@incollection{Graf, author = {Graf, Lukas}, title = {Country Size and Educational Change: Comparing Reforms of Skill Formation in Germany and Switzerland}, series = {Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training, Muttenz and Bern online, 8. - 9. April 2021}, booktitle = {Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training, Muttenz and Bern online, 8. - 9. April 2021}, doi = {10.5281/zenodo.4608711}, publisher = {Hertie School}, abstract = {This conference paper argues that country size can play a crucial role in shaping the type of gradual change observed in collective skill formation systems. Collectively governed dual-apprenticeship training has its base in the industrial and crafts sectors of the economy and builds on the decentralized cooperation of multiple public and private stakeholders. As a result, it tends to be strongly path dependent, which favours gradual over radical forms of change. However, in recent years, dual-apprenticeship training has been increasingly challenged by the rise of the knowledge and service economy and the growing popularity of academic forms of education. In this context, I compare policy responses in Switzerland and Germany, which represent one small and one large collective skill formation system respectively. The historical-institutionalist analysis finds that the dominant trajectory of change is conversion in Switzerland but layering in Germany, with different implications for the future viability of collective skill formation.}, language = {en} } @inproceedings{GrafLohseEppingetal., author = {Graf, Lukas and Lohse, Anna Prisca and Epping, Elisabeth and Garcia Miramon, Fiorentina}, title = {Conferences and international collaboration revisited in times of the coronavirus: Experiences from a digital transition and lessons for the future}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-38968}, abstract = {"Everything was booked and ready to go for a two-day scientific workshop on education policies in Europe, scheduled for April 23-24, 2020 at the Hertie School in Berlin. The workshop intended to take stock of developments at the European, national and sub-national levels given the European Union's wrap up of its decade-long Education \& Training 2020 strategy (ET 2020), a framework for cooperation in education and training. However, on March 12, we had to cancel the physical meeting on short notice due to the coronavirus crisis. In the following, we share our experiences with the subsequent transition to an alternative online workshop format that took place on April 23, involving 25 participants from 10 countries, and 16 paper presentations. After sketching the workshop's virtual setup, we discuss strengths, weaknesses, and challenges related to this digital transition. Furthermore, we explore the prospects of such online for-mats for future academic conferences and networking."}, language = {en} } @article{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Conditions for cross-border policy transfer and cooperation: Analysing differences between higher education and vocational training}, series = {Research in Comparative and International Education}, volume = {16}, journal = {Research in Comparative and International Education}, number = {4}, doi = {10.1177/17454999211057747}, pages = {361 -- 383}, abstract = {Against the backdrop of an increasingly interconnected world as well as the growing role of inter- and supranational organizations, policy transfer has become a widespread phenomenon, not least in the realm of education. While policy transfer research has focused predominantly on isolated education sectors, less is known about the overall institutional conditions that favour or inhibit policy movement in different education sectors. We argue that the conditions for cross-border policy synthesis, as a central form of policy transfer, differ systematically between the two main education sectors preparing for labour market entry, namely higher education (HE) and vocational education and training (VET). Taking the case of the cross-border region of France, Germany and Switzerland as an example, the institutional analysis shows that demand-side, programmatic, contextual and application conditions are more favourable towards cross-border policy synthesis in HE than VET.}, language = {en} } @incollection{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Advanced Skill Formation between Vocationalization and Academization: The Governance of Professional Schools and Dual Study Programs in Germany}, series = {Studies in Vocational and Continuing Education. Governance Revisited - Challenges and Opportunities for Vocational Education and Training}, booktitle = {Studies in Vocational and Continuing Education. Governance Revisited - Challenges and Opportunities for Vocational Education and Training}, editor = {B{\"u}rgi, Regula and Gonon, Philipp}, publisher = {Peter Lang}, address = {Lausanne}, isbn = {9783034343824}, issn = {2235-7327}, publisher = {Hertie School}, pages = {215 -- 242}, abstract = {Global trends, such as an ever-rising service economy, rapid technological change and digitalization, challenge skill formation systems. Focussing on European countries, this edited volume examines the variety of European VET governance and VET governance research. In particular, it provides insights into regional, local and decentralized governance at meso (e.g. professional associations) as well as micro level (e.g. learning arrangements). As such, the edited volume sheds light on the hitherto far less explored dimensions of VET governance and highlights challenges as well as opportunities in VET governance in the 21st century.}, language = {en} } @techreport{GrafBernhardBanscherus, type = {Working Paper}, author = {Graf, Lukas and Bernhard, Nadine and Banscherus, Ulf}, title = {Bedingungen f{\"u}r flexible {\"U}berg{\"a}nge zwischen beruflicher und akademischer Bildung}, series = {Hertie Policy Briefs}, journal = {Hertie Policy Briefs}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-41611}, abstract = {Die mangelnde Durchl{\"a}ssigkeit zwischen Berufs- und Hochschulbildung ist in den letzten Jahren bundesweit zu einem bildungspolitischen Kernthema geworden. Um den neuen Anforderungen der Arbeitswelt sowie individuellen Bed{\"u}rfnissen gerecht zu werden, m{\"u}ssen die {\"U}berg{\"a}nge im Bildungssystem erleichtert werden. Dieser Policy brief identifiziert m{\"o}gliche Bedingungen f{\"u}r die erfolgreiche Etablierung durchl{\"a}ssiger Strukturen zwischen Berufs- und Hochschulbildung und leitet daraus konkrete Politikempfehlungen ab.}, language = {de} } @article{Graf, author = {Graf, Lukas}, title = {Leveraging Regional Differences and Cross-border Collective Institutions: The Case of Skill Formation and Employment in the Border Region of France, Germany, and Switzerland}, series = {Swiss Political Science Review}, volume = {27}, journal = {Swiss Political Science Review}, number = {2}, issn = {1662-6370}, doi = {10.1111/spsr.12442}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-40302}, pages = {369 -- 389}, abstract = {European cross-border regions often display substantial political and economic activity. A key example is the French-German-Swiss Upper Rhine region, where three distinct national governance models come together. In this dynamic cross-border industry cluster, traditional political-administrative units often do not meet the functional needs of employers and (future) employees. This comparative institutional analysis refers to Varieties of Capitalism and Local Production Systems perspectives to explore the operations of this cluster. It finds two main patterns through which education and training are embedded in the cross-border context: on the one hand, the leveraging of distinct institutional advantages in the different parts of the region and, on the other, the creation of cross-border collective competition goods in the form of jointly provided educational institutions. Through these two strategies, local actors within the cross-border industry cluster can turn their peripheral location into an institutional advantage.}, subject = {-}, language = {en} } @techreport{GrafBernhardBanscherus, type = {Working Paper}, author = {Graf, Lukas and Bernhard, Nadine and Banscherus, Ulf}, title = {Conditions for flexible transitions between vocational and academic education}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-41094}, abstract = {The lack of permeability between the vocational and the higher education systems has become a central concern of education policy in recent years. To meet the demands of a modern work environment as well as the needs of individual workers, the transition between the different education sectors must be facilitated. This policy brief identifies conditions necessary to successfully establish permeable structures between the vocational and the higher education systems in Germany and derives specific policy recommendations from this.}, language = {en} } @article{GrafStrebelEmmenegger, author = {Graf, Lukas and Strebel, Alexandra and Emmenegger, Patrick}, title = {State-led bricolage and the extension of collective governance: Hybridity in the Swiss skill formation system}, series = {Regulation \& Governance}, journal = {Regulation \& Governance}, issn = {1748-5991}, doi = {10.1111/rego.12436}, abstract = {This paper explores the extension of collective governance to sectors without collective governance tradition. We introduce the concept of state-led bricolage to analyze the expansion of the Swiss apprenticeship training system - in which employer associations fulfill core collective governance tasks - to economic sectors in which training had previously followed a school-based and state-oriented logic. In deindustrializing societies, these sectors are key for the survival of collectively governed training systems. Through a mixed-methods analysis, we examine the reform process that led to the creation of new intermediary organizations that enable collective governance in these sectors. In addition, we compare the organizational features of these organizations with the respective organizations in the traditional crafts and industry sectors. We find that the new organizations result from state-led bricolage. They are hybrid organizations that reflect some of the bricoleur's core policy goals and critically build on the combination of associational and state-oriented institutional logics.}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {How country size matters for institutional change: comparing skill formation policies in Germany and Switzerland}, series = {Comparative Education}, journal = {Comparative Education}, doi = {10.1080/03050068.2021.1961354}, abstract = {This paper argues that country size can play a crucial role in shaping the type of gradual change observed in collective skill formation systems. Collectively governed dual-apprenticeship training has its base in the industrial and crafts sectors of the economy and builds on the decentralised cooperation of multiple public and private stakeholders. As a result, it tends to be strongly path dependent, which favours gradual over radical forms of change. However, in recent years, dual-apprenticeship training has been increasingly challenged by the rise of the knowledge and service economy and the growing popularity of academic forms of education. In this context, I compare policy responses in Switzerland and Germany, which represent one small and one large collective skill formation system, respectively. The historical-institutionalist analysis finds that the dominant trajectory of change is conversion in Switzerland but layering in Germany, with different implications for the future viability of collective skill formation.}, language = {en} } @incollection{EmmeneggerGrafStrebel, author = {Emmenegger, Patrick and Graf, Lukas and Strebel, Alexandra}, title = {Die Rolle der Gewerkschaften in der Berufsbildung: Ein Vergleich Deutschlands und der Schweiz}, series = {Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung}, booktitle = {Transformationen von Arbeit, Beruf und Bildung in internationaler Betrachtung}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-32682-1}, doi = {10.1007/978-3-658-32682-1_4}, publisher = {Hertie School}, pages = {61 -- 78}, abstract = {In unserem Beitrag untersuchen wir die Rolle der Gewerkschaften in der Berufsbildung. Dabei zeigen wir, dass in Deutschland den Gewerkschaften eine starke (parit{\"a}tische) Rolle zukommt. Deutlich schw{\"a}cher ist die Stellung der Gewerkschaften hingegen im schweizerischen System, in welchem Arbeitgeberinteressen Vorrang gegeben wird. Unsere historisch-vergleichende Analyse geht den Gr{\"u}nden f{\"u}r die jeweilige Rolle der Gewerkschaften in Deutschland und der Schweiz nach. Unterschiede im nationalen institutionellen Rahmen sowie in den Machtressourcen der entsprechenden Gewerkschaftsbewegungen sind massgeblich daf{\"u}r verantwortlich, dass in Deutschland und in der Schweiz nach dem Ersten Weltkrieg unterschiedliche Entwicklungspfade eingeschlagen wurden.}, language = {de} } @incollection{GrafPowell, author = {Graf, Lukas and Powell, Justin J.W.}, title = {The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries?}, series = {Equity and Access to High Skills through Higher Vocational Education}, booktitle = {Equity and Access to High Skills through Higher Vocational Education}, editor = {Knight, Elizabeth and Bathmaker, Ann-Marie and Moodie, Gavin and Orr, Kevin and Webb, Susan and Wheelahan, Leesa}, publisher = {Palgrave}, address = {London}, doi = {10.1007/978-3-030-84502-5_7}, publisher = {Hertie School}, pages = {125 -- 144}, abstract = {Higher education is typically viewed as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their families paying ever-higher tuition fees, question the taken-for-granted contributions higher education makes to individuals and society. While participation rates have climbed worldwide, higher education systems continue to produce winners and losers. In the face of such challenges globally, which alternatives exist? A prominent possibility, pioneered in Germany, is 'dual study' programmes. These programmes fully integrate phases of higher education study and paid work in firms, illustrating how employer interests and investments are (re)shaping advanced skill formation. Co-developed and co-financed by employers, they could ameliorate the global trend towards saddling students with ever-higher education costs and student debt. Grounded in neo-institutional analysis, expert interviews, and document analysis, we analyse the genesis and rapid expansion of dual study programmes, emphasizing the role of employer interests and highlighting distributional conflicts in the new politics of advanced skill formation. Furthermore, we discuss lessons other countries might glean from a new form of work-based higher education in Germany. Reference: Graf, L./Powell, J.J.W. (2022) The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries? In: Knight, E./Bathmaker, A-M./Moodie, G./Orr, K./Webb, S./Wheelahan, L. (Eds.) Equity and Access to High Skills through Higher Vocational Education. London, Palgrave, 125-144.}, language = {en} } @article{EmmeneggerGrafStrebel, author = {Emmenegger, Patrick and Graf, Lukas and Strebel, Alexandra}, title = {Social versus liberal collective skill formation systems? A comparative-historical analysis of the role of trade unions in German and Swiss VET}, series = {European Journal of Industrial Relations}, volume = {26}, journal = {European Journal of Industrial Relations}, number = {3}, publisher = {SAGE Publications}, address = {Sage UK: London, England}, issn = {0959-6801}, doi = {10.1177/0959680119844426}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:b1570-opus4-35805}, pages = {263 -- 278}, abstract = {We distinguish between social and liberal collective skill formation systems and demonstrate that the German VET system is a social system with a strong (parity) role for trade unions in its governance. In contrast, unions play a considerably weaker role in the more liberal Swiss system, which privileges employers' interests. We show that the different position of unions in VET systems has the expected consequences on a range of indicators. We further examine why unions are less important in Switzerland and show how, after the First World War, differences in the institutional environment and power resources of the union movements set Germany and Switzerland on different paths, which are still visible today.}, subject = {-}, language = {en} } @article{StrebelEmmeneggerGraf, author = {Strebel, Alexandra and Emmenegger, Patrick and Graf, Lukas}, title = {New Interest Associations in a Neo-Corporatist System: Adapting the Swiss Training System to the Service Economy}, series = {British Journal of Industrial Relations}, journal = {British Journal of Industrial Relations}, doi = {10.1111/bjir.12581}, abstract = {Collective skill formation systems need to adapt to economic change, most notably the expansion of the service economy. However, deeply anchored in the craft and industrial sectors, these systems rely on neo-corporatist institutions to undergird firms' training provision, which are often missing in the service sector. We show that Switzerland's voluntaristic approach to interest intermediation provided the flexibility needed to extend vocational training to economic sectors without neo-corporatist institutions. Yet, these adaptations resulted in the emergence of interest associations characterised by low levels of generalisability and governability. These new associations co-exist with neo-corporatist ones, rendering the overall training system surprisingly heterogeneous.}, language = {en} } @incollection{BernhardGraf, author = {Bernhard, Nadine and Graf, Lukas}, title = {Enhancing Permeability through Cooperation: The Case of Vocational and Academic Worlds of Learning in the Knowledge Economy}, series = {Collective Skill Formation in the Knowledge Economy}, booktitle = {Collective Skill Formation in the Knowledge Economy}, editor = {Bonoli, Giuliano and Emmenegger, Patrick}, publisher = {Oxford University Press}, address = {Oxford}, isbn = {9780192866257}, publisher = {Hertie School}, pages = {281 -- 307}, abstract = {Interest in collective skill formation systems has been high for a long time, but recent structural economic and societal developments have led commentators to question their viability. In particular, the shift towards a knowledge economy creates a number of challenges for these highly praised systems of vocational training. These challenges relate to the growing importance of knowledge intensive production in advanced economies and with the accelerated pace of change due to innovation and globalization. What is more, these issues are compounded by coinciding developments in growing inequality and the emergence of multicultural societies. Can collective skill formation systems adapt fast enough to the needs of the knowledge economy? Can they continue to be as successful as they have been in the past in integrating youth in the labour market? Will employers be willing to participate in the delivery of vocational training in this new context? In this book, a world class team of leading experts on collective skill formation systems provide a thorough discussion of these and other questions raised by the shift to a knowledge economy. The book argues that collective skill formation systems remain attractive for firms and governments. However, continuous and profound adjustments will be needed if they are to fulfil their objectives in terms of equity and efficiency.}, language = {en} } @article{GrafMarques, author = {Graf, Lukas and Marques, Marcelo}, title = {Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships}, series = {Journal of Education Policy}, journal = {Journal of Education Policy}, doi = {10.1080/02680939.2022.2097317}, abstract = {While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model.}, language = {en} } @incollection{GrafLohse, author = {Graf, Lukas and Lohse, Anna Prisca}, title = {Analyzing Vocational Education and Training Systems through the Lens of Political Science.}, series = {Internationales Handbuch der Berufsbildung. Vergleichende Berufsbildungsforschung - Ergebnisse und Perspektiven aus Theorie und Empirie. Jubil{\"a}umsausgabe des Internationalen Handbuchs der Berufsbildung.}, volume = {56}, booktitle = {Internationales Handbuch der Berufsbildung. Vergleichende Berufsbildungsforschung - Ergebnisse und Perspektiven aus Theorie und Empirie. Jubil{\"a}umsausgabe des Internationalen Handbuchs der Berufsbildung.}, editor = {Grollmann, Philipp and Frommberger, Dietmar and Deißinger, Thomas and Lauterbach, Uwe and Pilz, Matthias and Schr{\"o}der, Thomas and Sp{\"o}ttl, Georg}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen}, isbn = {978-3-8474-2676-9, 978-3-96208-334-2}, publisher = {Hertie School}, pages = {123 -- 141}, abstract = {Seit 1995 werden im Internationalen Handbuch der Berufsbildung (IHBB) wissenschaftliche L{\"a}nderstudien zu den weltweiten Berufsbildungssystemen publiziert. Das IHBB ist ein Standardwerk f{\"u}r diejenigen, die sich f{\"u}r die Berufsbildung in anderen L{\"a}ndern interessieren. Dieser Jubil{\"a}umsband zum 25-j{\"a}hrigen Bestehen des IHBB stellt aktuelle Befunde zu unterschiedlichen Themen und Fragestellungen aus der Vergleichenden Berufsbildungsforschung vor. Die Vergleichende Berufsbildungsforschung zielt darauf ab, Merkmale und Prinzipien der Berufsbildung in verschiedenen nationalen und kulturellen Kontexten zu beschreiben, zu verstehen und zu erkl{\"a}ren. Deutlich st{\"a}rker als die allgemeine oder hochschulische Bildung ist die Berufsbildung aus internationaler Perspektive von großen Unterschieden gepr{\"a}gt. Doch zugleich kann die Annahme formuliert werden, dass sich die Merkmale und Prinzipien der Berufsbildung im Zuge der wachsenden Globalisierung, Internationalisierung und Europ{\"a}isierung tendenziell ann{\"a}hern - wie in anderen gesellschaftlichen Teilsystemen auch. Der Blick auf die Berufsbildung erfolgt aus diversen wissenschaftlichen Perspektiven, aus Erziehungs- und Berufsbildungswissenschaft, Politikwissenschaft, Soziologie und Betriebswirtschaftslehre. Mit dieser Auswahl wird einem inter- und multidisziplin{\"a}ren Verst{\"a}ndnis Vergleichender Berufsbildungsforschung Rechnung getragen. Der vorliegende Sammelband schließt damit den Kreis zu den Beitr{\"a}gen zu Methoden und Theorien des Vergleichs aus der Anfangszeit des Handbuchs.}, language = {en} } @article{Graf, author = {Graf, Lukas}, title = {Conflictual and consensual class relations in collective governance: Comparing the expansion of short apprenticeships in Germany and Switzerland}, series = {Social Policy \& Administration}, journal = {Social Policy \& Administration}, issn = {1467-9515}, doi = {10.1111/spol.12875}, abstract = {Collective skill formation builds on a long tradition of cooperation between state actors, unions, and employer associations. As such, it can be considered strongly path-dependent, which also refers to deeply institutionalized arrangements reconciling economic and social objectives across public and private actors. Yet, given structural changes in the economy and crises on the training market, dual apprenticeship training has been increasingly challenged to maintain its balance between economic and social objectives. In this context, I analyse the expansion of short-track dual apprenticeship training, which represents a lower-cost, lower-qualification variant of traditional dual apprenticeships in Germany and Switzerland. In these countries—both of which are core examples of collective skill formation systems—such short-tracks were expanded starting in the early 2000s. However, German unions have heavily opposed this expansion, while Swiss unions have actively supported it. I carry out a comparative historical-institutional analysis to address this puzzle and unpack the respective change processes. Focussing on the dominant governance modes, I find that in Switzerland, the expansion of short-tracks is linked to path reinforcement in terms of a liberal corporatist system characterized by polite employer domination. In contrast, in Germany I observe that the developments around short-tracks are associated with a path switch from a social to a more liberal collective skill formation arrangement but one that is linked to rather 'hostile' employer domination.}, language = {en} } @article{GrafRohdeLiebenau, author = {Graf, Lukas and Rohde-Liebenau, Judith}, title = {Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships}, series = {European Educational Research Journal}, journal = {European Educational Research Journal}, doi = {10.1177/14749041221148282}, language = {en} } @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} } @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} } @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} } @article{StrebelEmmeneggerGraf, author = {Strebel, Alexandra and Emmenegger, Patrick and Graf, Lukas}, title = {Die vielen Motoren der Berufsbildung}, series = {Governance der Berufsbildung: Eine systematische Analyse der Organisationen der Arbeitswelt. SGAB Newsletter, 1.}, journal = {Governance der Berufsbildung: Eine systematische Analyse der Organisationen der Arbeitswelt. SGAB Newsletter, 1.}, abstract = {Die Organisationen der Arbeitswelt sind f{\"u}r die Berufsbildung unverzichtbar - sie sind die Motoren der Berufsbildung. Das vom SBFI unterst{\"u}tzte Leading House GOVPET: Governance in Vocational and Professional Education and Training hat nun erstmals umfassende Daten {\"u}ber die OdA erhoben und ausgewertet. Sie zeigt, dass sich seit der Berufsbildungsreform von 2002 die Anzahl spezialisierter Berufsbildungsorganisationen stark erh{\"o}ht hat. Diese vereinen oftmals heterogene Mitglieder oder Tr{\"a}ger und unterschieden sich in vielen Aspekten von traditionellen Unternehmensverb{\"a}nden, Berufsverb{\"a}nden und Arbeitnehmerverb{\"a}nden.}, language = {de} } @article{DiMaioGrafWilson, author = {Di Maio, Gina and Graf, Lukas and Wilson, Anna}, title = {Embedded flexibilization and polite employer domination: the case of short‑track apprenticeships in Switzerland}, series = {Empirical Research in Vocational Education and Training}, volume = {12}, journal = {Empirical Research in Vocational Education and Training}, number = {2}, issn = {18776337, 18776345}, doi = {10.1186/s40461-020-00088-7}, pages = {1 -- 21}, abstract = {Liberalization pressures challenge countries to adapt their training systems. This is particularly relevant for coordinated market economies with firm-driven but collectively governed apprenticeship systems. Recent literature has identified different liberalization trajectories for these countries. For instance, segmentalism describes the increasing influence of large employers in Germany. In Denmark, state agencies manage increased flexibility in training through embedded flexibilization. In this paper, we identify a new form of embedded flexibilization, characterized by polite employer domination. We find this trajectory of liberalization in Switzerland, which represents another training system heavily based on firm involvement. We illustrate our argument with the example of short-track apprenticeship training, which has been expanded in all three mentioned countries in response to ongoing liberalization and deindustrialization pressures. In Switzerland, the relevant reform was initiated by the state while business adopted a rather passive role initially. Yet, state actors eventually stepped back and delegated key competences to employers, which implies that the employers' camp asserted their interests in the end while tolerating some concessions for the benefit of disadvantaged groups. Our process tracing reveals that policy makers used layering to implement short-tracks that enhance social inclusion, while simultaneously increasing the scope of employer cooperation.}, language = {en} } @article{GrafTroehler, author = {Graf, Lukas and Tr{\"o}hler, Daniel}, title = {Cross-border skill formation and institutional bricolage: the case of Luxembourg and its neighbors}, series = {Borders and Cross-Border Labor Markets: Opportunities and Challenges}, volume = {3}, journal = {Borders and Cross-Border Labor Markets: Opportunities and Challenges}, edition = {Borders in perspective - thematic issue}, publisher = {UniGR-CBS}, address = {Trier}, doi = {10.25353/ubtr-xxxx-d64d-92a8}, pages = {23 -- 33}, abstract = {The core argument of this paper is that Luxembourg's location between the larger European nations of France and Germany is constitutive of skill development in this small state. On the one hand, Luxembourg continuously borrows educational models and principles from its two large(r) neighbors - which both represent major European models of skill formation. Thus, in Luxembourg's skill formation system, ele-ments from these two 'big' states get 'mixed,' although they are not necessarily complementary. On the other hand, Luxembourg compensates for its small size through impressive levels of cross-border activity with neighboring subnational regions in France, Germany, and Belgium - including in the cross-border provision of training. It does this through institutional bricolage and direct cooperation with neighboring countries - in this way significantly enlarging the scope and capacities of its national education system.}, language = {en} } @incollection{Graf, author = {Graf, Lukas}, title = {Skill formation in cross-border contexts: The case of the trinational Upper Rhine region}, series = {Comparative Vocational Education Research. Enduring Challenges and New Ways Forward}, booktitle = {Comparative Vocational Education Research. Enduring Challenges and New Ways Forward}, publisher = {Springer VS}, address = {Wiesbaden}, isbn = {978-3-658-29923-1 (Print); 978-3-658-29924-8 (Online)}, doi = {10.1007/978-3-658-29924-8_8}, publisher = {Hertie School}, pages = {131 -- 147}, abstract = {Cross-border regions display significant economic, political, and cultural cooperation and represent a central feature of Europe — not least as innovation labs for the European integration project. A key example is the trinational French-German-Swiss Upper Rhine region. Each of the respective bordering countries displays a specific mode of regulation in VET. How do actors govern vocational education and training (VET) in this dynamic industry cluster in which distinct national political-administrative units do not overlap with the functional needs of employers and (future) employees? Relying on expert interviews and document analysis, this chapter offers a novel comparison of the respective subnational units within each cross-border region. The institutional study finds a key pattern through which skill formation is institutionalised within the cross-border context: the leveraging of complementarities between distinct educational institutions. In combining the specific strengths of different national skills regimes, VET stakeholders in cross-border regions are in a position to enlarge the scope and capacities of their skill regime far beyond national borders.}, language = {en} } @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} } @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} }