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Reduced-dose direct oral anticoagulants in the extended treatment of venous thromboembolism: a systematic review and meta-analysis.

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.

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who provided me with helpful comments and practical ideas on different parts of the book.I would also like to acknowledge the support of the 48 experts I interviewed in Austria, Germany, and Switzerland. Each of them provided me with some important piece of the puzzle that I have put together here. I found meeting these experts in their organizations and workplaces and discussing the topics they actively engage with on a daily basis to be both exciting and informative. I am very thankful for the friendliness and openness with which they welcomed me.During my field research in Austria, Ulrich Brand provided me with an office at the Department of Political Science at the University of Vienna. During my stay in Switzerland, Rolf Becker gave me a workspace in the Department of Sociology of Education at the University of Bern. I wish to thank both of them for their generous hospitality.In addition, I would like to thank Mike Wright, Roisin Cronin, and Ute Reusch for their language assistance at different stages of the writing process. Furthermore, I thank Miriam von Maydell from Budrich UniPress for guiding me through the publication process.I gratefully acknowledge the financial support the WZB has provided to enable the publication of this book. The WZB is an excellent place to carry out research. One of the main reasons for this is its wonderful administrative AT DE CH UK

In Europe, the Bologna and Copenhagen Processes in higher education (HE) and vocational education and training (VET) are on the agenda, aiming to create a European educational area. Acknowledging important differences between countries, we compare the evolving relationship between HE and VET. We ask whether and how these two distinct organisational fields in France and Germany have changed in recent decades. Comparing institutional shifts, the article analyses whether long‐standing differences in postsecondary education and training systems and the education/economy nexus in these two countries have remained stable. We argue that these countries’ skill formation systems have begun to converge, departing from their original institutionalisation paths. Thus, while the traditional typologies that contrast France and Germany have served as useful heuristic devices, they require revision to adequately represent incremental institutional change in these skill formation systems resulting from endogenous reforms and exogenous pressures due to Europeanisation.