Patrick Emmenegger
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Prof. Dr.
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Emmenegger
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Patrick
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patrick.emmenegger@unisg.ch
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+41 71 224 2332
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Publication

Economic Policy (forthcoming)

2023 , Emmenegger, Patrick , Emmenegger, Patrick , Fossati, Flavia , Häusermann, Silja , Papadopoulos, Yannis , Sciarini, Pascal , Vatter, Adrian

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Publication

New institutionalism and European public policy

2022 , Carstensen, Martin B. , Emmenegger, Patrick

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Die Rolle der Gewerkschaften in der Berufsbildung: Ein Vergleich Deutschlands und der Schweiz.

2021 , Emmenegger, Patrick , Graf, Lukas , Strebel, Alexandra , Dernbach-Stolz, Stefanie , Eigenmann, Philipp , Kamm, Chantal , Kessler, Stefan

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Publication

The Regulation of Employment

2020 , Emmenegger, Patrick , Marx, Paul , Béland, Daniel , Morgan, Kimberly J. , Obinger, Herbert , Pierson, Christopher

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Employer Visibility and Sectors as Predictors of Egalitarian Values in VET A Mixed-method Study of Recruiters’ Views on Apprentice Candidates

2022-09-25 , Anna Margareta Wilson , Giuliano Bonoli , Patrick Emmenegger

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Publication

Interessegruppeforklaringer

2022 , Christensen, Peter M. , Emmenegger, Patrick , Klitgaard, Michael B. , Green-Pedersen, Christoffer , Jensen, Carsten , Nannestad, Peter

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Arbeitsmarkt

2020-05-01 , Emmenegger, Patrick , Bonvin, Jean-Michel , Knöpfel, Carlo , Hugentobler, Valérie , Mäder, Pascal , Tecklenburg, Ueli

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Publication

Collective Skill Formation in a Knowledge Economy: Challenges and Dilemmas

2022 , Bonoli, Giuliano , Emmenegger, Patrick , Bonoli, Giuliano , Emmenegger, Patrick

Collective skill formation systems have been long hailed for their capacity to provide high quality vocational training, thereby straddling the twin demands of supplying relevant skills to employers and offering access to stable and relatively well-paid jobs for individuals without university education. Yet the rise of the knowledge economy has put a question mark over whether such efficient and solidaristic outcomes are still sustainable. This introductory chapter reviews structural economic, social, and macro-political trends that challenge collective skill formation systems. The focus is on the growing relevance of knowledge-intensive production processes. However, other macro-trends that are crucial for these systems’ ability to perform an integrative function are also emphasized: the rise in social inequality and the emergence of multicultural societies. In addition, this chapter identifies the two main dilemmas collective skill formation systems face in a knowledge economy: (1) balancing efficiency and inclusiveness in an increasingly knowledge-intensive economy and (2) collective action in the age of decollectivization.

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How Collective Skill Formation Systems Adapt to a Knowledge Economy

2022 , Emmenegger, Patrick , Bonoli, Giuliano , Bonoli, Giuliano , Emmenegger, Patrick

Collective skill formation systems remain attractive in the knowledge economy. However, these systems are heavily dependent on the capacity of actors to cooperate, which in turn depends on their ability to find win-win solutions to the challenges these systems confront. This concluding chapter discusses five main themes that help to understand how collective skill formation systems adapt to a knowledge economy. First, one constant preoccupation of employers is to keep dual training attractive for talented youths and avoid academic drift. This is clearly visible in their support for measures aiming to protect the value of VET degrees, to improve permeability of the overall education system, and to develop new hybrid forms of training that combine academic and vocational training. Second, in some countries, there are attempts to upskill collective skill formation systems. Such measures include investments in post-secondary VET or new forms of cooperation between firm-based training and higher-education institutions. Third, employers’ attachment to collective skill formation remains strong, but they increasingly experience problems in acting collectively, which fuels segmentalist tendencies. Fourth, over recent decades, states have developed a multitude of measures to make collective skill formation systems more inclusive. These measures tend to be external to the collective skill formation system and are rarely intrusive with regard to the role played by employers. Fifth, states put pressure on collective skill formation systems to make them more inclusive, which often—but not always—creates considerable frictions, especially if inclusion measures risk undermining the perceived quality of training.

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Publication

Kombinationer af kvalitative og kvantitative data

2020 , Emmenegger, Patrick , Klemmensen, Robert , Møller Hansen, Kaspar , Bøgh Andersen, Lotte , Welling Hansen, Sune

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