Conceptual considerations on divergent constructions of academic achievements -

Various actors perceive the construct of academic success differently, which may depend, for example, from their organizational background. In particular, the approaches followed by universities, universities of applied sciences and cooperative universities (which combine studying and training on the job) differ widely. The present paper shows the multidimensionality of the construct of academic success, including its individual, motivational, organizational, procedural and institutional causes. Furthermore, it distinguishes between the various explanatory approaches and emphasises the implications for measuring and evaluating success. Specifically, the paper focusses on differences between the types of higher education institutions regarding students’ progress and professional skills.