--- _id: '30913' abstract: - lang: eng text: "Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. " article_type: original author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 citation: ama: Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training. 2022;9(1):92-119. doi:https://doi.org/10.13152/IJRVET.9.1.5 apa: Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training, 9(1), 92–119. https://doi.org/10.13152/IJRVET.9.1.5 bibtex: '@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={https://doi.org/10.13152/IJRVET.9.1.5}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }' chicago: 'Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training 9, no. 1 (2022): 92–119. https://doi.org/10.13152/IJRVET.9.1.5.' ieee: 'M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, pp. 92–119, 2022, doi: https://doi.org/10.13152/IJRVET.9.1.5.' mla: Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, 2022, pp. 92–119, doi:https://doi.org/10.13152/IJRVET.9.1.5. short: M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119. date_created: 2022-04-19T09:01:26Z date_updated: 2022-04-19T09:01:49Z department: - _id: '452' doi: https://doi.org/10.13152/IJRVET.9.1.5 intvolume: ' 9' issue: '1' keyword: - Immigration - Educational Policy - Employability - Mixed Methods - VET - Vocational Education and Training - Transitions From Education and Training to Employment language: - iso: eng page: 92-119 publication: International Journal for Research in Vocational Education and Training status: public title: Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes type: journal_article user_id: '50788' volume: 9 year: '2022' ... --- _id: '37274' abstract: - lang: eng text: How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects. author: - first_name: Stephan full_name: Dahmen, Stephan id: '95659' last_name: Dahmen citation: ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061 apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061 bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }' chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. https://doi.org/10.14361/9783839457061. ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021, doi:10.14361/9783839457061. short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021. date_created: 2023-01-18T10:18:09Z date_updated: 2023-01-18T10:18:54Z department: - _id: '723' - _id: '724' - _id: '36' doi: 10.14361/9783839457061 keyword: - Youth - Welfare State - Transitions - Human Service Organizations - Institutional Ethnography - Activation - Sociology of Conventions - Work - Education - Educational Research - Sociology of Education - Social Pedagogy - History of Education - Bielefeld University Press language: - iso: eng page: '312' publisher: Bielefeld University Press status: public title: Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action type: book user_id: '48187' year: '2021' ... --- _id: '37273' abstract: - lang: eng text: How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects. author: - first_name: Stephan full_name: Dahmen, Stephan last_name: Dahmen citation: ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061 apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061 bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }' chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. https://doi.org/10.14361/9783839457061. ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021, doi:10.14361/9783839457061. short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021. date_created: 2023-01-18T10:14:30Z date_updated: 2023-01-18T10:16:56Z department: - _id: '723' - _id: '724' doi: 10.14361/9783839457061 keyword: - Youth - Welfare State - Transitions - Human Service Organizations - Institutional Ethnography - Activation - Sociology of Conventions - Work - Education - Educational Research - Sociology of Education - Social Pedagogy - History of Education - Bielefeld University Press language: - iso: eng page: '312' publisher: Bielefeld University Press status: public title: Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action type: book user_id: '48187' year: '2021' ... --- _id: '4276' abstract: - lang: eng text: "We analyse an InAs/GaAs-based electric field tunable single quantum dot diode with a thin tunnelling barrier between a\r\nburied n þ -back contact and a quantum dot layer. In voltage- dependent photoluminescence measurements, we observe rich signatures from spatially direct and indirect transitions from the wetting layer and from a single quantum dot. By analysing the Stark effect, we show that the indirect transitions result from a recombination between confined holes in the wetting or quantum dot layer with electrons from the edge of the Fermi sea in the back contact. Using a 17 nm tunnel barrier which provides comparably weak tunnel coupling allowed us to observe clear signatures of direct and corresponding indirect lines for a series of neutral and positively charged quantum dot states." article_type: original author: - first_name: Ashish K. full_name: Rai, Ashish K. last_name: Rai - first_name: Simon full_name: Gordon, Simon last_name: Gordon - first_name: Arne full_name: Ludwig, Arne last_name: Ludwig - first_name: Andreas D. full_name: Wieck, Andreas D. last_name: Wieck - first_name: Artur full_name: Zrenner, Artur id: '606' last_name: Zrenner orcid: 0000-0002-5190-0944 - first_name: Dirk full_name: Reuter, Dirk id: '37763' last_name: Reuter citation: ama: Rai AK, Gordon S, Ludwig A, Wieck AD, Zrenner A, Reuter D. Spatially indirect transitions in electric field tunable quantum dot diodes. physica status solidi (b). 2015;253(3):437-441. doi:10.1002/pssb.201552591 apa: Rai, A. K., Gordon, S., Ludwig, A., Wieck, A. D., Zrenner, A., & Reuter, D. (2015). Spatially indirect transitions in electric field tunable quantum dot diodes. Physica Status Solidi (B), 253(3), 437–441. https://doi.org/10.1002/pssb.201552591 bibtex: '@article{Rai_Gordon_Ludwig_Wieck_Zrenner_Reuter_2015, title={Spatially indirect transitions in electric field tunable quantum dot diodes}, volume={253}, DOI={10.1002/pssb.201552591}, number={3}, journal={physica status solidi (b)}, publisher={Wiley}, author={Rai, Ashish K. and Gordon, Simon and Ludwig, Arne and Wieck, Andreas D. and Zrenner, Artur and Reuter, Dirk}, year={2015}, pages={437–441} }' chicago: 'Rai, Ashish K., Simon Gordon, Arne Ludwig, Andreas D. Wieck, Artur Zrenner, and Dirk Reuter. “Spatially Indirect Transitions in Electric Field Tunable Quantum Dot Diodes.” Physica Status Solidi (B) 253, no. 3 (2015): 437–41. https://doi.org/10.1002/pssb.201552591.' ieee: A. K. Rai, S. Gordon, A. Ludwig, A. D. Wieck, A. Zrenner, and D. Reuter, “Spatially indirect transitions in electric field tunable quantum dot diodes,” physica status solidi (b), vol. 253, no. 3, pp. 437–441, 2015. mla: Rai, Ashish K., et al. “Spatially Indirect Transitions in Electric Field Tunable Quantum Dot Diodes.” Physica Status Solidi (B), vol. 253, no. 3, Wiley, 2015, pp. 437–41, doi:10.1002/pssb.201552591. short: A.K. Rai, S. Gordon, A. Ludwig, A.D. Wieck, A. Zrenner, D. Reuter, Physica Status Solidi (B) 253 (2015) 437–441. date_created: 2018-08-29T10:03:56Z date_updated: 2022-01-06T07:00:46Z department: - _id: '15' - _id: '230' - _id: '35' doi: 10.1002/pssb.201552591 intvolume: ' 253' issue: '3' keyword: - excitons - GaAs - InAs - quantum dots - spatially indirect transitions - Stark shift language: - iso: eng page: 437-441 publication: physica status solidi (b) publication_identifier: issn: - 0370-1972 publication_status: published publisher: Wiley status: public title: Spatially indirect transitions in electric field tunable quantum dot diodes type: journal_article user_id: '42514' volume: 253 year: '2015' ... --- _id: '4475' abstract: - lang: eng text: "Tertiary education comprises at least two phases, undergraduate and graduate studies. Often, the first year is regarded another, crucial phase where students familiarize with the study environment. It can be hypothesized that students' individual perceptions of learning and studying as well as the pedagogies they experience differ depending on their current study phase. Yet, differences between the phases in HE have rarely been investigated. To capture differences in student experiences in HE comprehensively, Jenert and Gebhardt (2010) have developed a framework describing Learning Culture in HEI. LC comprises a number of constructs on the three levels of the individual student, pedagogical interactions and the organization.\r\nThe study first aims to quantitatively describe differences in LC between the phases of HE within a university. Based on this analysis, a second goal is to develop a deeper understanding of how students manage the transitions between different phases by applying qualitative research methods." author: - first_name: Anja full_name: Gebhardt, Anja last_name: Gebhardt - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' citation: ama: 'Gebhardt A, Jenert T. Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. In: ; 2014.' apa: 'Gebhardt, A., & Jenert, T. (2014). Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school. Presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven.' bibtex: '@inproceedings{Gebhardt_Jenert_2014, title={Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school}, author={Gebhardt, Anja and Jenert, Tobias}, year={2014} }' chicago: 'Gebhardt, Anja, and Tobias Jenert. “Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School,” 2014.' ieee: 'A. Gebhardt and T. Jenert, “Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school,” presented at the SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.' mla: 'Gebhardt, Anja, and Tobias Jenert. Transition within Higher Education Institutions (HEI): Differences in Learning Culture (LC) between First-Year, Bachelor, and Master Students at a Business School. 2014.' short: 'A. Gebhardt, T. Jenert, in: 2014.' conference: end_date: 2014-08-22 location: Leuven name: SIG4 Higher Education & SIG17 Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014 start_date: 2014-08-20 date_created: 2018-09-19T08:10:09Z date_updated: 2022-01-06T07:01:06Z department: - _id: '208' - _id: '282' extern: '1' keyword: - Higher Education - Transitions - Bachelor - Master status: public title: 'Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school' type: conference user_id: '51057' year: '2014' ...