13th Social Survey 

Survey Period: May 27, 1991 - Aug 31, 1991 Survey Data Type: Quantitative Data

The Social Survey is a series of surveys on the economic and social situation of students in Germany that has been in existence since 1951. Every three to four years, a cross-section of students is surveyed on aspects of access to higher education, structu... moreral features of study, social and economic situation, including income and cost of living, employment, housing situation, as well as socio-demographic characteristics, partnership status and parenthood. The data package includes data from the 13th Social Survey (1991), which included students in the new Länder for the first time. An additional questionnaire included questions on the situation of students with children. Translated with www.DeepL.com/Translator (free version) less

Student Survey 2004 

Survey Period: Jan 1, 2003 - Dec 31, 2005 Survey Data Type: Quantitative Data

The ninth survey of the Student Survey covers the topics of specialized studies and access to higher education; choice of education and study expectations; teaching situation and study quality; study behavior and study strategies; life situation and gainfu... morel employment; contacts and communication, counseling; study difficulties, problems and burdens; new media in studies and teaching; wishes and demands for higher education development; career choice and career ideas; social and political ideas; social data and biographical situation. The data are based on random samples at 17 universities and ten universities of applied sciences in West Germany and comprise 550 items (plus additionally created variables). less

Recursive problem solving in the online learning environment CodingBat by computer science students 

Survey Period: Mar 21, 2017 - Apr 6, 2017 Survey Data Type: Qualitative Data

The data package has been gathered within the scope of the dissertation of the data provider, Natalie Kiesler. It focuses on informative feedback, its design, and its implementation in basic programming education. It was used to answer the research questio... moren about the effects of informative feedback offered by (online) self-learning tools. Especially those coding tools with automatic assessment can lead to frustrations for learners, if they receive minimal feedback or if tasks are too complex. Therefore, it seemed reasonable to examine the effects of individual feedback types in greater detail in order to assess their impact in the context of programming education. Thus, the impact of informative feedback on learners was explored by means of thinking aloud experiments in order to obtain further clues for the design of feedback in basic programming education. Students’ steps during recursive problem solving of standard computer science problems (including the computation of the factorial of natural numbers, as well as the computation of the Fibonacci sequence) were recorded in a professional usability lab in form of both audio and video data (among them screencasts). A self-developed feedback prototype and the freely available online tool CodingBat were utilized for the investigation. The data on students’ steps includes their task processing time, interactions, feedback demands and use, so that the student steps in the problem solving process can be qualitatively traced. Thus, mental models, or student approaches towards recursive problem solving can become more transparent. The full transcripts of the thinking aloud experiments are too extensive, so they are not provided for reasons of data economy. Instead, the transcripts of the students’ screen activities in terms of coding are made available. less

Student Survey 1983 

Survey Period: Jan 1, 1982 - Dec 31, 1983 Survey Data Type: Quantitative Data

The first survey of the Student Survey covers the topics of university access and prerequisites for study, subject studies and study behavior, student lifestyles and social situation, orientations toward science and university, orientations toward career a... morend social future, and orientations toward society and politics. The data are based on random samples at eight universities and three universities of applied sciences in West Germany and comprise 610 items (plus additionally created variables). less

Student Survey 1983 - 2016 

Survey Period: Jan 1, 1982 - Dec 31, 2017 Survey Data Type: Quantitative Data

The multiwave file of the Student Survey contains data from all 13 surveys from 1982 to 2016 on the study situation and student orientations. All variables that were present in at least two surveys were included, so that time series from 2 to 13 measuremen... moret points are available (ca. 1190 variables). The variable numbers are aligned in all files, so that the same number always defines the same variable in each survey. less

15th Social Survey 

Survey Period: May 26, 1997 - Sep 30, 1997 Survey Data Type: Quantitative Data

The Social Survey is a series of surveys on the economic and social situation of students in Germany that has been in existence since 1951. At three- to four-year intervals, a cross-section of students is surveyed on aspects of university access, structura... morel features of study, social and economic situation, including income and cost of living, employment, housing situation, and socio-demographic characteristics such as ethnic and social origin, partnership status and parenthood. The data package includes data from the survey of German, educationally native, and educationally foreign students conducted as part of the 15th Social Survey (1997). less

DZHW Graduate Panel 2013 

Survey Period: Mar 1, 2014 - Jan 8, 2019 Survey Data Type: Quantitative Data

The DZHW Graduate Panel 2013 is part of the DZHW Graduate Study Series, which uses standardised surveys to gather information on the studies, career entry, career development and further qualification of university graduates. The first Graduate Panel was c... moreonducted in 1989, since then every fourth graduate cohort has been surveyed. For each cohort of graduates, several waves of interviews are conducted, each wave taking place at different intervals from the time of graduation. The 2013 Graduate Panel is the seventh cohort of graduates in the study series. Even more than the graduate cohorts of 2005 and 2009, the study phase of the 2013 cohort is characterised by the changes in higher education within the framework of the Bologna Process and changes with regard to the comparability of degrees and the resulting changes in mobility. The career entry phase of the 2013 graduate cohort is characterised by an upswing after a severe depression as a result of the economic and financial crisis in 2008. In contrast to previous cohorts, persons with traditional degrees (Diplom or Magister) are no longer part of the sample in the 2013 cohort. (Exceptions exist for certain degree programmes in individual federal states which continue to award a Diplom degree). less

DZHW Graduate Panel 1993 

Survey Period: Jan 1, 1994 - Dec 31, 1998 Survey Data Type: Quantitative Data

The DZHW Graduate Panel 1993 is part of the DZHW Graduate Survey Series, which compiles information on study, career entry, career development and further qualifications of higher education graduates using standardised surveys. The first Graduate Panel was... more created in 1989. Since then, every fourth graduate year (cohort) has been surveyed. For each graduate cohort, a series of survey waves are carried out, with each wave occurring at differing time intervals following the completion of degree. The DZHW Graduate Panel 1993 comprises the second graduate cohort of the survey series. The surveys conducted as part of the 1993 graduate panel were intended to provide universities and science administrations with empirically based data to help guide decisions about study or university reforms. In addition, in view of the changes in the employment system and the sometimes crisis-ridden career start phases for many graduates of this year, the changes in structures and conditions of career entry and professional integration and disintegration were also examined. less

16th Social Survey 

Survey Period: May 29, 2000 - Sep 30, 2000 Survey Data Type: Quantitative Data

The Social Survey is a series of surveys on the economic and social situation of students in Germany that has been in existence since 1951. At three- to four-year intervals, a cross-section of students is surveyed on aspects of university access, structura... morel features of study, social and economic situation, including income and cost of living, employment, housing situation, and socio-demographic characteristics such as ethnic and social origin, partnership status and parenthood. The data package includes data from the survey of German, educationally native, and educationally foreign students conducted as part of the 16th Social Survey (2000), that includes a focus on computer use and new media. less

EUROGRADUATE Pilot Survey 2018 

Survey Period: Oct 8, 2018 - Feb 17, 2019 Survey Data Type: Quantitative Data

The EUROGRADUATE survey is a one-off pilot survey of higher education graduates of the cohorts 2016/17 and 2012/13 in eight European countries (Austria, Czech Republic, Germany, Greece, Croatia, Lithuania, Malta, and Norway). The pilot project aims at layi... moreng the foundation for a Europe-wide graduate survey. The survey provides insights into the experiences of European graduates during their studies and the impact on their professional lives and their lives as European citizens. Graduates were surveyed one year (t +1, cohort 2016/17) or five years (t +5, cohort 2012/13) after graduation. The main topics of the EUROGRADUATE pilot survey are: labour market relevance, skills, (international) mobility, political participation, and further studies. The results alllow comparing different higher education systems in Europe as well as analysing country-specific processes of vocational and social integration of higher education graduates. At the European level, these data can be used to monitor progress towards the European Higher Education Area and, where appropriate, to identify areas where investment should be increased and resources expanded. less