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Erscheinungsjahr
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2025
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Zusammenfassung
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Context: Germany has a significant shortage of skilled workers and is therefore already recruiting skilled workers from other countries, especially from third countries, to meet the demands of the labour market. This has brought the concept of a welcoming culture (‘Willkommenskultur’) into focus, which has received new attention since 2015 due to the great refugee movements caused by the civil war in Syria. This research seeks to explore the evolvement of a welcoming culture in Germany in relation to labour migration, aiming at identifying the potential of a welcoming culture for the development of skills partnerships.
Approach: The research design consists of a document analysis of academic literature, strategy papers and regulatory documents, as well as qualitative interviews based on a problem-oriented approach. A total of 40 interviews were conducted with labour market stakeholders in Germany. The interviews were analysed based on the concept of a welcoming culture, with the analysis taking place on four levels: The individual level, the interpersonal relationship level, the organisational and institutional level as well as the societal level.
Findings: The main potential was identified related to the organisational and institutional level, as mentoring programmes and language support have already been established in some companies and vocational schools, which in turn have an impact on interpersonal relationships. In contrast, development potential exists primarily at the societal level with regard to reducing (structural) racism and facilitating (social) integration.
Conclusions: Faced with current challenges, there is a need for a redesign of the welcoming culture to foster social integration as well as labour market integration. The working environment plays a crucial role in this regard. Welcoming culture as an active part of skills partnerships can also help shape migration in a positive way and support skills development as well as sustainable social and work-related integration.
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Seiten
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158
– 172
