References of "Graf, Lukas 50001883"
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See detailWachstum in der Nische. Mit dualen Studiengängen entstehen Hybride von Berufs- und Hochschulbildung
Graf, Lukas UL

in WZB-Mitteilungen (2012), 138

The German educational model is characterized by a historically evolved strong institutional divide between the vocational education and training system and the higher education system. Yet, the ... [more ▼]

The German educational model is characterized by a historically evolved strong institutional divide between the vocational education and training system and the higher education system. Yet, the contemporary development of dual study programs implies the systematic combination of institutional elements from both subsystems. The rapid expansion of these programs is based on the hybridization of organizational structures – outside of traditional structures – at the nexus of the traditional organizational fields of vocational training and higher education. [less ▲]

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See detailThe Shifting Relationship between Vocational and Higher Education in France and Germany: Towards Convergence?
Powell, Justin J W UL; Graf, Lukas UL; Bernhard, Nadine et al

in European Journal of Education (2012), 47(3), 405-423

For 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 ... [more ▼]

For 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? [less ▲]

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See detailThe Emergent European Model in Skill Formation: Comparing Higher Education and Vocational Training in the Bologna and Copenhagen Processes
Powell, Justin J W UL; Bernhard, Nadine; Graf, Lukas UL

in Sociology of Education (2012), 85(3), 240-258

Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and ... [more ▼]

Proposing an alternative to the American model, intergovernmental reform initiatives in Europe have developed and promote a comprehensive European model of skill formation. What ideals, standards, and governance are proposed in this new pan-European model? This model responds to heightened global competition among “knowledge societies” as it challenges national systems to improve. The authors thus compare this emergent European model with the historically influential models of Germany, France, Great Britain, and the United States. To what extent does the European model resemble these traditionally influential national models? The authors report findings of a theory-guided content analysis of official European policy documents in higher education and vocational training from 1998 to 2010. They find that while the European model is a bricolage that integrates diverse characteristics of influential models, the ambitious goals and standards codified in the twin Bologna and Copenhagen processes in higher education and vocational training offer a new model to compete internationally. Dozens of countries now seek to implement these principles. This comparative analysis finds different visions for the future of skill formation on both sides of the Atlantic. [less ▲]

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See detailInternationalization Strategies in Higher Education Systems. A Variety of Capitalism Analytical Framework
Graf, Lukas UL

in Egbert, Henrik; Esser, Clemens (Eds.) Aspects in Varieties of Capitalism. Dynamics, Economic Crisis, New Players (2010)

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See detailWenn sich Bologna und Kopenhagen treffen. Erhöhte Durchlässigkeit zwischen Berufs- und Hochschulbildung
Bernhard, Nadine; Graf, Lukas UL; Powell, Justin J W UL

in WZB-Mitteilungen (2010), 130

The permeability between vocational education and training and higher education is viewed as key to enhancing social mobility. Large­ scale European initiatives in skill forma­tion, the Bologna and ... [more ▼]

The permeability between vocational education and training and higher education is viewed as key to enhancing social mobility. Large­ scale European initiatives in skill forma­tion, the Bologna and Copenhagen processes, aim to standardize educa­tion and increase mobility. They sup­port national reforms towards enhanced permeability. While the cases of Germany, France and Austria show that skill formation systems are re­sponding to Europeanization, none has thus far departed from its devel­opmental path, questioning popular notions of European convergence. [less ▲]

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See detailComparing the Relationship between Vocational and Higher Education in Germany and France
Powell, Justin J W UL; Coutrot, Laurence; Graf, Lukas UL et al

E-print/Working paper (2009)

A number of European initiatives aim to create a European educational space, including vocational training and higher education. Following the logic of difference, we ask whether, despite their different ... [more ▼]

A number of European initiatives aim to create a European educational space, including vocational training and higher education. Following the logic of difference, we ask whether, despite their different institutionalization, these two sectors in France and Germany react similarly to the Europe-wide Copenhagen and Bologna processes. We compare the relationship between vocational education and training (VET) and higher education (HE), contrasting a number of influential typologies. Analyzing the current situation, we ask whether these differences in postsecondary education and training systems continue to exist. [less ▲]

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See detailApplying the Varieties of Capitalism Approach to Higher Education. Comparing the Internationalization of German and British Universities
Graf, Lukas UL

in European Journal of Education (2009), 44(4), 569-585

In 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 ... [more ▼]

In 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. [less ▲]

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See detailApplying the Varieties of Capitalism Approach to Higher Education. A Case Study of the Internationalisation Strategies of German and British Universities
Graf, Lukas UL

E-print/Working paper (2008)

In recent years the global market for higher education has expanded rapidly while internationalisation strategies have been developed at university, national, as well as European levels, all with the aim ... [more ▼]

In recent years the global market for higher education has expanded rapidly while internationalisation strategies have been developed at university, national, as well as European levels, all with the aim to increase the competitiveness of higher education institutions. This paper asks how different institutional settings explain distinct national patterns found in the internationalisation of universities, observed to be based largely on either market coordination or strategic interaction of the involved actors. Existing concepts from the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, are introduced to the comparative study of higher education systems and applied to develop a theoretical framework for an institutional analysis of university strategies in the global market for higher education. In a case study, the analytical framework is then deployed to contrast the internationalisation of universities in Germany and the United Kingdom. The internationalisation processes reflect the mode of coordination in the respective higher education systems and national models of capitalism. Further insights are that the conceptual toolbox of the Varieties of Capitalism approach can be fruitfully applied to higher education, and that it is possible to enhance the framework by adding the state as a significant factor in differentiation. [less ▲]

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See detailCritic of Amy Gutmann - The Constructive Potential of Communitarian Values for Liberalism
Graf, Lukas UL

E-print/Working paper (2005)

The view of Amy Gutmann is that communitarians have been unsuccessful in undermining liberalism. However, she thinks that their work presents a welcome challenge to it. In her opinion, the communitarian ... [more ▼]

The view of Amy Gutmann is that communitarians have been unsuccessful in undermining liberalism. However, she thinks that their work presents a welcome challenge to it. In her opinion, the communitarian criticism, rather than giving good reason to abandon liberalism, is of use in an attempt to discover a liberalism that successfully combines communitarian with liberal values. This paper examines the extent to which Gutmann successfully shows that communitarian values, like kinship, affection, or a sense of common purpose, have the latent but unrealized capacity to serve to improve liberalism. [less ▲]

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