TY - BOOK A1 - Graf, Lukas A1 - Powell, Justin J. W. A1 - Fortwengel, Johann A1 - Bernhard, Nadine T1 - Dual Study Programmes in Global Context: Internationalisation in Germany and Transfer to Brazil, France, Qatar, Mexico and the US T1 - Duale Studiengänge im globalen Kontext: Internationalisierung in Deutschland und Transfer nach Brasilien, Frankreich, Katar, Mexiko und in die USA N2 - 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 für 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. KW - dualer Studiengang; Berufsbildung; Internationalisierung; Hochschulbildung; Bundesrepublik Deutschland; Frankreich; Brasilien; USA; Katar; Mexiko; Mobilitätsbereitschaft; akademischer Austausch; Student; Transfer Y1 - 2014 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24317 UR - https://www.alexandria.unisg.ch/243317/ SN - 978-3-87192-913-7 VL - 77 CY - Bonn ET - Deutscher Akademischer Austauschdienst: Dok & Mat ER - TY - BOOK A1 - Graf, Lukas T1 - The Hybridization of Vocational Training and Higher Education in Austria, Germany, and Switzerland N2 - 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. Y1 - 2013 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24323 SN - 978-3-86388-043-9 U6 - https://doi.org/10.3224/86388043 PB - Budrich UniPress Ltd. CY - Opladen, Berlin & Toronto ER - TY - JOUR A1 - Graf, Lukas T1 - Combined modes of gradual change: the case of academic upgrading and declining collectivism in German skill formation JF - Socio-Economic Review N2 - 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. Y1 - 2018 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24331 U6 - https://doi.org/10.1093/ser/mww044 VL - 16 IS - 1 SP - 185 EP - 205 ER - TY - JOUR A1 - Graf, Lukas T1 - Work-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher education JF - Policy and Society N2 - 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. Y1 - 2017 U6 - https://doi.org/10.1080/14494035.2017.1278872 VL - 36 IS - 1 SP - 89 EP - 108 ER - TY - JOUR A1 - Graf, Lukas A1 - Powell, Justin J.W. T1 - How Employer Interests and Investments Shape Advanced Skill Formation JF - PS: Political Science & Politics Y1 - 2017 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24359 U6 - https://doi.org/10.1017/S1049096516002936 VL - 50 IS - 2 SP - 418 EP - 422 ER - 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 - Graf, Lukas T1 - Betrieblich-hochschulbasierte Ausbildungsformen in Deutschland und den USA: Eine (Re)Konzeptualisierung JF - Zeitschrift für Pädagogik N2 - 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 stärker marktgesteuerten apprenticeships in den USA unterschieden. Diese klassische Einteilung kann allerdings die Ausbreitung betrieblich-hochschulbasierter Ausbildungsgänge, die sich in beiden Ländern beobachten lässt, nicht adäquat erfassen. Der Artikel schlägt vor diesem Hintergrund eine (Re-)Konzeptualisierung für den Vergleich von alternierenden Ausbildungsformen in Deutschland und den USA vor. Wie die institutionelle Analyse zeigt, sind zwischen den betrieblich-hochschulbasierten Ausbildungsformen der beiden Länder signifikante Ähnlichkeiten vorzufinden. Y1 - 2016 UR - https://www.alexandria.unisg.ch/publications/248555 VL - 62 IS - 3 SP - 323 EP - 339 ER - TY - JOUR A1 - Graf, Lukas T1 - The rise of work-based academic education in Austria, Germany and Switzerland. JF - Journal of Vocational Education & Training Y1 - 2016 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-24387 U6 - https://doi.org/10.1080/13636820.2015.1107749 VL - 68 IS - 1 SP - 1 EP - 16 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 T1 - Applying the Varieties of Capitalism Approach to Higher Education: Comparing the Internationalization of German and British Universities JF - European Journal of Education N2 - 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. Y1 - 2009 UR - http://onlinelibrary.wiley.com/doi/10.1111/j.1465-3435.2009.01401.x/abstract;jsessionid=1EE1484E59B48BBA1C19E68F69BB5CC5.d03t03 VL - 44 IS - 4 SP - 569 EP - 585 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 - CHAP A1 - Emmenegger, Patrick A1 - Graf, Lukas A1 - Trampusch, Christine ED - Bonoli, Lorenzo ED - Berger, Jean-Louis ED - Lamamra, Nadia T1 - La formation professionnelle selon la perspective de l’économie politique comparée: l’exemple de la Suisse T2 - Enjeux structurels, sociaux et pédagogiques de la formation professionnelle en Suisse Y1 - 2018 U6 - https://doi.org/10.33058/seismo.20722 SP - 79 EP - 101 PB - Seismo CY - Zürich ER - TY - CHAP A1 - Graf, Lukas A1 - Tröhler, Daniel T1 - Skill development at the nexus of the French and German educational models: the case of Luxembourg T2 - Re-Reading Education Policy and Practice in Small States. Issues of Size and Scale in the Emerging «Intelligent Society and Economy» Y1 - 2017 UR - https://www.peterlang.com/view/product/16604 U6 - https://doi.org/10.3726/978-3-653-02633-7 SP - 133 EP - 147 PB - Peter Lang CY - Frankfurt am Main ER - TY - CHAP A1 - Bills, D.B. A1 - Graf, Lukas A1 - Protsch, P. T1 - Vocationalism T2 - Routledge Handbook of Youth and Young Adulthood Y1 - 2017 UR - https://www.routledge.com/Routledge-Handbook-of-Youth-and-Young-Adulthood-2nd-Edition/Furlong/p/book/9781138804357 SN - 978-1-1388-0435-7 SP - 113 EP - 120 PB - Routledge CY - New York ER - TY - CHAP A1 - Graf, Lukas A1 - Powell, Justin A1 - Fortwengel, Johann A1 - Bernhard, Nadine ED - Faßhauer, Uwe ED - Severing, Eckart T1 - Die Internationalisierung dualer Ausbildungsformen im Tertiärbereich T2 - Verzahnung beruflicher und akademischer Bildung. Duale Studiengänge in Theorie und Praxis N2 - Die derzeitig rasante Expansion dualer Studiengänge wirft zunehmend die Frage nach deren systematischer Internationalisierung auf. Unsere explorative Studie beschäftigt sich deshalb mit Stand und Zukunftsperspektiven der Internationalisierung des dualen Studiums. Dabei erläutern wir Gründe für die noch relativ geringe internationale Mobilität dual Studierender ("Outgoing" and "Incoming") sowie institutionellen Gelingensbedingungen zur Förderung derselben. Welche Modelle der Internationalisierung von dualen Studiengängen gibt es? Was sind die spezifischen Barrieren bezüglich der Internationalisierung dualer Studiengänge und wie können diese überwunden werden? Experteninterviews mit Akteuren aus dem Berufsbildungs- und Hochschulbereich sowie Firmenvertreter/ -innen stehen im Zentrum der vorliegenden institutionellen Analyse. Y1 - 2017 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-25217 UR - http://orbilu.uni.lu/handle/10993/22603 SN - 978-3-7639-1183-7 U6 - https://doi.org/10.3278/111-080w SP - 97 EP - 114 PB - Bertelsmann CY - Bielefeld ER - TY - CHAP A1 - Bernhard, Nadine A1 - Graf, Lukas A1 - Powell, Justin ED - Dietzen, Agnes ED - Powell, Justin ED - Bahl, Anke ED - Lassnigg, Lorenz T1 - Stratifizierung von Berufs- und Hochschulbildung in Europa: Deutschland und Frankreich im Spiegel klassischer Vergleichsstudien T2 - Soziale Inwertsetzung von Wissen, Erfahrung und Kompetenz in der Berufsbildung KW - vocational education, vocational training, Germany, France, comparison, typology Y1 - 2015 UR - https://www.researchgate.net/publication/278677275_Stratifizierung_von_Berufs-_und_Hochschulbildung_in_Europa_Deutschland_und_Frankreich_im_Spiegel_klassischer_Vergleichsstudien SN - 978-3-7799-1591-1 SP - 144 EP - 159 PB - Beltz Juventa CY - Weinheim ER - TY - BOOK A1 - Banscherus, Ulf A1 - Bernhard, Nadine A1 - Graf, Lukas T1 - Durchlässigkeit als mehrdimensionale Aufgabe. Bedingungen für flexible Bildungsübergänge N2 - Ein institutionell durchlässiges Bildungssystem ist … eine grundlegende Voraussetzung für die Ermöglichung flexibler Bildungsbiographien und damit auch die Verwirklichung von gleichen Bildungschancen. Aber wie kann institutionelle Durchlässigkeit zwischen beruflicher und akademischer Bildung in Deutschland gefördert werden? Und wie kann dafür Sorge getragen werden, dass trotz einer Flexibilisierung die jeweilige Kernlogik von beruflicher und akademischer Bildung aufrecht erhalten wird, die von vielen Akteuren in ihrer Komplementarität als Träger eines erfolgreichen Bildungssystems gesehen werden? In dieser Expertise werden … die Teildimensionen institutioneller Durchlässigkeit genauer betrachtet: (I.) Zugang in Bildungsbereiche, (II.) Anrechnung von Erlerntem, (III.) organisationale Verbindung von Bildungsbereichen und (IV.) Umgang mit heterogenen Bedürfnissen (Abschnitt 2). Im nächsten Schritt wird ein Überblick über wichtige Initiativen und Regelungen zu Durchlässigkeit in Deutschland gegeben (Abschnitt 3). Es folgt eine kurze Vorstellung des methodischen Vorgehens und Begründung der Fallauswahl (Sektion 4.1). Darauf aufbauend werden drei (über-)regionale Initiativen, in denen Durchlässigkeit zwischen Berufs- und Hochschulbildung innovativ gefördert wird, genauer vorgestellt und analysiert. Dabei handelt es sich um die "Offene Hochschule Niedersachsen", die Duale Hochschule Baden-Württemberg und den Modellversuch "Duale Berufsausbildung mit Abitur in Sachsen" (DuBAS) (Abschnitt 4). Übergeordnetes Ziel ist es, anhand des Überblicks über durchlässigkeitsfördernde Programme, aber insbesondere auch durch die vertiefende Darstellung der regionalen Fallstudien, mögliche Bedingungen für erfolgreiche Durchlässigkeitsstrukturen zwischen Berufs- und Hochschulbildung, aber auch Barrieren zu identifizieren und daraus relevante Schlussfolgerungen abzuleiten (Abschnitt 5). (DIPF/Orig.) KW - Durchlässigkeit; Berufsbildung; Hochschulbildung; Soziale Ungleichheit; Hochschulorganisation; Berufsbildungssystem; Institutionalisierung; Deutschland Y1 - 2016 UR - https://nbn-resolving.org/urn:nbn:de:kobv:b1570-opus4-25171 UR - http://nbn-resolving.de/urn:nbn:de:0111-pedocs-122275 PB - Friedrich-Ebert-Stiftung CY - Berlin ER - TY - JOUR A1 - Graf, Lukas A1 - Gardin, Matias T1 - Transnational skills development in post-industrial knowledge economies: the case of Luxembourg and the Greater Region JF - Journal of Education and Work N2 - 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. KW - Keywords: Education and skill formation, transnationalisation, Luxembourg, welfare state, varieties of capitalism Y1 - 2018 U6 - https://doi.org/10.1080/13639080.2017.1408954 VL - 31 IS - 1 SP - 1 EP - 15 ER -