@book{GrafPowellFortwengeletal.2014, author = {Graf, Lukas and Powell, Justin J. W. and Fortwengel, Johann and Bernhard, Nadine}, title = {Dual Study Programmes in Global Context: Internationalisation in Germany and Transfer to Brazil, France, Qatar, Mexico and the US}, volume = {77}, edition = {Deutscher Akademischer Austauschdienst: Dok \& Mat}, address = {Bonn}, isbn = {978-3-87192-913-7}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24317}, publisher = {Hertie School}, pages = {129}, year = {2014}, abstract = {This exploratory study is devoted in equal measure to the status quo and the future perspectives of the internationalisation of dual study programmes, a special hybrid form of vocational training and higher education developed in Germany. Building on the earlier DAAD studies 'Sachstand: Duales Studium als Exportmodell' (Maschke 2012) and 'Modelle und Szenarien f{\"u}r den Export deutscher Studienangebote ins Ausland' (Schreiterer and Witte 2001; see also DAAD/HRK 2012), the authors examine both the degree of internationalisation of existing dual study programmes in Germany (with special emphasis on students' geographical mobility) and the possibilities and limits of systematically transferring this emergent educational model to selected countries. Two recent trends have helped put issues of internationalisation and the transfer of German education concepts higher up on the policy agenda again: first, the current economic situation in Germany, which has remained robust despite the recent financial and economic turmoil, reflected most importantly in comparatively low levels of youth unemployment. Dual vocational education and training models are seen as a key factor contributing to this success. Second, the concept of dual studies reflects an emergent model of skill formation at the nexus of initial vocational training and tertiary education. This innovative hybrid form is seen as having the potential to play a crucial role in the development of competencies for twenty-first-century occupations, not least against the backdrop of the pressing skills gap.}, language = {de} } @book{Graf2013, author = {Graf, Lukas}, title = {The Hybridization of Vocational Training and Higher Education in Austria, Germany, and Switzerland}, publisher = {Budrich UniPress Ltd.}, address = {Opladen, Berlin \& Toronto}, isbn = {978-3-86388-043-9}, doi = {10.3224/86388043}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24323}, publisher = {Hertie School}, pages = {304}, year = {2013}, abstract = {Austria, Germany, and Switzerland are increasingly relying on hybridization at the nexus of vocational training and higher education to increase permeability and reform their highly praised systems of collective skill formation. This historical and organizational institutionalist study compares these countries to trace the evolution of their skill regimes from the 1960s to today's era of Europeanization, focusing especially on the impact of the Bologna and Copenhagen processes.}, language = {en} } @article{Graf2017, author = {Graf, Lukas}, title = {Combined modes of gradual change: the case of academic upgrading and declining collectivism in German skill formation}, series = {Socio-Economic Review}, volume = {16}, journal = {Socio-Economic Review}, number = {1}, doi = {10.1093/ser/mww044}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24331}, pages = {185 -- 205}, year = {2017}, abstract = {The corporatist-governed dual-training system has been a key example of collective governance in the German capitalist model. However, high-end dual-training is increasingly being offered within post-secondary higher education. Here, firms and universities, not chambers of commerce or trade unions, are the actors negotiating the curricula of and access to a range of 'dual-study programmes'. This article traces the emergence and expansion of this more firm-specific skills provision system, which diminishes the beneficial constraints for strategic cooperation and, in turn, the provision of ollective training standards and transferable skills. The case study builds on the 'gradual institutional change' taxonomy, while pointing to the potential benefits of using different modes of change in combination. Through analysing firms' strategies to initiate change in an institutional grey area between established socio-economic spheres, the article shows how layering, conversion and drift can become interlinked and how each individual process can trigger and feed the next.}, language = {en} } @article{Graf2017, author = {Graf, Lukas}, title = {Work-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher education}, series = {Policy and Society}, volume = {36}, journal = {Policy and Society}, number = {1}, doi = {10.1080/14494035.2017.1278872}, pages = {89 -- 108}, year = {2017}, abstract = {In both Germany and the United States, employers search for new strategies to recruit and train people in times of a dynamically evolving economy and rising educational expectations on the part of individuals. In this context, we observe the proliferation of work-based higher education programmes in both countries. This development challenges the common classification found in the political economy and educational policy literature that distinguishes between collectively governed dual apprenticeships in Germany and market-driven on-the-job training in the US. The paper proposes an alternative conceptualization that identifies significant similarities in the governance mode of work-based higher education across the two countries. Based on expert interviews and document analysis, the institutional analysis focuses on complex multi-actor governance constellations at the nexus of vocational training and higher education and explores consequences for contemporary policy-making in advanced skill formation.}, language = {en} } @article{GrafPowell, author = {Graf, Lukas and Powell, Justin J.W.}, title = {How Employer Interests and Investments Shape Advanced Skill Formation}, series = {PS: Political Science \& Politics}, volume = {50}, journal = {PS: Political Science \& Politics}, number = {2}, doi = {10.1017/S1049096516002936}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24359}, pages = {418 -- 422}, language = {en} } @article{GrafPowellFortwengeletal., author = {Graf, Lukas and Powell, Justin J.W. and Fortwengel, Johann and Bernhard, Nadine}, title = {Integrating International Student Mobility in Work-based Higher Education: The Case of Germany}, series = {Journal of Studies in International Education}, volume = {21}, journal = {Journal of Studies in International Education}, number = {2}, doi = {10.1177/1028315316687010}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24361}, pages = {156 -- 169}, abstract = {Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {Betrieblich-hochschulbasierte Ausbildungsformen in Deutschland und den USA: Eine (Re)Konzeptualisierung}, series = {Zeitschrift f{\"u}r P{\"a}dagogik}, volume = {62}, journal = {Zeitschrift f{\"u}r P{\"a}dagogik}, number = {3}, pages = {323 -- 339}, abstract = {Der vorliegende Artikel untersucht und vergleicht alternierende Ausbildungsformen in Deutschland und den USA. Traditionell wird in diesem Zusammenhang zwischen der korporatistisch organisierten dualen Lehre in Deutschland und den st{\"a}rker marktgesteuerten apprenticeships in den USA unterschieden. Diese klassische Einteilung kann allerdings die Ausbreitung betrieblich-hochschulbasierter Ausbildungsg{\"a}nge, die sich in beiden L{\"a}ndern beobachten l{\"a}sst, nicht ad{\"a}quat erfassen. Der Artikel schl{\"a}gt vor diesem Hintergrund eine (Re-)Konzeptualisierung f{\"u}r den Vergleich von alternierenden Ausbildungsformen in Deutschland und den USA vor. Wie die institutionelle Analyse zeigt, sind zwischen den betrieblich-hochschulbasierten Ausbildungsformen der beiden L{\"a}nder signifikante {\"A}hnlichkeiten vorzufinden.}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {The rise of work-based academic education in Austria, Germany and Switzerland.}, series = {Journal of Vocational Education \& Training}, volume = {68}, journal = {Journal of Vocational Education \& Training}, number = {1}, doi = {10.1080/13636820.2015.1107749}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24387}, pages = {1 -- 16}, language = {en} } @article{PowellBernhardGraf, author = {Powell, Justin J.W. and Bernhard, Nadine and Graf, Lukas}, title = {The Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes}, series = {Sociology of Education}, volume = {85}, journal = {Sociology of Education}, number = {3}, doi = {10.1177/0038040711427313}, pages = {240 -- 258}, abstract = {Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and governance are proposed in this new pan-European model? This model responds to heightened global competition among "knowledge societies" as it challenges national systems to improve. The authors thus compare this emergent European model with the historically influential models of Germany, France, Great Britain, and the United States. To what extent does the European model resemble these traditionally influential national models? The authors report findings of a theory-guided content analysis of official European policy documents in higher education and vocational training from 1998 to 2010. They find that while the European model is a bricolage that integrates diverse characteristics of influential models, the ambitious goals and standards codified in the twin Bologna and Copenhagen processes in higher education and vocational training offer a new model to compete internationally. Dozens of countries now seek to implement these principles. This comparative analysis finds different visions for the future of skill formation on both sides of the Atlantic.}, language = {en} } @article{PowellGrafBernhardetal., author = {Powell, Justin J.W. and Graf, Lukas and Bernhard, Nadine and Coutrot, Laurence and Kieffer, Annick}, title = {The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence?}, series = {European Journal of Education}, volume = {47}, journal = {European Journal of Education}, number = {3}, issn = {0141-8211}, doi = {10.1111/j.1465-3435.2012.01534.x}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24404}, pages = {405 -- 423}, abstract = {In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long-standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries' skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.}, language = {en} } @article{PowellBernhardGraf, author = {Powell, Justin J.W. and Bernhard, Nadine and Graf, Lukas}, title = {Amerikanisierung oder Europ{\"a}isierung der (Aus-) Bildung? Die Bologna- und Kopenhagen-Prozesse und das neue europ{\"a}ische Modell der Hochschul- und Berufsbildung}, series = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie (KZfSS)}, volume = {52}, journal = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie (KZfSS)}, doi = {10.1007/978-3-658-00120-9_19}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24414}, pages = {437 -- 458}, abstract = {Die USA, Deutschland, Frankreich und Grossbritannien stehen f{\"u}r jeweils unterschiedliche sowie international viel beachtete Modelle der Hochschul- und Berufsbildung. Es gibt keinen globalen Konsens dar{\"u}ber, welche Kriterien f{\"u}r den Erfolg nationaler Bildungssysteme gelten oder welchem Vorbild gefolgt werden soll. Gegenw{\"a}rtige europ{\"a}ische Reformen, wie die Bologna- und der Kopenhagen-Prozesse, sollen die Wettbewerbsf{\"a}higkeit Europas im Vergleich zu den USA erh{\"o}hen. Doch auf welchen zentralen Vorstellungen basiert das in diesen Prozessen verbreitete, im Entstehen begriffene europ{\"a}ische Bildungsmodell? Mit einer Inhaltsanalyse europ{\"a}ischer Dokumente (Deklarationen und Kommuniqu{\´e}s) gehen wir der Frage nach, ob die Ideale, Ziele, Legitimationen und Standards dieses Modells eher auf eine Amerikanisierung oder auf eine bricolage verschiedener aus Europa stammender Modelle hindeuten.}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {Applying the Varieties of Capitalism Approach to Higher Education: Comparing the Internationalization of German and British Universities}, series = {European Journal of Education}, volume = {44}, journal = {European Journal of Education}, number = {4}, pages = {569 -- 585}, abstract = {In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems.}, language = {en} } @article{GrafPowellBernhard, author = {Graf, Lukas and Powell, Justin J.W. and Bernhard, Nadine}, title = {Transferpotenziale des deutschen dualen Studiums. Eine Bestimmung zentraler Faktoren anhand der Fallstudien Brasilien und Frankreich}, series = {Berufsbildung in Wissenschaft und Praxis (BWP)}, journal = {Berufsbildung in Wissenschaft und Praxis (BWP)}, number = {6}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-24434}, pages = {22 -- 25}, language = {de} } @incollection{EmmeneggerGrafTrampusch, author = {Emmenegger, Patrick and Graf, Lukas and Trampusch, Christine}, title = {La formation professionnelle selon la perspective de l'{\´e}conomie politique compar{\´e}e: l'exemple de la Suisse}, series = {Enjeux structurels, sociaux et p{\´e}dagogiques de la formation professionnelle en Suisse}, booktitle = {Enjeux structurels, sociaux et p{\´e}dagogiques de la formation professionnelle en Suisse}, editor = {Bonoli, Lorenzo and Berger, Jean-Louis and Lamamra, Nadia}, publisher = {Seismo}, address = {Z{\"u}rich}, doi = {10.33058/seismo.20722}, pages = {79 -- 101}, language = {fr} } @incollection{GrafTroehler, author = {Graf, Lukas and Tr{\"o}hler, Daniel}, title = {Skill development at the nexus of the French and German educational models: the case of Luxembourg}, series = {Re-Reading Education Policy and Practice in Small States. Issues of Size and Scale in the Emerging «Intelligent Society and Economy»}, booktitle = {Re-Reading Education Policy and Practice in Small States. Issues of Size and Scale in the Emerging «Intelligent Society and Economy»}, publisher = {Peter Lang}, address = {Frankfurt am Main}, doi = {10.3726/978-3-653-02633-7}, pages = {133 -- 147}, language = {en} } @incollection{BillsGrafProtsch, author = {Bills, D.B. and Graf, Lukas and Protsch, P.}, title = {Vocationalism}, series = {Routledge Handbook of Youth and Young Adulthood}, booktitle = {Routledge Handbook of Youth and Young Adulthood}, publisher = {Routledge}, address = {New York}, isbn = {978-1-1388-0435-7}, pages = {113 -- 120}, language = {en} } @incollection{GrafPowellFortwengeletal., author = {Graf, Lukas and Powell, Justin and Fortwengel, Johann and Bernhard, Nadine}, title = {Die Internationalisierung dualer Ausbildungsformen im Terti{\"a}rbereich}, series = {Verzahnung beruflicher und akademischer Bildung. Duale Studieng{\"a}nge in Theorie und Praxis}, booktitle = {Verzahnung beruflicher und akademischer Bildung. Duale Studieng{\"a}nge in Theorie und Praxis}, editor = {Faßhauer, Uwe and Severing, Eckart}, publisher = {Bertelsmann}, address = {Bielefeld}, isbn = {978-3-7639-1183-7}, doi = {10.3278/111-080w}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-25217}, pages = {97 -- 114}, abstract = {Die derzeitig rasante Expansion dualer Studieng{\"a}nge wirft zunehmend die Frage nach deren systematischer Internationalisierung auf. Unsere explorative Studie besch{\"a}ftigt sich deshalb mit Stand und Zukunftsperspektiven der Internationalisierung des dualen Studiums. Dabei erl{\"a}utern wir Gr{\"u}nde f{\"u}r die noch relativ geringe internationale Mobilit{\"a}t dual Studierender ("Outgoing" and "Incoming") sowie institutionellen Gelingensbedingungen zur F{\"o}rderung derselben. Welche Modelle der Internationalisierung von dualen Studieng{\"a}ngen gibt es? Was sind die spezifischen Barrieren bez{\"u}glich der Internationalisierung dualer Studieng{\"a}nge und wie k{\"o}nnen diese {\"u}berwunden werden? Experteninterviews mit Akteuren aus dem Berufsbildungs- und Hochschulbereich sowie Firmenvertreter/ -innen stehen im Zentrum der vorliegenden institutionellen Analyse.}, language = {de} } @incollection{BernhardGrafPowell, author = {Bernhard, Nadine and Graf, Lukas and Powell, Justin}, title = {Stratifizierung von Berufs- und Hochschulbildung in Europa: Deutschland und Frankreich im Spiegel klassischer Vergleichsstudien}, series = {Soziale Inwertsetzung von Wissen, Erfahrung und Kompetenz in der Berufsbildung}, booktitle = {Soziale Inwertsetzung von Wissen, Erfahrung und Kompetenz in der Berufsbildung}, editor = {Dietzen, Agnes and Powell, Justin and Bahl, Anke and Lassnigg, Lorenz}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-1591-1}, pages = {144 -- 159}, language = {de} } @book{BanscherusBernhardGraf, author = {Banscherus, Ulf and Bernhard, Nadine and Graf, Lukas}, title = {Durchl{\"a}ssigkeit als mehrdimensionale Aufgabe. Bedingungen f{\"u}r flexible Bildungs{\"u}berg{\"a}nge}, publisher = {Friedrich-Ebert-Stiftung}, address = {Berlin}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-25171}, publisher = {Hertie School}, pages = {64}, abstract = {Ein institutionell durchl{\"a}ssiges Bildungssystem ist … eine grundlegende Voraussetzung f{\"u}r die Erm{\"o}glichung flexibler Bildungsbiographien und damit auch die Verwirklichung von gleichen Bildungschancen. Aber wie kann institutionelle Durchl{\"a}ssigkeit zwischen beruflicher und akademischer Bildung in Deutschland gef{\"o}rdert werden? Und wie kann daf{\"u}r Sorge getragen werden, dass trotz einer Flexibilisierung die jeweilige Kernlogik von beruflicher und akademischer Bildung aufrecht erhalten wird, die von vielen Akteuren in ihrer Komplementarit{\"a}t als Tr{\"a}ger eines erfolgreichen Bildungssystems gesehen werden? In dieser Expertise werden … die Teildimensionen institutioneller Durchl{\"a}ssigkeit genauer betrachtet: (I.) Zugang in Bildungsbereiche, (II.) Anrechnung von Erlerntem, (III.) organisationale Verbindung von Bildungsbereichen und (IV.) Umgang mit heterogenen Bed{\"u}rfnissen (Abschnitt 2). Im n{\"a}chsten Schritt wird ein {\"U}berblick {\"u}ber wichtige Initiativen und Regelungen zu Durchl{\"a}ssigkeit in Deutschland gegeben (Abschnitt 3). Es folgt eine kurze Vorstellung des methodischen Vorgehens und Begr{\"u}ndung der Fallauswahl (Sektion 4.1). Darauf aufbauend werden drei ({\"u}ber-)regionale Initiativen, in denen Durchl{\"a}ssigkeit zwischen Berufs- und Hochschulbildung innovativ gef{\"o}rdert wird, genauer vorgestellt und analysiert. Dabei handelt es sich um die "Offene Hochschule Niedersachsen", die Duale Hochschule Baden-W{\"u}rttemberg und den Modellversuch "Duale Berufsausbildung mit Abitur in Sachsen" (DuBAS) (Abschnitt 4). {\"U}bergeordnetes Ziel ist es, anhand des {\"U}berblicks {\"u}ber durchl{\"a}ssigkeitsf{\"o}rdernde Programme, aber insbesondere auch durch die vertiefende Darstellung der regionalen Fallstudien, m{\"o}gliche Bedingungen f{\"u}r erfolgreiche Durchl{\"a}ssigkeitsstrukturen zwischen Berufs- und Hochschulbildung, aber auch Barrieren zu identifizieren und daraus relevante Schlussfolgerungen abzuleiten (Abschnitt 5). (DIPF/Orig.)}, language = {de} } @article{GrafGardin, author = {Graf, Lukas and Gardin, Matias}, title = {Transnational skills development in post-industrial knowledge economies: the case of Luxembourg and the Greater Region}, series = {Journal of Education and Work}, volume = {31}, journal = {Journal of Education and Work}, number = {1}, doi = {10.1080/13639080.2017.1408954}, pages = {1 -- 15}, abstract = {Luxembourg exhibits strong transnational traits within its skills regime, defying any neat fit with existing educational typologies. It is characterised by its high-skill economy, cross-cultural characteristics, and central location within the European Union. As such, Luxembourg has developed a hybrid strategy of responding to labour market challenges, and by that, to skills development. Our institutionalist analysis finds that Luxembourg is involved in transnational skills development in three complementary ways: (a) employers in Luxembourg extensively recruit skilled workers at the European and global levels, but also (b) heavily rely on the distinct skills sets of cross-border commuters from the neighbouring regions of Belgium, France, and Germany (the Greater Region). Furthermore, (c) Luxembourg combines institutional elements of these neighbouring countries - representing distinct models of capitalism and welfare - within its own education system. In combining the specific strengths of different national skills regimes, institutional bricolage represents a core feature of Luxembourg's highly stratified system of skill formation. Our analytical framework refers to two major comparative political economy perspectives, namely the welfare state and varieties of capitalism approaches, to analyse how Luxembourg has responded to deindustrialisation by creating a domestic transnational labour market.}, language = {en} } @incollection{Graf, author = {Graf, Lukas}, title = {El modelo educativo europeo y su parad{\´o}jico impacto a nivel nacional}, series = {Trayectorias del desarollo de los sistemas educativos modernos. Entre lo nacional y lo global}, booktitle = {Trayectorias del desarollo de los sistemas educativos modernos. Entre lo nacional y lo global}, publisher = {Editorial Octaedro}, address = {Barcelona}, isbn = {978-8499217819}, publisher = {Hertie School}, pages = {253 -- 268}, abstract = {La educaci{\´o}n contempor{\´a}nea est{\´a} cada vez m{\´a}s vinculada a las fuerzas econ{\´o}micas globales, y, en esta medida, los sistemas educativos que tratan de influirse mutuamente se enfrentan de modo inevitable a importantes tensiones debidas a las distintas tradiciones, pol{\´i}ticas y estructuras formales. Trayectorias del desarrollo de los sistemas educativos modernos ofrece una exhaustiva cr{\´i}tica te{\´o}rica y emp{\´i}rica de los movimientos de reforma que pretenden homogeneizar la escuela en todo el mundo. Estos detallados estudios de casos, asentados en el conocimiento hist{\´o}rico y sociol{\´o}gico de diversas naciones y {\´e}pocas, desvelan c{\´o}mo y por qu{\´e} las agendas convergentes y de gran envergadura chocan con las pol{\´i}ticas institucionales, las pr{\´a}cticas y los curr{\´i}culos espec{\´i}ficos. En contra de los modelos te{\´o}ricos actuales que no consiguen abordar las potenciales presiones nacidas de esas exigentes evoluciones isomorfas, este libro esclarece las peculiaridades culturales idiosincr{\´a}sicas que producen y, a la vez, problematizan los esfuerzos globales de reforma, y aporta una nueva forma de entender el curr{\´i}culo como manifestaci{\´o}n de la identidad nacional.}, language = {es} } @incollection{Graf, author = {Graf, Lukas}, title = {Hybridisierung von Berufs- und Hochschulbildung in Deutschland, {\"O}sterreich und der Schweiz}, series = {Differenzierung im Hochschulsystem: Nationale und internationale Entwicklungen und Herausforderungen}, booktitle = {Differenzierung im Hochschulsystem: Nationale und internationale Entwicklungen und Herausforderungen}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-3238-3}, publisher = {Hertie School}, pages = {163 -- 176}, language = {de} } @incollection{Graf, author = {Graf, Lukas}, title = {The European Educational Model and its Paradoxical Impact at the National Level}, series = {Trajectories in the Development of Modern School Systems: Between the National and the Global}, booktitle = {Trajectories in the Development of Modern School Systems: Between the National and the Global}, publisher = {Routledge}, address = {New York}, isbn = {978-1-3174-4817-4}, publisher = {Hertie School}, pages = {227 -- 240}, abstract = {As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity.}, language = {en} } @incollection{GrafTroehler, author = {Graf, Lukas and Tr{\"o}hler, Daniel}, title = {Berufsausbildung in Luxemburg: historische Urspr{\"u}nge, institutionelle Struktur und aktuelle Herausforderungen}, series = {Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde}, booktitle = {Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde}, publisher = {Minist{\`e}re de l'{\´E}ducation nationale, de l'Enfance et de la Jeunesse}, address = {Luxembourg}, isbn = {978-99959-1-035-8}, publisher = {Hertie School}, pages = {103 -- 108}, abstract = {Luxembourg has a well differentiated and highly complex national vocational training system. Like many other countries, Luxembourg has a binary secondary education system, consisting of the largely institutionally separate areas of classical general education (secondaire g{\´e}n{\´e}rale) and rather more practical vocational training (secondaire technique). In the school year 2012-2013, there were 12,958 pupils enrolled in general secondary education (33\%) and 26,627 in technical secondary education (67\%). In the Luxembourg vocational education system at least four different qualifications can be distinguished; these are associated with very different possibilities for routes to subsequent education, such as access to higher education or training as a master craftsman. As compared to the other options, the r{\´e}gime technique provides the best opportunity to start university studies or, after one year of vocational training, to begin to train as a master craftsman. Of particular interest at the moment is the 2008 reform of vocational training, which is being implemented in stages between 2010 and 2015 and which is focusing more on skills and work processes, providing a more modular structure to the training and a more systematic combination of on-the-job- and school-based learning phases. International influences on the Luxembourg vocational training system are visible at different levels: first, the Luxembourg system itself contains elements of the dual German system and the more school-orientated and predominantly state-organised French system. Secondly, international cooperation with neighbouring countries - especially cross-border dual training - is essential because of the country's small size and the small number of qualified vocational trainers. Thirdly, the predominantly German-speaking Luxembourg vocational training system faces major challenges because of the high proportion of immigrants. It is clear that the Luxembourg system contains a certain degree of 'mix-and-match' of different elements and educational principles, which contribute to the strong separation between different pathways in secondary education. The vocational and practical training must not be a dead end for academically talented but linguistically disadvantaged pupils with an immigrant background, nor must vocational training be educationally unattractive for practically inclined and talented Luxembourgers for reasons of prestige. In order to formulate appropriate solutions in the context of these inequality-related problems, more international comparative research seems inevitable. An additional area for in-depth analysis is assessing the impact of the reform of 2008 on vocational training. Currently, it is not clear what lies behind a number of potentially problematic developments within the system. For example, there needs to be discussion on whether the modularisation measures have led to an unintended fragmentation of vocational training, which would be contrary to the principles and uniformity of the various professions. In this context, there is also the question of how the number of modules could be reduced.}, language = {de} } @incollection{Graf, author = {Graf, Lukas}, title = {Growing in a Niche: Dual Study Programs Contribute to Change in Germany's Higher Education}, series = {WZB Report 2014}, booktitle = {WZB Report 2014}, publisher = {Wissenschaftszentrum Berlin f{\"u}r Sozialforschung (WZB)}, address = {Berlin}, publisher = {Hertie School}, pages = {33 -- 36}, abstract = {Summary: The German educational model is characterized by a histori-cally evolved strong institutional di-vide between the vocational educa-tion and training system and the higher education system. Yet, the con-temporary development of dual study programs implies the systematic combination of institutional elements from both subsystems. The rapid ex-pansion of these programs is based on the hybridization of organizational structures - outside of traditional structures - at the nexus of the tradi-tional organizational fields of voca-tional training and higher education.}, language = {en} } @article{EmmeneggerGrafTrampusch, author = {Emmenegger, Patrick and Graf, Lukas and Trampusch, Christine}, title = {The Governance of Decentralised Cooperation in Training Systems: A Review and Conceptualisation}, series = {Journal of Vocational Education and Training}, volume = {71}, journal = {Journal of Vocational Education and Training}, number = {1}, doi = {10.1080/13636820.2018.1498906}, pages = {21 -- 45}, abstract = {Collective training systems are based on the cooperation of multiple public and private stakeholders in order to work. However, such cooperation is not self-sustaining and depends, for instance, on public policies, capable intermediary organisations and shared logics of action. In this conceptual paper, we first review the political economy literature on cooperation in collective skill formation and find that it has given insufficient attention to the systematic comparative analysis of cooperation at the decentralised level as well as the actual social practices of cooperation. The paper then develops a multidisciplinary analytical framework that allows future research to examine decentralised cooperation at the regional, sectoral and occupational levels more systematically. This framework is grounded in a synthesis of three strands of empirical research on vocational education and training, namely the comparative political economy literature on governance, corporatism and coordination, institutional labour and societal economics as well as the educational science literature.}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {The Swiss Apprenticeship System. Its Institutional Specificities and Strengths in International Perspective}, series = {AICGS Transatlantic Perspectives Series}, journal = {AICGS Transatlantic Perspectives Series}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {Besser verzahnt: Berufs- und Hochschulbildung in {\"O}sterreich und der Schweiz}, series = {WZBrief Bildung}, volume = {24}, journal = {WZBrief Bildung}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {Wachstum in der Nische. Mit dualen Studieng{\"a}ngen entstehen Hybride von Berufs- und Hochschulbildung}, series = {WZB-Mitteilungen}, volume = {138}, journal = {WZB-Mitteilungen}, pages = {49 -- 52}, language = {en} } @article{BernhardGrafPowell, author = {Bernhard, Nadine and Graf, Lukas and Powell, Justin J. W.}, title = {Wenn sich Bologna und Kopenhagen treffen - Erh{\"o}hte Durchl{\"a}ssigkeit zwischen Berufs- und Hochschulbildung}, series = {WZB Mitteilungen}, volume = {130}, journal = {WZB Mitteilungen}, pages = {26 -- 29}, language = {de} } @incollection{BernhardGrafPowell, author = {Bernhard, Nadine and Graf, Lukas and Powell, Justin J. W.}, title = {Durch Europ{\"a}isierung zu mehr Durchl{\"a}ssigkeit? Wandel im Verh{\"a}ltnis von Berufsbildungs- und Hochschulsystemen in Deutschland, Frankreich und {\"O}sterreich}, series = {Transnationale Vergesellschaftungen. Verhandlungen des 35. Kongresses der DGS}, booktitle = {Transnationale Vergesellschaftungen. Verhandlungen des 35. Kongresses der DGS}, editor = {Soeffner, Hans-Georg}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-531-18971-0}, publisher = {Hertie School}, abstract = {[en] Die europäischen Bildungsminister beschlossen 1999 einen einheitlichen europäischen Hochschulraum zu schaffen; der so genannte Bologna Prozess wurde in Gang gesetzt. Mit der Unterzeichnung der Kopenhagener Erklärung nur drei Jahre später entschlossen sich die Nationalstaaten, auch im Bereich der beruflichen Bildung stärker zusammenzuarbeiten. Vor allem soll die nationale wie internationale Vergleichbarkeit von Bildungsabschl{\"u}ssen verbessert werden. Beide Prozesse zielen darauf ab, Durchlässigkeit zwischen den organisatorischen Feldern berufliche Bildung und Hochschulbildung zu erhöhen, und zwar mit Hilfe von gemeinsam entwi- ckelten Standards wie dem Europäischen und Nationalen Qualifikationsrahmen, einem System zur Validierung und Anerkennung unterschiedlicher Lernformen, der Ermöglichung flexibler Bildungswege und der Einf{\"u}hrung von Kreditpunkte- systemen (Powell/Solga 2008, 2010, 2011). Heute, nach einem Jahrzehnt seit Beginn dieser Prozesse stellt sich die Frage, wie diese in den europäischen Nationalstaaten bisher schon gewirkt und wie sie das Verhältnis von Hochschul- und Berufsbildung verändert haben - Veränderungen, die mit vielfältigen Implikationen f{\"u}r die Bildungs- und soziale Mobilität einherge- hen können (Bernhard/Powell/Graf 2010): Die Frage nach Durchlässigkeit zwi- schen beruflicher und Hochschulbildung ist dabei insbesondere deswegen wichtig, da stratifizierte (Aus-)Bildungssysteme ohne Br{\"u}cken zwischen einzelnen Bildungs- sektoren den möglichst gleichen Zugang zu Bildungs- und Beschäftigungsopportu- nitäten behindern.}, language = {de} } @misc{Graf, author = {Graf, Lukas}, title = {Review of Leemann, R.J./Christian, I./Powell, J.J.W./Sertl, M. (Eds.) "Die Organisation von Bildung: Soziologische Analysen zu Schule, Berufsbildung, Hochschule und Weiterbildung"}, series = {Swiss Journal of Sociology}, volume = {42}, journal = {Swiss Journal of Sociology}, number = {3}, pages = {605 -- 607}, language = {en} } @misc{Graf, author = {Graf, Lukas}, title = {Review of Krone, S. (Ed.) "Dual Studieren im Blick. Entstehungsbedingungen, Interessenlagen und Umsetzungsverfahren in dualen Studieng{\"a}ngen"}, series = {Berufsbildung in Wissenschaft und Praxis}, journal = {Berufsbildung in Wissenschaft und Praxis}, number = {5}, pages = {59 -- 59}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {Critic of Amy Gutmann - The Constructive Potential of Communitarian Values for Liberalism}, series = {Sic et Non - Zeitschrift f{\"u}r Philosophie und Kultur}, volume = {1}, journal = {Sic et Non - Zeitschrift f{\"u}r Philosophie und Kultur}, issn = {1431-2395}, url = {http://nbn-resolving.de/http://sicetnon.org/index.php/sic/article/view/153}, pages = {7}, abstract = {The view of Amy Gutmann is that communitarians have been unsuccessful in undermining liberalism. However, she thinks that their work presents a welcome challenge to it. In her opinion, the communitarian criticism, rather than giving good reason to abandon liberalism, is of use in an attempt to discover a liberalism that successfully combines communitarian with liberal values. This paper examines the extent to which Gutmann successfully shows that communitarian values, like kinship, affection, or a sense of common purpose, have the latent but unrealized capacity to serve to improve liberalism.}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {Theories of Knowledge - Is a Naturalised Epistemology Bound to Leave Unanswered Some Important Epistemological Questions?}, series = {Tabula Rasa - Jenenser Zeitschrift f{\"u}r kritisches Denken}, volume = {21}, journal = {Tabula Rasa - Jenenser Zeitschrift f{\"u}r kritisches Denken}, number = {1}, issn = {0947-8485}, language = {en} } @incollection{BathmakerGrafOrretal., author = {Bathmaker, Ann-Marie and Graf, Lukas and Orr, Kevin and Powell, Justin and Webb, Sue and Wheelahan, Leesa}, title = {Higher level vocational education: The route to high skills and productivity as well as greater equity? An international comparative analysis}, series = {Trends in vocational education and training research. Proceedings of the European Conference on Educational Research 2018}, booktitle = {Trends in vocational education and training research. Proceedings of the European Conference on Educational Research 2018}, editor = {N{\"a}gele, Christof and Barbara E., Stalder}, publisher = {Vocational Education and Training Network (VETNET)}, address = {Bolzano}, doi = {10.5281/zenodo.1319718}, pages = {53 -- 60}, abstract = {This international comparative analysis of higher level vocational education examines devel-opments across five countries: England, Germany, Australia, Canada, and the USA. The au-thors consider how current developments address two key policy concerns: an emphasis on high skills as a means of achieving economic competitiveness and raising productivity; and the promise of increasing access for students hitherto excluded from higher education. We address these questions in relation to specific country contexts, in order to highlight similarities and differences in developments within the European arena and in a wider global context. We locate our analyses in an understanding of the different political and socio-economic conditions within different countries, which render particular reforms and innovations both possible and realiza-ble in one context, but almost unthinkable in another. We argue for the need to recognize and embrace diversity in provision, while using comparison across countries as a means of chal-lenging taken-for-granted assumptions of how things are and what is possible within individual country contexts. Such comparative analysis is a prerequisite for answering questions of policy transfer and learning from others.}, language = {en} } @incollection{BernhardGrafPowell, author = {Bernhard, Nadine and Graf, Lukas and Powell, Justin J. W.}, title = {Auswirkungen des neuen europ{\"a}ischen Bildungsmodells auf die Verkn{\"u}pfung zwischen Berufs- und Hochschulbildung in Deutschland, {\"O}sterreich und Frankreich}, series = {Europ{\"a}ischer Bildungsraum. Europ{\"a}isierungsprozesse in Bildungspolitik und Bildungspraxis}, booktitle = {Europ{\"a}ischer Bildungsraum. Europ{\"a}isierungsprozesse in Bildungspolitik und Bildungspraxis}, editor = {Amos, Karin and Schmid, Josef and Schrader, Josef and Thiel, Ansgar}, publisher = {Nomos}, address = {Baden-Baden}, isbn = {978-3-8487-0841-3}, publisher = {Hertie School}, pages = {175 -- 192}, language = {de} } @incollection{EbnerGrafNikolai, author = {Ebner, Christian and Graf, Lukas and Nikolai, Rita}, title = {New Institutional Linkages between Dual Vocational Training and Higher Education - A Comparative Analysis of Germany, Austria, and Switzerland}, series = {Integration and Inequality in Education Institutions}, booktitle = {Integration and Inequality in Education Institutions}, editor = {Michael, Windzio}, publisher = {Springer}, address = {Dordrecht}, isbn = {978-94-007-6118-6}, doi = {10.1007/978-94-007-6119-3_14}, publisher = {Hertie School}, pages = {281 -- 298}, abstract = {Germany, Austria, and Switzerland have traditionally provided a large proportion of their workforces with qualifications obtained in the dual vocational training system. However, due to the growing demand for abstract and codified knowledge, all three countries aim at increasing the permeability and individual mobility between the dual training sector and the higher education system. In this chapter we analyse the ways in which Germany, Austria and Switzerland have tried to establish institutional linkages between dual vocational training and higher education. We begin by discussing options for creating such linkages: (1.) upgrading of vocational education and training courses, (2.) introducing dual courses of study, (3.) facilitating attendance of general upper secondary schools for people with vocational qualifications, (4.) enabling the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification, (5.) allowing admission to higher education on the basis of prior dual vocational training qualifications and a certain amount of work experience, and (6.) recognising prior learning as an element in higher education programmes. Our analysis shows that, recently, Germany has relied strongly on the admission to higher education based on vocational training certificates in combination with work experience. Switzerland and Austria are rather pushing the comprehensive introduction of programmes that enable the parallel acquisition of a dual vocational training qualification and a higher education entrance qualification. Finally, we raise questions about the risk of institutional ambiguity and institutional task overload}, language = {en} } @incollection{GrafLassniggPowell, author = {Graf, Lukas and Lassnigg, Lorenz and Powell, Justin J. W.}, title = {Austrian Corporatism and Gradual Institutional Change in the Relationship between Apprenticeship Training and School-based VET}, series = {The Political Economy of Collective Skill Formation}, booktitle = {The Political Economy of Collective Skill Formation}, editor = {Busemeyer, Marius R. and Trampusch, Christine}, publisher = {Oxford University Press}, address = {Oxford}, isbn = {978-0-1995-9943-1}, publisher = {Hertie School}, pages = {150 -- 178}, abstract = {Education, skill formation, and training continue to be important areas of consideration for both public policy and research. This book examines the particular types of vocational training known as collective skill formation systems, whereby the training (often firm-based apprenticeships) is collectively organized by businesses and unions with state support and cooperation in execution, finance, and monitoring. With contributions from leading academics, this book is the first to provide a comprehensive analysis of the varying historical origins of, and recent developments in, vocational training systems, offering in-depth studies on coordinated market economies, namely Germany, Austria, Switzerland, the Netherlands, and Denmark. It also contains comparative chapters that analyse how these countries react to common challenges such as deindustrialization, labour market stratification, academic drift, gender inequalities, and Europeanization. Whereas previous research has focused on the differences between various kinds of skill regimes, this book focuses on explaining institutional variety within the group of collective skill formation systems. The development of skill formation systems is regarded as a dynamic political process, dependent on the outcome of various political struggles regarding such matters as institutional design and transformations during critical junctures in historical development.}, language = {de} } @incollection{Graf, author = {Graf, Lukas}, title = {Internationalization Strategies in Higher Education Systems: A Variety of Capitalism Analytical Framework}, series = {Aspects in Varieties of Capitalism - Dynamics, Economic Crisis, New Players}, booktitle = {Aspects in Varieties of Capitalism - Dynamics, Economic Crisis, New Players}, editor = {Egbert, Henrik and Esser, Clemens}, publisher = {Lambert}, address = {Saarbr{\"u}cken}, isbn = {978-3-8383-4045-6}, publisher = {Hertie School}, pages = {203 -- 227}, language = {en} } @incollection{Graf, author = {Graf, Lukas}, title = {Germany: Stability and Change}, series = {Education in the European Union. Pre-2003 Member States}, booktitle = {Education in the European Union. Pre-2003 Member States}, editor = {Corner, Trevor}, publisher = {Bloomsbury}, address = {London}, isbn = {978-1-4725-2815-5}, publisher = {Hertie School}, pages = {125 -- 154}, language = {en} } @techreport{SolgaBrzinskyFayGrafetal., type = {Working Paper}, author = {Solga, Heike and Brzinsky-Fay, Christian and Graf, Lukas and Gresch, Cornelia and Protsch, Paula}, title = {Vergleiche innerhalb von Gruppen und institutionelle Gelingensbedingungen. Vielversprechende Perspektiven f{\"u}r die Ungleichheitsforschung}, series = {WZB Discussion Paper, No. SP I 2013-501}, journal = {WZB Discussion Paper, No. SP I 2013-501}, pages = {64}, language = {de} } @techreport{Graf, type = {Working Paper}, author = {Graf, Lukas}, title = {Duale Studieng{\"a}nge als "unerwartete" Form der institutionellen Durchl{\"a}ssigkeit zwischen Berufs- und Hochschulbildung in Deutschland}, series = {Vergleiche innerhalb von Gruppen und institutionelle Gelingensbedingungen. Vielversprechende Perspektiven f{\"u}r die Ungleichheitsforschung}, journal = {Vergleiche innerhalb von Gruppen und institutionelle Gelingensbedingungen. Vielversprechende Perspektiven f{\"u}r die Ungleichheitsforschung}, editor = {Solga, Heike and Brzinsky-Fay, Christian and Graf, Lukas and Gresch, Cornelia and Protsch, Paula}, pages = {40 -- 41}, language = {de} } @techreport{PowellCoutrotGrafetal., type = {Working Paper}, author = {Powell, Justin J. W. and Coutrot, Laurence and Graf, Lukas and Bernhard, Nadin and Kieffer, Annick and Solga, Heike}, title = {Comparing the Relationship between Vocational and Higher Education in Germany and France}, url = {http://nbn-resolving.de/urn:nbn:de:0168-ssoar-259138}, pages = {57}, abstract = {A number of European initiatives aim to create a European educational space, including vocational training and higher education. Following the logic of difference, we ask whether, despite their different institutionalization, these two sectors in France and Germany react similarly to the Europe-wide Copenhagen and Bologna processes. We compare the relationship between vocational education and training (VET) and higher education (HE), contrasting a number of influential typologies. Analyzing the current situation, we ask whether these differences in postsecondary education and training systems continue to exist.}, language = {en} } @techreport{Graf, type = {Working Paper}, author = {Graf, Lukas}, title = {Applying the Varieties of Capitalism Approach to Higher Education: A Case Study of the Internationalisation Strategies of German and British Universities}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {Expanding Work-Based Higher Education. Policy Lessons from Germany and the U.S.}, series = {HSG Fokus. Das Magazin der Universit{\"a}t St.Gallen}, volume = {3}, journal = {HSG Fokus. Das Magazin der Universit{\"a}t St.Gallen}, number = {2016}, language = {en} } @incollection{Graf, author = {Graf, Lukas}, title = {Die Governance dualer Studieng{\"a}nge}, series = {Gerechtigkeit f{\"a}ngt bei der Bildung an}, volume = {37}, booktitle = {Gerechtigkeit f{\"a}ngt bei der Bildung an}, editor = {Jungkamp, Burkhard and John-Ohnesorg, Marei}, edition = {Schriftenreihe des Netzwerk Bildung}, isbn = {978-3-95861-472-7}, publisher = {Hertie School}, pages = {60 -- 62}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {Developing Advanced Work-Based Higher Education - What Germany and the U.S. Can Learn from Each Other}, series = {AICGS Transatlantic Perspectives Series}, journal = {AICGS Transatlantic Perspectives Series}, language = {en} } @article{GrafKirsch, author = {Graf, Lukas and Kirsch, Christiane}, title = {Precarious Perspectives for Young Researchers: Luxembourg's Labor Law Restricts Development of Knowledge Society}, series = {Forum f{\"u}r Politik, Wissenschaft und Kultur}, volume = {347}, journal = {Forum f{\"u}r Politik, Wissenschaft und Kultur}, issn = {1680-2322}, pages = {17 -- 19}, language = {en} } @article{KirschGraf, author = {Kirsch, Christiane and Graf, Lukas}, title = {Karrieresackgasse f{\"u}r den wissenschaftlichen Nachwuchs in Luxemburg - Das Luxemburgische Arbeitsgesetz begrenzt die Entfaltung der Wissensgesellschaft}, series = {Luxemburger Wort}, volume = {167}, journal = {Luxemburger Wort}, number = {32}, language = {de} } @incollection{MartinGraf, author = {Martin, Cathie Jo and Graf, Lukas}, title = {Industrial Coordination and Vocational Training in the Post-industrial Age}, series = {Business Interests and the Development of the Modern Welfare State}, booktitle = {Business Interests and the Development of the Modern Welfare State}, publisher = {Routledge}, address = {New York, NY}, doi = {10.4324/9781351002394}, publisher = {Hertie School}, pages = {292 -- 313}, abstract = {This chapter suggests that one needs to look beyond national-level structures of industrial coordination to grasp how political pacts for vocational education and institutions for business-labor cooperation are being reinvented. Many believe that a revamping of vocational education for the post-industrial economy is necessary both to invest skills in services and to provide education for non-academic youth. The chapter discusses the relationship between industrial relations and vocational training, as well as challenges to the traditional governance mode in the policy spheres. It presents case studies of Denmark, Switzerland, and the United Kingdom, which are based on secondary literature, document analysis, and expert interviews. The chapter explores how institutions for industrial coordination help or hinder efforts to renew vocational education for the post-industrial economy. In contrast, successive British prime ministers from both parties routinely avow commitment to vocational training with very little effect, although apprenticeship programs exist in some sectors.}, language = {en} } @article{DiMaioGrafWilson, author = {Di Maio, Gina and Graf, Lukas and Wilson, Anna}, title = {Torn between economic efficiency and social equality? Short-track apprenticeships in Denmark, Germany and Switzerland}, series = {European Educational Research Journal}, volume = {18}, journal = {European Educational Research Journal}, number = {6}, issn = {1474-9041}, doi = {10.1177/1474904119869561}, pages = {699 -- 723}, abstract = {Educational institutions, especially those facilitating vocational education and training (VET), face the challenge of combining social goals, such as the provision of quality education for a large section of the population, with rising economic utility demands. However, we know little About how VET systems institutionalize these different demands and, further, how social and economic goals are actually institutionalized in VET. Our article aims to unpack this puzzle by analysing shorttrack dual vocational training programmes (short-tracks) in Denmark, Germany and Switzerland. These short-tracks combine on-the-job and school-based training, targeting candidates who face difficulties entering full-length dual programmes. Thus, short-tracks are prime examples of training programmes located at the nexus of economic and social demands. In our comparative institutional analysis, we bridge the political economy of collective skill formation and sociological institutionalism literatures. We find that the institutionalization of goals in VET not only differs between countries but that there is also considerable variation within national VET systems. Our analysis reveals that VET regulations, regional and sectoral standards, and the legitimization of key actors can differ greatly in their institutionalization of social and economic goals.}, language = {en} }