Now showing items 1-20 of 204

    • Claiming Universal Epistemic Authority – Relational Boundary Work and the Academic Institutionalization of Data Science

      Prietl Bianca; Raible Stefanie (Sciendo, 2023-11-01)
      This article studies the rise of academic data science in Germany, Austria and Switzerland. By focusing on the boundary work that accompanies this development, we try to understand current transformations in knowledge production within digital academia and beyond. Drawing on qualitative interviews with data science scholars, we identify five lines of demarcation in claiming universal epistemic authority. This boundary work is characterized by multiple tensions and varies depending upon context and counterpart, making it inherently relational.
    • Introduction to the Special Issue: Digital Academia. Investigating Science and Higher Education in the Digital Age

      Saner Philippe; Tratschin Luca; Leder Christian; Rost Katja (Sciendo, 2023-11-01)
    • Institutional Arrangements in the Absence of Disciplinary Definitions: Digital Humanities in Switzerland

      Piotrowski Michael; Kemman Max (Sciendo, 2023-11-01)
      The digitalization of research practices in the humanities has led to the emergence of the field of digital humanities (DH). DH has made significant progress in institutionalization, while remaining underdefined. Through a qualitative study of Swiss universities we explore how institutional structures and definitions of DH interact. We show that underdefinition enables flexibility in institutionalization, while the local contexts that lead to diverse institutional arrangements may necessitate the underdefinition of DH.
    • Digitalisation as Distinction? Identity Articulation and Tacit Competition in the Swiss University Field, 2010–2020

      Tratschin Luca; Rost Katja; Leder Christian (Sciendo, 2023-11-01)
      This article examines how digitalisation is used for organisational distinction in the field of Swiss universities for the period 2010–2020. It shows that digitalisation does not fundamentally challenge the order of the Swiss university field but triggers competitive dynamics that are accompanied by different forms of identity articulation. The article concludes that the interplay of competition and identity articulation of actors is complex and must be analyzed in the context of relative field positions.
    • A Tamed Transformation. Debating Digitalisation in Research and Higher Education Policy in Switzerland, 1998–2020

      Saner Philippe (Sciendo, 2023-11-01)
      In this article, I investigate the discursive field of the digital transformation of higher education and research policy in Switzerland. The qualitative analysis of political strategies and documents shows that actors in this policy field use open, ambiguous terms to characterise digitalisation. By building on this discursive strategy, the political actors aim not only to reduce uncertainty about the digital transformation as a complex phenomenon but also to build political consensus about the future development of this discursive field.
    • Beyond the News Media Logic? Analyzing the Social Media Orientation of University Leadership

      Fürst Silke; Schäfer Mike S.; Vogler Daniel; Sörensen Isabel (Sciendo, 2023-11-01)
      Building on scholarship on the mediatization of organizations, we propose a conception of the social media orientation of organizational leaders and apply it to higher education. Based on an online survey of 276 leaders of Swiss higher education institutions, we show that social media platforms have made their way into university management and communication but are still not as important as news media. The study discusses differences between university types and uses the literature on new public management to derive influencing factors.
    • Introduction to the Special Issue: Exploring Life Courses in Their Making

      Hupka-Brunner Sandra; Jann Ben; Meyer Thomas (Sciendo, 2023-07-01)
    • Back to the Features. Investigating the Relationship Between Educational Pathways and Income Using Sequence Analysis and Feature Extraction and Selection Approach

      Unterlerchner Leonhard; Studer Matthias; Gomensoro Andrés (Sciendo, 2023-07-01)
      This article compares two methods to study the link between educational pathways and income. Sequence analysis provides a holistic view but might fail to identify key trajectory characteristics. A new validation method overcoming this limit is proposed. Feature extraction and selection can directly identify these key characteristics. The conclusion summarizes the strengths and weaknesses of each method and provides guidelines on how to choose a method to study the relationship between a previous trajectory and a later-life outcome.
    • Diverging Educational Aspirations Among Compulsory School-Leavers in Switzerland

      Ackermann Tobias; Benz Robin (Sciendo, 2023-07-01)
      Educational aspirations play an important role in shaping students’ educational trajectories and destinations. Drawing on longitudinal data from the TREE2 study, this paper investigates the effect of tracking on the formation and adjustment of the educational aspirations of Swiss students upon leaving compulsory school. We show that educational aspirations are highly responsive to the educational track attended in upper secondary education. While students in general education tend to stick to their aspirations, their counterparts in vocational programmes exhibit less stable aspirations.
    • Social Class Inequalities in Children’s Cognitive Test Scores: Comparing Similarities Test Scores in Two British Birth Cohort Studies

      Gayle Vernon; Connelly Roxanne (Sciendo, 2023-07-01)
      This paper contributes to the sociological understanding of social class inequalities in childhood similarities test scores. We undertake a comparative analysis of two cohorts of British children born 30 years apart. There is a similar negative relationship in both cohorts. Children born in families in the less advantaged social classes have lower childhood similarities test scores. This is consequential because these children enter secondary school with restricted capabilities in logical thinking, concept formation and abstract reasoning.
    • Safety First? On the Timing of Moving in With a Partner and Its Determinants

      Zimmermann Julia; Prein Gerald (Sciendo, 2023-07-01)
      We analyze the first cohabitation with a partner as one of the key events in the transition to adulthood and consider its interdependencies with other life events, using life course data from the survey AID:A 2019 of the German Youth Institute (DJI). A remarkable finding is that for men, cohabitation with a partner usually occurs after an individual’s entry into permanent employment.
    • Parental Investment in Children’s Educational Pathways: A Comparative View on Swiss and Migrant Families

      Kamm Chantal; Gomensoro Andrés; Heers Marieke; Hupka-Brunner Sandra (Sciendo, 2023-07-01)
      What strategies do parents adopt when it comes to realizing the aspirations they have for their children’s educational career? Drawing on a longitudinal and intergenerational mixed-method study, we explore the complex interplay between children’s educational pathways and parental educational aspirations and strategies. We focus on parents of modest social status (with and without migration background) whose children’s educational trajectories have developed successfully.
    • Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education

      Scharenberg Katja; Rollett Wolfram (Sciendo, 2023-07-01)
      Tracking leads to differential developmental environments resulting in educational inequalities. We investigated whether tracking and school composition affect students’ transition to post-compulsory education. Based on data of two Swiss school-leavers’ cohorts (2000/2016), multilevel analyses show that the social and achievement-related school composition and track affiliation predict transitions beyond students’ individual characteristics. Compositional effects were in part differentially predictive depending on students’ track affiliation.
    • Smoother School-to-Work Trajectories in the Early 2010s? Evidence for School-Leavers With At Most Intermediate-Level Certificates and Regional Disparities in Germany

      Achatz Juliane; Schels Brigitte (Sciendo, 2023-07-01)
      The study examines differences in the school-to-work trajectories (STWT) across time and federal states in Germany. It uses administrative data of school-leavers with at most intermediate-level certificates from 2009, 2011 and 2013. While the chances of a smooth STWT improved by increasingly favourable economic development after 2009, the relative disadvantage of school-leavers with low certificates continued. The probability of a problematic STWT remained unaffected and did not vary according to state differences in subsidized training schemes.
    • Social Boundary Work in International Organizations: Taxonomy and Resistance

      Guilbaud Auriane (Sciendo, 2023-03-01)
      This article – based on the case studies of the WHO and the FAO – shows that the expansion of cooperation between international organizations (IOs) and non-state actors (NSAs) leads to a significant rearrangement of IOs organizational boundaries. IOs develop bureaucratic procedures (e. g. due diligence, risk management) that lead IO employees to be in charge of “taxonomy work”, i. e. the classification and hierarchization of NSAs. This work re draws the boundaries of IOs and generates resistance and contestation, both inside and out side IOs.
    • The Social Structure on Perception and Attitudes on Education in Switzerland

      Zimmermann Barbara; Becker Rolf (Sciendo, 2023-03-01)
      The present study investigates the Swiss population’s perceptions of education. The results show that education is rated as very important. While functional and value-rational ideas about education are diferentiated in terms of social structure, there are no diferences related to origin and education for traditional ideas about education. Regardless of actual educational opportunities, disregarding gender and cohort diferences, approval of equal opportunities in the education system is high in all social groups.
    • Internal Dynamics as Drivers of Change in International Organizations: The Economists’ Takeover at the World Bank

      Hošman Mirek Tobiáš (Sciendo, 2023-03-01)
      Using the largely untapped episode of the reconstruction of the World Bank’s Economics Department in the mid-1960s, this article aims to augment our theoretical and empirical understanding of intra-organizational change in international organizations (IOs). By analyzing the instruments and mechanisms of dynamic staff agency, it highlights the capacity of norm entrepreneurs, professional groups, and internal administrative units to shape activities and initiate a change of IOs. The article makes a case for a more dynamic constructivist approach to the study of IOs and their ecosystems.
    • Editorial

      Diaz-Bone Rainer; Gibel Roman; Horvath Kenneth; Rössel Jörg; Steinmetz Stephanie (Sciendo, 2023-03-01)
    • Intimate Partner Violence and the Complexity Turn. The Multiple Conceptions of Gender in IPV Policy in Switzerland

      Delage Pauline; Roca i Escoda Marta (Sciendo, 2023-03-01)
      Based on socio-historical research of domestic violence treatment in the cantons of Vaud and Geneva, this article analyses how the co-presence of many actors and approaches has affected the definition of intimate partner violence (IPV) in Switzerland. IPV policies centred on gender and then reframed to define violence as a complex issue. We show what the consequences of framing complexity for policy are.
    • Working for World Peace: Between Idealism and Cynicism in International Organizations

      Christian Ben (Sciendo, 2023-03-01)
      In International Organizations (IOs), noble ideals often clash with harsh realities on the ground. It should therefore come as no surprise if IO employees become cynical over time. However, while there is a large body of work on “organizational cynicism” in sociology and management studies, a systematic examination of cynicism is lacking in IO research. The article addresses this gap and explores the causes and consequences of cynicism among IO staff based on insights gained in 50+ in-depth interviews with staff members at the UN Secretariat from 2020 to 2022.