@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} }