@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} }