PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
2015 | nr 2 (36) | 113--129
Tytuł artykułu

On Positioning of Business, Management and Economics Fields of Study in the University Space

Warianty tytułu
Pozycjonowanie kierunków studiów biznesowych, zarządzania i ekonomii w przestrzeni uniwersyteckiej
Języki publikacji
EN
Abstrakty
Celem prezentowanego badania jest sprawdzenie hipotezy dotyczącej awansu społecznego studentów narodowości austriackiej, rozpoczynających naukę na uniwersytetach w Austrii na kierunkach biznesowych, zarządzania oraz ekonomii. W ramach badania określono korelacje pomiędzy wyborem kierunku studiów a wykształceniem średnim oraz wyborem kierunku studiów a płcią. Uzyskane wyniki wskazują na istnienie wyraźnie ustrukturyzowanej przestrzeni uniwersyteckiej. Hipoteza o wyborze kierunku studiów pod kątem awansu społecznego potwierdza się. Badania wykazały również feminizację analizowanych kierunków z obszaru biznesu i zarządzania: kobiety istotnie częściej wybierają kierunki otwierające drogę do kariery w kontekście pedagogicznym (edukacja biznesowa), społecznym (ekonomia społeczna) i językowym (międzynarodowy biznes i zarządzanie). Na kierunku ekonomia stwierdzono istotnie wyższy odsetek studentów płci męskiej oraz najniższy odsetek osób traktujących wyższe wykształcenie jako drogę do awansu społecznego. (abstrakt oryginalny)
EN
Based on available studies on business and management fields of study as upwardly-mobile university field of study choices as a basis, this study seeks to test this hypothesis of upward mobility. In doing so, it endeavours to identify correlations between field of study choice and educational background and between field of study choice and gender. The base data is taken from a survey of all domestic first-time students at Austrian universities in the 2011/12 winter semester (N=27,575). This data was subject to a correspondence analysis, which allowed us to visualise and interpret the relations between the positions of these fields of study in the university space. The results indicate a clearly structured (stratified) university space. Our supplementary regression analysis shows that the upwardly-mobile higher education choice hypothesis can be confirmed for the fields of study studied. Our analyses also confirm the feminisation hypothesis for the business and management fields of study studied: women significantly more frequently select fields of study which lead to a career in a pedagogic (business education), social (social economy) or language (international business and management) context. In the group of fields of study explored, business education fields of study had both the highest share of first-time students and the highest level of feminisation. In contrast, economics fields of study, which were included in the analysis in addition to the business studies and management fields of study, have a significantly higher share of male students and the lowest share of higher education climbers. (original abstract)
Rocznik
Numer
Strony
113--129
Opis fizyczny
Twórcy
  • Vienna University of Economics and Business, Austria
  • Vienna University of Economics and Business, Austria
Bibliografia
  • Ayalon, H., Yogev, A., (2005), Field of Study and Students' Stratification in an Expanded System of Higher Education: The Case of Israel, "European Sociological Review", 21, 227-241.
  • Becher, T., (1994), The significance of disciplinary differences, "Studies in Higher Education", 19, 151-161.
  • Betts, J.R., (2011), The Economics of Tracking in Education, [w:] E.A. Hanushek, F. Welch, S. Machin, L. Woessmann (Eds), Handbook of the Economics of Education, Amsterdam, London, North-Holland.
  • Bobbitt-Zeher, D., (2007), The Gender Income Gap and the Role of Education, "Sociology of Education", 80, 1-22.
  • Bourdieu, P., (1996), The state nobility. Elite schools in the field of power, Cambridge: Polity Press.
  • Bourdieu, P., (1998), Homo Academicus, Stanford: Stanford University Press.
  • Bourdieu, P., Loïc Wacquant, J.D., (1992), An invitation to reflexive sociology, Chicago: University of Chicago Press, Ill. [u.a.].
  • Brunello, G., Checchi, D., (2007), Does school tracking affect equality of opportunity? New international evidence, "Economic Policy", 22, 782-861.
  • Clausen, S.-E., (1998), Applied correspondence analysis: An introduction, Thousand Oaks, CA: SAGE Publications.
  • Davies, S., Guppy, N., (1997), Fields of Study, College Selectivity, and Student Inequalities in Higher Education, "Social Forces", 75, 1417-1438.
  • Drudy, S., (2008), Gender balance/gender bias: the teaching profession and the impact of feminisation, "Gender and Education", 20, 309-323.
  • Duru-Bellat, M., Kieffer, A., Reimer, D., (2008), Patterns of Social Inequalities in Access to Higher Education in France and Germany, "International Journal of Comparative Sociology", 49, 347-368.
  • Field, J., Morgan-Klein, N., (2013), Reappraising the importance of class in higher education entry and persistence, "Studies in the Education of Adults", 45, 162-176.
  • Fox, J., Weisberg, S., (2011), An R Companion to Applied Regression. 2nd Edition, Los Angeles: SAGE Publications.
  • Greenacre, M.J., (2007), Correspondence Analysis in Practice, Boca Raton: Chapman & Hall/CRC.
  • Greenacre, M.J., (2010), Biplots in practice, Madrid: BBVA Foundation.
  • Greenacre, M.J., Pardo, R., (2006), Muliple Correspondence Analysis of Subsets of Response Categories, [w:] M.J. Greenacre, J. Blasius (Eds), Multiple Correspondence Analysis and Related Methods, Boca Raton: Chapman & Hall/CRC.
  • Hanushek, E. A., Woessmann, L., (2005), Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries. Discussion Paper, 1901, Institute for the Study of Labor, 25 marca 2015.
  • Huber, L., (1990), Disciplinary Cultures and Social Reproduction, "European Journal of Education", 25, 241-261.
  • Lörz, M., Schindler, S., Walter, J.G., (2011), Gender inequalities in higher education: extent, development and mechanisms of gender differences in enrolment and field of study choice, "Irish Educational Studies", 30, 179-198.
  • Lucas, S.R., (2001), Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects, "American Journal of Sociology", 106, 1642-1690.
  • Lucas, S.R., (2009), Stratification Theory, Socioeconomic Background, and Educational Attainment: A Formal Analysis, "Rationality and Society", 21, 459-511.
  • Nenadic, O., Green, M., (2007), Correspondence Analysis in R, with Two- and Three-dimensional Graphics: The ca Package, "Journal of Statistical Software", 20, 1-13.
  • OECD (2014), Education at a glance 2014: Highlights, OECD Publishing.
  • OECD (2015), Education Indicators in Focus.
  • Piopiunik, M., (2014), The effects of early tracking on student performance: Evidence from a school reform in Bavaria, "Economics of Education Review", 42, 12-33.
  • Prix, I., (2011), Gender Segregation Within Different Educational Levels: Austrian and Finnish Trends in the Light of Educational Reform, 1981-2005, "Scandinavian Journal of Educational Research", 56, 637-657.
  • R Core Team (2015), R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing, http://www.R-project.org/
  • Reay, D., (2013), Social mobility, a panacea for austere times: tales of emperors, frogs, and tadpoles, "British Journal of Sociology of Education", 34, 660-677.
  • Shavit, Y., Arum, R., Gamoran, A. (Eds) (2007), Stratification in higher education: a comparative study: A comparative study, Stanford: Stanford University Press.
  • Souto-Otero M., (2010), Education, meritocracy and redistribution, "Journal of Education Policy", 25, 397-413.
  • Statistik Austria (2014), Bildung in Zahlen 2012/2013: Schlüsselindikatoren und Analysen, Wien: Statistik Austria, 16 marca 2015.
  • Sturzbecher, D., Dietrich, P., (1993), Schulverweigerung von Jugendlichen in Brandenburg, Potsdam: Universität Potsdam, Institut für angewandte Familien-, Kindheits- und Jugendforschung, 72.
  • Triventi, M., (2013), Stratification in Higher Education and Its Relationship with Social Inequality: A Comparative Study of 11 European Countries, "European Sociological Review", 29, 489-502.
  • Van de Werfhorst, H.G., Kraaykamp, G., (2001), Four Field-Related Educational Resources and Their Impact on Labor, Consumption, and Sociopolitical Orientation, "Sociology of Education", 74, 296-317.
  • Van de Werfhorst, H.G., Luijkx, R., (2010), Educational Field of Study and Social Mobility: Disaggregating Social Origin and Education, "Sociology", 44, 695-715.
  • Zarifa, D., (2012), Choosing fields in an expansionary era: Comparing two cohorts of baccalaureate degree-holders in the United States and Canada, "Research in Social Stratification and Mobility", 30, 328-351.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171407645

Zgłoszenie zostało wysłane

Zgłoszenie zostało wysłane

Musisz być zalogowany aby pisać komentarze.
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.