Work-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher education.

Autor/in	Graf, Lukas
Titel	Work-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher education.
Quelle	In: Policy and society, 36 (2017) 1, S. 89-108 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1449-4035; 1839-3373
DOI	10.1080/14494035.2017.1278872
URN	urn:nbn:de:0111-pedocs-198071 urn:nbn:de:0168-ssoar-67867-0
Schlagwörter	Interview; Vergleichende Bildungsforschung; Arbeitsmarkt; Deutschland; Interview; Standardisierung; Typologie; Berufsbildung; Experte; Hochschule; USA; Internationaler Vergleich; Vergleichende Bildungsforschung; Hochschulbildung; Akademisierung; Berufsbildung; Arbeitsmarkt; Ausbildungssystem; Duales Ausbildungssystem; Hochschulbildung; Dualer Studiengang; Akademisierung; Hochschule; Hochschulsystem; Internationaler Vergleich; Standardisierung; Typologie; Experte; Deutschland; USA
Abstract	In 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4