ALLBUS-Bibliographie 25. Fassung, Stand - SSOAR

GESIS Technical Report 2011|06 535
Glatzer, Wolfgang, Habich, Roland und Mayer, Karl Ulrich (Hrsg.), Sozialer Wandel
und gesellschaftliche Dauerbeobachtung. Opladen: Leske + Budrich.
Abstract: "Ist Wissenschaft nur möglich oder nur erfolgreich, wenn sie von Menschen
mit innengeleitetem Charakter, mit substanzieller Rationalität ohne Hang zur
Erfolgstüchtigkeit betrieben wird. [...] Im Folgenden möchte ich in drei Schritten das
Problem von objektiven und subjektiven Bedingungen, von Sinn und Kontext wissenschaftlicher
Werdegänge behandeln: (1) Wie sieht die Karrieregestalt wissenschaftlicher
Werdegänge in Deutschland tatsächlich aus? (2) Was wissen wir bzw.
was können wir über die Motivlagen zur wissenschaftlichen Tätigkeit erschließen?
(3) Gibt es einen Zusammenhang zwischen der spezifischen Art der Institutionalisierung
wissenschaftlicher Karrieren und der Innovativität und Leistungsfähigkeit von
Wissenschaft?" Mayer dokumentiert an einer Stichprobe aus ALLBUS- und SOWI-
BUS-Umfragen aus welchen sozialen Klassen beamtete Hochschullehrer entstammen
Aufgenommen: 18. Fassung, Juli 2002
Mayer, Karl Ulrich, Walter, Müller und Pollak, Reinhard, (2003). Institutional
Change and Inequalities of Access in German Higher Education. Revised paper presented
at the First Workshop of the International Comparative Project on Higher
Education: Expansion, Institutional Forms and Equality of Opportunity in Prague,
June 7-9, 2002.
Abstract: "This chapter is concerned with the growth, the internal differentiation and
the inequalities of access in the German system of tertiary education. German higher
education has been the topic of an almost constant debate and subject to major institutional
reforms at least since the 1960s. Three aspects dominated these debates and
reforms which were especially pronounced between 1965 and 1975 and between
1993 and the present. The first aspect was growth and adaptation to changing demand.
Here economic and demographic arguments were most salient. The second
aspect focused on the cultural goals and institutional forms of the university. The
third aspect related to inequalities of access and the role of higher education for a
democratic society. […] What are the expected relationships between expansion,
institutional differentiation and inequalities of access? Growth periods should favor
the inclusion of social groups which did not at all or hardly ever participated in higher
education and therefore should decrease inequalities of opportunities. Externally,
but more so internally differentiated systems should create barriers of access in the
sense that lower tier parts of higher education should be more open to groups which
have been excluded before than the higher ranking institutions. Cultural distance,
duration, expected success and returns as well as real and opportunity costs would all
be factors pushing in that direction. […] [The] results are based on a pooled data set
using four different data sources: 1) the German general social survey (ALLBUS)
1980-2000, 2) the ZUMA-Standarddemographie 1976-1982, 3) the German socioeconomic
panel (GSOEP) 1986, 1999, and 2006 and 4) the West German Life History
Studies (conducted in the 1980s).".