Suchergebnisse

The article presents the findings of two large international comparative social research projects, the project 'GLOBALIFE - life courses in the globalisation process' and the research network 'TransEurope', on the effects of globalisation processes on individual life course patterns in modern societies. On the basis of an index for measuring the multidimensional phenomenon of globalisation, it is demonstrated how this phenomenon can be illustrated and how its historical development can be traced empirically. Based on a comparative analysis of life course patterns from seven European countries (Belgium, Germany, Estonia, the Czech Republic, Austria, Sweden and the Netherlands), we examine if and which ways the globalisation process has impacted on selected aspects of life and employment histories of women and men in modern industrial societies. The results show that globalisation has not contributed to a generalisation of risks and an accelerated development of patchwork careers. Rather, globalisation-induced risks concentrate systematically on specific groups in the labour market. Country-specific welfare state institutions and different modes of labour market regulation 'filter' the globalisation process and contribute to a wide diversity of 'globalisation effects' among different modern industrialised countries. (IAB)

Deutschland hat im Jahr 2009 die Behindertenrechtskonvention der Vereinten Nationen (UN-BRK) ratifiziert. Aber auch zehn Jahre nach Inkrafttreten der UN-BRK ist die Verpflichtung, ein inklusives Bildungssystem einzuführen, noch lange nicht verwirklicht. In der Öffentlichkeit, vor allem aber unter Pädagog*innen und Eltern, wird das Thema nach wie vor kontrovers diskutiert. Aus diesem Anlass hat die Aktion Mensch gemeinsam mit der Wochenzeitung "Die Zeit" und dem infas Institut für angewandte Sozialwissenschaft eine Studie zum Thema "Schulische Inklusion" durchgeführt. Zentrale Fragen der Untersuchung waren: Wird die (schulische) Inklusion als wünschenswertes Ziel in unserer Gesellschaft anerkannt? Welche Erwartungen bestehen hinsichtlich der Auswirkungen von inklusivem Unterricht? Wie wird die gegenwärtige Umsetzung schulischer Inklusion bewertet? Wie entwickeln sich Schüler*innen in unterschiedlichen Lernumfeldern tatsächlich? Forschungsmethodisch hat das infas Institut für angewandte Sozialwissenschaft im Februar 2019 zum einen eine bevölkerungsrepräsentative Stichprobe von rund 1.500 Erwachsenen nach ihren Einstellungen zu gesellschaftlicher und schulischer Inklusion und deren Folgen befragt. In der Stichprobe waren Eltern schulpflichtiger Kinder überproportional vertreten. Die Eltern wurden gefragt, ob ihr Kind eine Schule besucht, an der gleichermaßen Kinder mit und ohne Beeinträchtigungen bzw. Behinderungen unterrichtet werden. Somit liegen Aussagen für Eltern mit und ohne Inklusionserfahrung vor. Zum anderen wurden für die Studie bestehende Daten des Nationalen Bildungspanels (NEPS) ausgewertet. Für die NEPS-Studie wurden von 2009 bis 2016 unter anderem insgesamt 11.755 Schüler*innen mehrfach befragt. Insgesamt zeigen die Ergebnisse der Befragung, dass in der Gesamtbevölkerung ein hohes Maß an Zustimmung zu Inklusion besteht. Die bisherige Umsetzung des inklusiven Schulsystems wird dagegen skeptischer beurteilt, vor allem wegen fehlenden Personals oder wegen zu großer Klassen. Die Analyse auf Basis der Daten des Nationalen Bildungspanels (NEPS) gibt jedoch Hinweise darauf, dass trotz derzeit noch schwieriger Rahmenbedingungen schulischer Inklusion der Übergang in eine Ausbildung bzw. ein Studium bei inklusiv beschulten Jugendlichen häufig genauso gut gelingt wie bei nicht inklusiv Beschulten. Dies deckt sich mit dem Befund der inklusionserfahrenen Eltern, von denen fast drei Viertel sagen, dass ein inklusives Schulsystem gut auf das Berufsleben vorbereitet.

Abstract
During the COVID-19 pandemic, many survey programs switched to self-administered modes of data collection, often offering respondents both web-based and paper-based questionnaires. However, there is little guidance as to when to offer which mode, especially when the aim is to recruit participants for a panel survey. This study examines the effectiveness of different mode-sequence designs by analyzing an experiment implemented in the recruitment wave of the German panel study "Family Research and Demographic Analysis." We randomly assigned 108,256 individuals aged 18–49 years to one of three mode-sequence-design conditions: concurrent, web-first including a paper-based questionnaire with the second reminder (web-first-2), and web-first including a paper-based questionnaire with the third reminder (web-first-3). A fourth, simulated group did not receive a paper-based questionnaire (web-only). We analyzed how different mode-sequence designs affected outcome rates, sample composition, response distributions, data quality, share of paper-based questionnaires, postage costs, number of postal mailings in the recruitment wave, and participation in the first regular wave. Our results show no differences in response distributions and small differences in sample composition across the four mode-sequence designs. As the web-first-2 and simulated web-only designs yielded comparatively good response and recruitment rates at reasonable costs, we recommend their use when surveying adults between 18 and 49 years old.

Globalization definitely has been one of the most discussed issues in social sciences during the last decade, and still is today. Despite this grown interest, the measurement of globalization still remains vague or often one-sidedly restricted to the analysis of its economic dimension, thereby neglecting the multidimensionality of the phenomenon of globalization. As a consequence, a differentiated measure of globalization covering both economic and social aspects that can be, for example, introduced into multivariate analysis of survey data as an explanatory variable, is still largely missing. In this article, we suggest a multi-dimensional globalization measure, encompassing economic, (socio-)technological, cultural, and political dimensions of global change. It builds on previous globalization measures, but extends them by additional dimensions and indicators representing central facets of a genuine sociological concept of globalization. Our contribution starts by shortly describing the multidimensional nature of the globalization process and then develops an overall sociological index of globalization, which we call Global- Index, covering a total of 97 different countries from 1970 to 2002. Based on this measure, we first describe the development of globalization on a worldwide scale and across economic regions. Next, we demonstrate the potential of the Global-Index for the analysis of contemporary survey data by illustratively including it into two micro-level longitudinal analyses of labor market transitions during the early career in Germany and the United Kingdom." (Author's abstract, IAB-Doku) ((en))

During the COVID-19 pandemic, many survey programs switched to self-administered modes of data collection, often offering respondents both web-based and paper-based questionnaires. However, there is little guidance as to when to offer which mode, especially when the aim is to recruit participants for a panel survey. This study examines the effectiveness of different mode-sequence designs by analyzing an experiment implemented in the recruitment wave of the German panel study "Family Research and Demographic Analysis" (FReDA). We randomly assigned 108,256 individuals aged 18–49 years to one of three mode-sequence-design conditions: concurrent, web-first including a paper-based questionnaire with the second reminder (web-first-2), and web-first including a paper-based questionnaire with the third reminder (web-first-3). A fourth, simulated group did not receive a paper-based questionnaire (web-only). We analyzed how different mode-sequence designs affected outcome rates, sample composition, response distributions, data quality, share of paper-based questionnaires, postage costs, number of postal mailings, and participation in the subsequent wave. Our results show no differences in response distributions and small differences in sample composition across the three designs. As the web-first-2 and web-only designs yielded comparatively good response and recruitment rates at reasonable costs, we recommend their use when surveying adults between 18 and 49 years old.