The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-calledBildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and socio-statistical (...) research suggest that within the general population, individuals’ availability of time affects the decision to participate and therefore lastly determines participation in ALE. However, current academia mainly discusses time as either a prerequisite for learning activities or as an observable outcome of participation and not as an explanatory factor. Furthermore, since recent studies remain on a descriptive level regarding influences of time on participation in ALE, no causal effects of the availability of time on participation are estimated. Hence, our study addresses this research gap by investigating effects of educational policy interventions such as theBildungszeitgesetzon participation in ALE. Policy interventions are ideally suited to examine the significance of time resources for participation, as the implementation of theBildungszeitgesetzprovides a specific timeframe for employees to participate in ALE outside of their working time. Drawing on data from the German National Educational Panel Study, we employ a difference-in-differences estimation strategy with propensity score matching and instrumental variable to identify the direct causal effect of the implementation of theBildungszeitgesetzon participation in ALE (N= 709). This combination toward causal inference controls for observed and unobserved baseline differences as well as heterogeneous treatment effects. The results reveal a non-significant but heterogeneous treatment effect of the implementation of theBildungszeitgesetzon individual participation in ALE. Contrary to our theoretical assumptions derived from rational choice approaches, we cannot confirm the hypothesis that the availability of time resources due to the implementation of theBildungszeitgesetzcauses a positive effect on participation in ALE. Furthermore, the results reveal that the implementation causes decreasing participation rates for younger adults, women and significantly for migrants. (shrink)

The COVID-19 pandemic poses a health threat that has dominated media coverage. However, not much is known about individual media use to acquire knowledge about COVID-19. To address this open research question, this study investigated how the perceived threat is linked to media use and how media use is associated with perceived and actual knowledge about COVID-19. In a German online survey conducted between April 16 and April 27, 2020, N = 952 participants provided information on their perceived threat and (...) media use to inform themselves about COVID-19. In this process, they indicated how well they were informed about COVID-19 and subsequently completed a COVID-19 knowledge test. Results indicated that individuals who felt more threatened by COVID-19 used media more often to inform themselves but focused on fewer different media channels. Further, frequent media use was associated with higher perceived knowledge, but not with higher actual knowledge about COVID-19, reflecting an illusion of knowledge. Additionally, using fewer media channels was linked to higher perceived and actual knowledge. Finally, explorative analyses on the use of different media channels revealed that an illusion of knowledge emerged for using social media, public television, and newspapers. Potential explanations for the findings and implications for future research are discussed. (shrink)

Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence (...) of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research. (shrink)