How Employer Interests and Investments Shape Advanced Skill Formation

Graf, Lukas; Powell, Justin J W

doi:10.1017/s1049096516002936

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…Therefore, in the international context, cooperation between companies and vocational schools or universities and colleges, has already gained in importance and attracted scholarly attention (e.g. Graf & Powell, 2017;Pilz, 2017;Valiente & Scandurra, 2017). Based on the international context, this study expands the term of cooperation between learning venues to include academic courses, as well as vocational schools (see also section 3).…”

Section: Cooperation Between Learning Venuesmentioning

confidence: 99%

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Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

Vogelsang

Röhrer

Fuchs

et al. 2021

IJRVET

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Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

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Section: Cooperation Between Learning Venuesmentioning

confidence: 99%

“…Recently, companies have successfully started cooperation between learning venues with both universities and vocational schools (e.g. Graf & Powell, 2017;Pilz, 2017;Valiente & Scandurra, 2017). But efforts are always needed to strengthen collaborations (Thelen, 2004).…”

Section: Building and Maintaining Partnership Governance And Leadershipmentioning

confidence: 99%

Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

Vogelsang

Röhrer

Fuchs

et al. 2021

IJRVET

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“…Vocational training opportunities in Germany's "dual system" of school-based training and in-firm apprenticeships remain attractive. A relatively small percentage of each cohort graduating secondary schooling begins hybrid postsecondary vocational education and training (VET) and higher education programs, often referred to as "dual studies," that combine in-firm training with postsecondary academic studies (Graf & Powell, 2017;Graf, 2013). Taken together, these features cultivate the idea of "German exceptionalism" in schooling, VET, and higher education (Powell & Solga, 2011, p. 49).…”

Section: From Primary Education To Higher Education In Germanymentioning

confidence: 99%

Gender Equity in STEM in Higher Education

Ro¹,

Fernandez²,

Ramon³

2021

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“…Currently, both German and American education systems are further challenged by datafication and digitalisation of education (see Hartong 2019). Market-oriented (higher) education systems, notably the US and the UK, have experienced massive privatisation, as many governments reduce those investments that led to the initial flourishing of universities (Graf and Powell 2017). Contemporary tensions arise due to rising costs, exacerbated in times of mass status competition via higher education participation.…”

Section: Comparison Developing In An Age Of Competition and Collaboramentioning

confidence: 99%

Comparative education in an age of competition and collaboration

Powell

2020

Comparative Education

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Comparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. Marked by connectivity, our contemporary era vastly increases the (potential) diffusion of ideas essential for scientific advance. Three interlocking trends emphasise the growing relevance of comparative educational research. Firstly, competition has become more potentamong scholars, their organisations, and within as across countries. Secondly, educational studies, as science more generally, are increasingly conducted in collaboration -across disciplinary, cultural, linguistic, and organisational boundariesenhancing the potential for discovery while producing influential scholarship. Thirdly, while educational research and policymaking are increasingly comparative, comparative knowledge stores are often only selectively used. To counter such reductionism, indepth comparative institutional analysis across divides of academy, politics, and practice remain crucial. The multidisciplinary field must claim its relevance more persuasively, even as scholarly exchange, mobilities, and cultural knowledge endure as vital foundations. Introduction: comparative education between experience, exchange and evaluationComparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. We live in an age marked by extraordinary mobility, an encompassing Internet, and English as the increasingly-dominant scientific lingua franca. These phenomena extend our connectivity and vastly increase the (potential) diffusion of ideasthe essence of scientific advanceand policy learning, as challenging as it remains to adapt solutions found within complex institutional settings to others. Worldwide, institutions and organisations of education and science have dramatically expanded, becoming key sites of exchange and debate that are crucial for innovation. From international conference participation and academic exchange to sabbaticals and even careers abroad, individual spatial mobility has become a sine qua non of the (successful) scientific career (see Kim 2017). For comparative and international education, even more for

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How Employer Interests and Investments Shape Advanced Skill Formation

Cited by 4 publications

References 8 publications

Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

Gender Equity in STEM in Higher Education

Comparative education in an age of competition and collaboration

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