional attachment to the occupation learned, job-related disadvantages, such as low pay or shift work, are often tolerated. In a positive understanding, it can be expected that a strongly developed vocational identity can lead to greater job satisfaction and better performance in everyday working life. Consequently, vocational identity can have an influence on long-term motivation and activity at work, as well as increasing the sense of responsibility and quality awareness (Rauner, 2017). These are reasons why companies and VET schools should have an interest in promoting the vocational identity of their apprentices at an early stage.
Therefore, two research questions are analyzed:
- Which relationships exist between vocational identity and other dimensions such as job satisfaction, or meaningfulness of own work?
- How can schoolteachers and/or in-company instructors (systematically) promote vocational identity in VET?
The aim of this study is to contribute to the support of and the development of vocational identity in VET. In order to achieve this, practical suggestions and advice are given on how to promote vocational identity in apprenticeships in companies and VET schools. The results and suggestions should be transferable to various European countries with a school-based VET system, a dual VET system and also to countries with a "training on the job" approach.
The aim is to provide information on how the development of vocational identity in VET can be promoted in different contexts or systems. The transfer should succeed on the basis of two studies from Germany, which were carried out in various schools and companies in different VET sectors.
Methodology, Methods, Research Instruments or Sources UsedThe study is based on two data sets from quantitative surveys, which are combined for this presentation. A total of 645 apprentices in industrial-technical apprenticeships and healthcare occupations (both without academic education) were included.
The respondents were taken from all three years of apprenticeship and participation was voluntary. Various dimensions were used, which were taken from the research literature (like Rauner 2017 or Barghorn 2010) and had previously proven themselves in terms of quality criteria.
The main scales are:
• Vocational identity (α(627)=.770; k=6; example item: "I like to tell others what occupation I am learning.")
• Autonomy (α(628)=.822; k=3; example item: " I can decide for myself how I proceed in my work.")
• Meaningfulness of own work (α(628)=.822; k=3; example item: "The job I do is important to me.")
• Job satisfaction (α(624)=.908; k=4; example item: "In general, I like working here.")
There are highly significant correlations between vocational identity and job satisfaction (.668**), as well as with the meaningfulness of own work (.532**), but also between job satisfaction and the meaningfulness of own work (.484**).
Furthermore, the results show that there are no significant differences between apprentices from the industrial-technical occupations (n=149) and apprentices in the healthcare sector (n=472) in terms of vocational identity and job satisfaction. However, apprentices in the industrial-technical occupations report that they have more autonomy in their daily work, while apprentices in the healthcare sector consider their work to be more meaningful than the comparison group.
Over the entire apprenticeship duration, vocational identity (regardless of the branch) indicates a slight reduction over the three apprenticeship years.
These results can also be compared to the Norwegian survey by Johannesen et al. (2019), such as the relationship between a strong vocational identity and a substantial interest in the further development of the own professional competence.
Conclusions, Expected Outcomes or FindingsAspects such as their own experience of autonomy and the impression that their own work is highly meaningful appear to be relevant for apprentices. There is also a connection between job satisfaction and vocational identity. Based on these empirical results and taking into account further scientific literature (like e.g. Rauner, 2017; Thole, 2021, 2023), recommended strategies will be presented on how teachers and instructors in schools and companies can promote vocational identity during apprenticeships.
An important aspect of promotion is the creation of optimal learning and working environments in both learning locations. This includes recognition and appreciation of the apprentices' performance and their commitment, as well as opportunities for the development of skills and attitudes, and a variety of tasks and work activities (in the sense of the entire occupational range). The transfer of responsible work orders (ideally congruent with the apprentices' own interests), which are to be completed independently and on their own responsibility, should also be implemented.
With regard to the school learning location, the importance of the teacher should be emphasized; they symbolize the occupation through their own vocational experience and the framing of the discourse in lessons. If they speak positively about the occupation and thus strengthen the reputation of the occupation, this supports the development of the vocational identity. Furthermore, school lessons can provide a meaningful accompaniment to the experiences from the company workplace through guided reflection exercises.
ReferencesBarghorn, K. (2010). Einstellungen und Verhalten von Mitarbeitern in betrieblichen Veränderungsprozessen. Dissertation: Universität Osnabrück.
Heinrichs, K., Wuttke, E. & Kögler, K. (2022). Berufliche Identität, Identifikation und Beruflichkeit – Eine Verortung aus der Perspektive einer theoriegeleiteten empirischen Berufsbildungsforschung. bwp@ Profil 7: Perspektiven wirtschafts- und berufspädagogischer sowie wirtschaftsethischer Forschung. 1-28. Online: https://www.bwpat.de/profil7_minnameier/heinrichs_etal_profil7.pdf (12.06.2022).
Klotz, V. K., Billett, S. & Winther, E. (2014). Promoting workforce excellence: Formation and relevance of vocational identity for vocational educational training. Empirical Research in Vocational Education and Training, 6, 1-20. Retrieved from http://www.ervet-journal.com/content/6/1/6. doi:10.1186/s40461-014-0006-0.
Johannesen, H.S., Nore, H. & Lahn, L.C. (2019). Transformations in(to) vocational identity among Norwegian VET students and apprentices learning in school and at work. In F. Marhuenda & M.J. Chisvert-Tarazona (Eds.), Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) (pp.215-221) https://doi.org/10.5281/zenodo.2641708.
Rauner, F. (2017). Grundlagen beruflicher Bildung. Mitgestalten der Arbeitswelt. Bielefeld: wbv.
Thole, C. (2021). Berufliche Identitätsarbeit als Bildungsauftrag der Berufsschule. Am Beispiel der dualen Ausbildung im Einzelhandel. Bielefeld: wbv.
Thole, C. (2023). Theme-centered interaction and developmental tasks as research method and pedagogical tool regarding identity development in VET. Front. Psychol. 14:1201305. doi: 10.3389/fpsyg.2023.1201305.
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