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 - http://nbn-resolving.de/urn/resolver.pl?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 - 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 - 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 - 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 - 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 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:0168-ssoar-259138 ER - TY - JOUR A1 - Marques, Marcelo A1 - Powell, Justin J.W. T1 - Ratings, rankings, research evaluation: how do Schools of Education behave strategically within stratified UK higher education? JF - Higher Education N2 - While higher education research has paid considerable attention to the impact of both ratings and rankings on universities, less attention has been devoted to how university subunits, such as Schools of Education, are affected by such performance measurements. Anchored in a neo-institutional approach, we analyze the formation of a competitive institutional environment in UK higher education in which ratings and rankings assume a central position in promoting competition among Schools of Education (SoE). We apply the concepts of “institutional environment” and “organizational strategic actors” to the SoE to demonstrate how such university subunits articulate their qualities and respond to the institutional environment in which they are embedded—by using ratings and rankings (R&R) to compete for material and symbolical resources as well as inter-organizational and intra-organizational legitimacy. Through findings from 22 in-depth expert interviews with members of the multidisciplinary field of education and a content analysis of websites (n = 75) of SoE that participated in REF 2014, we examine the stratified environment in which SoE are embedded (1). We uncover how R&R are applied by SoE within this competitive, marketized higher education system (2). Finally, we indicate the strategic behaviors that have been triggered by the rise of R&R in a country with a highly formalized and standardized research evaluation system (3). The results show both homogenization and differentiation among SoE in their use of organizational vocabulary and the applications of R&R while simultaneously revealing strategic behavior, ranging from changes in internal practices to changes in organizational structures. Y1 - 2019 U6 - https://doi.org/DOI: 10.1007/s10734-019-00440-1 VL - 79 IS - 5 SP - 829 EP - 846 ER - TY - JOUR A1 - Marques, Marcelo A1 - Zapp, Mike A1 - Powell, Justin J.W. T1 - Two Worlds of Educational Research? Comparing the Levels, Objects, Disciplines, Methodologies, and Themes in Educational Research in the UK and Germany, 2005–2015 JF - Research in Comparative and International Education N2 - Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers’ growing demand for evidence in ER resulted in increased funding, specific research programs, and mandatory large-scale assessments. These have reshaped the field, suggesting more similar ER agendas. Based on a comprehensive original dataset of basic ER projects funded by the main grant-making agencies in both countries (2005–2015), we analyze five dimensions: levels, objects, disciplines, methodologies, and themes. We find epistemic drift, with partial convergence characterized by a multi-level focus, multidisciplinary approach, strongly empirical and quantitative methodology, and a premium on teaching and learning themes. The cases remain distinct in exploring systemic questions in a wider contextual frame (UK) or concentrating more narrowly on the individual learner (Germany). Y1 - 2017 U6 - https://doi.org/10.1177/1745499917740658 VL - 12 IS - 4 SP - 375 EP - 397 ER - TY - CHAP A1 - Marques, Marcelo A1 - Zapp, Mike A1 - Dusdal, Jennifer A1 - Powell, Justin J.W. ED - Huisman, Jeroen ED - Tight, Malcolm T1 - Higher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis T2 - Theory and Method in Higher Education Research N2 - Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands – institutional and relational – that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight strategic action fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and, thus, to advance contemporary higher education research in a collaborative era. Y1 - 2021 SN - 978-1-80262-442-7 U6 - https://doi.org/10.1108/S2056-375220210000007004 VL - 7 SP - 55 EP - 73 PB - Emerald Publishing Limited CY - Bingley ER - TY - BOOK A1 - Marques, Marcelo A1 - Zapp, Mike A1 - Powell, Justin J.W. T1 - European Educational Research (Re)Constructed. Institutional Change in Germany, the United Kingdom, Norway and the European Union N2 - This book examines contemporary educational research and its governance, addressing key questions via a multidisciplinary theoretical framework of comparative institutional analysis with original data and applying multiple methods. The authors explore and explain important changes in the governance of educational research and the contents of scholarship in education and related disciplines across Europe since the 1990s. This volume synthesizes findings from a multi-year comparative research project, including in-depth empirical case studies of three distinct educational research cultures evolving in Germany, Norway, and the United Kingdom. The authors reconstruct and compare changing conceptualizations of educational research, embedded in increasingly internationalized contexts of research, and examine shifts in its governance, including patterns of funding, publication, and evaluation. They examine the producers of European educational research and the distinct role of the European Union in constructing a European Educational Research Area, in establishing cross-border networks, and in (re)shaping educational research agendas. Through innovative empirical analysis of programs of research on various levels and education researchers' collaborations in scientific networks, they provide insights into (supra)national dynamics in education-related scholarship. Theory-guided content analysis of research projects funded by leading national funding agencies and by the most highly developed supranational research funding instrument - the EU Framework Programme - enables the authors to embed findings on Germany, the United Kingdom, and Norway in a broader European perspective. Y1 - 2018 SN - 9781910744024 U6 - https://doi.org/10.15730/books.102 PB - Symposium Books Ltd CY - Oxford ER -