Tertiary Education Landscape and Labour Market Chances of the Highly Educated in Central and Eastern Europe
Bibliographic Data
| ID | 7772151 |
|---|---|
| Authors | I Kogan (0000-0002-2841-1296, Technische Hochschule Mannheim, corresponding author) |
| Year | 2012 |
| Volume | 28 |
| Issue | 6 |
| Pages | 701-703 |
| Publication date | 2012-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Sociological Review (JOURNAL) |
| Journal identifiers | ISSN: 0266-7215 • E-ISSN: 1468-2672 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/esr/jcs062 |
| OpenAlex | W2333420248 |
| Language | EN |
| Citations received | 10 |
| References cited | 2 |
In recent decades, there has been an impressive rise in higher education participation among young people in many industrialized countries (Schofer and Meyer, 2005; OECD, 2010). This development has been accompanied by the increased differentiation and marketization of higher education tracks (Arum, Gamoran and Shavit, 2007). Notwithstanding the fact that these processes have been occurring both in Europe and overseas, the experience of Central and Eastern European (CEE) countries seems quite unique. With the transition from socialism to capitalism and the accompanying liberalization of educational policy, within a short period of time post-secondary education expanded and diversified in these countries to levels beyond those observed in the most Western European countries (Kogan, 2008; Noelke and Müller, 2011). As formal barriers on educational choice were lifted, many young men and, particularly, young women increasingly opted for higher education. The expansion and diversification of the traditional university tertiary education has occurred in CEE countries through the reorganization of lengthy diploma programs into sequentially organized Bachelor and Master cycles, the introduction of tuition-based university places, the emergence of private providers, further expansion of part-time educational arrangements and distance learning, and shifts in the demand for specific fields of study. Expansion and diversification also occurred through the growth and establishment of non-university, so-called ‘second-tier’ institutions, such as post-secondary vocational colleges. As a consequence, new lines of social differentiation emerged or intensified between university and non-university types of post-secondary education and across various fields of study, within universities across Bachelor and Master programs, between tuition-based and tuition-free study places, between public and private providers, and between part- and full-time education.
Bachelor · Bologna Process · Business · China · Demographic economics · Diversification (marketing strategy) · Economic growth · Economics · Higher education · Liberalization · Marketization · Political science · Social partners · Sociology · Vocational education · Higher Education Governance and Development · Higher Education Learning Practices · Intergenerational and Educational Inequality Studies
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| Unique citing works | 10 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |