VETNET ECER Proceedings VOL I – Bolzano/Bozen IT 2018

Nägele, C., & Stalder, B. E. (Eds.) (2018). Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET).

Download the papers from this page or through; download the book here or order a printed copy through amazon. VETNET ECER Proceedings VOL I, VOL II, VOL III


For the first time in many years, VETNET publishes a collection of short papers in an edited book of proceedings, which is available online and as a printed version. VETNET has had a long tradition in making ECER presentations and full papers open to a broader public. So, what’s the purpose of having “a real book”? We see it as an opportunity for VETNET to increase the visibility of current research in vocational education and training – and as an opportunity for its researchers to talk about planned, ongoing and finalised pieces of work. VETNET lives, if knowledge is shared, discussed and challenged by others. The people involved are ready to cross boundaries in their theoretical and methodological thinking and acting. Papers included in the 2018 VETNET proceedings are based on double-blind peer-reviewed abstracts that were accepted for presentation at the European Conference on Educational Research ECER in Bolzano / Bozen.

Dr Christof Nägele, VETNET chair / link convenor
University of Applied Sciences and Arts Northwestern Switzerland, School of Education

Professor Dr Barbara E. Stalder, VETNET chair / link convenor
Bern University of Teacher Education

Single Papers

Aarkrog, V. (2018). Learning in simulation-based classes in social and health care programs.

Aarkrog, V., Wahlgren, B., Larsen, C. H., Mariager-Anderson, K., & Gottlieb, S. (2018). Decision-making processes among potential dropouts in VET and adult learning.

Abiétar López, M., Meri Crespo, E., Giménez Urraco, E., Grau Muñoz, A., Marco Arocas, E., & Grau Muñoz, B. (2018). Success and dropout pathways in vocational education and training.

Assanbayev, A, & Makoelle, T. M. (2018). Practices promoting inclusion of adult students with disabilities in Kazakhstani technical vocational education and training institutions (TVETIs).

Augsdörfer, A., & Casper, M. (2018). Closing the theory-practice gap: Employing authentic video-taped lessons in vocational teacher education.

Avis, J., Orr, K., & Warmington, P. (2018). Black students in VET: Learner experiences in an English metropolitan and provincial setting.

Bathmaker, A.-M., Graf, L., Orr, K., Powell, J., Webb, S., & Wheelahan, L. (2018). Higher level vocational education: The route to high skills and productivity as well as greater equity? An international comparative analysis.

Baumeler, C., Engelage, S., & Strebel, A. (2018). Creation, maintenance, and disruption. occupational associations and their heterogeneous institutional work after the Swiss VET policy reform.

Benedek, A., Dobozy, G., & Orosz, B. (2018). Open learning resource structures in the activation of VET learners. .

Billett, S. (2018). Promoting Work-Based Vocational Education Provisions: Case Studies and Lessons from Arab Region Countries.

Billett, S., Aakrog, V., Hiim, H., Stalder, B. E., & Nokelainen, P. (2018). Enhancing the standing of vocational education and the occupations it serves: A symposium.

Bound, H., & Evans, K. (2018). Risky work – supporting learning in free-lance and contract-based employment.  

Buschle, C., & Gruber, V. (2018). Structures of further education and training in the field of early childhood education: Findings from a nationwide study in Germany.

Cechovsky, N. (2018). The importance of tax knowledge for tax compliance: A study on the tax literacy of vocational business students.

Chong, S. (2018). The need to strength the skills pipeline – analysis of the PIAAC data.

Deitmer, L., Heinemann, L., & Müller, W. (2018). New forms of learning and teaching and organisational change – a case study at the building industry.

Dif, M. (2018). On the development of inclusive key competences within the French educational and training system.

Esmond, B. (2018). Beyond comparative institutional analysis: A workplace turn in English TVET.

Fischer, M. (2018). Improving the quality of in-company vocational training. Approaches and results of a German pilot project programme.

Gregson, M., & Spedding, T. (2018). Learning together: Evaluating and improving further adult and vocational and education through practice-focused research.

Henning Loeb, I., & Lassnigg, L. (2018). Quality in Swedish and Austrian VET and VET teacher education. A comparative study.

Høst, H., Michelsen, S., Leemann, J. R., & Imdorf, C. (2018). Training agencies as intermediary institutions in apprentice training in Norway and Switzerland: General Purpose or Niche Production Tools?

Kamm, C., Gebhardt, A., C., Gonon, P., & Dernbach-Stolz, S. (2018). Perception of one’s own transition: Young adults with different risk patterns describe their vocational orientation process.

Karber, A. (2018). Teacher´s constructions of differences in vocational schools for pedagogical professionals.

Lassnigg, L., Deitmer, L., Benke, M., Hauschildt, U., Tacconi, G., & Perini, M. (2018). Problems of VET governance and scope for improvement – a comparative view.

Lensjø, M. (2018). Labour migration, vocational education and training in the Norwegian plumbing industry.

Lüthi, F., & Stalder, B. E. (2018). Situational and individual resources predict learning opportunities and career outcomes in VET.

Marhuenda Fluixá, F., & Ros-Garrido, A. (2018). Accompaniment and qualification on-the-job: Case study of a work integration social enterprise.

Martino, L., & Lasonen, J.  (2018). Comparison of VET and CTE teacher pathways: Finland and the U.S.

Moodie, G., Wheelahan, L., & Lavigne, E. (2018). Productive capabilities: A framework for vocational education.

Nardi, P., Bengo, I., & Caloni, S. (2018). Reality-based learning and the Oliver Twist school: Towards a new approach in VET.

Ohlemann, S., & Driesel-Lange, K. (2018). Career competence development of students in German secondary schools: A latent transition analysis.

Peinemann, K. (2018). Decision professionalization of teachers at vocational schools in the field of vocational orientation. inclusion of disadvantaged young people as a requirement for professional teaching.

Perini, M. & Pentassuglia, M. (2018). One step forward: Advancing knowledge on Italian VET-laboratory instructional practices.

Pinya, C., Salvà, F., Pomar, M- I., & Calvo-Sastre, A. (2018). Preventing school drop-outs in intermediate VET from the schools’ perspective.

Powell, L. & McGrath, S. (2018). The long and winding road to the labour market: South African public TVET college students’ experiences of system failure.

Rintala, H., Jussila, J, & Nokelainen, P. (2018). The reform of vocational education and training in Finland: Insights from Twitter.

Saniter, A, & Harberts, V. (2018). A case study on the potentials of apprenticeship within school-based vet systems of Romania and Portugal.

Schaug, R, & Torgrimsby, T. (2018). Relevant teaching practice for vocational teacher students in lower secondary education.

Tino, C., & Grion, V. (2018). School-work alternation: Teachers’ voices about the development and the assessment process of soft skills.

Tschöll, C. (2018). The MasterPlan: Master without bachelor. Discussing diversity in higher education within a pilot case study at Brandenburg university of applied sciences (Germany).

Virgós-Sánchez, M., Burguera, J.-L., Pérez-Herrero, M.-d.-H., & Fernández-Fernández, S. (2018). Dual vocational training. a unique-case study from the perspective of the agents involved in its development.

Wedekind, V., Alla-Mensah, J., & Fakoush, H., (2018). An exploration of the potential role of vocational education in facilitating the integration of forced migrants into society.