Pasek boczny artykułu
Przesłane
stycznia 2, 2020
Opublikowane
czerwca 30, 2015
Pobieranie
Statystyczny
Read Counter :
27
Pobieranie : 15
Treść głównego artykułu
Abstrakt
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 analy‑ sis, 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 sig‑ nificantly higher share of male students and the lowest share of higher education climbers.
Słowa kluczowe
business and management
economics
fields of study
higher education
habitus
strati‑fication
gender
upward‑mobility
Austria
Szczegóły artykułu
Licencja
Autor (Autorzy) artykułu oświadcza, że przesłane opracowanie nie narusza praw autorskich osób trzecich. Wyraża zgodę na poddanie artykułu procedurze recenzji oraz dokonanie zmian redakcyjnych. Przenosi nieodpłatnie na Oficynę Wydawniczą SGH autorskie prawa majątkowe do utworu na polach eksploatacji wymienionych w art. 50 Ustawy z dnia 4 lutego 1994 r. o prawie autorskim i prawach pokrewnych – pod warunkiem, że praca została zaakceptowana do publikacji i opublikowana.
Oficyna Wydawnicza SGH posiada autorskie prawa majątkowe do wszystkich treści czasopisma. Zamieszczenie tekstu artykuły w repozytorium, na stronie domowej autora lub na innej stronie jest dozwolone o ile nie wiąże się z pozyskiwaniem korzyści majątkowych, a tekst wyposażony będzie w informacje źródłowe (w tym również tytuł, rok, numer i adres internetowy czasopisma).
Osoby zainteresowane komercyjnym wykorzystaniem zawartości czasopisma proszone są o kontakt z Redakcją.
Jak cytować
Nairz‑Wirth, E. ., & Wurzer , M. . (2015). On Positioning of Business, Management and Economics Fields of Study in the University Space. Edukacja Ekonomistów I Menedżerów, 36(2), 113–129. https://doi.org/10.5604/01.3001.0009.4604
Referencje
-
1. 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.
2. Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19, 151–161.
3. Betts, J.R. (2011). The Economics of Tracking in Education. In: E.A. Hanushek, F. Welch, S. Machin, L. Woessmann (Eds), Handbook of the Economics of Education. Amsterdam, London, North Holland.
4. Bobbitt Zeher, D. (2007). The Gender Income Gap and the Role of Education. Sociology of Education, 80, 1–22.
5. Bourdieu, P. (1996). The state nobility. Elite schools in the field of power, 1. publ. Cambridge: Polity Press.
6. Bourdieu, P. (1998). Homo Academicus. Stanford: Stanford University Press.
7. Bourdieu, P., Loïc Wacquant, J.D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press, Ill. [u.a.].
8. Brunello, G., Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22, 782–861.
9. Clausen, S. E. (1998). Applied correspondence analysis: An introduction. Thousand Oaks, CA: SAGE Publications.
10. Davies, S., Guppy, N. (1997). Fields of Study, College Selectivity, and Student Inequalities in Higher Education. Social Forces, 75, 1417–1438.
11. Drudy, S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20, 309–323.
12. 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.
13. 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.
14. Fox, J., Weisberg, S. (2011). An R Companion to Applied Regression. 2nd Edition. Los Angeles: SAGE Publications.
15. Greenacre, M.J. (2007). Correspondence Analysis in Practice. 2nd Edition. Boca Raton: Chapman & Hall/CRC.
16. Greenacre, M.J. (2010). Biplots in practice. Madrid: BBVA Foundation.
17. Greenacre, M.J., Pardo, R. (2006). Muliple Correspondence Analysis of Subsets of Response Categories. In: M.J. Greenacre, J. Blasius (Eds), Multiple Correspondence Analysis and Related Methods. Boca Raton: Chapman & Hall/CRC.
18. 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.
19. Huber, L. (1990). Disciplinary Cultures and Social Reproduction. European Journal of Education, 25, 241–261.
20. 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.
21. Lucas, S.R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106, 1642–1690.
22. Lucas, S.R. (2009). Stratification Theory, Socioeconomic Background, and Educational Attainment: A Formal Analysis. Rationality and Society, 21, 459–511.
23. 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.
24. 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.
25. 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.
26. R Core Team (2015). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing, http://www.R project.org/
27. 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.
28. Shavit, Y., Arum, R., Gamoran, A. (Eds) (2007). Stratification in higher education: a comparative study: A comparative study. Stanford: Stanford University Press.
29. Souto Otero M. (2010). Education, meritocracy and redistribution. Journal of Education Policy, 25, 397–413.
30. Statistik Austria (2014). Bildung in Zahlen 2012/2013: Schlüsselindikatoren und Analysen, Wien: Statistik Austria, 16 marca 2015.
31. Sturzbecher, D., Dietrich, P. (1993). Schulverweigerung von Jugendlichen in Brandenburg. Potsdam: Universität Potsdam, Institut für angewandte Familien , Kindheits und Jugendforschung, 72.
32. 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.
33. 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.
34. Van de Werfhorst, H.G., Luijkx, R. (2010). Educational Field of Study and Social Mobility: Disaggregating Social Origin and Education. Sociology, 44, 695–715.
35. 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.
Referencje
1. 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.
2. Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19, 151–161.
3. Betts, J.R. (2011). The Economics of Tracking in Education. In: E.A. Hanushek, F. Welch, S. Machin, L. Woessmann (Eds), Handbook of the Economics of Education. Amsterdam, London, North Holland.
4. Bobbitt Zeher, D. (2007). The Gender Income Gap and the Role of Education. Sociology of Education, 80, 1–22.
5. Bourdieu, P. (1996). The state nobility. Elite schools in the field of power, 1. publ. Cambridge: Polity Press.
6. Bourdieu, P. (1998). Homo Academicus. Stanford: Stanford University Press.
7. Bourdieu, P., Loïc Wacquant, J.D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press, Ill. [u.a.].
8. Brunello, G., Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22, 782–861.
9. Clausen, S. E. (1998). Applied correspondence analysis: An introduction. Thousand Oaks, CA: SAGE Publications.
10. Davies, S., Guppy, N. (1997). Fields of Study, College Selectivity, and Student Inequalities in Higher Education. Social Forces, 75, 1417–1438.
11. Drudy, S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20, 309–323.
12. 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.
13. 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.
14. Fox, J., Weisberg, S. (2011). An R Companion to Applied Regression. 2nd Edition. Los Angeles: SAGE Publications.
15. Greenacre, M.J. (2007). Correspondence Analysis in Practice. 2nd Edition. Boca Raton: Chapman & Hall/CRC.
16. Greenacre, M.J. (2010). Biplots in practice. Madrid: BBVA Foundation.
17. Greenacre, M.J., Pardo, R. (2006). Muliple Correspondence Analysis of Subsets of Response Categories. In: M.J. Greenacre, J. Blasius (Eds), Multiple Correspondence Analysis and Related Methods. Boca Raton: Chapman & Hall/CRC.
18. 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.
19. Huber, L. (1990). Disciplinary Cultures and Social Reproduction. European Journal of Education, 25, 241–261.
20. 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.
21. Lucas, S.R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106, 1642–1690.
22. Lucas, S.R. (2009). Stratification Theory, Socioeconomic Background, and Educational Attainment: A Formal Analysis. Rationality and Society, 21, 459–511.
23. 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.
24. 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.
25. 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.
26. R Core Team (2015). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing, http://www.R project.org/
27. 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.
28. Shavit, Y., Arum, R., Gamoran, A. (Eds) (2007). Stratification in higher education: a comparative study: A comparative study. Stanford: Stanford University Press.
29. Souto Otero M. (2010). Education, meritocracy and redistribution. Journal of Education Policy, 25, 397–413.
30. Statistik Austria (2014). Bildung in Zahlen 2012/2013: Schlüsselindikatoren und Analysen, Wien: Statistik Austria, 16 marca 2015.
31. Sturzbecher, D., Dietrich, P. (1993). Schulverweigerung von Jugendlichen in Brandenburg. Potsdam: Universität Potsdam, Institut für angewandte Familien , Kindheits und Jugendforschung, 72.
32. 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.
33. 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.
34. Van de Werfhorst, H.G., Luijkx, R. (2010). Educational Field of Study and Social Mobility: Disaggregating Social Origin and Education. Sociology, 44, 695–715.
35. 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.
2. Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19, 151–161.
3. Betts, J.R. (2011). The Economics of Tracking in Education. In: E.A. Hanushek, F. Welch, S. Machin, L. Woessmann (Eds), Handbook of the Economics of Education. Amsterdam, London, North Holland.
4. Bobbitt Zeher, D. (2007). The Gender Income Gap and the Role of Education. Sociology of Education, 80, 1–22.
5. Bourdieu, P. (1996). The state nobility. Elite schools in the field of power, 1. publ. Cambridge: Polity Press.
6. Bourdieu, P. (1998). Homo Academicus. Stanford: Stanford University Press.
7. Bourdieu, P., Loïc Wacquant, J.D. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press, Ill. [u.a.].
8. Brunello, G., Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy, 22, 782–861.
9. Clausen, S. E. (1998). Applied correspondence analysis: An introduction. Thousand Oaks, CA: SAGE Publications.
10. Davies, S., Guppy, N. (1997). Fields of Study, College Selectivity, and Student Inequalities in Higher Education. Social Forces, 75, 1417–1438.
11. Drudy, S. (2008). Gender balance/gender bias: the teaching profession and the impact of feminisation. Gender and Education, 20, 309–323.
12. 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.
13. 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.
14. Fox, J., Weisberg, S. (2011). An R Companion to Applied Regression. 2nd Edition. Los Angeles: SAGE Publications.
15. Greenacre, M.J. (2007). Correspondence Analysis in Practice. 2nd Edition. Boca Raton: Chapman & Hall/CRC.
16. Greenacre, M.J. (2010). Biplots in practice. Madrid: BBVA Foundation.
17. Greenacre, M.J., Pardo, R. (2006). Muliple Correspondence Analysis of Subsets of Response Categories. In: M.J. Greenacre, J. Blasius (Eds), Multiple Correspondence Analysis and Related Methods. Boca Raton: Chapman & Hall/CRC.
18. 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.
19. Huber, L. (1990). Disciplinary Cultures and Social Reproduction. European Journal of Education, 25, 241–261.
20. 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.
21. Lucas, S.R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106, 1642–1690.
22. Lucas, S.R. (2009). Stratification Theory, Socioeconomic Background, and Educational Attainment: A Formal Analysis. Rationality and Society, 21, 459–511.
23. 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.
24. 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.
25. 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.
26. R Core Team (2015). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing, http://www.R project.org/
27. 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.
28. Shavit, Y., Arum, R., Gamoran, A. (Eds) (2007). Stratification in higher education: a comparative study: A comparative study. Stanford: Stanford University Press.
29. Souto Otero M. (2010). Education, meritocracy and redistribution. Journal of Education Policy, 25, 397–413.
30. Statistik Austria (2014). Bildung in Zahlen 2012/2013: Schlüsselindikatoren und Analysen, Wien: Statistik Austria, 16 marca 2015.
31. Sturzbecher, D., Dietrich, P. (1993). Schulverweigerung von Jugendlichen in Brandenburg. Potsdam: Universität Potsdam, Institut für angewandte Familien , Kindheits und Jugendforschung, 72.
32. 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.
33. 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.
34. Van de Werfhorst, H.G., Luijkx, R. (2010). Educational Field of Study and Social Mobility: Disaggregating Social Origin and Education. Sociology, 44, 695–715.
35. 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.