The long-term effects of students’ economic competencies on the transition from school to university in the international context

Jüttler, Michael; Schumann, Stephan

doi:10.1177/17454999221086191

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	The long-term effects of students’ economic competencies on the transition from school to university in the international context
Authors:	Jüttler, Michael Schumann, Stephan
et. al:	No
DOI:	10.1177/17454999221086191
Published in:	Research in Comparative and International Education
Volume(Issue):	17
Issue:	2
Page(s):	196
Pages to:	224
Issue Date:	2022
Publisher / Ed. Institution:	Sage
ISSN:	1745-4999
Language:	English
Subjects:	Economic competencies; Economics education; Educational transition; International comparison; Higher education; Secondary level education; Wirtschaft; Unterricht; Pädagogik; Didaktik
Subject (DDC):	330: Economics 378: Higher education
Abstract:	Because of the high social relevance of an economics education, many countries now focus on the enhancement of economic competencies in schools. International results show strong deficits in basic economic knowledge, especially for students in upper secondary education, who usually enter higher education. Furthermore, it is not clear what effects these competencies have on subsequent transitions, which is primarily due to a lack of longitudinal studies. Against this background, this article systematically embeds findings from a Swiss longitudinal study in the international context. Thereby, Switzerland is systematically compared with other countries that also provide substantial research on economic education (e.g., the U.S. and Japan). Lessons learned from the Swiss case will be discussed from an international perspective, and implications for future international research will be derived.
URI:	http://nbn-resolving.de/urn:nbn:de:bsz:352-2-mo23um88wnvi0 https://digitalcollection.zhaw.ch/handle/11475/28386
Fulltext version:	Published version
License (according to publishing contract):	Licence according to publishing contract
Departement:	School of Management and Law
Organisational Unit:	Center for Innovative Teaching and Learning (ZID)
Appears in collections:	Publikationen School of Management and Law

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Jüttler, M., & Schumann, S. (2022). The long-term effects of students’ economic competencies on the transition from school to university in the international context. Research in Comparative and International Education, 17(2), 196–224. https://doi.org/10.1177/17454999221086191

Jüttler, M. and Schumann, S. (2022) ‘The long-term effects of students’ economic competencies on the transition from school to university in the international context’, Research in Comparative and International Education, 17(2), pp. 196–224. Available at: https://doi.org/10.1177/17454999221086191.

M. Jüttler and S. Schumann, “The long-term effects of students’ economic competencies on the transition from school to university in the international context,” Research in Comparative and International Education, vol. 17, no. 2, pp. 196–224, 2022, doi: 10.1177/17454999221086191.

JÜTTLER, Michael und Stephan SCHUMANN, 2022. The long-term effects of students’ economic competencies on the transition from school to university in the international context. Research in Comparative and International Education [online]. 2022. Bd. 17, Nr. 2, S. 196–224. DOI 10.1177/17454999221086191. Verfügbar unter: http://nbn-resolving.de/urn:nbn:de:bsz:352-2-mo23um88wnvi0

Jüttler, Michael, and Stephan Schumann. 2022. “The Long-Term Effects of Students’ Economic Competencies on the Transition from School to University in the International Context.” Research in Comparative and International Education 17 (2): 196–224. https://doi.org/10.1177/17454999221086191.

Jüttler, Michael, and Stephan Schumann. “The Long-Term Effects of Students’ Economic Competencies on the Transition from School to University in the International Context.” Research in Comparative and International Education, vol. 17, no. 2, 2022, pp. 196–224, https://doi.org/10.1177/17454999221086191.