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Lukas Graf
Former Member
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Dr.
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Graf
First name
Lukas
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1 - 10 of 13
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PublicationIntegrating International Student Mobility in Work-Based Higher Education: The Case of GermanyDual 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.Type: journal articleJournal: Journal of Studies in International EducationVolume: 21Issue: 2
Scopus© Citations 4 -
PublicationType: journal articleJournal: Berufsbildung in Wissenschaft und PraxisIssue: 6
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PublicationType: journal articleJournal: Sociology of EducationVolume: 85Issue: 3
Scopus© Citations 83 -
PublicationThe Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?(Blackwell Publishing, 2012)
;Powell, Justin J. W. ;Bernhard, Nadine ;Coutrot, LaurenceKieffer, AnnickFor decades, the skill formation systems in France and Germany have been analysed as contrasting cases because of institutionalised differences in educational values, norms, and governance, as well as in labour markets. This comparison follows the logic of difference, comparing dissimilar skill formation systems in centralist France and federalist Germany. Cross-national variance has often been explained in terms of the institutionalization of vocational education, but higher education also differs considerably. Many typologies of vocational education and training (VET) and higher education (HE) summarise these differences. However, not only are national skill formation systems affected by the emerging European model of education via the Bologna and Copenhagen Processes, but the French and German political economies have also been greatly reconfigured in the last two decades. Comparing the present situation, we ask whether traditional education and training typologies continue to be valid. While they have served as useful heuristic devices, they may hinder recognition of contemporary institutional changes, especially incremental changes that may nevertheless be transformational because of endogenous reforms and exogenous pressures due to Europeanisation. Do these typologies continue to reflect these systems as they evolve? To what extent have the key characteristics of skill formation systems in France and Germany changed, exemplified in the relationship between VET and HE? Have these countries converged?Type: journal articleJournal: European Journal of EducationVolume: 47Issue: 3Scopus© Citations 35 -
PublicationWenn sich Bologna und Kopenhagen treffen. Erhöhte Durchlässigkeit zwischen Berufs- und Hochschulbildung(Präsident des Wiss.-Zentrums Berlin für Sozialforschung, 2010-12)
;Bernhard, NadinePowell, Justin J. W.Type: journal articleJournal: WZB-MitteilungenIssue: 130 -
PublicationDual Study Programmes in Global Context: Internationalisation in Germany and Transfer to Brazil, France, Qatar, Mexico and the USThis 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. 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.
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PublicationDie Internationalisierung dualer Ausbildungsformen im Tertiärbereich(W. Bertelsmann Verlag, 2016)
;Powell, Justin J.W. ;Fortwengel, Johann ;Bernhard, Nadine ;Faßhauer, UweSevering, Eckart -
PublicationStratifizierung von Berufs- und Hochschulbildung in Europa: Deutschland und Frankreich im Spiegel klassischer Vergleichsstudien(Beltz Juventa, 2015)
;Bernhard, Nadine ;Powell, Justin J. W. ;Dietzen, Agnes ;Powell, Justin J. W. ;Bahl, AnkeLassnigg, LorenzType: book section -
PublicationAuswirkungen des neuen europäischen Bildungsmodells auf die Verknüpfung zwischen Berufs- und Hochschulbildung in Deutschland, Österreich und Frankreich(Nomos, 2013)
;Bernhard, Nadine ;Powell, Justin J. W. ;Amos, Karin ;Schmid, Josef ;Schrader, JosefThiel, AnsgarType: book section -