TY - JOUR A1 - Graf, Lukas A1 - Powell, Justin J.W. A1 - Fortwengel, Johann A1 - Bernhard, Nadine T1 - Integrating International Student Mobility in Work-based Higher Education: The Case of Germany JF - Journal of Studies in International Education N2 - 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. Y1 - 2017 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24361 U6 - https://doi.org/10.1177/1028315316687010 VL - 21 IS - 2 SP - 156 EP - 169 ER - TY - JOUR A1 - Powell, Justin J.W. A1 - Bernhard, Nadine A1 - Graf, Lukas T1 - The Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes JF - Sociology of Education N2 - 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. Y1 - 2012 UR - http://orbilu.uni.lu/handle/10993/4918 U6 - https://doi.org/10.1177/0038040711427313 VL - 85 IS - 3 SP - 240 EP - 258 ER - TY - JOUR A1 - Powell, Justin J.W. A1 - Graf, Lukas A1 - Bernhard, Nadine A1 - Coutrot, Laurence A1 - Kieffer, Annick T1 - The Shifting Relationship between Vocational and Higher Education in France and Germany: towards convergence? JF - European Journal of Education N2 - 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. Y1 - 2012 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24404 U6 - https://doi.org/10.1111/j.1465-3435.2012.01534.x SN - 0141-8211 VL - 47 IS - 3 SP - 405 EP - 423 ER - TY - JOUR A1 - Powell, Justin J.W. A1 - Bernhard, Nadine A1 - Graf, Lukas T1 - Amerikanisierung oder Europäisierung der (Aus-) Bildung? Die Bologna- und Kopenhagen-Prozesse und das neue europäische Modell der Hochschul- und Berufsbildung JF - Kölner Zeitschrift für Soziologie und Sozialpsychologie (KZfSS) N2 - Die USA, Deutschland, Frankreich und Grossbritannien stehen für jeweils unterschiedliche sowie international viel beachtete Modelle der Hochschul- und Berufsbildung. Es gibt keinen globalen Konsens darüber, welche Kriterien für den Erfolg nationaler Bildungssysteme gelten oder welchem Vorbild gefolgt werden soll. Gegenwärtige europäische Reformen, wie die Bologna- und der Kopenhagen-Prozesse, sollen die Wettbewerbsfähigkeit Europas im Vergleich zu den USA erhöhen. Doch auf welchen zentralen Vorstellungen basiert das in diesen Prozessen verbreitete, im Entstehen begriffene europäische Bildungsmodell? Mit einer Inhaltsanalyse europäischer Dokumente (Deklarationen und Kommuniqués) 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. Y1 - 2012 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24414 U6 - https://doi.org/10.1007/978-3-658-00120-9_19 VL - 52 SP - 437 EP - 458 ER - TY - JOUR A1 - Graf, Lukas A1 - Powell, Justin J.W. A1 - Bernhard, Nadine T1 - Transferpotenziale des deutschen dualen Studiums. Eine Bestimmung zentraler Faktoren anhand der Fallstudien Brasilien und Frankreich JF - Berufsbildung in Wissenschaft und Praxis (BWP) Y1 - 2014 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24434 UR - https://www.bibb.de/veroeffentlichungen/de/bwp/show/7463 IS - 6 SP - 22 EP - 25 ER - TY - JOUR A1 - Bernhard, Nadine A1 - Graf, Lukas A1 - Powell, Justin J. W. T1 - Wenn sich Bologna und Kopenhagen treffen - Erhöhte Durchlässigkeit zwischen Berufs- und Hochschulbildung JF - WZB Mitteilungen Y1 - 2010 UR - http://hdl.handle.net/10993/4880 VL - 130 SP - 26 EP - 29 ER -