TY - JOUR A1 - Graf, Lukas A1 - Lohse, Anna Prisca T1 - Conditions for cross-border policy transfer and cooperation: Analysing differences between higher education and vocational training JF - Research in Comparative and International Education N2 - Against the backdrop of an increasingly interconnected world as well as the growing role of inter- and supranational organizations, policy transfer has become a widespread phenomenon, not least in the realm of education. While policy transfer research has focused predominantly on isolated education sectors, less is known about the overall institutional conditions that favour or inhibit policy movement in different education sectors. We argue that the conditions for cross-border policy synthesis, as a central form of policy transfer, differ systematically between the two main education sectors preparing for labour market entry, namely higher education (HE) and vocational education and training (VET). Taking the case of the cross-border region of France, Germany and Switzerland as an example, the institutional analysis shows that demand-side, programmatic, contextual and application conditions are more favourable towards cross-border policy synthesis in HE than VET. KW - Policy transfer KW - Policy synthesis KW - Higher education KW - Vocational education and training KW - Transfer conditions KW - International cooperation Y1 - 2021 U6 - https://doi.org/10.1177/17454999211057747 VL - 16 IS - 4 SP - 361 EP - 383 ER - TY - CHAP A1 - Graf, Lukas A1 - Lohse, Anna Prisca ED - Bürgi, Regula ED - Gonon, Philipp T1 - Advanced Skill Formation between Vocationalization and Academization: The Governance of Professional Schools and Dual Study Programs in Germany T2 - Studies in Vocational and Continuing Education. Governance Revisited - Challenges and Opportunities for Vocational Education and Training N2 - Global trends, such as an ever-rising service economy, rapid technological change and digitalization, challenge skill formation systems. Focussing on European countries, this edited volume examines the variety of European VET governance and VET governance research. In particular, it provides insights into regional, local and decentralized governance at meso (e.g. professional associations) as well as micro level (e.g. learning arrangements). As such, the edited volume sheds light on the hitherto far less explored dimensions of VET governance and highlights challenges as well as opportunities in VET governance in the 21st century. Y1 - 2021 UR - https://www.peterlang.com/document/1150451 SN - 9783034343824 SN - 2235-7327 SP - 215 EP - 242 PB - Peter Lang CY - Lausanne ER - TY - RPRT A1 - Graf, Lukas A1 - Bernhard, Nadine A1 - Banscherus, Ulf T1 - Bedingungen für flexible Übergänge zwischen beruflicher und akademischer Bildung T2 - Hertie Policy Briefs N2 - Die mangelnde Durchlässigkeit zwischen Berufs- und Hochschulbildung ist in den letzten Jahren bundesweit zu einem bildungspolitischen Kernthema geworden. Um den neuen Anforderungen der Arbeitswelt sowie individuellen Bedürfnissen gerecht zu werden, müssen die Übergänge im Bildungssystem erleichtert werden. Dieser Policy brief identifiziert mögliche Bedingungen für die erfolgreiche Etablierung durchlässiger Strukturen zwischen Berufs- und Hochschulbildung und leitet daraus konkrete Politikempfehlungen ab. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-41611 ER - TY - JOUR A1 - Graf, Lukas T1 - Leveraging Regional Differences and Cross‐border Collective Institutions: The Case of Skill Formation and Employment in the Border Region of France, Germany, and Switzerland JF - Swiss Political Science Review N2 - European cross‐border regions often display substantial political and economic activity. A key example is the French‐German‐Swiss Upper Rhine region, where three distinct national governance models come together. In this dynamic cross‐border industry cluster, traditional political‐administrative units often do not meet the functional needs of employers and (future) employees. This comparative institutional analysis refers to Varieties of Capitalism and Local Production Systems perspectives to explore the operations of this cluster. It finds two main patterns through which education and training are embedded in the cross‐border context: on the one hand, the leveraging of distinct institutional advantages in the different parts of the region and, on the other, the creation of cross‐border collective competition goods in the form of jointly provided educational institutions. Through these two strategies, local actors within the cross‐border industry cluster can turn their peripheral location into an institutional advantage. KW - - KW - Local Production Systems KW - Varieties of Capitalism KW - Industry Clusters KW - Internationalization of Education and Training KW - Cross‐border Labor Markets Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-40302 SN - 1662-6370 VL - 27 IS - 2 SP - 369 EP - 389 ER - TY - RPRT A1 - Graf, Lukas A1 - Bernhard, Nadine A1 - Banscherus, Ulf T1 - Conditions for flexible transitions between vocational and academic education N2 - The lack of permeability between the vocational and the higher education systems has become a central concern of education policy in recent years. To meet the demands of a modern work environment as well as the needs of individual workers, the transition between the different education sectors must be facilitated. This policy brief identifies conditions necessary to successfully establish permeable structures between the vocational and the higher education systems in Germany and derives specific policy recommendations from this. Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-41094 ER - TY - JOUR A1 - Graf, Lukas A1 - Strebel, Alexandra A1 - Emmenegger, Patrick T1 - State-led bricolage and the extension of collective governance: Hybridity in the Swiss skill formation system JF - Regulation & Governance N2 - This paper explores the extension of collective governance to sectors without collective governance tradition. We introduce the concept of state-led bricolage to analyze the expansion of the Swiss apprenticeship training system – in which employer associations fulfill core collective governance tasks – to economic sectors in which training had previously followed a school-based and state-oriented logic. In deindustrializing societies, these sectors are key for the survival of collectively governed training systems. Through a mixed-methods analysis, we examine the reform process that led to the creation of new intermediary organizations that enable collective governance in these sectors. In addition, we compare the organizational features of these organizations with the respective organizations in the traditional crafts and industry sectors. We find that the new organizations result from state-led bricolage. They are hybrid organizations that reflect some of the bricoleur's core policy goals and critically build on the combination of associational and state-oriented institutional logics. Y1 - 2021 U6 - https://doi.org/10.1111/rego.12436 SN - 1748-5991 ER - TY - JOUR A1 - Graf, Lukas T1 - How country size matters for institutional change: comparing skill formation policies in Germany and Switzerland JF - Comparative Education N2 - This paper argues that country size can play a crucial role in shaping the type of gradual change observed in collective skill formation systems. Collectively governed dual-apprenticeship training has its base in the industrial and crafts sectors of the economy and builds on the decentralised cooperation of multiple public and private stakeholders. As a result, it tends to be strongly path dependent, which favours gradual over radical forms of change. However, in recent years, dual-apprenticeship training has been increasingly challenged by the rise of the knowledge and service economy and the growing popularity of academic forms of education. In this context, I compare policy responses in Switzerland and Germany, which represent one small and one large collective skill formation system, respectively. The historical-institutionalist analysis finds that the dominant trajectory of change is conversion in Switzerland but layering in Germany, with different implications for the future viability of collective skill formation. Y1 - 2021 U6 - https://doi.org/10.1080/03050068.2021.1961354 ER - TY - CHAP A1 - Graf, Lukas A1 - Powell, Justin J.W. ED - Knight, Elizabeth ED - Bathmaker, Ann-Marie ED - Moodie, Gavin ED - Orr, Kevin ED - Webb, Susan ED - Wheelahan, Leesa T1 - The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries? T2 - Equity and Access to High Skills through Higher Vocational Education N2 - Higher education is typically viewed as offering the most assured pathways to secure careers and low unemployment rates. Yet, increasingly some groups, not least higher education graduates and their families paying ever-higher tuition fees, question the taken-for-granted contributions higher education makes to individuals and society. While participation rates have climbed worldwide, higher education systems continue to produce winners and losers. In the face of such challenges globally, which alternatives exist? A prominent possibility, pioneered in Germany, is ‘dual study’ programmes. These programmes fully integrate phases of higher education study and paid work in firms, illustrating how employer interests and investments are (re)shaping advanced skill formation. Co-developed and co-financed by employers, they could ameliorate the global trend towards saddling students with ever-higher education costs and student debt. Grounded in neo-institutional analysis, expert interviews, and document analysis, we analyse the genesis and rapid expansion of dual study programmes, emphasizing the role of employer interests and highlighting distributional conflicts in the new politics of advanced skill formation. Furthermore, we discuss lessons other countries might glean from a new form of work-based higher education in Germany. Reference: Graf, L./Powell, J.J.W. (2022) The Origins and Contemporary Development of Work-based Higher Education in Germany: Lessons for Anglophone Countries? In: Knight, E./Bathmaker, A-M./Moodie, G./Orr, K./Webb, S./Wheelahan, L. (Eds.) Equity and Access to High Skills through Higher Vocational Education. London, Palgrave, 125-144. Y1 - 2022 U6 - https://doi.org/10.1007/978-3-030-84502-5_7 SP - 125 EP - 144 PB - Palgrave CY - London ER - TY - JOUR A1 - Graf, Lukas A1 - Marques, Marcelo T1 - Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships JF - Journal of Education Policy N2 - While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model. Y1 - 2022 U6 - https://doi.org/10.1080/02680939.2022.2097317 ER -