The historic importance of degree structure
A comparison of bachelor to master transitions in Norway and Denmark
Bibliographic Data
| ID | 21725733 |
|---|---|
| Authors | Elisabeth Hovdhaugen (0000-0002-6422-5028, NIFU, Norway, corresponding author), Lars Ulriksen (0000-0002-7094-132X, University of Copenhagen) |
| Year | 2023 |
| Volume | 22 |
| Issue | 2 |
| Pages | 198-215 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14749041211041230 |
| OpenAlex | W3198103049 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
The Bologna process and the 3+2-degree structure presents students with several decision points in higher education, both which bachelor’s programme to choose, and whether to continue beyond bachelor. Based on a small-scale survey containing both closed and open-ended questions, this paper studies reasons the students give for entering a master’s programme. We compare students in Norway and Denmark who have entered a master’s programme in educational studies. In both countries, students mention multiple reasons for choosing to enter the master’s level, and reasons related to career and access to interesting jobs were most frequently mentioned. Additionally, academic motives and identity motives were mentioned. There are also differences between Norwegian and Danish students, but these differences are mainly linked to aspects of the transition. In Denmark, students who change institution when entering the master’s level state different reasons, while in Norway, differences are related to whether students enter a master’s programme directly or delayed. Further, differences in labour market structure also affects these transitions. These differences point to historical understandings of national status differences between degrees and institutions still being important, even if the implementation of the Bologna structure in the educational system should have led to a harmonisation
Bachelor · Bologna Process · Danish · Demographic economics · Economics · Higher education · Institution · Medical education · Norwegian · Pedagogy · Political science · Social science · Sociology · Higher Education Research Studies · Intergenerational and Educational Inequality Studies · Law · Medicine · Psychology · School Choice and Performance
Examining the attitudes towards further education of students in the bachelor training programmes of higher education
When the first degree isn’t enough—rational choice and social inequality in graduate enrollment in Germany
Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England
Graduate socialization and anxiety
Social Background and School Continuation Decisions
Motivational Beliefs, Values, and Goals
Students’ views about the purpose of higher education
Awareness, knowledge and intentions for postgraduate study
More diversion than inclusion? Social stratification in the Bologna system
Using thematic analysis in psychology
Explaining Educational Differentials
Time future - the dominant discourse of higher education
Re-evaluating the postgraduate students' course selection decision making process in the digital era
Five Misunderstandings About Case-Study Research
Maintaining Inequality Effectively? Access to Higher Education Programmes in a Universalist Welfare State in Periods of Educational Expansion 1984-2010
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |