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Lukas Graf
Former Member
Title
Dr.
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Graf
First name
Lukas
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1 - 10 of 14
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PublicationThe rise of work-based academic education in Austria, Germany and SwitzerlandAustria, Germany and Switzerland are renowned for their extensive systems of collective vocational skill formation, which, however, have developed largely in separation from higher education. This divide has become increasingly contested as a result of a variety of socioeconomic factors that have led to an increasing demand for higher level skills. Do the three countries deal with these challenges in similar ways? The comparative analysis is based on process tracing from the 1960s to 2013 and builds on historical institutionalism as well as several dozen expert interviews with key stakeholders. A key finding is that all three countries have developed hybrid forms of work-based academic education that combine elements of vocational training and higher education. However, in Austria and Switzerland, these hybrids have been integrated into the traditional model of collective governance, whereas the German case signifies a departure from this model.Type: journal articleJournal: Journal of Vocational Education and TrainingVolume: 68Issue: 1
Scopus© Citations 33 -
PublicationThe Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?(Blackwell Publishing, 2012)
Scopus© Citations 35 -
PublicationApplying the Varieties of Capitalism Approach to Higher Education. Comparing the Internationalization of German and British UniversitiesIn 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.Type: journal articleJournal: European Journal of EducationVolume: 44Issue: 4
Scopus© Citations 49 -
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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PublicationStratifizierung von Berufs- und Hochschulbildung in Europa: Deutschland und Frankreich im Spiegel klassischer Vergleichsstudien(Beltz Juventa, 2015)
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PublicationGermany: Stability and ChangeBook presentation: "Exploring the development of educational provision and contemporary issues, this book covers the countries that made up the European Union from its foundation to the signing of the Treaty of Nice: Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, Portugal, Spain, Sweden and The Netherlands. The chapters, written by regional experts, offer a review of contemporary national and regional educational structures and policies, research innovation and trends, as well as covering selected issues and problems including the effects of educational reform and systemic changes within the school and university systems, minority languages, and intercultural changes for indigenous and new immigrant populations." [http://www.bloomsbury.com/uk/education-in-the-european-union-pre-2003-member-states-9781472528155/ Click here for more information]Type: book section
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PublicationThe European Educational Model and its Paradoxical Impact at the National LevelThe Bologna and Copenhagen processes promote standards for the categorization of educational programs and qualifications throughout Europe - with the goal to create greater transparency and permeability in European skill formation. However, key tools of Europeanization, like the Bachelor and Master degree cycles and the European Qualification Framework, fail to acknowledge important cultural, normative, and regulative idiosyncrasies of the educational systems in Austria and Germany. In both countries the sectors of vocational training and academic education represent distinct organizational fields divided by an "educational schism". The tensions and contradictions that accompany this traditional institutional divide have in many cases been masked by patterns of loose coupling. However, the current Europeanization processes tend to unsettle these patterns, which unleashes conflicts between the actors of the respective organizational fields, for example, with regard to the placement of the different certificates in the common qualification framework. The outcome of these struggles often is that the institutional divide between vocational training and academic education is widening rather than narrowing. The chapter shows how the Austrian and German institutional heritage has diverted the European educational model's initial goal to foster permeability and, with that, illustrates this model's paradoxical impact at the national level. [http://www.routledge.com/books/details/9781138903487/ Click here for more information]Type: book section
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PublicationAuswirkungen des neuen europäischen Bildungsmodells auf die Verknüpfung zwischen Berufs- und Hochschulbildung in Deutschland, Österreich und Frankreich(Nomos, 2013)
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PublicationType: book section
Scopus© Citations 13