Carmen Baumeler
Biographic Data
| ID | 4084733 |
|---|---|
| NAME | Carmen Baumeler |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Baumeler |
| SIGNATURE | BAUMELER C |
| AFFILIATIONS | SFIVET Swiss Federal Institute for Vocational Education and Training |
| ORCID | 0000-0002-3351-4054 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Small firms’ motivations in offering apprenticeship training in Switzerland
This paper aims to determine what motivates small firms to offer apprenticeship training. The current state of research provides various indications. While research focusing on the specificity of small firms identifies the important role of the owner and their personality, values, attitudes and experiences, economic research mainly refers to the explanatory factor of profitable cost-benefit relationships in apprenticeship training. Finally, resea…
Facilitators of and barriers to recognition of prior learning in higher vocational and professional education
Recognition of prior learning in professional education from an organisational perspective
Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start f…
Der Beitrag der institutional work-Perspektive zu Educational Governance
Competence-Based Vocational Education and Training and Its Cultural Context Sensitivity
This article addresses the question of whether the concept of competence-based vocational education and training (VET) is transferable from one cultural context to another. Drawing on theoretical concepts of comparative education and sociological neo-institutionalism, the competence-based VET is defined as a new paradigm and situated within its cultural context. Then a case study of an educational transfer from Switzerland to India is presented. …
Entkopplung von Wissenschaft und Anwendung. Eine neo-institutionalistische Analyse der unternehmerischen Universität / Decoupling Science and Application. A Neo-Institutional Analysis of the Entrepren…
Gegenwärtig wird zunehmend das Leitbild der unternehmerischen Universität propagiert. Neben den traditionellen Zielen der Lehre und Forschung sollen Hochschulen verstärkt als ökonomische Akteure auftreten. Im universitären Kontext wird Unternehmertum u.a. als die Einnahme einer Perspektive im Forschungsalltag definiert, die wissenschaftliche Resultate in Bezug auf ihr kommerzielles Potenzial beurteilt. Der Beitrag stellt sich die Frage, wie Wisse…
Recognition of prior learning in professional education from an organisational perspective
Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start f…
Entkopplung von Wissenschaft und Anwendung. Eine neo-institutionalistische Analyse der unternehmerischen Universität / Decoupling Science and Application. A Neo-Institutional Analysis of the Entrepren…
Gegenwärtig wird zunehmend das Leitbild der unternehmerischen Universität propagiert. Neben den traditionellen Zielen der Lehre und Forschung sollen Hochschulen verstärkt als ökonomische Akteure auftreten. Im universitären Kontext wird Unternehmertum u.a. als die Einnahme einer Perspektive im Forschungsalltag definiert, die wissenschaftliche Resultate in Bezug auf ihr kommerzielles Potenzial beurteilt. Der Beitrag stellt sich die Frage, wie Wisse…
Der Beitrag der institutional work-Perspektive zu Educational Governance
Competence-Based Vocational Education and Training and Its Cultural Context Sensitivity
This article addresses the question of whether the concept of competence-based vocational education and training (VET) is transferable from one cultural context to another. Drawing on theoretical concepts of comparative education and sociological neo-institutionalism, the competence-based VET is defined as a new paradigm and situated within its cultural context. Then a case study of an educational transfer from Switzerland to India is presented. …
Recognition of prior learning in professional education from an organisational perspective
Recognition of prior learning (RPL) is often said to facilitate lifelong learning and occurs when already-acquired learning outcomes are officially valued. The education system is a central arena of RPL, allowing facilitated access to or shortening of study programmes. This study explores RPL practices in Switzerland. We ask the following research question: How do professional education institutions regulate, practice, and justify RPL? We start f…
Small firms’ motivations in offering apprenticeship training in Switzerland
This paper aims to determine what motivates small firms to offer apprenticeship training. The current state of research provides various indications. While research focusing on the specificity of small firms identifies the important role of the owner and their personality, values, attitudes and experiences, economic research mainly refers to the explanatory factor of profitable cost-benefit relationships in apprenticeship training. Finally, resea…
Facilitators of and barriers to recognition of prior learning in higher vocational and professional education
Pedagogy (4 works) · Political science (4 works) · Sociology (4 works) · Vocational education (4 works) · Higher Education Learning Practices (3 works) · Psychology (3 works) · Competency Development and Evaluation (2 works) · Higher Education and Employability (2 works) · Mathematics education (2 works) · Professional development (2 works)