---
_id: '47627'
abstract:
- lang: eng
  text: In Germany, dual learning programmes are increasingly offered by higher education
    institutions. These programmes’ main characteristic and greatest challenge is
    their integration of academic and vocational learning. So far, this challenge
    has frequently been stated without specifying its exact nature and consequences
    for learners. The present study addresses this pedagogical research gap and examines
    the extent of variation in the degree of integration among dual study programmes.
    With reference to curriculum theory, the study develops an empirical typology
    of curricular integration in dual programmes. The data sample consists of 152
    programmes at (dual) universities and universities of applied sciences. Data is
    analysed using hierarchical cluster analysis. Results indicate that the currently
    prevailing forms of curricular integration should best be differentiated according
    to five types. The five overlapping types of integration are located on a continuum
    ranging from parallelism through organisational linking to full curricular integration
    targeted immediately at students’ personal integration. The analysis confirms
    that there are problems with complying with integration standards set on the policy
    level. Above all, the study offers new insights on what marks the diverse integration
    landscape of dual study programmes. It proves that approaches to integration are
    more differentiated than previous research has shown.
article_type: original
author:
- first_name: Lisa
  full_name: Mordhorst, Lisa
  id: '81839'
  last_name: Mordhorst
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  ama: 'Mordhorst L, Jenert T. Curricular integration of academic and vocational education:
    a theory-based empirical typology of dual study programmes in Germany. <i>Higher
    Education</i>. 2022;85(6):1257-1279. doi:<a href="https://doi.org/10.1007/s10734-022-00889-7">10.1007/s10734-022-00889-7</a>'
  apa: 'Mordhorst, L., &#38; Jenert, T. (2022). Curricular integration of academic
    and vocational education: a theory-based empirical typology of dual study programmes
    in Germany. <i>Higher Education</i>, <i>85</i>(6), 1257–1279. <a href="https://doi.org/10.1007/s10734-022-00889-7">https://doi.org/10.1007/s10734-022-00889-7</a>'
  bibtex: '@article{Mordhorst_Jenert_2022, title={Curricular integration of academic
    and vocational education: a theory-based empirical typology of dual study programmes
    in Germany}, volume={85}, DOI={<a href="https://doi.org/10.1007/s10734-022-00889-7">10.1007/s10734-022-00889-7</a>},
    number={6}, journal={Higher Education}, publisher={Springer Science and Business
    Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279}
    }'
  chicago: 'Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic
    and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes
    in Germany.” <i>Higher Education</i> 85, no. 6 (2022): 1257–79. <a href="https://doi.org/10.1007/s10734-022-00889-7">https://doi.org/10.1007/s10734-022-00889-7</a>.'
  ieee: 'L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational
    education: a theory-based empirical typology of dual study programmes in Germany,”
    <i>Higher Education</i>, vol. 85, no. 6, pp. 1257–1279, 2022, doi: <a href="https://doi.org/10.1007/s10734-022-00889-7">10.1007/s10734-022-00889-7</a>.'
  mla: 'Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and
    Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes
    in Germany.” <i>Higher Education</i>, vol. 85, no. 6, Springer Science and Business
    Media LLC, 2022, pp. 1257–79, doi:<a href="https://doi.org/10.1007/s10734-022-00889-7">10.1007/s10734-022-00889-7</a>.'
  short: L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.
date_created: 2023-10-05T09:25:30Z
date_updated: 2025-12-08T10:44:17Z
department:
- _id: '282'
- _id: '208'
- _id: '640'
doi: 10.1007/s10734-022-00889-7
intvolume: '        85'
issue: '6'
keyword:
- Dual study programmes · Curricular integration · Curriculum theory · Empirical typology
  · Cluster analysis · Germany
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s10734-022-00889-7
page: 1257-1279
publication: Higher Education
publication_identifier:
  issn:
  - 0018-1560
  - 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Curricular integration of academic and vocational education: a theory-based
  empirical typology of dual study programmes in Germany'
type: journal_article
user_id: '71994'
volume: 85
year: '2022'
...
---
_id: '48366'
abstract:
- lang: eng
  text: 'The proportion of freshmen enrolled in dual study programmes has steadily
    increased in recent years. From the perspective of potential students, these programmes
    are highly attractive because they combine types of learning that used to be largely
    separate at an institutional level: vocational and academic learning. In training-integrated
    dual study programmes, different institutional contexts, governance regimes, teaching
    styles and learning environments make bridging these two worlds of learning a
    challenge for both educators and learners. However, these programmes also allow
    leeway for didactic innovation, through the cooperation of different types of
    educational institutions and through new ways of using available didactic methods,
    and for establishing a new relationship between higher education (HE) and vocational
    education and training (VET). This paper positions training-integrated dual study
    programmes as an object of design-based research (DBR). By developing and using
    an extended model for the pedagogic development of HEIs, “pädagogische Hochschulentwicklung”
    (Brahm, Jenert, &amp; Euler, 2016a, p. 19; Euler, 2013, p. 360), the paper systematically
    identifies generic educational problems in these hybrids. Based on a literature
    review, this paper classifies and explains the design challenges at the level
    of the learning environment, the study programme and the organisation. The challenges
    revolve mainly around the cooperation and integration of HE and VET. The paper
    concludes with an outlook on future DBR projects designing dual studies.'
article_number: '24'
article_type: original
author:
- first_name: Lisa
  full_name: Mordhorst, Lisa
  id: '81839'
  last_name: Mordhorst
- first_name: Bernd
  full_name: Gössling, Bernd
  last_name: Gössling
citation:
  ama: 'Mordhorst L, Gössling B. Dual Study Programmes as a Design Challenge: Identifying
    Areas for Improvement as a Starting Point for Interventions. <i>EDeR Educational
    Design Research</i>. 2020;4(1). doi:<a href="https://doi.org/10.15460/eder.4.1.1482">10.15460/eder.4.1.1482</a>'
  apa: 'Mordhorst, L., &#38; Gössling, B. (2020). Dual Study Programmes as a Design
    Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.
    <i>EDeR. Educational Design Research</i>, <i>4</i>(1), Article 24. <a href="https://doi.org/10.15460/eder.4.1.1482">https://doi.org/10.15460/eder.4.1.1482</a>'
  bibtex: '@article{Mordhorst_Gössling_2020, title={Dual Study Programmes as a Design
    Challenge: Identifying Areas for Improvement as a Starting Point for Interventions},
    volume={4}, DOI={<a href="https://doi.org/10.15460/eder.4.1.1482">10.15460/eder.4.1.1482</a>},
    number={124}, journal={EDeR. Educational Design Research}, publisher={Staats-
    und Universitatsbibliothek Hamburg Carl von Ossietzky}, author={Mordhorst, Lisa
    and Gössling, Bernd}, year={2020} }'
  chicago: 'Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design
    Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.”
    <i>EDeR. Educational Design Research</i> 4, no. 1 (2020). <a href="https://doi.org/10.15460/eder.4.1.1482">https://doi.org/10.15460/eder.4.1.1482</a>.'
  ieee: 'L. Mordhorst and B. Gössling, “Dual Study Programmes as a Design Challenge:
    Identifying Areas for Improvement as a Starting Point for Interventions,” <i>EDeR.
    Educational Design Research</i>, vol. 4, no. 1, Art. no. 24, 2020, doi: <a href="https://doi.org/10.15460/eder.4.1.1482">10.15460/eder.4.1.1482</a>.'
  mla: 'Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge:
    Identifying Areas for Improvement as a Starting Point for Interventions.” <i>EDeR.
    Educational Design Research</i>, vol. 4, no. 1, 24, Staats- und Universitatsbibliothek
    Hamburg Carl von Ossietzky, 2020, doi:<a href="https://doi.org/10.15460/eder.4.1.1482">10.15460/eder.4.1.1482</a>.'
  short: L. Mordhorst, B. Gössling, EDeR. Educational Design Research 4 (2020).
date_created: 2023-10-20T16:30:26Z
date_updated: 2023-10-20T16:35:36Z
doi: 10.15460/eder.4.1.1482
intvolume: '         4'
issue: '1'
keyword:
- Dual study programmes
- Design challenges
- Pedagogic development of HEIs
- Literature review
- Study programme development
- DBR cycle
language:
- iso: eng
publication: EDeR. Educational Design Research
publication_identifier:
  issn:
  - 2511-0667
publication_status: published
publisher: Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky
status: public
title: 'Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement
  as a Starting Point for Interventions'
type: journal_article
user_id: '81839'
volume: 4
year: '2020'
...