[{"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>","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} }","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.","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>.","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>","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>."},"quality_controlled":"1","_id":"47627","publisher":"Springer Science and Business Media LLC","page":"1257-1279","volume":85,"user_id":"71994","status":"public","date_created":"2023-10-05T09:25:30Z","department":[{"_id":"282"},{"_id":"208"},{"_id":"640"}],"keyword":["Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany"],"type":"journal_article","publication":"Higher Education","issue":"6","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."}],"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://doi.org/10.1007/s10734-022-00889-7"}],"doi":"10.1007/s10734-022-00889-7","author":[{"last_name":"Mordhorst","first_name":"Lisa","full_name":"Mordhorst, Lisa","id":"81839"},{"id":"71994","full_name":"Jenert, Tobias","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"title":"Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany","year":"2022","intvolume":"        85","article_type":"original","date_updated":"2025-12-08T10:44:17Z","publication_status":"published"},{"citation":{"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} }","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>","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).","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>.","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>"},"status":"public","user_id":"81839","volume":4,"publisher":"Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky","_id":"48366","abstract":[{"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.","lang":"eng"}],"issue":"1","publication":"EDeR. Educational Design Research","keyword":["Dual study programmes","Design challenges","Pedagogic development of HEIs","Literature review","Study programme development","DBR cycle"],"type":"journal_article","date_created":"2023-10-20T16:30:26Z","date_updated":"2023-10-20T16:35:36Z","publication_status":"published","intvolume":"         4","article_type":"original","year":"2020","title":"Dual Study Programmes as a Design Challenge: Identifying Areas for Improvement as a Starting Point for Interventions","author":[{"first_name":"Lisa","last_name":"Mordhorst","full_name":"Mordhorst, Lisa","id":"81839"},{"last_name":"Gössling","first_name":"Bernd","full_name":"Gössling, Bernd"}],"publication_identifier":{"issn":["2511-0667"]},"doi":"10.15460/eder.4.1.1482","article_number":"24","language":[{"iso":"eng"}]},{"alternative_title":["Education for a Global Networked Society"],"user_id":"51057","_id":"4485","publisher":"European Association for Research on Learning and Instruction","date_updated":"2022-01-06T07:01:06Z","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias","id":"71994"}],"conference":{"end_date":"2011-09-03","name":"14th Biennial European Conference for Research on Learning and Instruction (EARLI)","start_date":"2011-08-30","location":"Exeter"},"year":"2011","status":"public","title":"Developing a learning centered model for designing and managing study programmes","department":[{"_id":"208"},{"_id":"282"}],"type":"conference","keyword":["educational development","study programmes","approaches to studying"],"date_created":"2018-09-19T08:41:01Z","extern":"1","abstract":[{"text":"Research on teaching and learning in higher education has first and foremost centered on individuals, i.e. students' and teachers' approaches to learning and teaching as well as methods (Entwistle, McCune, & Scheja, 2006; Entwistle & Peterson, 2004). As a consequence, concepts on how to improve and innovate education at higher education institutions (HEI) have stayed on the level of individual courses, trying to qualify teachers to implement new teaching and learning methods in their classrooms (Aineley, 2008, S. 619). Yet, there are both theoretical as well as practical reasons that argue for a broader perspective on learning processes and, as a consequence, reach beyond the course-level but focus on entire educational programmes instead: First, over the last thirty years or so, learning theories are increasingly stressing the importance of (a) social-material contexts (McInerney & van Etten, 2002) as well as (b) learners' subjective experiences. This suggests that a course of study be not regarded as a mere addition of more or less independent courses, but rather as a holistic learning experience. This includes the sum total of a student's educationally purposeful social-material interactions at a HEI both within and outside the classroom (cf. Hu & Kuh, 2002). A second, more practical reason why educational researchers and designers should take a closer look on the design of educational programmes lies in the Bologna process: The introduction of the European Credit Transfer System as well as the tow-tiered study structure force HEI to systematically craft their programmes' internal structure. Due to the fact that there are virtually no pedagogical concepts concerning the design of study programmes, these design processes have so far been dominated by administrative considerations, largely neglecting students' experiences within the programme structures (Winter, 2009; Hildbrand, Tremp, Jäger & Tückmantel, 2008). Thus, it can be concluded that there is a lack of knowledge on how distinctive design features of study programmes (1) are perceived by students and (2) impact on their action strategies concerning for example the selection of learning activities, the attribution of resources for learning, and social interactions with their peers.","lang":"eng"}],"citation":{"apa":"Jenert, T. (2011). Developing a learning centered model for designing and managing study programmes. Presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter: European Association for Research on Learning and Instruction.","ieee":"T. Jenert, “Developing a learning centered model for designing and managing study programmes,” presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter, 2011.","chicago":"Jenert, Tobias. “Developing a Learning Centered Model for Designing and Managing Study Programmes.” European Association for Research on Learning and Instruction, 2011.","short":"T. Jenert, in: European Association for Research on Learning and Instruction, 2011.","mla":"Jenert, Tobias. <i>Developing a Learning Centered Model for Designing and Managing Study Programmes</i>. European Association for Research on Learning and Instruction, 2011.","ama":"Jenert T. Developing a learning centered model for designing and managing study programmes. In: European Association for Research on Learning and Instruction; 2011.","bibtex":"@inproceedings{Jenert_2011, title={Developing a learning centered model for designing and managing study programmes}, publisher={European Association for Research on Learning and Instruction}, author={Jenert, Tobias}, year={2011} }"}}]