Der Arbeitsmarkt für Akademikerinnen und Akademiker
Studieren macht sich bezahlt. Nicht nur was das Einkommen von Akademiker/innen anbelangt, sondern höhere Bildung schützt in Krisenzeiten auch besser vor Arbeitslosigkeit. Das zeigen Analysen der qualifikationsspezifischen Arbeitslosenquoten seit langem. Allerdings sind die Aussichten nicht auf allen akademischen Teilarbeitsmärkten gleich gut.
Diese Infoplattform dokumentiert Literatur, Forschungsprojekte, einschlägige Institutionen und sonstige relevante Informationsquellen zur Qualifikation und Beschäftigung von Hochschulabsolvent/innen insgesamt sowie zu Arbeitsmarktchancen und Beschäftigungsbedingungen für Absolvent/innen verschiedener Studienfächer und Fächergruppen.
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte
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Literaturhinweis
The Gender Pay Gap in University Student Internships (2026)
Zitatform
Antoni, Manfred, Hans-Dieter Gerner, Robert Jäckle & Stefan Schwarz (2026): The Gender Pay Gap in University Student Internships. In: German Economic Review, Jg. 27, H. 3, S. 283-329., 2025-09-18. DOI:10.1515/ger-2024-0130
Abstract
"Internships are an important and often mandatory part of academic education. They offer valuable insights into the labor market but can also expose students to negative aspects of the working world, such as gender pay disparities. We provide first evidence of a gender pay gap in mandatory internships, with women earning up to 21 % less per hour than men. This gap is not due to women choosing higher-quality internships over higher pay. Factors such as field of study, risk aversion, competitiveness, the focus of the internship, and firm characteristics account for a large share of the gap. Further analyses show that the internship pay gap is broadly similar to the wage gap at labor market entry among graduates. We discuss potential mechanisms through which the internship pay gap may be related to the entry wage gap." (Author's abstract, IAB-Doku, © DeGruyter Brill) ((en))
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Literaturhinweis
A Question of Honor? The Labor Market Advantage of Academic Signaling (2026)
Zitatform
Astruc-Le Souder, Mael, Olivier Bargain & Gedeao Locks (2026): A Question of Honor? The Labor Market Advantage of Academic Signaling. (IZA discussion paper / IZA Network @ LISER 18567), Esch-sur-Alzette, 39 S.
Abstract
"As tertiary education expands, employers increasingly rely on academic distinctions to screen among similarly qualified graduates. We study the labor-market effects of honors using administrative and survey data on Sorbonne master's graduates. We exploit France's fixed GPA thresholds for honors assignment to implement a fuzzy regression discontinuity design. Returns are concentrated at the intermediate distinction ("High Honors"), indicating that credentials are most informative when they separate above- from below-average students. We find that High Honors accelerate school-to-work transitions, increasing the monthly job-finding rate by about 40%. Honors also generate an initial wage premium, which fades within two years, and lead to persistent improvements in job quality, including greater access to master's-level positions and faster transitions to permanent contracts. These results highlight the role of academic distinctions as short-run signals that shape early career allocation rather than long-term earnings." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Getting In but Not Getting On: Inequality Regimes, Usurpation and Resistance in the Medical Profession (2026)
Zitatform
Atkinson, Carol & Carol Woodhams (2026): Getting In but Not Getting On: Inequality Regimes, Usurpation and Resistance in the Medical Profession. In: Work, Employment and Society, S. 1-23. DOI:10.1177/09500170261447211
Abstract
"This article explores inequality regimes in medicine, examining structures that create social closure and explaining the under-representation of women from racio-ethnic minorities at senior levels and in high-status specialties. We juxtapose these with agency to evidence how inequality regimes are experienced and navigated through accommodatory usurpation and everyday resistance. Drawing on 26 interviews with women of varying racio-ethnic backgrounds, the findings illustrate deeply embedded inequality regimes that maintain White, male norms; individual agency did not change these regimes, meaning women could progress only where they could comply with them. We contribute to the understanding of inequality in medicine, where women’s experiences remain under-researched. We also contribute to inequalities theory and the understanding of change by offering a rare juxtaposition of structural inequality with individual agency to evidence the latter’s limitations. We argue that collective agency is needed to create radical change and enable women’s progression. Practically, we argue for collective organisational change driven, potentially, by coalition building." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Female Promotions and the Academic Pipeline: Evidence from a Natural Experiment (2026)
Zitatform
Bagues, Manuel, Milan Makany, Giulia Vattuone & Natalia Zinovyeva (2026): Female Promotions and the Academic Pipeline: Evidence from a Natural Experiment. (CEPR discussion paper / Centre for Economic Policy Research 21325), London, 119 S.
Abstract
"We study how faculty promotion decisions shape women's careers and the academic pipeline, using data from 4,000 Spanish university departments across all disciplines. We identify exogenous variation in promotions using the random assignment of evaluators to promotion committees between 2002 and 2008: applicants whose committees included a co-author or colleague were significantly more likely to qualify for promotion. We document two main findings. First, failing to obtain tenure has asymmetrically lasting consequences for women. Those who narrowly miss tenure are 57 percentage points less likely to be tenured fifteen years later, compared to 29 percentage points for men. Second, when women do obtain tenure, the effects extend well beyond their own careers: promoting a woman to Associate Professor increases female faculty by 1.5 members after 15 years, leads to six additional female PhD graduates over the following decade, and raises the number who subsequently remain in academia and reach tenured positions." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Gender differences in the early career earnings of economics graduates (2026)
Bazen, Stephen; Charni, Kadija;Zitatform
Bazen, Stephen & Kadija Charni (2026): Gender differences in the early career earnings of economics graduates. In: Education Economics, Jg. 34, H. 2, S. 247-266. DOI:10.1080/09645292.2025.2498148
Abstract
"In contrast to the UK, the USA and Germany, the majority of university students in economics in France are female. Using a national survey of three cohorts of French university graduates in economics, we find a significant raw differential in favor of men in both starting pay and earnings three years after graduation, and the latter is wider than the former. Gender differences in occupation suggest that female economics graduates are under-represented in technical roles where two in five male graduates are found. When occupation and sector are included as controls in an Oaxaca decomposition, two thirds of the gender differential in earnings in 2013 remain unexplained." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Ingenieurinnen in Deutschland – Potenziale, Herausforderungen und Entwicklungen: Teil 1: Analyse und Handlungsempfehlungen (2026)
Betz, Julia; Geis-Thöne, Wido; Plünnecke, Axel;Zitatform
Betz, Julia, Wido Geis-Thöne & Axel Plünnecke (2026): Ingenieurinnen in Deutschland – Potenziale, Herausforderungen und Entwicklungen. Teil 1: Analyse und Handlungsempfehlungen. (IW-Gutachten / Institut der Deutschen Wirtschaft Köln), Köln, 49 S.
Abstract
"Deutschland steht im Innovationswettbewerb zunehmend unter Druck. Die Situation wird durch demografische Entwicklungen, sinkende Studierendenzahlen in technischen Fächern und Schwächen im Bildungssystem weiter verschärft. Vor diesem Hintergrund ist die stärkere Einbindung von Frauen in Ingenieur- und Informatikberufe von entscheidender Bedeutung, um Innovationskraft und Wettbewerbsfähigkeit zu sichern. Positiv ist vor diesem Hintergrund zu bewerten, dass der Anteil der Frauen unter allen Erwerbstätigen mit einem ingenieurwissenschaftlichen Studium (inklusive Informatik) in den letzten Jahren gestiegen ist, insbesondere unter jüngeren Erwerbstätigen. Die Frauenanteile sind dabei in Dienstleistungsbranchen wie Schule, Hochschule höher als in industriell geprägten Branchen. In den letzten Jahren haben sich auch der Anteil und die Anzahl ausländischer Frauen mit Ingenieurstudium unter den Erwerbstätigen erhöht. Die Erwerbstätigkeit von Ingenieurinnen ist sowohl in sozialversicherungspflichtigen Ingenieur- und Informatikberufen als auch in anderen Berufen oder als Beamte/Selbständige gewachsen. Betrachtet man die sozialversicherungspflichtige Beschäftigung in Ingenieur- und Informatikberufen, so sind auch hier die Frauenanteile in den letzten Jahren gestiegen – regional vor allem in den westdeutschen Flächenländern, die auf diehohen Frauenanteile im Osten Deutschlands aufholen konnten. Betrachtet man die Frauenanteile in den Ingenieur- und Informatikberufen auf Basis der 400 Kreise und Städte, so sind diese im Norden und Osten Deutschlands tendenziell etwas höher als im Westen und Süden. Die Frauenanteile in den einzelnen Ingenieurberufen unterscheiden sich zwischen den Fachrichtungen: In den Bereichen Rohstoffe, Chemie und Bau sind sie höher, während sie in den Ingenieurberufen der Metallverarbeitung und der Energie- und Elektrotechnik niedriger ausfallen. Etwa 30 Prozent der Frauen in Ingenieurberufen sind teilzeitbeschäftigt. Steigende Frauenanteile sind auch an den Hochschulen und in der Forschung gemessen durch Patentanmeldungen zu beobachten. Auch bei diesen Kennziffern bleibt aber deutliches Entwicklungspotenzial. Hier ist bereits an den Schulen und in der Berufsorientierung anzusetzen. Im Alter von 15 Jahren gibt es bei Mädchen und Jungen nur leichte Unterschiede bei den MINT-Kompetenzen, größer sind die Unterschiede bei Selbstkonzept und Interesse. Dabei sind junge Frauen noch einmal deutlich stärker für den Klimaschutz sensibilisiert als junge Männer. Aus Sicht der Unternehmen kommt den Ingenieurwissenschaften und der Informatik eine sehr große Bedeutung für Innovationen im Klimaschutz zu. Dazu ist der Bereich Gesundheit/Medizin ein großes Wachstumsfeld für die Ingenieurwissenschaften. Berechnet man die künftige Beschäftigung in den Ingenieur- und Informatikberufen in Szenarien, so wird demografiebedingt das Beschäftigungswachstum aus dem Zeitraum 2012 bis 2024 in der bevorstehenden Zeitphase bis 2035 deutlich zurückgehen. Im Aktivierungsszenario Frauen werden durch Berufs- und Studienorientierung und Mentoringprogramme Trends beim Zugang junger Frauen in die Ingenieur- und Informatikberufen zumindest zu einem Teil fortgeschrieben. Dadurch kann die Beschäftigung im Jahr 2035 gegenüber dem Basisszenario um 56.100 Frauen erhöht werden. Hierdurch entsteht ein Wertschöpfungszuwachs im Jahr 2035 in Höhe von 7,0 Milliarden Euro. Aus den Untersuchungen leiten sich Empfehlungen ab in den Handlungsfelder Berufsorientierung, familienfreundliche Arbeitswelt, familienfreundliche Infrastruktur, Zugang zu Weiterbildungsangeboten und Frauen in Führungspositionen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
A missed opportunity? Labor demand and workforce diversity (2026)
Zitatform
Bindler, Anna, Barbara Boelmann, Lena Janys & Luisa Santiago Wolf (2026): A missed opportunity? Labor demand and workforce diversity. (CEPR discussion paper / Centre for Economic Policy Research 21663), London, 51 S.
Abstract
"How do labor demand shocks affect workforce diversity in the absence of targeted diversity policies? A conceptual framework illustrates the potential trade-off between the demographic and quality composition of a workforce when there is a positive labor demand shock. Exploiting the German reunification as a natural experiment, we analyze the academic labor market where nearly all social sciences professors in East Germany were replaced while STEM faculty remained largely unchanged. Using administrative data and a regional difference-in-differences design, we find increased dispersion in the institutional quality of hires, indicating that the new hires came from less select departments. At the same time, female representation did not increase despite qualified women in the pipeline. Instead, East German hiring patterns converged to those in West Germany in terms of gender composition. In simulations, we investigate implied losses: Under conservative assumptions, we show that, considering the pipeline of qualified applicants, the marginal female hire’s quality is approximately half a standard deviation higher than the marginal male hire’s quality." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Berufseinstiegsverläufe von Absolvent:innen der Geisteswissenschaften (2026)
Blaich, Ingo;Zitatform
Blaich, Ingo (2026): Berufseinstiegsverläufe von Absolvent:innen der Geisteswissenschaften. In: Dvb-Forum, Jg. 65, H. 1, S. 33-41. DOI:10.3278/dvb2601w005
Abstract
"Vor dem Hintergrund einer hohen gesellschaftlichen Relevanz geisteswissenschaftlicher Fächer analysiert dieser Beitrag die Berufseinstiegsverläufe von Geisteswissenschaftler:innen mit Daten der 4. Sächsischen Absolventenstudie. Grundlegende Merkmale können bestätigt werden: Geisteswissenschaftler:innen haben längere Übergänge in den Arbeitsmarkt (50 % direkt beschäftigt, nach 3 Jahren 80 %), höhere Erwerbslosigkeit und Schwierigkeiten bei Stellensuchen. Sie nutzen häufig Beratungsangebote und arbeiten häufiger in fachfremden Bereichen. Mittelfristig verringern sich die Unterschiede zu anderen Fächergruppen, jedoch bleiben Gehalt und Aufstiegschancen geringer. Langfristig - nach über zehn Jahren - berichten 80 bis 90 % von einer hohen Zufriedenheit, auch wenn weiterhin Gender-Pay- und Care-Gaps bestehen. Für gelingende Übergänge in den Beruf sind eine studienbegleitende Berufsorientierung und bei Bedarf die Inanspruchnahme professioneller Beratung von Vorteil." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Women in STEM careers through the lens of career construction theory: A study on females' experiences in persisting in the engineering field (2026)
Zitatform
Bonesso, Sara & Federica Bressan (2026): Women in STEM careers through the lens of career construction theory: A study on females' experiences in persisting in the engineering field. In: Journal of vocational behavior, Jg. 164. DOI:10.1016/j.jvb.2025.104204
Abstract
"The persistence of female segregation in many science, technology, engineering, and mathematics (STEM) educational and occupational fields is largely ascribed to gender-specific barriers that women face during their lifespan. Relying on career construction theory, this study aims to increase the understanding of how women in STEM craft and develop their own career over time by attaining leadership positions, in comparison to their male counterparts. In this inductive qualitative research, drawing on career-based interviews on a sample of women and men in engineering, the narrative analysis reveals dynamic changes in women's career adaptability's resources (the 4C's: concern, control, curiosity, and confidence) across specific phases of the lifespan (education, early career, and upper leadership). This study expands our understanding of the role of women's agency in shaping their STEM careers, delineating the specific configurations of career adaptability resources they can deploy to constructively navigate their professional journey. Moreover, because career adaptability changes in response to environmental conditions, this study provides novel insights about the interplay between career adaptability resources and the most relevant contextual factors that support or inhibit women in the pursuit of their career development during each career phase. Overall, our research provides evidence that a lifespan approach to career development is particularly effective in sectors that are still characterized by gender norms. Practical implications are provided for women to help them self-regulate their careers, as well as for educational and organizational policies to help address the underrepresentation of women in the STEM workforce." (Author's abstract, IAB-Doku, ©2025 The Authors. Published by Elsevier Inc.) ((en))
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Literaturhinweis
The Delayed Acceptance Of Female Research In Economics (2026)
Bruns, Stephan B.; Zigova, Katarina ; Doucouliagos, Anthony; Stanley, T.D.; König, Johannes ; Doucouliagos, Hristos ;Zitatform
Bruns, Stephan B., Anthony Doucouliagos, Hristos Doucouliagos, Johannes König, T.D. Stanley & Katarina Zigova (2026): The Delayed Acceptance Of Female Research In Economics. In: European Economic Review, Jg. 182, 2025-11-04. DOI:10.1016/j.euroecorev.2025.105204
Abstract
"We explore gender differences in the time taken to accept empirical articles of economics research. On average, female-authored articles take 9% longer to accept. This gender gap cannot be fully attributed to differences in author affiliation, research productivity, research quality and novelty. The gender composition of editorial boards does not affect acceptance time for female authors. Nevertheless, this gender gap narrows as female representation in an area of research deepens. We find evidence of sub-field differences in this gender gap, consistent with differences in social norms." (Author's abstract, IAB-Doku, © 2025 The Authors. Published byElsevier B.V.) ((en))
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Literaturhinweis
Backward Spillovers and Equalized Access: The Effects of the Bologna Process across the Education System (2026)
Zitatform
Cappellari, Lorenzo & Marco Morelli (2026): Backward Spillovers and Equalized Access: The Effects of the Bologna Process across the Education System. (IZA discussion paper / IZA Network @ LISER 18726), Bonn: IZA Network @ LISER, 56 S.
Abstract
"We estimate the causal effects of the Bologna Process reform in Italy, focusing on the introduction of the "3+2" degree structure and its impact across different stages of the education system. Using multiple Difference-in-Differences designs and nationally representative data on high school graduates and university graduates, we show that the reform increased graduation from the academic-oriented high school track by 5.50 percentage points, revealing a backward spillover effect on high school completion. At university level, the reform raised enrollment and timely graduation while reducing dropout. The effects are systematically larger for students from the most disadvantaged parental backgrounds, especially when combined with high ability. These findings suggest that the Bologna Process reduced barriers to educational investment for talented students facing financial constraints, challenging the view that it mainly attracted low-ability students. Descriptive labor-market evidence also points to convergence in outcomes by parental background, but only among Bachelor's graduates." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Postdoctoral mobility and returnees' careers in Italian academia (2026)
Zitatform
Coda Zabetta, Massimiliano & Aldo Geuna (2026): Postdoctoral mobility and returnees' careers in Italian academia. In: Research Policy, Jg. 55, H. 4. DOI:10.1016/j.respol.2026.105456
Abstract
"This paper investigates the relationship between international postdoctoral stays and academic career advancement among researchers returning to the Italian university system. Using a unique dataset of Italian PhD holders observed over a 30-year period, we analyze how international postdoctoral stays are associated with two key career outcomes: (i) the time between PhD completion and first appointment as Assistant Professor (time-to-entry), and (ii) the time between Assistant Professor appointment and promotion to Associate Professor (time-to-promotion). We identify international postdoctoral stays by tracing foreign affiliations in researchers' publication records and examine how their association with career progression is moderated by institutional inbreeding, home-country linkages, and the persistence of international research networks. To explore these relationships, we apply a Cox proportional hazards model combined with entropy balancing. Our findings were validated by using curriculum vitae information for a subsample of researchers. We found that international postdoctoral stays are associated with slower entry into the academic system but are positively related to shorter time-to-promotion. Notably, this association is strongest for researchers promoted at universities other than their alma mater. We also observe that maintaining a strong home-country publishing network is associated with quicker entry as Assistant Professor, while sustained collaboration in postdoc-period co-author networks is linked to faster promotion to Associate Professor." (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier B.V.) ((en))
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Literaturhinweis
Eigenverantwortung, Kompetenzaufbau, Profilbildung: Geisteswissenschaftler:innen auf dem Weg in den Beruf (2026)
Eimer, Andreas;Zitatform
Eimer, Andreas (2026): Eigenverantwortung, Kompetenzaufbau, Profilbildung. Geisteswissenschaftler:innen auf dem Weg in den Beruf. In: Dvb-Forum, Jg. 65, H. 1, S. 19-24. DOI:10.3278/dvb2601w003
Abstract
"Der Beitrag analysiert die Arbeitsmarkt- und Studiensituation von Geisteswissenschaftler:innen und zeigt, dass kollektive Aussagen zu ihren Berufsperspektiven die tatsächliche Situation nicht sinnvoll erfassen. Statt eines klar umrissenen Massenarbeitsmarkts eröffnen sich vielfältige, hoch individualisierte Berufswege, die maßgeblich das Ergebnis systematischer Selbstreflexion, Entscheidungsfähigkeit und Profilbildung der Studierenden sind. Am Beispiel des Career Service der Universität Münster wird ein mehrstufiges Vorgehen beschrieben, das Studierende bei der Entwicklung eines individuellen Berufsprofils unterstützt. Hochschulen sollten im Sinne eines Erwartungsmanagements zudem die Notwendigkeit dieser individuellen, beruflichen Profilentwicklung schon bei der Beschreibung ihrer geisteswissenschaftlichen Studiengänge klar benennen. Und Studierende sollten dann durch anspruchsvolle Studienformate, die die individuellen Kompetenzen erfahrbar werden lassen, und durch Einübung von Transferroutine auf einen kleingliedrigen und vielfältigen Arbeitsmarkt vorbereitet werden." (Autorenreferat, IAB-Doku)
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Literaturhinweis
An Evaluation of the Gender Inclusivity of UK Senior Academic Job Advertisements (2026)
Zitatform
Hooper, Helen (2026): An Evaluation of the Gender Inclusivity of UK Senior Academic Job Advertisements. In: Gender, work & organization, Jg. 33, H. 4, S. 1179-1195. DOI:10.1111/gwao.70092
Abstract
"Previous research demonstrates that small changes to the content of job advertisements can influence an applicant’s perceived fit with the role being advertised and has analyzed the effects of specific features on women. This paper presents an original gender inclusion analysis framework and reports on its use to critically assess 140 senior academic job adverts as an underexplored institutional mechanism that may help sustain gender inequality in academic leadership. This research concludes that such adverts are not gender inclusive, as most do not explicitly encourage nor support gender diversity, and many contain subtle signals that could increase women's perceived lack of fit with advertised roles; 41% of adverts utilized masculine wording, which could deter female candidates; just 15% (n = 21) prioritized women via a positive action statement; specific employee benefits, which could signal support for applicants with (child)caring responsibilities, were not prioritized, with 11% (n = 15) and 6% (n = 9) of adverts promoting family-friendly policies or an on-site nursery, respectively, and only 6% of roles were listed with a part-time working opportunity. 97% of institutes in this research held an Athena Swan Charter award in recognition of gender equality work, suggesting a lack of impact on recruitment and highlighting scope for development of gender-fair recruitment practices." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Jung, akademisch, (immer noch) prekär: Studentische Erwerbsarbeit an Hochschulen und Forschungseinrichtungen (2026)
Zitatform
Hopp, Marvin, Ann-Kathrin Hoffmann, Nina Moya Schreieder & Heiner Heiland (2026): Jung, akademisch, (immer noch) prekär. Studentische Erwerbsarbeit an Hochschulen und Forschungseinrichtungen. Göttingen, 178 S. DOI:10.47952/gro-publ-370
Abstract
"Die bereits 2021 vereinbarte Bestandsaufnahme zu den Arbeitsbedingungen haben die studentischen Beschäftigten selbst in die Hand genommen, denn weder über die Zahl der Beschäftigten noch über deren konkrete Beschäftigungsbedingungen lagen aktuelle Erkenntnisse vor. Dies änderte die erste Fassung des vorliegenden Forschungsberichts aus dem Jahr 2023, die das Ergebnis der bislang größten Befragung von studentischen Beschäftigten in der Bundesrepublik war. Durchgeführt wurde sie von der Abteilung „Wandel der Arbeitsgesellschaft“ des Instituts Arbeit und Wirtschaft der Universität Bremen (iaw) in Kooperation mit ver.di und GEW sowie den bundesweiten TVStud-Initiativen. Mit der nun vorliegenden Folgebefragung aus dem Sommersemester 2025, die von einem Team der Georg- August-Universität Göttingen durchgeführt wurde, bestätigt sich erneut das erschreckende Bild: Ein großer Teil der Beschäftigten nimmt bestehenden Urlaubsanspruch nicht wahr oder arbeitet Krankheitstage nach – und das teilweise unter expliziter Aufforderung durch Vorgesetzte, wochenlang ohne Bezahlung oder gar Arbeitsvertrag. Studentische Beschäftigte erbringen ihre Tätigkeiten weiterhin in einem Feld, in dem sie oft weitgehend von betrieblicher Mitbestimmung ausgeschlossen werden und in dem grundlegende Arbeitsrechtsverstöße die Regel statt die Ausnahme sind." (Textauszug, IAB-Doku)
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Literaturhinweis
Getting Back on Track: Student Migration From India to Germany as a Route to Desirable Employment (2026)
Zitatform
Jayadeva, Sazana (2026): Getting Back on Track: Student Migration From India to Germany as a Route to Desirable Employment. In: Sociological research online, Jg. 31, H. 1, S. 94-110. DOI:10.1177/13607804251341728
Abstract
"This article examines the rising postgraduate-level student migration of Indian engineers to Germany, drawing on interviews with 42 Indians who were applying to, currently pursuing, or had recently graduated from engineering Master’s degrees in Germany. It illustrates how the affordable cost of study in Germany had made postgraduate study abroad a feasible strategy for the study participants to escape the unfavorable job market for graduates of engineering undergraduate programs in India, and attempt to realize their professional ambitions through acquiring post-study work experience at German engineering companies. Such work experience was viewed as having greater social currency in the Indian engineering job market, where most wished to return eventually, than overseas education credentials. Moreover, the article demonstrates how imaginings of Germany as an engineering superpower underpinned the value associated with gaining engineering work experience in the country. This case study shows how in contexts where international students anticipate that the portability of overseas education to a target labor market is uncertain, post-study work experience may be viewed as a safer form of cultural capital to accumulate. Acquiring post-study work experience abroad may then not just be a way to supplement overseas education credentials, as described in existing literature, but the primary motivator of study abroad. It also highlights how, in such contexts, place-based markers of distinction related to a country’s reputation in a particular occupational field can be more relevant in attracting international students than markers of distinction associated with the quality or prestige of its higher education institutions." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Is the bar higher for female scholars? Evidence from career steps in economics (2026)
Zitatform
Johannesen, Niels & Simon Muchardt (2026): Is the bar higher for female scholars? Evidence from career steps in economics. In: Journal of Public Economics, Jg. 257. DOI:10.1016/j.jpubeco.2026.105611
Abstract
"Do gender disparities in academia reflect that female scholars are held to higher standards than males? We address this question by comparing the academic achievements of male and female scholars in economics who make the same career step. Across four domains—faculty appointments, network invitations, grant awards and editor appointments—we find no evidence that standards are higher for females. By contrast, the average female has fewer citations and publications than the average male who makes the same career step. In most domains, this reflects a gender gap for “marginal” scholars, consistent with a lower bar for females." (Author's abstract, IAB-Doku, © 2026 The Author(s). Published by Elsevier B.V.) ((en))
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Literaturhinweis
Ein Titel, viele Wege: Die Vielfalt der Laufbahntypen in die Lebenszeitprofessur (2026)
Kizilirmak, Jasmin M.; Begemann, Claudia;Zitatform
Kizilirmak, Jasmin M. & Claudia Begemann (2026): Ein Titel, viele Wege: Die Vielfalt der Laufbahntypen in die Lebenszeitprofessur. (DZHW-Brief 2026,03), Hannover, 10 S. DOI:10.34878/2026.03.dzhw_brief
Abstract
"Wissenschaftler*innen unterhalb der Professur befinden sich in Deutschland in einer prekären Beschäftigungssituation: 90 % aller hauptberuflich wissenschaftlich und künstlerisch Beschäftigten unter 45 Jahren sind befristet beschäftigt (Konsortium BuWiK, 2025). In der Regel bringt erst die Berufung auf eine Lebenszeitprofessur Sicherheit durch unbefristete Beschäftigung und höhere Autonomie in Forschung und Lehre." (Autorenreferat, IAB-Doku)
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Literaturhinweis
The Effect of Retaining High-Skilled International Graduates: Evidence from the STEM OPT Extension (2026)
Zitatform
Kwon, Seoyoung, Jongkwan Lee & Joan Monras (2026): The Effect of Retaining High-Skilled International Graduates: Evidence from the STEM OPT Extension. (CEPR discussion paper / Centre for Economic Policy Research 21224), London, 61 S.
Abstract
"High-skilled migration programs exist around the world in the hope that immigrants complement native workers, allow firms to grow, and boost innovation. We study the effect of one such program by exploiting the 2016 extension of the Optional Practical Training (OPT) program, which significantly prolonged the work authorization period for international STEM graduates. Using a synthetic difference-in-differences approach, we find that the policy successfully increased the local supply of high-skilled immigrants in exposed Commuting Zones. This local inflow stimulated firm creation and the demand for native high-skilled workers. The program might have also boosted innovation in certain sectors and startup investment, especially in Commuting Zones hosting top-ranked universities, where, overall, the effects tend to be larger." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
The postdoc paradox: causes and manifestations (2026)
Zitatform
König, Johannes & Anne Otto (2026): The postdoc paradox: causes and manifestations. In: European Journal of Higher Education, S. 1-25. DOI:10.1080/21568235.2026.2718899
Abstract
"Academic labour markets show a striking paradox: positions are closely aligned with doctoral graduates’ qualifications, but employment conditions are rather poor. We term this the Postdoc Paradox, the coexistence of a high degree of vertical qualification match with inferior employment conditions in academia, while the private sector offers better pay and job security at the cost of frequent qualification mismatch. We examine its causes and manifestations using the IAB-INCHER Panel of Earned Doctorates (IIPED), comprising employment biographies for 14,308 doctoral graduates in Germany. We find that 93% of postdocs hold expert-level positions, which require at least a master's degree, compared to 66% in the private sector. Yet academic positions are much less likely to be permanent or full-time, and pay is significantly lower. These gaps persist, by and large, during the early career phase. Prior private-sector exposure is the strongest individual-level predictor of leaving academia, pointing to information asymmetries that sustain the paradox. High-productivity graduates are most likely to stay in science despite great employment insecurity relative to the private sector. From a societal perspective, this preference-driven sorting effectively subsidizes knowledge generation, as researchers accept below-market conditions for intellectually demanding, autonomous work." (Author's abstract, IAB-Doku, © Taylor & Francis) ((en))
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Literaturhinweis
Beyond the ‘integration paradox’: educational attainment similarly predicts gender discrimination among women and ethnic discrimination among minorities (2026)
Zitatform
Lavest, Chloé, Lucas G. Drouhot, Meta van der Linden & Frank van Tubergen (2026): Beyond the ‘integration paradox’: educational attainment similarly predicts gender discrimination among women and ethnic discrimination among minorities. In: European Sociological Review, Jg. 42, H. 1, S. 103-117. DOI:10.1093/esr/jcaf039
Abstract
"Highly educated individuals of immigrant origins perceive more ethnic discrimination than their less educated counterparts—a now well-established finding referred to as the ‘integration paradox’. In this paper, we study whether this purported paradox captures general educational effects on the lived experiences of historically disadvantaged populations going beyond the scope of integration among immigrants. We compare the educational gradient of perceptions of ethno-racial discrimination among ethnic minorities with the educational gradient of perceptions of gender discrimination among women. We also study intersectional dimensions in the experiences of minority women and those reporting multiple grounds for discrimination. Analyses based on representative data from two cross-sectional surveys in France - Trajectoires et Origines 1 and 2—involving over 35,000 respondents show that highly educated individuals, including both ethnic minorities and women, are more likely to report discrimination. Individuals who report discrimination on one ground are also more likely to report it on another ground. Our results suggest that the so-called integration paradox reflects more general educational effects on subjective experiences of exclusion that are not unique to immigrant-origin populations." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
No Partner, No Children? Union Formation, Assortative Mating, and Educational Inequalities in Fertility in Germany (2026)
Zitatform
Leesch, Julia & Nicole Hiekel (2026): No Partner, No Children? Union Formation, Assortative Mating, and Educational Inequalities in Fertility in Germany. In: European Journal of Population, Jg. 42, H. 1. DOI:10.1007/s10680-026-09766-w
Abstract
"Education is linked to whether and with whom individuals form partnerships. However, it is largely unclear how educational differences in union formation and matching with equally, more, or less educated partners shape educational disparities in fertility. Using data from the German Socio-Economic Panel, we applied marginal structural models to investigate how higher education affects the probabilities of ever having a first and a second child, and to what extent these effects operate through union formation (having a partner or not) and assortative mating (having a highly educated partner or not). We compared women and men socialised in East and West Germany before reunification, two contexts with distinct gender and stratification regimes. Findings indicate that higher education influenced fertility directly and indirectly through partnership formation, but only marginally through partners’ education. Moreover, findings varied across contexts. In West Germany, higher education reduced women’s probability of becoming mothers but had minimal impact on second births. For men, higher education increased the probabilities of having both a first and a second child. These gendered effects emerged because higher education influenced fertility directly and indirectly via union formation. In East Germany, higher education had limited effects on fertility, except for increasing men’s secondbirth probabilities. These weak effects resulted from small direct effects, counterbalanced by indirect effects linking higher education and fertility through union formation and assortative mating. Our study contributes to debates about precursors to family formation, underscoring the importance of union formation as a mechanism linking education and fertility." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
A blessing in disguise? How digital teaching formats reduced dropout intentions among studying parents during the COVID-19 crisis (2026)
Zitatform
Marczuk, Anna, Susanne Strauss & Lena M. Zimmer (2026): A blessing in disguise? How digital teaching formats reduced dropout intentions among studying parents during the COVID-19 crisis. In: Zeitschrift für Erziehungswissenschaft, Jg. 29, H. 4, S. 1089-1110. DOI:10.1007/s11618-026-01390-y
Abstract
"Die COVID-19-Pandemie hat die Digitalisierung der Hochschullehre deutlich beschleunigt. Bisher wurde jedoch die Rolle digitaler Lehrformate innerhalb der Studienabbruchforschung wenig berücksichtigt. Dieser Beitrag analysiert, wie digitale Lehrformate die Abbruchintentionen von Studierenden verringern, indem sie für das Problem des Zeitmangels kompensieren. Wir betrachten die Untergruppe von Studierenden mit Kind, die aufgrund von Kinderbetreuungsaufgaben während der Pandemie vom Zeitmangel stark betroffen waren. Unsere Analysen basieren auf der deutschlandweiten Befragung „Studieren in Zeiten der Corona-Pandemie“ (2020), die umfangreiche Informationen zur digitalen Lehre bietet. Es werden OLS Regressionsmodelle auf Basis eines Samples von 989 Studierenden mit Kind berechnet. Unsere Ergebnisse zeigen, dass asynchrone Formate die Abbruchintention bei Studierenden mit Kind verringern, da sie durch zeitliche Flexibilität ihren Zeitmangel kompensieren. Darüber hinaus profitieren studierende Eltern besonders von interaktiven Formaten, da sie soziale Integration innerhalb ihrer begrenzten Studienzeit ermöglichen. Diese Befunde gelten gleichermaßen für studierende Mütter und Väter. Unsere Ergebnisse verdeutlichen, dass die genannten digitalen Lehrformate die Studienabbruchintentionen von Studierenden mit Kindern verringern. Konsequenzen für das Angebot digitaler Lehrformate in der Hochschulbildung in der Zeit nach der Covid-19 Pandemie werden diskutiert." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Is a liberal school-to-work system more 'meritocratic'? Overeducation, social origin, and early career mobility in Germany and the United Kingdom (2026)
Zitatform
Michelin, Irene, Filippo Gioachin & Paolo Barbieri (2026): Is a liberal school-to-work system more 'meritocratic'? Overeducation, social origin, and early career mobility in Germany and the United Kingdom. In: Research in Social Stratification and Mobility, Jg. 103. DOI:10.1016/j.rssm.2026.101146
Abstract
"This study examines the unfolding of early career trajectories of individuals entering the workforce overeducated, focusing on whether an advantaged social background compensates for initial occupational penalties across different institutional settings. Spline regression models with inverse probability weighting are performed to predict occupational achievements over the first 10 years after labour market entry for overeducated and adequately matched entrants from different classes of origin. To this end, we draw on representative longitudinal data, namely SOEP for Germany and BHPS-UKHLS for the United Kingdom, leveraging Labour Force Survey information on year- and occupation-specific educational modes to define overeducated entrants. Findings reveal that institutional settings do shape compensatory dynamics. In Germany, upward mobility among overeducated workers appears more strongly stratified by social background, with better chances to compensate for initial disadvantages observed among entrants from advantaged origins. By contrast, those from lower social backgrounds tend to experience a higher risk of remaining entrapped. In the United Kingdom, career trajectories of overeducated entrants show faster recoveries from initial penalties across social origins, although initial disadvantages are not fully offset. While these patterns hold primarily among secondary-educated entrants, degree holders experience the largest disadvantages when entering overeducated in both countries, yet showing little variation by social origin in their subsequent career progression." (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier Ltd.) ((en))
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Literaturhinweis
Entry conditions and the transition from tertiary education to employment: a cross-country perspective (2026)
Zitatform
Moffat, John & Duncan Roth (2026): Entry conditions and the transition from tertiary education to employment: a cross-country perspective. In: International Journal of Manpower, Jg. 47, H. 1, S. 114-133., 2025-10-22. DOI:10.1108/ijm-02-2025-0150
Abstract
"Purpose: This paper analyses the short-run effects of the unemployment rate at the time of graduation on the transition into employment. Design/methodology/approach: The empirical analysis is based on monthly data on tertiary education graduates in 19 European countries covering 2004–2017 from the European Union Statistics on Income and Living Conditions (EU-SILC) survey. Our methodology combines a Cox proportional hazards model with a two-stage residual inclusion approach. Findings: We find that a one percentage point increase in the unemployment rate reduces the hazard rate of transitioning from unemployment into employment by 6%. Consistent with evidence on cross-country differences in labour market rigidity, we find that the effect is stronger in Southern European countries. Within this group, the effect is almost entirely due to negative effects on female graduates. Originality/value: While the long-run effects of the conditions at the time of labour market entry have been widely studied, relatively little is known about their effects in the short run. This is partly due to the use of annual data in the extant literature. This gap in the literature is important since it is well established that unemployment at the beginning of an individual's career can have long-term “scarring” effects." (Author's abstract, IAB-Doku, © Emerald Group) ((en))
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Supplementary data -
Literaturhinweis
Towards gender equality in scientific organizations: assessment and recommendations (2026)
Nacache, Léa; Jami, Catherine; Roy, Marie-Françoise;Zitatform
Nacache, Léa, Marie-Françoise Roy & Catherine Jami (2026): Towards gender equality in scientific organizations: assessment and recommendations. 126 S. DOI:10.24948/2026.03
Abstract
"Academies of science, medicine and engineering, along with international scientific unions, play an important role in shaping scientific agendas, recognizing scientific excellence, and advising policy-makers. In doing so, they influence whose expertise is visible and whose voices are heard in science. Persistent gender gaps within these organizations - relative to the share of women in the scientific workforce - raise questions about whether women scientists can participate, lead, and be recognized on equal terms." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
What does successful university graduation signal to employers? A factorial survey experiment on sheepskin effects (2026)
Zitatform
Neugebauer, Martin, Jan Paul Heisig & Thijs Bol (2026): What does successful university graduation signal to employers? A factorial survey experiment on sheepskin effects. In: European Sociological Review, Jg. 42, H. 2, S. 165-182. DOI:10.1093/esr/jcaf028
Abstract
"Higher education graduates enjoy substantial labor market advantages over similar individuals who attended higher education but did not complete a degree. We use a hiring survey experiment with 335 German employers to explore possible explanations for these ‘sheepskin effects’, while addressing concerns about unobserved confounding in observational studies. Across 2680 hypothetical job applicants, employers were nearly 1.8 times more likely to invite graduates for an interview than otherwise identical non-completers and were also willing to pay graduates substantially higher starting salaries. Using a unique survey module on employers’ perceptions, we show that the average employer perceives degree-holders to outperform non-completers in terms of occupation-specific and non-cognitive skills but not in terms of general cognitive skills. These employer perceptions predict hypothetical hiring behavior in that those who view graduates more favorably showed a stronger preference for this group in the survey experiment. We discuss these results in relation to signalling, human capital, and credentialism explanations of sheepskin effects." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Gender dynamics in international student mobility: the case of the United Kingdom (2026)
Zitatform
Neville, Ruth & Athina Anastasiadou (2026): Gender dynamics in international student mobility: the case of the United Kingdom. (MPIDR working paper / Max Planck Institute for Demographic Research 2026-004), Rostock, 12 S. DOI:10.4054/mpidr-wp-2026-004
Abstract
"The gender composition of international student mobility (ISM) to the United Kingdom (United Kingdom) has historically favoured female students, but recent trends indicate a decline in their proportions. This paper investigates the changing trends of female international mobility to United Kingdom higher education. It utilises data from the United Kingdom Universities and Colleges Admissions Service (UCAS) on international undergraduate student applications by gender. This study examines evolving patterns of ISM from both European Union (EU) and non-European Union (non-EU) countries, as well as the trajectories of specific countries of origin. Our findings reveal a decline in the share of female students from non-EU countries since 2021, alongside a reduction in female applicants from the EU post-Brexit. Additionally, we observe that countries like Pakistan and India consistently send fewer female students, remaining below gender parity. Using a Generalised Linear Model (GLM), we model the share of female students and assess the influence of demographic, cultural, and policy factors on the share of female applications. Based on these findings, we provide policy recommendations aimed at promoting gender equity in international student recruitment to the United Kingdom." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Beratung von Geisteswissenschaftler:innen im Jobcenter: Integrationsarbeit zwischen Fachidentität, Aktivierungslogik und Arbeitsmarktstruktur (2026)
Nixdorf, Christian Philipp;Zitatform
Nixdorf, Christian Philipp (2026): Beratung von Geisteswissenschaftler:innen im Jobcenter. Integrationsarbeit zwischen Fachidentität, Aktivierungslogik und Arbeitsmarktstruktur. In: Dvb-Forum, Jg. 65, H. 1, S. 25-32. DOI:10.3278/dvb2601w004
Abstract
"Die Beratung geisteswissenschaftlich qualifizierter Leistungsberechtigter im Jobcenter ist ein spezifisches Handlungsfeld beschäftigungsorientierter Arbeit, das im öffentlichen Diskurs häufig unterschätzt wird. Der Beitrag analysiert diese Zielgruppe vor dem Hintergrund aktivierender Sozialpolitik, segmentierter Arbeitsmärkte und berufsbiografischer Passungsprobleme. Auf Basis arbeitsmarktsoziologischer, motivationspsychologischer und organisationssoziologischer Perspektiven wird gezeigt, dass sich Beratungsanforderungen weniger aus fehlender Qualifikation als aus der Übersetzung generischer Kompetenzen in arbeitsmarktgängige Profile, aus Statusdissonanzen sowie aus institutionellen Steuerungslogiken ergeben. Der Artikel zeigt praxisbezogene Handlungsempfehlungen in der Beratung von Geisteswissenschaftler:innen im Jobcenter auf und macht deutlich, wo die Herausforderungen, Möglichkeiten und Chancen gelingender Beratungstätigkeit liegen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
When Matilda shows up: The double-edged impact of women researchers' media visibility in management science (2026)
Zitatform
Parguel, Béatrice, Marine Agogué & Julie Gauneau (2026): When Matilda shows up: The double-edged impact of women researchers' media visibility in management science. In: PLoS ONE, Jg. 21, H. 5. DOI:10.1371/journal.pone.0348097
Abstract
"Although the proportion of women in academic positions has increased, women researchers continue to receive less media coverage than their counterparts. To examine the implications of this underrepresentation, we investigate how different audiences respond to women researchers’ increased visibility in social sciences dissemination media. We conducted two laboratory experiments, the first with a sample of non-academic individuals (N = 271) and the second with a sample of graduate students (N = 129). Results show that greater visibility of women researchers reduces the gender gap in self-efficacy beliefs between men and women in both populations. It also increases women researchers’ perceived expertise among non-academic participants, but not among graduate students. Among the later, however, heightened visibility is also unexpectedly associated with a decline in the perceived attractiveness of academic careers, but only for men. While our research focuses specifically on women researchers in the field of management science and manipulates media visibility through the relative representation of women and men in a simulated scientific dissemination newsletter, our findings offer broader insights into how media exposure can influence self-efficacy beliefs, perceptions of researchers ’ expertise, and the attractiveness of academic careers. Building on these insights, we propose recommendations for researchers, academic institutions, and media organizations engaged in science dissemination." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Ingenieurmonitor 2025/IV: Der regionale Arbeitsmarkt in den Ingenieurberufen: Sonderteil: Ausblick bis 2040 (2026)
Plünnecke, Axel;Zitatform
Plünnecke, Axel (2026): Ingenieurmonitor 2025/IV: Der regionale Arbeitsmarkt in den Ingenieurberufen. Sonderteil: Ausblick bis 2040. (IW-Gutachten / Institut der Deutschen Wirtschaft Köln), Köln, 45 S.
Abstract
"Die seit 2023 anhaltende sehr schwierige wirtschaftliche Lage wirkt sich inzwischen auch am Arbeitsmarkt in den Ingenieur- und Informatikberufen deutlich aus. Im vierten Quartal 2025 reduzierte sich die Gesamtzahl der offenen Stellen im Vergleich zum Vorjahr der konjunkturellen Situation deutlich um 18,2 Prozent auf 96.760. Dabei gibt es erhebliche Unterschiede zwischen den einzelnen Berufsfeldern: Während die Zahl der offenen Stellen in den Bauingenieurberufen im Vergleich zum Vorjahr nur um 3,8 Prozent zurückging, verzeichneten die Informatikberufe einen Rückgang von 33,0 Prozent. Besonders stark nahmen die offenen Stellen in Bayern und Baden-Württemberg ab, in denen die besonders wirtschaftlichen belastete Branche des Fahrzeugbaus eine hohe Bedeutung hat. Im vierten Quartal 2025 waren im Durchschnitt 58.392 Personen auf der Suche nach einer Anstellung in Ingenieur- oder Informatikberufen. Dies entspricht einem Anstieg der Arbeitslosigkeit um 16,7 Prozent im Vergleich zum Vorjahr und stellt den höchsten Wert seit Beginn der Erhebungen des Ingenieurmonitors im Jahr 2011 dar. Auch hier zeigt sich ein unterschiedlicher Trend je nach Berufsfeld: Während die Arbeitslosigkeit in den Bauingenieurberufen im Vergleich zum Vorjahr nur um 5,8 Prozent anstieg, erhöhte sie sich in den Ingenieurberufen Technische Forschung und Produktionssteuerung um 32,9 Prozent und in den Ingenieurberufen Maschinen- und Fahrzeugtechnik um 34,0 Prozent. Auch die Arbeitslosigkeit stieg am stärksten in Bayern und Baden-Württemberg. Die Engpasskennziffer für Ingenieur- und Informatikberufe lag im vierten Quartal 2025 bei 166 offenen Stellen pro 100 Arbeitslosen, was weiterhin auf einen leichten Fachkräfteengpass hinweist. Im Vorjahr lag die Kennziffer um 29,9 Prozent höher. Die größten Engpässe bestehen in den Bauingenieurberufen (314 offene Stellen je 100 Arbeitslose), gefolgt von den Ingenieurberufen Energie- und Elektrotechnik (246) sowie den Ingenieurberufen Maschinen- und Fahrzeugtechnik (173). Die höchsten Engpässe bestehen in Sachsen-Anhalt/Thüringen (246), Sachsen (208) und trotz starker Rückgänge weiterhin in Bayern (193). Die niedrigste Engpasskennziffer weist Berlin/Brandenburg auf. Die aktuell vergleichsweise geringen Engpässe sind vor allem auf die schwierige wirtschaftliche Lage zurückzuführen. Von 2012 bis 2025 nahm die reale Bruttowertschöpfung nur um 13 Prozent zu, im Verarbeiteten Gewerbe, in dem der Anteil der Ingenieurberufe an allen Beschäftigten besonders hoch ist, liegt die reale Wertschöpfung im Jahr 2025 sogar nur auf dem Niveau aus dem Jahr 2012. Dennoch ist die Beschäftigung in den Ingenieur- und Informatikberufen von 2012 bis 2024 von knapp 1,0 Millionen auf gut 1,5 Millionen um 59 Prozent gestiegen. Unter den Beschäftigten der Industrie und anderer Branchen nahm der Anteil der Ingenieur- und Informatikberufe zu. Für den Zeitraum bis 2035 ist jedoch aufgrund der demografischen Entwicklung im Basisszenario nur noch mit einer Zunahme der Beschäftigung um 11 Prozent auf knapp 1,7 Millionen und bis 2040 um 15,4 Prozent auf 1,74 Millionen zu rechnen. Hierbei ist schon eine Zuwanderung eingerechnet – insgesamt nimmt der Frauenanteil, der Anteil der Ausländer und der Anteil der Beschäftigten im Alter ab 55 Jahren deutlich zu. Der Wachstumspfad der Beschäftigung aus der Vergangenheit bricht folglich deutlich ab, was auch die Entwicklung der Wachstumsdynamik bis Ende 2040 deutlich belastet. Die aktuell sinkenden Engpässe sollten folglich nicht zu falschen Schlüssen führen. Um mehr Beschäftigte in den Ingenieur- und Informatikberufen zu gewinnen, müssen Beschäftigungspotenziale von Älteren, Frauen und Migranten gehoben werden. Die Szenariorechnungen zeigen, dass gegenüber dem Basisszenario im Jahr 2035 rund 127.150 und im Jahr 2040 rund 194.100 zusätzliche Beschäftigte in den Ingenieur- und Informatikberufen gewonnen werden können (Best Case). Hierdurch nimmt die Wertschöpfung im Jahr 2035 um 15,8 Milliarden Euro und im Jahr 2040 um 24,1 Milliarden Euro zu. Um diese positiven Effekte zu erzielen, müssen entsprechende Maßnahmen zur Aktivierung von Älteren, Frauen und Migranten umgesetzt werden." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Being a woman or being a mathematician: Self and external perceptions of female early career researchers in a mathematical cluster of excellence (2026)
Zitatform
Ransiek, Anna & Anina Mischau (2026): Being a woman or being a mathematician: Self and external perceptions of female early career researchers in a mathematical cluster of excellence. In: Current Sociology, Jg. 74, H. 3, S. 337-357. DOI:10.1177/00113921241298699
Abstract
"In Germany, equality between men and women in mathematics, particularly in scientific leadership positions, is far from being achieved. This is despite to different equality measures implemented over the last few decades. Grounded in sociology of knowledge, interaction theory, and field theory, this article analyzes possible causes and mechanisms that maintain gender differences in a mathematical cluster of excellence in which gender equality is formulated as a goal and implemented in various measures. Based on 65 semi-structured interviews, the focus is on the self-perceptions of female early career researchers as mathematicians, as well as the (gendered) attributions they have to deal with by (male and female) scientists in leadership positions against the background of the specific culture in a mathematical cluster of excellence. We highlight the tensions that female early career researchers identify in being regarded as women when they want to be perceived and recognized first as mathematicians. We shed light on how this tension is connected to the discipline and (re)produced by scientists in leadership positions in their patterns of interpretation about equality (measures)." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
"Weil man dann quasi nur noch die Quotenfrau ist" – (De-)Thematisierungen des "Frau-Seins" in MINT (2026)
Zitatform
Ritter, Monique & Bernadette Rohlf (2026): "Weil man dann quasi nur noch die Quotenfrau ist" – (De-)Thematisierungen des "Frau-Seins" in MINT. In: Gender, Jg. 18, H. 2, S. 135-150. DOI:10.3224/gender.v18i2.10
Abstract
"Dieser Beitrag untersucht das Erleben von Wissenschaftlerinnen als Studierende oder Mitarbeitende in MINT-Studiengängen an sächsischen Universitäten und Hochschulen, insbesondere in Informatik, Maschinenbau und Elektrotechnik. Basierend auf 17 problemzentrierten Interviews analysieren wir die widersprüchliche (De-)Thematisierung des ‚Frau-Seins‘ in männlich dominierten Disziplinen. Die Befragten berichten von Herabsetzungserfahrungen, Anerkennungskämpfen und dem Wunsch nach mehr Kolleginnen. Dennoch stehen viele Quotenregelungen kritisch gegenüber – nicht ausAblehnung der Gleichstellungsarbeit, sondern aus der Sorge, dass Quoten die meritokratische, als geschlechtslos verstandene Norm infrage stellen und ihre im männlich dominierten Umfeld hart erkämpfte Anerkennung schmälern. Nach einer statistischen Einführung skizziert der Beitrag den historischen Ausschluss von Frauen im Hochschulkontext sowie die Entwicklung von Quotenregelungen. Anschließend folgt eine empirische Analyse der widersprüchlichen Thematisierung weiblicher Alleinstellung in MINT. Abschließend werden Ansätze zur besseren Akzeptanz und Verankerung von Frauenfördermaßnahmen diskutiert – idealerweise unsichtbar wirkend, machtkritisch reflektiert und von allen Geschlechtern getragen." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Student employment in Europe and subsequent labour market outcomes (2026)
Rudakov, Victor; Mühleck, Kai;Zitatform
Rudakov, Victor & Kai Mühleck (2026): Student employment in Europe and subsequent labour market outcomes. In: Higher education, S. 1-29. DOI:10.1007/s10734-026-01652-y
Abstract
"The study investigates the impact of student employment on the post-graduation employment and salaries of university graduates in 13 European countries. We use a unique and rich dataset of European graduates from the 2017 and 2021 cohorts, which allows us to account for potential selection on observables using OLS with entropy balancing weights and address potential selection on unobservables using an IV approach and the Oster test. In addition, we test human capital versus job-market signaling explanations for the returns to student employment by comparing returns for self-employed and employed graduates, as well as by examining how returns to student work experience evolve over time. The results indicate a positive effect of student employment on both employment and salaries after graduation, with larger effects for work related to the field of study and smaller effects for study-unrelated work. We find no evidence that these returns diminish over time or that they differ between employed and self-employed graduates, which supports a human capital explanation of the returns to student employment. The analysis reveals considerable cross-country variation: returns are higher in many post-socialist Eastern European countries, which have experienced significant massification of higher education over the past three decades." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
"Die KI ist auf dem Arbeitsmarkt noch gar nicht wirklich angekommen" (2026)
Zitatform
Schmelmer, Julian; Britta [interviewte Person] Matthes (sonst. bet. Pers.) (2026): "Die KI ist auf dem Arbeitsmarkt noch gar nicht wirklich angekommen". In: Zeit-Campus H. 2.
Abstract
"Nach der Uni konkurrieren Absolvent:innen auch mit KI-Modellen um Jobs. Eine Arbeitsmarktforscherin erklärt, wie sie sich behaupten können" (Autorenreferat, IAB-Doku, © ZEIT-Campus)
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Literaturhinweis
The effects of expanding higher education on wages and employment in German establishments (2026)
Zitatform
Schuss, Eric (2026): The effects of expanding higher education on wages and employment in German establishments. In: Empirical economics, Jg. 70, H. 1. DOI:10.1007/s00181-025-02871-5
Abstract
"This study examines the impact of increased access to higher education on wages, employment, and labor market structure by analyzing establishment-level data. I focus on the quasi-experimental increase in the number of universities and universities of applied sciences in Bavaria since the 1970s and establishment of such higher education institutes under the “Future of Bavaria Offensive” program in the 1990s. I use administrative establishment-level data and find a positive but statistically insignificant effect on median wages resulting from expansion of higher education. While there is a negative but insignificant impact on wages of highly skilled workers, those without an academic or vocational degree experience an increase in wages. I also find that training activities decline immediately after the establishment of a new higher education institution. Further empirical analyses indicate that this decline is not due to fewer slots in apprenticeship training, but rather to a larger number of vacant slots and a higher probability of having vacant slots in apprenticeship training." (Author's abstract, IAB-Doku, © Springer-Verlag) ((en))
Weiterführende Informationen
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Literaturhinweis
The Impact of Higher Education on Employer Perceptions (2026)
Zitatform
Stans, Renske, Laura Ehrmantraut, Malin Siemers & Pia Pinger (2026): The Impact of Higher Education on Employer Perceptions. In: The Economic Journal, Jg. 136, H. 674, S. 602-625. DOI:10.1093/ej/ueaf061
Abstract
"Do employers seek to attract individuals with more education because it enhances human capital or because it signals higher levels of pre-existing traits? We experimentally vary master’s degree completion rates on applicant résumés and examine how this influences candidates’ desirability and employer perceptions of their productive characteristics. Our findings show that while a completed master’s degree increases desirability, an incomplete master’s degree is perceived by human resource managers as less favorable than a bachelor’s degree. This suggests that employersprefer candidates with higher education mainly because they view the degree as a signal of pre-existing productive traits. Consistent with this, employers perceive both cognitive and non-cognitive traits as stronger in master graduates but non-cognitive traits as weaker in master dropouts compared to bachelor’s degree holders. Overall, perceived cognitiveand non-cognitive traits play a larger role in determining a candidate ’s attractiveness than expertise. This paper thus provides causal evidence on the origins of the education premium." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Diverted to What? The Impact of Community College Attendance on Mid-Career Occupational Characteristics and Wages (2026)
Swiderski, Tom; McDonnell, John W.;Zitatform
Swiderski, Tom & John W. McDonnell (2026): Diverted to What? The Impact of Community College Attendance on Mid-Career Occupational Characteristics and Wages. In: Education finance and policy, S. 1-55. DOI:10.1162/edfp.a.459
Abstract
"We combine data from the NLSY-97 and O*NET to compare the educational attainment, wages, and occupational characteristics of similar (propensity weighted) two- and four-year starters in their thirties. Consistent with prior research, we find that two-year starters are over 20 percentage points less likely to earn a Bachelor’s degree than four-year peers. However, we find mixed results on wages. We generally identify under 10% differences in two- and four-year starters’ wages, but magnitudes and significance are somewhat sensitive to weighting specification in ways that suggest wage penalties of two-year attendance may be greater for students who more closely resemble typical four-year (rather than two-year) starters. Across specifications, we find that differences in key occupational characteristics are more modest than differences in educational attainment. Two-year starters are about 6 percentage points less likely to work in a job that typically requires a Bachelor’s and hold jobs with similar math, though lower social, skill requirements as four-year peers. Finally, we find that two-year starters more often work in the trades and applied sciences, whereas four-year peers more often work in professions such as teaching. Results highlight a need for more understanding of how college level affects life course trajectories beyond educational attainment." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Early Occupational Outcomes of University Graduates in Italy. A ‘Centre–Periphery’ Geographical Approach (2026)
Zitatform
Tosi, Francesca, Giulia Dugar & Livia Elisa Ortensi (2026): Early Occupational Outcomes of University Graduates in Italy. A ‘Centre–Periphery’ Geographical Approach. In: Population, space and place, Jg. 32, H. 2. DOI:10.1002/psp.70226
Abstract
"The diversification of young people's life trajectories in Europe over the past 50 years has been significantly influenced by more uncertain social and economic conditions, marked by high youth unemployment and increasing job insecurity. In Italy, precariousness has propagated unevenly across regions and social strata, particularly affecting women and young people from the South, exacerbating existing territorial disparities. This study adopts a centre-periphery approach to explore how the territorial features of Italian university graduates' places of origin impact their early occupational outcomes. Using individual-level data from the Istat Survey on the Professional Paths of Italian Graduates (2015) and Eurostat's territorial typology indicators, we employ Heckman modelling to estimate the risk of non-standard employment 4 years after graduation. Our findings reveal that graduates from marginal areas (predominantly rural, mountainous, or non-metropolitan) face higher risks of non-standard employment compared to those from central areas. No clear evidence links marginality in Southern areas to worse employment outcomes; instead, the highest internal territorial divide in terms of job insecurity is observed between central and marginal areas in Central Italy. Furthermore, we find that mobility during the school-to-work transition mitigates job insecurity risks, with movers from both central and marginal regions reporting better employment outcomes than stayers. This study contributes to the literature by adopting a new and underinvestigated geographical approach to the school-to-work transition, by highlighting the importance of territorial disparities in shaping young people's labour market trajectories and underscoring the complex interplay between territorial characteristics of places of origin and young people's employment prospects." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Regrets, she's had a few: Gender and regret of computer science and engineering degrees (2026)
Zitatform
VanHeuvelen, Tom, Natasha Quadlin & Jordyn Wald (2026): Regrets, she's had a few: Gender and regret of computer science and engineering degrees. In: Social science research, Jg. 135. DOI:10.1016/j.ssresearch.2025.103298
Abstract
"In this article, we introduce a novel social fact that will be highly relevant for studies of gender inequality: women in computer science and, to a lesser extent, engineering fields report distinctly high levels of regret of their field of study compared to otherwise similar men. We develop expectations regarding gendered patterns of regret and examine them using nine waves of the Federal Reserve's Survey of Household Economics and Decisionmaking (SHED) between 2015 and 2023. Using regression decomposition techniques, we demonstrate that observed economic, occupation, industry, and sociodemographic characteristics fare poorly in explaining the high regret of women in these fields. In fact, these fields are defined by a uniquely large unexplained amount of regret among women. Our findings raise alarm for those who wish to open access to these critical CS/Engineering fields for women: such endeavors will likely fail unless deep cultural work is done to change the regret that many women feel after successfully entering these fields." (Author's abstract, IAB-Doku, © 2025 Published by Elsevier Inc.) ((en))
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Literaturhinweis
Affective Temporalities When Making It Within Academia. The Case of Early Career Female Scholars in STEM (2026)
Zitatform
Vertelyte, Mante (2026): Affective Temporalities When Making It Within Academia. The Case of Early Career Female Scholars in STEM. In: Gender, work & organization, Jg. 33, H. 2, S. 572-582. DOI:10.1111/gwao.70068
Abstract
"Only few women make it to permanent academic positions in STEM (Science, Technology, Engineering, and Mathematics). While working under temporary contracts, early career scientists have to fulfill a complex set of tasks in a limited amount of time and develop their CVs to compete for a permanent position. Based on interviews with early career female scientists working in the field of astrophysics at Danish universities, the article examines the affective mattering of time in their aspirations of pursuing academic positions in STEM. Specifically, through the women's narratives around the practice and notion of “having time with the telescope, ” this article analyses how intensities around telescope time affectively shape the routines of academic work and future aspirations. Asking how time comes to affectively matter in the experiences of early career female astrophysicists, the article engages with feminist new materialism and affect theory. The analysis shows how telescope time becomes an affective temporal intensity that simultaneously entangles hopes and fears for the future, the embodied gendered (im)possibilities of making it within academia, and temporal discrepancies between fixed-term academic contracts and the infinitude of scientific goals and aspirations." (Author's abstract, IAB-Doku, Published by arrangement with John Wiley & Sons) ((en))
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Literaturhinweis
Studieren, um zu bleiben? Erwerbsabsichten internationaler Studierender in Deutschland (2026)
Zitatform
Völk, Daniel, Julia Steinkühler & Jessica Ordemann (2026): Studieren, um zu bleiben? Erwerbsabsichten internationaler Studierender in Deutschland. (DZHW-Brief 2026,01), Hannover, 8 S. DOI:10.34878/2026.01.dzhw_brief
Abstract
"Im Wintersemester 2024/25 studierten etwa 400.000 internationale Studierende in Deutschland. Etwa 90 % dieser Studierenden streben einen Studienabschluss in Deutschland an." (Autorenreferat, IAB-Doku)
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Literaturhinweis
Run, graduate, run: Internationally mobile students’ reactions to changing political landscapes in Europe (2026)
Zitatform
Weisser, Reinhard A. (2026): Run, graduate, run: Internationally mobile students’ reactions to changing political landscapes in Europe. In: Public Choice, Jg. 206, H. 3-4, S. 455-487. DOI:10.1007/s11127-025-01313-1
Abstract
"Over the last decades, Europe has attracted an increasing number of internationally mobile students. The related influx of talent into European labour markets constituted an important factor in the knowledge economy. This research addresses the question of whether changing political landscapes in Europe, such as increasing support for right-wing parties, could translate into a diminishing attractiveness of European economies. To this end, international graduates’ staying behaviour in 27 European destination countries is compared based on bilateral stay rates for 144 countries of origin from 2009 to 2019. International graduates are found to display a notable sensitivity concerning the electorate’s preferences: If the potential median voter is located on the right of the political spectrum, the number of international graduates willing to stay declines by about one quarter. This effect is stronger in election years when voters’ political preferences become more salient. Further results suggest that international graduates are also more prone to leaving if the political centre erodes or one of the political fringes becomes too dominant. Eventually, this amounts to a considerable loss for European economies since international graduates have acquired destination country-specific human capital and are easily integrated into host societies." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Gendered Time-Use Patterns in Academic Activities Among Researchers in Germany and Norway (2026)
Zitatform
Wollscheid, Sabine, Kaja Wendt, René Krempkow & Eirik Øye (2026): Gendered Time-Use Patterns in Academic Activities Among Researchers in Germany and Norway. In: Higher education policy, Jg. 39, H. 2, S. 432-461. DOI:10.1057/s41307-024-00385-w
Abstract
"Drawing on the debate about sustainable academic careers in European countries, this article investigates patterns of time-use on academic activities for female and male researchers in Germany and Norway. More specifically, we investigate different gendered conditions for academic work related to patterns across career stages, disciplines and citizenship. We use data from the German Scientists Survey 2019 and the time-use survey of academic staff in Norway 2021 conducting descriptive and bivariate analyses. Gendered patterns in academic time-use appear to differ according to career stage, country context and disciplines in both countries. For citizenship, gendered patterns are moderate, but gendered patterns across career stage and discipline are reproduced. By simultaneously investigating female and male researchers across career stage, discipline and country, we can show more nuanced patterns of academic time-use. Thus, findings provide implications for further research combining various indicators for female and male researchers to inform policies in both countries." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Monopsony in academia and the gender pay gap: Evidence from California (2026)
Zitatform
Yu, Zhanhan & Alfonso Flores-Lagunes (2026): Monopsony in academia and the gender pay gap: Evidence from California. In: Labour Economics, Jg. 100. DOI:10.1016/j.labeco.2026.102885
Abstract
"We investigate monopsony power in a highly-skilled labor market given by tenure-ranked faculty in the University of California system, and analyze differential monopsony power exposure by gender. We infer the campus-level labor supply elasticity by estimating the elasticity of separations utilizing individual-level faculty data and two instruments based on campus revenues and salary scales. We find that the “exploitation rate ”, a common measure of monopsony power, is about 7% for tenure-ranked faculty. There is a statistically significant difference in the monopsony power experienced by male and female faculty that appears to account for a relatively small percentage of the observed gender pay gap. We provide evidence that the gender difference in monopsony power experienced may be driven by academic fields with more options outside of academia." (Author's abstract, IAB-Doku, © 2026 Published by Elsevier B.V.) ((en))
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Literaturhinweis
Bullying in education: Prevalence, impact and responses across countries (2026)
Zitatform
(2026): Bullying in education: Prevalence, impact and responses across countries. (OECD education working papers 341), Paris, 56 S. DOI:10.1787/d9f8bd9f-en
Abstract
"Bullying, whether in person or online, is a barrier to inclusive, high-quality education and to cohesive societies. This OECD working paper documents bullying prevalence and trends across OECD and accession countries between 2015 and 2022, using PISA data. Regression analyses point to marked disparities in bullying exposure across student groups, with socio-economically advantaged boys with an immigrant background facing particularly elevated risks. The paper also synthesises evidence on how bullying can harm individual students, and how these individual effects can spill over to schools and, over time, generate wider social and economic costs. It then reviews strategies to prevent and respond to bullying, encompassing both national-level policies and school-based initiatives. The paper concludes with policy implications concerning a coherent anti-bullying system-level strategy, strengthened school staff capacity, school interventions combining universal prevention with targeted support, routine prevalence monitoring and robust impact evaluations." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Inequalities in Talents’ Earnings: A Tale of Two European Countries (2025)
Zitatform
Addabbo, Tindara & Chiara Mussida (2025): Inequalities in Talents’ Earnings: A Tale of Two European Countries. In: Social indicators research, Jg. 180, H. 2, S. 569-588. DOI:10.1007/s11205-025-03692-w
Abstract
"This paper explores the wage inequalities for the population group of highly talented youth in Italy and Germany, that is the main destination country of Italian talents. We use cross sectional data from the European Union Statistics and Living Conditions Survey for the years 2012 and 2022. We estimate unconditional quantile regression to investigate the wage of Italian and German talents and, within talents, between genders (Italian male versus German male, and Italian female versus German female), across the overall wage distribution. We also apply a decomposition technique of the wage gaps. Our findings suggest a substantial increase in the wage gap at the disadvantage of Italian talents in 2022 largely determined by differences in returns with a higher change for female talents. The gap, indeed, is increasing more for female talents especially at the top of the wage distribution. The gender wage gap within talent shows an increase for talents in Italy (from 10% in 2012 to 22.5% in 2022) and a reduction in Germany (from 27.5% in 2012 to 15% in 2022), with a higher unexplained share of the gender wage gap in Italy than in Germany. An increasing wage gap at the disadvantage of Italian talents, together with better conditions for employed talents in Germany, are consistent with the observed flow of talents from Italy to Germany and call, wishing to increase attractiveness for Italian talents, for policies able to reduce the observed distance within the two countries." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Earnings expectations of “First-in Family” university students and their role for major choice (2025)
Zitatform
Adler, Katharina, Fabian Kosse, Markus Nagler & Johannes Rincke (2025): Earnings expectations of “First-in Family” university students and their role for major choice. In: Labour Economics, Jg. 95. DOI:10.1016/j.labeco.2025.102743
Abstract
"How do students’ earnings expectations differ by being the first in their family to attend university (FiF) and how do they affect field of study choice? We leverage unique survey and administrative data to document sizable gaps in expected earnings between FiF and non-FiF students. Our data can explain two-thirds of this gap, with the largest share attributable to field of study choice. We show that FiF students sort less into study fields based on their earnings expectations. Investigating potential explanations, we find that in high-earning fields, FiF students expect lower own ability and worse non-wage amenities than non-FiF students." (Author's abstract, IAB-Doku, © 2025 The Authors. Published by Elsevier B.V.) ((en))
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Literaturhinweis
Earnings Expectations of “First-in-Family” University Students and Their Role for Major Choice (2025)
Zitatform
Adler, Katharina, Fabian Kosse, Markus Nagler & Johannes Rincke (2025): Earnings Expectations of “First-in-Family” University Students and Their Role for Major Choice. (IZA discussion paper / Forschungsinstitut zur Zukunft der Arbeit 17720), Bonn, 27 S.
Abstract
"How do students' earnings expectations differ by being the first in their family to attend university (FiF) and how do they affect field of study choice? We leverage unique survey and administrative data from a German university to document sizable gaps in expected earnings between FiF and non-FiF students. Our data can explain two-thirds of this gap, with the largest share attributable to field of study choice. We show that FiF students sort less into study fields based on their earnings expectations. Investigating potential explanations, we find that they expect lower own ability and worse non-wage amenities in high-earning fields." (Author's abstract, IAB-Doku) ((en))
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Literaturhinweis
Examining the Impact of Higher Education Institutions on Graduate Employment Outcomes (2025)
Alice, Bertoletti;Zitatform
Alice, Bertoletti (2025): Examining the Impact of Higher Education Institutions on Graduate Employment Outcomes. (JRC science for policy report JRC140261), Brüssel, 61 S.
Abstract
"This report examines the factors influencing graduate employability in Europe, with a particular focus on the role of higher education institutions (HEIs). The empirical analysis combines data from the Eurograduate Pilot Survey 2018 and the European Tertiary Education Register (ETER), covering seven European countries and two graduate cohorts (one and five years post-graduation). The study assesses three key employment outcomes: employment status, salary, and skill-job match. Through multilevel analysis and clustering methods, the report explores how HEIs contribute to variations in these outcomes, considering factors such as size, funding, and research activity. The findings emphasise the significance of HEI characteristics in shaping graduate success, providing valuable insights for policymakers, universities, and students in a rapidly changing labour market." (Author's abstract, IAB-Doku) ((en))
Aspekt auswählen:
- Beschäftigungssituation von Akademiker/innen
- Teilarbeitsmärkte für Akademiker/innen
- Besondere Personengruppen und Aspekte