Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 635-667 |
| Seitenumfang | 87 |
| Fachzeitschrift | Journal of Human Capital |
| Jahrgang | 18 |
| Ausgabenummer | 4 |
| Frühes Online-Datum | 1 März 2024 |
| Publikationsstatus | Veröffentlicht - 11 Okt. 2024 |
Abstract
ASJC Scopus Sachgebiete
- Volkswirtschaftslehre, Ökonometrie und Finanzen (insg.)
- Allgemeine Ökonomie, Ökonometrik und Finanzen
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in: Journal of Human Capital, Jahrgang 18, Nr. 4, 11.10.2024, S. 635-667.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Did the Bologna Process challenge the German apprenticeship system?
T2 - Evidence from a natural experiment
AU - Thomsen, Stephan L
AU - Trunzer, Johannes
PY - 2024/10/11
Y1 - 2024/10/11
N2 - Starting in 1999, the Bologna Process reformed the German five-year study system for a first degree into the three-year bachelor's (BA) system to harmonize study lengths in Europe and improve competitiveness. This reform unintentionally challenged the German apprenticeship system that offers three-year professional training for the majority of school leavers. Approximately 29% of new apprentices are university-eligible graduates from academic-track schools. We evaluate the effects of the Bologna reform on new highly educated apprentices using a generalized difference-in-differences design based on detailed administrative student and labor market data. Our estimates show that the average regional expansion in first-year BA students decreased the number of new highly educated apprentices by 3%-5%; average treatment effects on those indecisive at school graduation range between -18% and -29%. We reveal substantial gender and occupational heterogeneity: males in STEM apprenticeships experienced the strongest negative effects. The reform aggravated the skills shortage in the economy.
AB - Starting in 1999, the Bologna Process reformed the German five-year study system for a first degree into the three-year bachelor's (BA) system to harmonize study lengths in Europe and improve competitiveness. This reform unintentionally challenged the German apprenticeship system that offers three-year professional training for the majority of school leavers. Approximately 29% of new apprentices are university-eligible graduates from academic-track schools. We evaluate the effects of the Bologna reform on new highly educated apprentices using a generalized difference-in-differences design based on detailed administrative student and labor market data. Our estimates show that the average regional expansion in first-year BA students decreased the number of new highly educated apprentices by 3%-5%; average treatment effects on those indecisive at school graduation range between -18% and -29%. We reveal substantial gender and occupational heterogeneity: males in STEM apprenticeships experienced the strongest negative effects. The reform aggravated the skills shortage in the economy.
UR - http://www.scopus.com/inward/record.url?scp=85211892911&partnerID=8YFLogxK
U2 - 10.1086/730273
DO - 10.1086/730273
M3 - Article
VL - 18
SP - 635
EP - 667
JO - Journal of Human Capital
JF - Journal of Human Capital
SN - 1932-8575
IS - 4
ER -