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Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite Stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.

The Austrian eHealth Strategy’s operational objective O8.1 stipulates that digital skills are established in the training and continuing education of healthcare providers by 2030. This study examined the extent to which digital skills are embedded in the curricula of bachelor’s degree programs in physiotherapy. For this cross-sectional study, we conducted guided individual interviews and a focus group with 14 program directors, students, and experienced physiotherapists to determine the required digital competencies for physiotherapy graduates to utilise all forms of digitalisation in public healthcare, and which of these digital skills are currently being taught. Quantitative and qualitative data were analysed descriptively and, artificial intelligence (AI)-assisted, thematically. Three key digital competency themes emerged: professionalism with digital health data and information systems, assessment and empowerment of patients’ digital health literacy, and development of professional digital health literacy. Digital skills are considered relevant and are primarily taught implicitly. Ethics and law are taught explicitly. Gaps exist regarding the use and analysis of new technologies, including AI skills. Ability to reflect on digital health information for quality-assured, professional actions and patient-centered communication is essential. Graduates can contribute to driving innovation and digitalisation in professional practice. The results demonstrate that digital competencies go beyond technical operating skills. Professional digital health literacy is a key qualification and thus integral component of professional physiotherapy training. Systematic, curricular teaching enables evidence-based and responsible physiotherapy. Future developments should address best practices for data protection, cybersecurity, new technologies including AI, and supporting patients’ digital health literacy.

Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009-10 through 2012-13, increased rapidly (almost 15 percent) over the two years from 2012-13 through 2014-15, but have again leveled off in 2015-16 and 2016-17.

Undergraduate degrees awarded in economics by U.S. colleges and universities were stagnant from 2009-10 through 2012-13, increased rapidly (almost 15 percent) over the two years from 2012-13 through 2014-15, but have again leveled off in 2015-16.

In this article, the authors summarize their 15 years of research on graduate education in economics in the United States. They examine all stages of the process, from the undergraduate origins of eventual economics PhDs to their attrition and time-to-degree outcomes. For PhD completers, the authors examine job market outcomes, research accomplishments, and career paths over the first five and 10 years of their careers.

The 2007-10 growth spurt (18 percent over three years) in U.S. undergraduate economics degrees stalled out in 2011. Degrees awarded have been relatively constant over the past three years.

The authors use U.S. public and private high school transcripts to analyze grade distribution patterns in economics courses across student and school characteristics, and compare these grades to those earned in other selected high school courses. Results are reported for the 53 percent of 2009 high school graduates who took a basic economics course and the additional 5 percent who took a college-level course in high school. Basic economics grades were relatively high but within range compared to grades earned in other social studies courses, and higher than the grades in mathematics and science courses. College-level economics grades were lower on average than those earned in college-level social studies courses, comparable to grades in college-level mathematics courses, and lower than grades in college-level science courses.

After three years of treading water (2005, 2006, and 2007), in 2008 (academic year 2007-08), undergraduate degrees in economics awarded by U.S. colleges and universities resumed the strong upward trajectory they exhibited from 1997 through 2004, when they rose almost 60 percent over seven years. This trend has continued unabated since 2007, with annual growth rates of 6.2, 4.2, 2.6, and 4.0 percent, respectively, from 2008 through 2011. In the last three years, the strongest growth has been among public colleges and universities, whose degrees awarded have increased by 11 percent (compared to a 4 percent increase among private institutions). (Contains 3 tables.)

Compared with the problems one encounters when trying to use `graduate employability' as a measure of the quality of higher education, recognising how the definitions of `employability' are dependent on the type of the data used in analysing the phenomenon in question is a totally different matter. This article demonstrates how the understanding of graduate employability varies when the viewpoint of the analysis changes from cross-sectional to longitudinal. Indicators obtained from the educational and working careers of graduates with master's degree in nine European countries are used to illustrate differences between the two views on employability. The article shows that longitudinal indicators are useful in displaying the limitations of the higher education system when trying to improve the employability of graduates. (HRK / Abstract übernommen).

The quality of labor‐market entry achieved by newly qualified apprentices in West Germany from 1948 to 1992 is analyzed. A bivariate probit model, using data from the BIBB/IAB employment survey, is applied to estimate simultaneously the quality of the school‐to‐apprenticeship transition and that of the apprenticeship‐to‐work transition. This shows that school leavers with lower levels of general education are selected into apprenticeships with less favorable employment prospects in all analyzed time periods. However, when controlling for this selection effect, it is only in the most recent period that lower academic achievers are further penalized for the shortcomings in their general education at the apprenticeship‐to‐work transition. Furthermore, the crowding‐out of trainees with lower levels of general education can be observed in both the less demanding and the more challenging occupational fields.