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

Figures & data

Table 1. System dimensions (SYS).

Training level (vertical positioning)	SYS1-Level
Relation to VET and HE systems (horizontal positioning)	SYS2-Relation HE/VET
Standardization of education and training	SYS3-Standardization
Transition into labour market (career prospects of graduates)	SYS4-Careers

Table 2. Governance dimensions (GOV).

Social partnership governance under (passive) state supervision	GOV1-Social partnership
Decentralized cooperation of employers (to avoid market failure)	GOV2-Employer cooperation
Influence of educational organizations as independent institutional actors	GOV3-educ. organizations as actors
Financing (theory phase and practical phase)	GOV4-Financing

Table 3. Schematic representation of the system dimensions of work-based forms of training in Germany (DE) and the US.

	SYS1: Training level	SYS2: Relation to VET and HE system	SYS3: Standardization	SYS4: Career prospects
DE: Dual apprenticeships	Secondary	Core of the VET system	Unified national standard	Skilled labour
DE: Dual study programmes	Post-secondary*	Part of the university system**	Significant local differences	Middle management
US: Apprenticeships	Post-secondary	Part of the university system***	Significant local differences	Skilled labour
US: Co-op education	Post-secondary	Part of the university system	Significant local differences	Middle management

Source: Own depiction.

* Sometimes involving dual apprenticeship certificate.

** In some cases leads to dual qualification of ‘bachelor’ and ‘vocational training certificate’.

*** In some cases leads to dual qualification of ‘associate’s degree’ and ‘journeyman’s certificate’.

Table 4. Schematic representation of the governance dimensions of work-based forms of training in Germany (DE) and the US.

	GOV1: Social partnership under (passive) state supervision	GOV2: Decentralized cooperation of companies	GOV3: Role of educational institution as an actor	GOV4: Financing (theory; practice)
DE: Dual apprenticeships	Central	Central	Marginal	Theory: state; practice: company
DE: Dual study programmes	Marginal (some state quality control through accreditation)	Weak; some consultation in supervisory boards of the programmes	Central	Theory: state and partly company; practice: company
US: Apprenticeships	Marginal (some quality control through registered apprenticeships)	Weak; in some cases at a local level to achieve critical mass	Central	Theory: state and company; practice: company
US: Co-op education	Marginal	Very weak; companies compete for students	Central	Theory: student; practice: company

Source: Own depiction.