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Diese Arbeit beschäftigt sich mit den Kompetenzen der Studierenden der Klinischen Vertiefungsrichtung des FH Campus Wien. Dabei wurde erforscht, wie die StudentInnen ihre Fähigkeiten und Fertigkeiten einbringen könnten. Zuerst wurde deshalb im theoretischen Teil dieser Arbeit der Bologna Prozess besprochen und welche Auswirkungen dieser auf das österreichische Bildungssystem hat. Nachfolgend fiel der Schwerpunkt auf das Klinische Masterprogramm und es wurde kompakt über dessen Etablierung in Wien gesprochen. Nachkommend folgte das Thema Heterogenität im Bildungsbereich. Dieser Bereich behandelte Themen, wie den Umgang der Hochschule mit Diversität und auch welche Maßnahmen sie diesbezüglich setzt. Im letzten Teil des theoretischen Abschnitts wurde die Hochschule und ihre Studierenden durch den sozialisationstheoretischen Blick beleuchtet. Dabei wurde die Sozialisationsstruktur erklärt und auch dessen Bedeutungen bezüglich des Sozialisationsprozesses der Studierenden. Aus dieser theoretischen Analyse, ergänzt von der teilnehmenden Beobachtung, wurden die fünf Dimensionen des Fragebogens hergeleitet. Im Methodenteil wurden einerseits der Fragebogen und andererseits das methodische Vorgehen erläutert. Zum Einsatz kamen quantitative Verfahren, wie die deskriptive Analyse, Interferenzstatistik und multivariate Verfahren. Ziel dieser Untersuchung war, die Studierenden der Klinischen Vertiefungsrichtung und ihr Antwortverhalten zu erforschen und zu versuchen, mittels Clusteranalyse eine Typisierung innerhalb der Zielgruppe zu vollziehen. Abschließend kann gesagt werden, dass durch dieses Vorgehen ermittelt werden konnte, welche Kompetenzen im Masterstudium integriert werden können. This thesis examines the expertise of students who study Clinical Social Work at FH Campus Wien. I ascertained how students can employ their skills and knowledge. At first, in the theoretical part of the thesis, I discussed the Bologna process and its impact on the Austrian educational system. Consecutively the focus fell on the Clinical Master program and its establishment in Vienna. Succeeded by the topic of heterogeneity in the educational sector, this chapter looked at how diversity is handled in academia and what measures are being taken to improve it. In the last section of the theoretical part, the University and the students were investigated with a socializational viewpoint. The structure of socialization was explained, as well as its meaning for the process of socialization of the students. The five dimensions of the questionnaire derived from this theoretical analysis, combined with participant observation. In the methodical chapter, the questionnaire and the methodical approach were elucidated. A combination of quantitative methods, like descriptive analysis, interference statistics and multivariate procedures, were utilized. Purpose of this study was to survey the answering behaviour of students in the field of Clinical specialization. Using cluster analysis, I tried to evaluate a standardization of types within the target group. Finally, I can conclude, that by this procedure it was possible to determine which competences could be used by the students in the specific Master program. vorgelegt von: Andrea Hochenegger Wien, FH Campus Wien, Masterarb., 2018

Apesar da expansão da Universidade no Brasil, um obstáculo permanece: a obrigação de o estudante dominar um conhecimento que não é somente de aprendizado cognitivo. Geralmente a sobrevivência acadêmica depende de um engajamento cognitivo-social com a construção de estratégias de aprendizado e no processo de socialização universitária. Isso significa uma ressocialização com transformações nos estudantes trazendo mudanças de práticas, linguagens, ideologias e estruturas mentais. As possibilidades democráticas da educação superior tencionam-se entre três dimensões: socialização universitária, projetos de aprendizado e de futuro profissional. Entretanto, as universidades continuam orientadas por resultados acadêmicos tradicionais e desconhecem as condições da socialização estudantil In despite of the university expansion in Brazil an obstacle remains: the student obligation of mastering knowledge not achieved only by the cognitive learning. Ordinarily the academic survival depends on cognitive-social engagement in the construction of learning strategies and in the university socialization. This means a re-socialization with transformations in students’ lives bring changes on practices, languages, ideologies and mind structures. The democratic possibilities of superior education stresseditself between three dimensions: university socialization, learning projects and professional future projects. Nevertheless, the universities remain oriented by the traditional academic results and unaware of the conditions of students’ socialization A pesar de la expansión universitaria en Brasil, uno obstáculo permanece: la obligación del estudiante dominar uno conocimiento que no es solamente del aprendizaje cognitivo. Generalmente la supervivencia académica depende del compromiso cognitivo-social con la construcción de estrategias de aprendizaje y el proceso de socialización. Esto significa una resocialización con transformaciones en los estudiantes trayendo cambios de prácticas, lenguajes, ideologías y estructuras mentales. Las posibilidades democráticas de la educación superior se tensionan entre tres dimensiones: socialización universitaria, proyectos de aprendizaje y porvenir profesional. Entretanto, las universidades continúan orientadas por resultados académicos tradicionales y desconocen las condiciones de socialización estudiantil

ResumenEste artículo analiza la relación entre socialización universitaria y prácticas profesionales de los sociólogos en Argentina desde el regreso de la democracia. Por un lado, examina las orientaciones y formas de entender la disciplina transmitidas por la Carrera de Sociología de la Universidad de Buenos Aires y, por el otro, reconstruye los principales cambios ocurridos en el mercado de trabajo. A partir del examen de la noción de autonomía (y su par opuesto, la heteronomía), se propone mostrar que las prácticas profesionales de los sociólogos están fuertemente condicionadas por el conjunto de esquemas de percepción y clasificación incorporados durante la socialización universitaria. En la medida en que esos esquemas operan a partir de una serie de oposiciones, contribuyen a la producción de un conjunto de “oficios” o modos de practicar la sociología claramente diferenciados según el área o esfera de inserción.AbstractThis article studies the relation between university socialization and professional practices of sociologists in Argentina since democracy’s restoration in the mid-eighties. On the one hand, it examines orientations and ways of understanding the discipline transmitted by the Universidad de Buenos Aires (UBA) curriculum contents and, on the other, it reconstructs the main labor market changes. Through the examination of the notion of autonomy (and its opposite, heteronomy), it aims to show that the professional practices of sociologists are strongly conditioned by the set of perception and classificatory schemes incorporated during university socialization. Those schemes, operating through a group of oppositions, contribute to the production of a set of “crafts” or modes of practicing sociology clearly differentiated according to the area or sphere of insertion.

This thesis explores the construction process of social inequalities through Lebanese education system and demonstrates the role of different social affiliations or contexts in access to education within the Lebanese society. Through the case study of a scholarship program, financed by an international development agency which selects students from underprivileged backgrounds and gives them access to a private university, it looks into the ways in which individuals construct dispositions to "success" through several instances of socialization at school and at university which in turn determines the way they seize this opportunity to climb the social ladder. The results of this study are based on data obtained through semi-structured interviews with students, teachers and supervisors, student files and participant observations within the host university over four academic years.My results show that dispositions constructed before entering university are the product of trajectories differentiated by volume of family’s cultural capital, its financial stability, its relation to traditional or religious values and its geographical origin. The practices and dispositions of families appear to be socially and culturally centered, transmitted to the individual, and followed by other types of socializations at university. Once at university, these dispositions were transformed into inequalities through individuals’ reactions to normative expectations of the scholarship program. Different profiles of students emerge from these consecutive waves of socializations, linking the context in which an individual was socialized to the way he/she experiences university and constructs future plans.The key contribution of this study is to shed light on certain challenges specific to the Lebanese society, whilst deconstructing preconceived ideas on determinisms based on religious and confessional belonging among others., Cette thèse porte sur le processus de construction des inégalités sociales à travers le système éducatif dans le contexte libanais. Elle met en évidence la place occupée par différents types d'appartenances et de contextes sociaux dans l'accès à l’école et certains enjeux spécifiques à la société libanaise.À partir de l’étude d'un dispositif de bourses, financé par une agence internationale d’aide au développement, qui sélectionne des étudiants de milieu modeste et leur permet de les inscrire dans une université privée, cette recherche s’intéresse à la construction des dispositions à la « réussite » à travers diverses instances de socialisation à l'école et à l'université, qui déterminent la manière dont les étudiants boursiers se saisissent de la chance qui leur est offerte pour s'élever sur l'échelle sociale. Des entretiens semi-directifs auprès des étudiants, enseignants et responsables, des analyses de documents et des observations participantes ont été réalisées pendant quatre années au sein de l'université d'accueil.Nos résultats montrent que les dispositions construites avant l’accès à l’université sont le produit des trajectoires différenciées par le volume de capital scolaire ou culturel détenu par la famille, la stabilité financière de la famille, le rapport aux valeurs traditionnelles ou religieuses et l'origine géographique. Les pratiques et les dispositions familiales, socialement et culturellement situées, transmises à l’individu, sont confrontées à l’université à d’autres modes de socialisation. Une fois à l'université, ces dispositions se transforment en inégalités dans la manière dont les individus répondent aux attentes normatives du dispositif de bourses. Il ressort de ces vagues consécutives de socialisations, différents profils de boursiers mettant en lien le contexte dans lequel l'individu a grandi et été socialisé et la manière de vivre le parcours universitaire et de se construire des projets d'avenir.L’intérêt du cas étudié est de mettre en lumière certains enjeux spécifiques à la société libanaise, tout en déconstruisant quelques idées préconçues sur les déterminismes religieux ou communautaires entre autres.

The aim of this analysis is to account for the differences in and changes of political attitudes among university students of different subjects. Employing theories of political economy and science studies an ordered probit analysis is performed on data provided by the student survey of the Konstanz Reseach Group on Higher Education. The findings suggest that the differences in political attitudes among different groups of students primarily stem from self-selection. However, part of the difference is found to be caused by the subjects themselves, as the support of certain political positions changes systematically in the course of studies. While economics is found to increase students’ sympathy for liberal positions, the results indicate that the humanities strengthen students’ support of social democratic positions.