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Lukas Graf
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Dr.
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Graf
First name
Lukas
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1 - 10 of 34
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PublicationState-Led Bricolage and the Extension of Collective Governance: Hybridity in the Swiss Skill Formation System.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.Type: journal articleJournal: Regulation & GovernanceVolume: 17Issue: 1
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PublicationEmbedded flexibilization and polite employer domination: the case of short‐track apprenticeships in SwitzerlandLiberalization pressures challenge countries to adapt their training systems. This is particularly relevant for coordinated market economies with firm-driven but collectively governed apprenticeship systems. Recent literature has identified different liberalization trajectories for these countries. For instance, segmental-ism describes the increasing influence of large employers in Germany. In Denmark, state agencies manage increased flexibility in training through embedded flexibilization. In this paper, we identify a new form of embedded flexibilization, characterized by polite employer domination. We find this trajectory of liberali-zation in Switzerland, which represents another training system heavily based on firm involvement. We illustrate our argument at the example of short-track apprenticeship training, which has been expanded in all three mentioned countries in response to ongoing liberalization and deindustrialization pressures. In Swit-zerland, the relevant reform was initiated by the state while business adopted a rather passive role initially. Yet, state actors eventually stepped back and dele-gated key competences to employers, which implies that the employers’ camp asserted their interests in the end while tolerating some concessions for the bene-fit of disadvantaged groups. Our process tracing reveals that policy makers used layering to implement short-tracks that enhance social inclusion, while simultaneously increasing the scope of employer cooperation.Type: journal articleJournal: Empirical Research in Vocational Education and TrainingVolume: 12Issue: 2
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PublicationType: journal articleJournal: European Journal of Industrial RelationsVolume: 26Issue: 3
Scopus© Citations 25 -
PublicationThe Governance of Decentralized Cooperation in Collective Training Systems: A Review and Conceptualization( 2019)Trampusch, ChristineType: journal articleJournal: Journal of Vocational Education and TrainingVolume: 71Issue: 1
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PublicationType: journal articleJournal: PS: Political Science & PoliticsVolume: 50Issue: 2
Scopus© Citations 5 -
PublicationType: journal articleJournal: Zeitschrift für PädagogikVolume: 62Issue: 3
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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 -
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