TY - JOUR A1 - Graf, Lukas T1 - Critic of Amy Gutmann - The Constructive Potential of Communitarian Values for Liberalism JF - Sic et Non - Zeitschrift für Philosophie und Kultur N2 - 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. Y1 - 2005 UR - https://nbn-resolving.org/http://sicetnon.org/index.php/sic/article/view/153 SN - 1431-2395 VL - 1 SP - 7 ER - TY - JOUR A1 - Graf, Lukas T1 - Theories of Knowledge - Is a Naturalised Epistemology Bound to Leave Unanswered Some Important Epistemological Questions? JF - Tabula Rasa - Jenenser Zeitschrift für kritisches Denken Y1 - 2005 UR - http://hdl.handle.net/10993/5937 SN - 0947-8485 VL - 21 IS - 1 ER - TY - CHAP A1 - Bathmaker, Ann-Marie A1 - Graf, Lukas A1 - Orr, Kevin A1 - Powell, Justin A1 - Webb, Sue A1 - Wheelahan, Leesa ED - Nägele, Christof ED - Barbara E., Stalder T1 - Higher level vocational education: The route to high skills and productivity as well as greater equity? An international comparative analysis T2 - Trends in vocational education and training research. Proceedings of the European Conference on Educational Research 2018 N2 - 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. KW - higher vocational education, equity, higher level skills, comparison Y1 - 2018 U6 - https://doi.org/10.5281/zenodo.1319718 SP - 53 EP - 60 PB - Vocational Education and Training Network (VETNET) CY - Bolzano ER - TY - CHAP A1 - Bernhard, Nadine A1 - Graf, Lukas A1 - Powell, Justin J. W. ED - Amos, Karin ED - Schmid, Josef ED - Schrader, Josef ED - Thiel, Ansgar T1 - Auswirkungen des neuen europäischen Bildungsmodells auf die Verknüpfung zwischen Berufs- und Hochschulbildung in Deutschland, Österreich und Frankreich T2 - Europäischer Bildungsraum. Europäisierungsprozesse in Bildungspolitik und Bildungspraxis KW - vocational training ; higher education ; Europe ; Germany ; France ; Austria ; Europeanization ; Bologna process ; Copenhagen process Y1 - 2013 UR - http://hdl.handle.net/10993/11423 SN - 978-3-8487-0841-3 SP - 175 EP - 192 PB - Nomos CY - Baden-Baden ER - TY - CHAP A1 - Ebner, Christian A1 - Graf, Lukas A1 - Nikolai, Rita ED - Michael, Windzio T1 - New Institutional Linkages between Dual Vocational Training and Higher Education - A Comparative Analysis of Germany, Austria, and Switzerland T2 - Integration and Inequality in Education Institutions N2 - 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 KW - Dual vocational training, Higher education, Permeability, Institutional change Y1 - 2013 UR - https://link.springer.com/chapter/10.1007/978-94-007-6119-3_14 SN - 978-94-007-6118-6 U6 - https://doi.org/10.1007/978-94-007-6119-3_14 SP - 281 EP - 298 PB - Springer CY - Dordrecht ER - TY - CHAP A1 - Graf, Lukas A1 - Lassnigg, Lorenz A1 - Powell, Justin J. W. ED - Busemeyer, Marius R. ED - Trampusch, Christine T1 - Austrian Corporatism and Gradual Institutional Change in the Relationship between Apprenticeship Training and School-based VET T2 - The Political Economy of Collective Skill Formation N2 - 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. Y1 - 2012 SN - 978-0-1995-9943-1 SP - 150 EP - 178 PB - Oxford University Press CY - Oxford ER - TY - CHAP A1 - Graf, Lukas ED - Egbert, Henrik ED - Esser, Clemens T1 - Internationalization Strategies in Higher Education Systems: A Variety of Capitalism Analytical Framework T2 - Aspects in Varieties of Capitalism - Dynamics, Economic Crisis, New Players Y1 - 2010 UR - http://hdl.handle.net/10993/5936 SN - 978-3-8383-4045-6 SP - 203 EP - 227 PB - Lambert CY - Saarbrücken ER - TY - CHAP A1 - Graf, Lukas ED - Corner, Trevor T1 - Germany: Stability and Change T2 - Education in the European Union. Pre-2003 Member States Y1 - 2015 SN - 978-1-4725-2815-5 SP - 125 EP - 154 PB - Bloomsbury CY - London ER - TY - RPRT A1 - Solga, Heike A1 - Brzinsky-Fay, Christian A1 - Graf, Lukas A1 - Gresch, Cornelia A1 - Protsch, Paula T1 - Vergleiche innerhalb von Gruppen und institutionelle Gelingensbedingungen. Vielversprechende Perspektiven für die Ungleichheitsforschung T2 - WZB Discussion Paper, No. SP I 2013-501 Y1 - 2013 UR - https://www.econstor.eu/bitstream/10419/71288/1/737571047.pdf ER - TY - RPRT A1 - Graf, Lukas ED - Solga, Heike ED - Brzinsky-Fay, Christian ED - Graf, Lukas ED - Gresch, Cornelia ED - Protsch, Paula T1 - Duale Studiengänge als "unerwartete" Form der institutionellen Durchlässigkeit zwischen Berufs- und Hochschulbildung in Deutschland T2 - Vergleiche innerhalb von Gruppen und institutionelle Gelingensbedingungen. Vielversprechende Perspektiven für die Ungleichheitsforschung T2 - WZB Discussion Paper, SP I 2013–501, Februar 2013 Y1 - 2013 UR - https://bibliothek.wzb.eu/pdf/2013/i13-501.pdf SP - 40 EP - 41 ER - TY - RPRT A1 - Powell, Justin J. W. A1 - Coutrot, Laurence A1 - Graf, Lukas A1 - Bernhard, Nadin A1 - Kieffer, Annick A1 - Solga, Heike T1 - Comparing the Relationship between Vocational and Higher Education in Germany and France BT - Discussion Papers / Wissenschaftszentrum Berlin für Sozialforschung, Forschungsschwerpunkt Bildung, Arbeit und Lebenschancen, Abteilung Ausbildung und Arbeitsmarkt, 2009-506 N2 - 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. Y1 - 2009 UR - https://nbn-resolving.org/urn:nbn:de:0168-ssoar-259138 ER - TY - RPRT A1 - Graf, Lukas T1 - Applying the Varieties of Capitalism Approach to Higher Education: A Case Study of the Internationalisation Strategies of German and British Universities BT - WZB Discussion Paper SP I 2008-507 Y1 - 2008 UR - http://hdl.handle.net/10419/47648 ER - TY - JOUR A1 - Graf, Lukas T1 - Expanding Work-Based Higher Education. Policy Lessons from Germany and the U.S. JF - HSG Fokus. Das Magazin der Universität St.Gallen Y1 - 2016 UR - https://magazin.hsgfocus.ch/hsg-focus-3-2016/artikel/expanding-work-based-higher-education-9964 VL - 3 IS - 2016 ER - TY - CHAP A1 - Graf, Lukas ED - Jungkamp, Burkhard ED - John-Ohnesorg, Marei T1 - Die Governance dualer Studiengänge T2 - Gerechtigkeit fängt bei der Bildung an Y1 - 2016 UR - https://www.alexandria.unisg.ch/248554/ SN - 978-3-95861-472-7 VL - 37 SP - 60 EP - 62 ET - Schriftenreihe des Netzwerk Bildung ER - TY - JOUR A1 - Graf, Lukas T1 - Developing Advanced Work-Based Higher Education – What Germany and the U.S. Can Learn from Each Other JF - AICGS Transatlantic Perspectives Series Y1 - 2015 UR - http://www.aicgs.org/publication/developing-advanced-work-based-higher-education/ ER - TY - JOUR A1 - Graf, Lukas A1 - Kirsch, Christiane T1 - Precarious Perspectives for Young Researchers: Luxembourg’s Labor Law Restricts Development of Knowledge Society JF - Forum für Politik, Wissenschaft und Kultur Y1 - 2015 UR - https://www.alexandria.unisg.ch/243324/ SN - 1680-2322 VL - 347 SP - 17 EP - 19 ER - TY - JOUR A1 - Kirsch, Christiane A1 - Graf, Lukas T1 - Karrieresackgasse für den wissenschaftlichen Nachwuchs in Luxemburg - Das Luxemburgische Arbeitsgesetz begrenzt die Entfaltung der Wissensgesellschaft JF - Luxemburger Wort Y1 - 2015 VL - 167 IS - 32 ER - TY - CHAP A1 - Martin, Cathie Jo A1 - Graf, Lukas T1 - Industrial Coordination and Vocational Training in the Post-industrial Age T2 - Business Interests and the Development of the Modern Welfare State N2 - 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. Y1 - 2019 UR - https://www.taylorfrancis.com/books/e/9781351002394/chapters/10.4324/9781351002394-12 U6 - https://doi.org/10.4324/9781351002394 SP - 292 EP - 313 PB - Routledge CY - New York, NY ER - TY - JOUR A1 - Di Maio, Gina A1 - Graf, Lukas A1 - Wilson, Anna T1 - Torn between economic efficiency and social equality? Short-track apprenticeships in Denmark, Germany and Switzerland JF - European Educational Research Journal N2 - 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. KW - Vocational education and training, comparative political economy, social equality, short-track vocational training, Denmark, Germany, Switzerland, sociological institutionalism Y1 - 2019 U6 - https://doi.org/10.1177/1474904119869561 SN - 1474-9041 VL - 18 IS - 6 SP - 699 EP - 723 ER - TY - JOUR A1 - Strebel, Alexandra A1 - Emmenegger, Patrick A1 - Graf, Lukas T1 - Die vielen Motoren der Berufsbildung JF - Governance der Berufsbildung: Eine systematische Analyse der Organisationen der Arbeitswelt. SGAB Newsletter, 1. N2 - Die Organisationen der Arbeitswelt sind für die Berufsbildung unverzichtbar – sie sind die Motoren der Berufsbildung. Das vom SBFI unterstützte Leading House GOVPET: Governance in Vocational and Professional Education and Training hat nun erstmals umfassende Daten über die OdA erhoben und ausgewertet. Sie zeigt, dass sich seit der Berufsbildungsreform von 2002 die Anzahl spezialisierter Berufsbildungsorganisationen stark erhöht hat. Diese vereinen oftmals heterogene Mitglieder oder Träger und unterschieden sich in vielen Aspekten von traditionellen Unternehmensverbänden, Berufsverbänden und Arbeitnehmerverbänden. Y1 - 2019 UR - https://www.sgab-srfp.ch/de/newsletter/die-vielen-motoren-der-berufsbildung ER -