Career guidance and student success in Dutch higher vocational education

Datos Bibliográficos

ID4098827
AutoresMark L J Te Wierik (Windesheim University of Applied Sciences, autor de correspondencia), Jos Beishuizen, J J Beishuizen (Vrije Universiteit Amsterdam), Willem Van Os (Vrije Universiteit Amsterdam)
Año2015
Volumen40
Número10
Páginas1947-1961
Fecha de publicación2015-11-26
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2014.914905
OpenAlexW2047789173
IdiomaEN
Citas recibidas4
Referencias citadas24

To enhance student success, a growing number of vocational education and training institutions in the Netherlands are nowadays implementing new career guidance practices in their competence-based approaches to learning. Based on individuallevel data of undergraduate first-year full-time students from a Dutch university of applied sciences, this study investigated the influence of career guidance on first-year student success given other known influences such as prior academic performance, faculty and gender. First of all, students obtained more credits in the competence-based educational system in which they from 2006 are guided. Furthermore, students who completed their first year not only obtained more credits after career guidance was introduced in 2006, but at the same time scored substantially higher first-grade points in their first year of study compared to students who left during the first six months

Career education · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Vocational education · Education Systems and Policy · Higher Education and Employability · Higher Education Learning Practices · Medicine · Psychology

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