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Lukas Graf
Former Member
Title
Dr.
Last Name
Graf
First name
Lukas
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1 - 10 of 26
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PublicationTorn between economic efficiency and social equality? Short-track apprenticeships in Denmark, Germany and SwitzerlandEducational institutions, especially those facilitating vocational education and training (VET), face the challenge of combining social goals, such as the provision of quality education for a large section of the population, with rising economic utility demands. However, we know little about how VET systems institutionalize these different demands and, further, how social and economic goals are actually institutionalized in VET. Our article aims to unpack this puzzle by analysing shorttrack dual vocational training programmes (short-tracks) in Denmark, Germany and Switzerland. These short-tracks combine on-the-job and school-based training, targeting candidates who face difficulties entering full-length dual programmes. Thus, short-tracks are prime examples of training programmes located at the nexus of economic and social demands. In our comparative institutional analysis, we bridge the political economy of collective skill formation and sociological institutionalism literatures. We find that the institutionalization of goals in VET not only differs between countries but that there is also considerable variation within national VET systems. Our analysis reveals that VET regulations, regional and sectoral standards, and the legitimization of key actors can differ greatly in their institutionalization of social and economic goals.Type: journal articleJournal: European Educational Research JournalVolume: 18Issue: 6
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PublicationCombined modes of gradual change: the case of academic upgrading and declining collectivism in German skill formationThe corporatist-governed dual-training system has been a key example of collective governance in the German capitalist model. However, high-end dual-training is increasingly being offered within post-secondary higher education. Here, firms and universities, not chambers of commerce or trade unions, are the actors negotiating the curricula of and access to a range of ‘dual-study programmes’. This article traces the emergence and expansion of this more firm-specific skills provision system, which diminishes the beneficial constraints for strategic cooperation and, in turn, the provision of collective training standards and transferable skills. The case study builds on the ‘gradual institutional change’ taxonomy, while pointing to the potential benefits of using different modes of change in combination. Through analysing firms’ strategies to initiate change in an institutional grey area between established socio-economic spheres, the article shows how layering, conversion and drift can become interlinked and how each individual process can trigger and feed the next.
Scopus© Citations 35 -
PublicationWork-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher educationIn both Germany and the United States, employers search for new strategies to recruit and train people in times of a dynamically evolving economy and rising educational expectations on the part of individuals. In this context, we observe the proliferation of work-based higher education programmes in both countries. This development challenges the common classification found in the political economy and educational policy literature that distinguishes between collectively governed dual apprenticeships in Germany and market-driven on-the-job training in the US. The paper proposes an alternative conceptualization that identifies significant similarities in the governance mode of work-based higher education across the two countries. Based on expert interviews and document analysis, the institutional analysis focuses on complex multi-actor governance constellations at the nexus of vocational training and higher education and explores consequences for contemporary policy-making in advanced skill formation.Type: journal articleJournal: Policy and SocietyVolume: 36Issue: 1
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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 -
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 -
PublicationLuxembourg's Labor Law Restricts Development of Knowledge SocietyFor researchers the Luxembourgish labor law stipulates a maximum of five years of employment on fixed-term contracts (Code du Travail, Art. L. 122-5, §3). That is, the employability of young researchers is limited to five years in total, unless in the rare cases when a permanent contract gets offered.Type: journal articleJournal: Forum für Politik, Gesellschaft und KulturIssue: 347
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PublicationType: journal articleJournal: WZB MitteilungenIssue: 138
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PublicationWenn sich Bologna und Kopenhagen treffen. Erhöhte Durchlässigkeit zwischen Berufs- und Hochschulbildung(Präsident des Wiss.-Zentrums Berlin für Sozialforschung, 2010-12)
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PublicationBetween Economic and Social Goals: Short-track Dual Training in Denmark, Germany, and Switzerland( 2018-03-16)
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PublicationBetween Economic Cooperation and Social Policy: Short-track Dual Training in Denmark, Germany, and Switzerland( 2017-11-11)
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