Haas, C. (2023). Book review: Brooks, R., Gupta, A., Jayadeva, A., Lainio, A. and Lazetic, P. (2022) Constructing the higher education student: Perspectives from across Europe. International Studies in Sociology of Education, 32(4), Advance online publication. https://doi.org/10.1080/09620214.2023.2276753

Haas, C. (2023). Not only enrollment and retention: Comparing the study trajectories at German universities and universities of applied sciences. Studies in Higher Education, 48(9), 1468-1483. https://doi.org/10.1080/03075079.2023.2203163

Haas, C. (2023). Social origin and students’ trajectory patterns at German universities: A sequence-analytical approach. Soziale Welt, 74(3), 431-465. https://doi.org/10.5771/0038-6073-2023-3

Haas, C. (2022). Applying sequence analysis in higher education research: A life course perspective on study trajectories. In J. Huisman, & M. Tight (Eds.), Theory and Method in Higher Education Research (8, pp. 127-147). Emerald Publishing Limited. https://doi.org/10.1108/tmher

Hadjar, A., Haas, C., & Gewinner, I. (2022). Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg. European Journal of Higher Education. Advance online publication. https://doi.org/10.1080/21568235.2022.2056494

Sabzalieva, E., El Masri, A., Joshi, A., Laufer, M., Trilokekar, R., & Haas, C. (2022). Ideal immigrants in name only? Shifting constructions and divergent discourses on the international student-immigration policy nexus in Australia, Canada, and Germany. Policy Reviews in Higher Education, 6(2), 178-204. https://doi.org/10.1080/23322969.2022.2096106

Haas, C., & Hadjar, A. (2020). Students’ trajectories through higher education: a review of quantitative research. Higher Education, 79(6), 1099-1118. https://doi.org/10.1007/s10734-019-00458-5

Haas, C., & van de Werfhorst, H. (2017). Ahead of the Pack. Explaining the Unequal Distribution of Scholarships in Germany. British Journal of Sociology of Education, 38(5), 705-720.