---
_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. Higher
Education. 2022;85(6):1257-1279. doi:10.1007/s10734-022-00889-7'
apa: 'Mordhorst, L., & Jenert, T. (2022). Curricular integration of academic
and vocational education: a theory-based empirical typology of dual study programmes
in Germany. Higher Education, 85(6), 1257–1279. https://doi.org/10.1007/s10734-022-00889-7'
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={10.1007/s10734-022-00889-7},
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.” Higher Education 85, no. 6 (2022): 1257–79. https://doi.org/10.1007/s10734-022-00889-7.'
ieee: 'L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational
education: a theory-based empirical typology of dual study programmes in Germany,”
Higher Education, vol. 85, no. 6, pp. 1257–1279, 2022, doi: 10.1007/s10734-022-00889-7.'
mla: 'Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and
Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes
in Germany.” Higher Education, vol. 85, no. 6, Springer Science and Business
Media LLC, 2022, pp. 1257–79, doi:10.1007/s10734-022-00889-7.'
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, & 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. EDeR Educational
Design Research. 2020;4(1). doi:10.15460/eder.4.1.1482'
apa: 'Mordhorst, L., & Gössling, B. (2020). Dual Study Programmes as a Design
Challenge: Identifying Areas for Improvement as a Starting Point for Interventions.
EDeR. Educational Design Research, 4(1), Article 24. https://doi.org/10.15460/eder.4.1.1482'
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={10.15460/eder.4.1.1482},
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.”
EDeR. Educational Design Research 4, no. 1 (2020). https://doi.org/10.15460/eder.4.1.1482.'
ieee: 'L. Mordhorst and B. Gössling, “Dual Study Programmes as a Design Challenge:
Identifying Areas for Improvement as a Starting Point for Interventions,” EDeR.
Educational Design Research, vol. 4, no. 1, Art. no. 24, 2020, doi: 10.15460/eder.4.1.1482.'
mla: 'Mordhorst, Lisa, and Bernd Gössling. “Dual Study Programmes as a Design Challenge:
Identifying Areas for Improvement as a Starting Point for Interventions.” EDeR.
Educational Design Research, vol. 4, no. 1, 24, Staats- und Universitatsbibliothek
Hamburg Carl von Ossietzky, 2020, doi:10.15460/eder.4.1.1482.'
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'
...
---
_id: '4485'
abstract:
- lang: eng
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.'
alternative_title:
- Education for a Global Networked Society
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. Developing a learning centered model for designing and managing
study programmes. In: European Association for Research on Learning and Instruction;
2011.'
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.'
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}
}'
chicago: Jenert, Tobias. “Developing a Learning Centered Model for Designing and
Managing Study Programmes.” European Association for Research on Learning and
Instruction, 2011.
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.
mla: 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.'
conference:
end_date: 2011-09-03
location: Exeter
name: 14th Biennial European Conference for Research on Learning and Instruction
(EARLI)
start_date: 2011-08-30
date_created: 2018-09-19T08:41:01Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- educational development
- study programmes
- approaches to studying
publisher: European Association for Research on Learning and Instruction
status: public
title: Developing a learning centered model for designing and managing study programmes
type: conference
user_id: '51057'
year: '2011'
...