Jutta Rump; Imke Buß; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly

One of the diversity factors that become apparent in everyday teaching is the prior experience and knowledge of students. These result, among other things, from individual educational biographies and different learning experiences. Individual prior knowledge of subject content and (self-)learning skills in particular can vary considerably (Freitag et al. 2015). Students' previous practical experience can be used fruitfully for practical education. The same may apply to the experience of international students. Particularly in the introductory phase of studies, attention should also be paid to the heterogeneous entry requirements of students - also due to the different qualifications for university entrance. Are students pioneers or have they grown up in a different education system? Do they and their relatives possibly have little or no experience with the requirements, procedures and appropriate behavior during their studies? These previous experiences also play a role in planning studies, learning and dealing with difficult or new situations.

Overall, the literature on prior knowledge and experience contains information on student groups such as vocationally qualified students and students who have already completed (vocational) training or a first degree (Freitag et al. 2015). However, prior experience and knowledge can be acquired not only formally, but also on the basis of practical professional experience (work experience, part-time and temporary jobs, etc.). Students with specific experience and practical knowledge have different prior knowledge as well as different goals, wishes and expectations of their studies in general and their courses in particular (Freitag et. al. 2015). The study by Grendel et al. (2014) shows that the duration and relevance of previous professional experience make an important contribution to predicting academic success. The focus here is on previous work experience. The decisive factor for academic success is not subject proximity per se, but rather the opportunity to actually incorporate previous professional experience into the degree course and thus also into the respective course (ibid.).

The survey of new students at the Ludwigshafen University of Business and Society (2015) also shows that students at the university have various forms of qualification for university entrance. 59% of Bachelor's students at the Ludwigshafen University of Business and Society begin their studies with a general higher education entrance qualification, while 33% have obtained their qualification for university entrance via the entrance qualification for universities of applied sciences. A comparatively small proportion of students begin their studies with a vocational qualification (6.6%). This figure is relatively high compared to other universities in Rhineland-Palatinate: Ludwigshafen University of Business and Society is in third place. First semester students were also asked about their weekly employment. 75% of students are regularly employed, although the average amount of employment varies depending on the subject. In general, the practical professional experience and previous knowledge that can be incorporated into education also varies.

Literature
Freitag, K.; Buhr, R.; Danzeglocke, E.; Schröder, S.; Völk, D. (2015): Shaping transitions. Increasing permeability between vocational and higher education. Münster/New York: Waxmann.

Grendel, T.; Lübbe, H.; Haußmann, I. (2014): Effects of the duration and quality of prior work experience on the academic success of vocationally qualified students. In: Contributions to higher education research (36 (4)), pp. 40-63.

Ludwigshafen University of Business and Society (2015): Study program survey. Internal documents. Ludwigshafen on the Rhine.

Citation
Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Dimension: Students' prior experiences & Prior knowledge. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere

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