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 - TY - CHAP A1 - Graf, Lukas T1 - El modelo educativo europeo y su paradójico impacto a nivel nacional T2 - Trayectorias del desarollo de los sistemas educativos modernos. Entre lo nacional y lo global N2 - La educación contemporánea está cada vez más vinculada a las fuerzas económicas globales, y, en esta medida, los sistemas educativos que tratan de influirse mutuamente se enfrentan de modo inevitable a importantes tensiones debidas a las distintas tradiciones, políticas y estructuras formales. Trayectorias del desarrollo de los sistemas educativos modernos ofrece una exhaustiva crítica teórica y empírica de los movimientos de reforma que pretenden homogeneizar la escuela en todo el mundo. Estos detallados estudios de casos, asentados en el conocimiento histórico y sociológico de diversas naciones y épocas, desvelan cómo y por qué las agendas convergentes y de gran envergadura chocan con las políticas institucionales, las prácticas y los currículos específicos. En contra de los modelos teóricos actuales que no consiguen abordar las potenciales presiones nacidas de esas exigentes evoluciones isomorfas, este libro esclarece las peculiaridades culturales idiosincrásicas que producen y, a la vez, problematizan los esfuerzos globales de reforma, y aporta una nueva forma de entender el currículo como manifestación de la identidad nacional. Y1 - 2015 SN - 978-8499217819 SP - 253 EP - 268 PB - Editorial Octaedro CY - Barcelona ER - TY - CHAP A1 - Graf, Lukas T1 - Hybridisierung von Berufs- und Hochschulbildung in Deutschland, Österreich und der Schweiz T2 - Differenzierung im Hochschulsystem: Nationale und internationale Entwicklungen und Herausforderungen Y1 - 2015 UR - https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2%5bbuchnr%5d=3238&tx_p2waxmann_pi2%5baction%5d=show SN - 978-3-8309-3238-3 SP - 163 EP - 176 PB - Waxmann CY - Münster ER - TY - CHAP A1 - Graf, Lukas T1 - The European Educational Model and its Paradoxical Impact at the National Level T2 - Trajectories in the Development of Modern School Systems: Between the National and the Global N2 - As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity. Y1 - 2015 UR - https://www.taylorfrancis.com/books/9781317448174 SN - 978-1-3174-4817-4 SP - 227 EP - 240 PB - Routledge CY - New York ER - TY - CHAP A1 - Graf, Lukas A1 - Tröhler, Daniel T1 - Berufsausbildung in Luxemburg: historische Ursprünge, institutionelle Struktur und aktuelle Herausforderungen T2 - Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde N2 - Luxembourg has a well differentiated and highly complex national vocational training system. Like many other countries, Luxembourg has a binary secondary education system, consisting of the largely institutionally separate areas of classical general education (secondaire générale) and rather more practical vocational training (secondaire technique). In the school year 2012–2013, there were 12,958 pupils enrolled in general secondary education (33%) and 26,627 in technical secondary education (67%). In the Luxembourg vocational education system at least four different qualifications can be distinguished; these are associated with very different possibilities for routes to subsequent education, such as access to higher education or training as a master craftsman. As compared to the other options, the régime technique provides the best opportunity to start university studies or, after one year of vocational training, to begin to train as a master craftsman. Of particular interest at the moment is the 2008 reform of vocational training, which is being implemented in stages between 2010 and 2015 and which is focusing more on skills and work processes, providing a more modular structure to the training and a more systematic combination of on-the-job- and school-based learning phases. International influences on the Luxembourg vocational training system are visible at different levels: first, the Luxembourg system itself contains elements of the dual German system and the more school-orientated and predominantly state-organised French system. Secondly, international cooperation with neighbouring countries – especially cross-border dual training – is essential because of the country's small size and the small number of qualified vocational trainers. Thirdly, the predominantly German-speaking Luxembourg vocational training system faces major challenges because of the high proportion of immigrants. It is clear that the Luxembourg system contains a certain degree of 'mix-and-match' of different elements and educational principles, which contribute to the strong separation between different pathways in secondary education. The vocational and practical training must not be a dead end for academically talented but linguistically disadvantaged pupils with an immigrant background, nor must vocational training be educationally unattractive for practically inclined and talented Luxembourgers for reasons of prestige. In order to formulate appropriate solutions in the context of these inequality-related problems, more international comparative research seems inevitable. An additional area for in-depth analysis is assessing the impact of the reform of 2008 on vocational training. Currently, it is not clear what lies behind a number of potentially problematic developments within the system. For example, there needs to be discussion on whether the modularisation measures have led to an unintended fragmentation of vocational training, which would be contrary to the principles and uniformity of the various professions. In this context, there is also the question of how the number of modules could be reduced. Y1 - 2015 UR - http://hdl.handle.net/10993/20580 SN - 978-99959-1-035-8 SP - 103 EP - 108 PB - Ministère de l'Éducation nationale, de l'Enfance et de la Jeunesse CY - Luxembourg ER - TY - CHAP A1 - Graf, Lukas T1 - Growing in a Niche: Dual Study Programs Contribute to Change in Germany’s Higher Education T2 - WZB Report 2014 N2 - Summary: The German educational model is characterized by a histori-cally evolved strong institutional di-vide between the vocational educa-tion and training system and the higher education system. Yet, the con-temporary development of dual study programs implies the systematic combination of institutional elements from both subsystems. The rapid ex-pansion of these programs is based on the hybridization of organizational structures – outside of traditional structures – at the nexus of the tradi-tional organizational fields of voca-tional training and higher education. Y1 - 2014 UR - http://publications.uni.lu/handle/10993/17869 SP - 33 EP - 36 PB - Wissenschaftszentrum Berlin für Sozialforschung (WZB) CY - Berlin ER - TY - JOUR A1 - Emmenegger, Patrick A1 - Graf, Lukas A1 - Trampusch, Christine T1 - The Governance of Decentralised Cooperation in Training Systems: A Review and Conceptualisation JF - Journal of Vocational Education and Training N2 - Collective training systems are based on the cooperation of multiple public and private stakeholders in order to work. However, such cooperation is not self-sustaining and depends, for instance, on public policies, capable intermediary organisations and shared logics of action. In this conceptual paper, we first review the political economy literature on cooperation in collective skill formation and find that it has given insufficient attention to the systematic comparative analysis of cooperation at the decentralised level as well as the actual social practices of cooperation. The paper then develops a multidisciplinary analytical framework that allows future research to examine decentralised cooperation at the regional, sectoral and occupational levels more systematically. This framework is grounded in a synthesis of three strands of empirical research on vocational education and training, namely the comparative political economy literature on governance, corporatism and coordination, institutional labour and societal economics as well as the educational science literature. KW - Vocational education and training, apprenticeships, governance, cooperation, collective skill formation, corporatism Y1 - 2019 U6 - https://doi.org/10.1080/13636820.2018.1498906 VL - 71 IS - 1 SP - 21 EP - 45 ER - TY - JOUR A1 - Graf, Lukas T1 - The Swiss Apprenticeship System. Its Institutional Specificities and Strengths in International Perspective JF - AICGS Transatlantic Perspectives Series Y1 - 2014 UR - http://www.aicgs.org/publication/the-swiss-apprenticeship-system/ ER - TY - JOUR A1 - Graf, Lukas T1 - Besser verzahnt: Berufs- und Hochschulbildung in Österreich und der Schweiz JF - WZBrief Bildung Y1 - 2013 UR - http://hdl.handle.net/10993/5917 VL - 24 ER - TY - JOUR A1 - Graf, Lukas T1 - Wachstum in der Nische. Mit dualen Studiengängen entstehen Hybride von Berufs- und Hochschulbildung JF - WZB-Mitteilungen Y1 - 2012 UR - http://hdl.handle.net/10993/5932 VL - 138 SP - 49 EP - 52 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 - TY - CHAP A1 - Bernhard, Nadine A1 - Graf, Lukas A1 - Powell, Justin J. W. ED - Soeffner, Hans-Georg T1 - Durch Europäisierung zu mehr Durchlässigkeit? Wandel im Verhältnis von Berufsbildungs- und Hochschulsystemen in Deutschland, Frankreich und Österreich T2 - Transnationale Vergesellschaftungen. Verhandlungen des 35. Kongresses der DGS N2 - [en] Die europäischen Bildungsminister beschlossen 1999 einen einheitlichen europäischen Hochschulraum zu schaffen; der so genannte Bologna Prozess wurde in Gang gesetzt. Mit der Unterzeichnung der Kopenhagener Erklärung nur drei Jahre später entschlossen sich die Nationalstaaten, auch im Bereich der beruflichen Bildung stärker zusammenzuarbeiten. Vor allem soll die nationale wie internationale Vergleichbarkeit von Bildungsabschlüssen verbessert werden. Beide Prozesse zielen darauf ab, Durchlässigkeit zwischen den organisatorischen Feldern berufliche Bildung und Hochschulbildung zu erhöhen, und zwar mit Hilfe von gemeinsam entwi- ckelten Standards wie dem Europäischen und Nationalen Qualifikationsrahmen, einem System zur Validierung und Anerkennung unterschiedlicher Lernformen, der Ermöglichung flexibler Bildungswege und der Einführung von Kreditpunkte- systemen (Powell/Solga 2008, 2010, 2011). Heute, nach einem Jahrzehnt seit Beginn dieser Prozesse stellt sich die Frage, wie diese in den europäischen Nationalstaaten bisher schon gewirkt und wie sie das Verhältnis von Hochschul- und Berufsbildung verändert haben – Veränderungen, die mit vielfältigen Implikationen für die Bildungs- und soziale Mobilität einherge- hen können (Bernhard/Powell/Graf 2010): Die Frage nach Durchlässigkeit zwi- schen beruflicher und Hochschulbildung ist dabei insbesondere deswegen wichtig, da stratifizierte (Aus-)Bildungssysteme ohne Brücken zwischen einzelnen Bildungs- sektoren den möglichst gleichen Zugang zu Bildungs- und Beschäftigungsopportu- nitäten behindern. Y1 - 2013 UR - http://hdl.handle.net/10993/5479 SN - 978-3-531-18971-0 PB - Springer VS CY - Wiesbaden ER - TY - JOUR A1 - Graf, Lukas T1 - Review of Leemann, R.J./Christian, I./Powell, J.J.W./Sertl, M. (Eds.) "Die Organisation von Bildung: Soziologische Analysen zu Schule, Berufsbildung, Hochschule und Weiterbildung" JF - Swiss Journal of Sociology Y1 - 2016 UR - https://www.alexandria.unisg.ch/249701/ VL - 42 IS - 3 SP - 605 EP - 607 ER - TY - JOUR A1 - Graf, Lukas T1 - Review of Krone, S. (Ed.) "Dual Studieren im Blick. Entstehungsbedingungen, Interessenlagen und Umsetzungsverfahren in dualen Studiengängen" JF - Berufsbildung in Wissenschaft und Praxis Y1 - 2015 UR - https://www.alexandria.unisg.ch/244423/ IS - 5 SP - 59 EP - 59 ER - 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 -