1,721,168 research outputs found
Who owns education? : Cleavage structures in the partisan competition over educational expansion
No full textThe literature on the partisan foundations of education policies leads to ambiguous expectations with regard to the predominant cleavage structures in party competition on this topic. There is disagreement as to whether leftist or rightist parties are responsible for increasing spending on education, while others claim that educational expansion has become a consensual topic. This paper analyses the cleavage structure of party competition over the topic of educational expansion, relying on data from the Comparative Manifesto Project. It identifies political parties as ‘issue-owners’ and ‘issue-ignorers’, respectively, and finds considerable variation with regard to cleavage structures of party competition between countries and across time. One tentative conclusion from the analysis is that policy legacies play an important role in shaping cleavage structures.publishe
Die Zukunft der „Guten Arbeit“ im Zeitalter der Digitalisierung (Prof. Busemeyer)
No full textDie Digitalisierung der Arbeitswelt birgt Chancen und Risiken. Auf der einen Seite verstärkt sie Sorgen in der Arbeitnehmerschaft vor dem Verlust des Arbeitsplatzes, wenn dieser durch Technologie wegrationalisiert wird. Auf der anderen Seite können neue Technologien aber auch die Arbeitsqualität steigern und Stress reduzieren.
Prof. Dr. Marius R. Busemeyer (Professor für Politikwissenschaft und Sprecher des Exzellenzclusters “ The Politics of Inequality“, Universität Konstanz) spricht in seinem Vortrag über die Zukunft der „guten Arbeit“. Es geht insbesondere um die These, dass Digitalisierung nicht nur zu einer Expansion in der digitalen Infrastrukturökonomie führt, sondern auch zur Zunahme von Tätigkeiten, die soziale und kreative Fertigkeiten erfordern.
Der Vortrag fand statt im Rahmen der öffentlichen Konferenz „Arbeit von übermorgen – zwischen Science und Fiction“ am 18. September 2021 in der IHK Karlsruhe.
Die Konferenz fand statt im Rahmen des BMBF-geförderten Projekt FutureWork
The future of the social investment state: politics, policies, and outcomes
Full text linkPublished online: 22 Mar 2018In all advanced democracies, policies related to the welfare state are the largest part of public policy activity. Cross-pressured by globalization, deindustrialization, rising public debts, demographic changes, permanent austerity and the rise of 'new social risks', welfare states in post-industrial democracies have entered a new phase of consolidation and transformation since the 1980s. Against early fears, retrenchment has not been 'the only game in town'. Rather, many countries have expanded new welfare policies such as 'social investments'. This collection adds to the recent literature on the emergence of the 'social investment state' in several ways: (1) it assesses to what degree social investment policies have become established across countries and at the EU level; (2) it demonstrates that and why the politics of social investment are different from those of compensatory social policies on the micro and macro level; and (3) it points at important socio-economic effects of social investments
Austrian Corporatism and Gradual Institutional Change in the Relationship between Apprenticeship Training and School-based VET
No full textpeer reviewedWithin the context of collective skill formation systems, Austria presents a case in which a well-developed vocational education and training (VET) system provides a differentiated set of pathways for youth as they prepare their transitions from school to work. If we wish to draw lessons from a comparison of collective skill systems, the dynamic relationship between a strong dual apprenticeship training system and a robust school-based training system is one of the key factors differentiating VET in Austria from the VET systems in Germany and Switzerland. Indeed, we argue that the Austrian collective skill system as well as contemporary changes within it cannot be understood without understanding full-time vocational schooling in Austria.INVES
Globale Perspektiven
No full textLeisering L, Mayer-Ahuja N, Burchardt H-J, Eckert A. Globale Perspektiven. In: Busemeyer M, Ebbinghaus B, Leibfried S, Mayer-Ahuja N, Obinger H, Pfau-Effinger B, eds. Wohlfahrtspolitik im 21. Jahrhundert. Neue Wege der Forschung. Frankfurt a.M./New York: Campus; 2013: 177-187
The welfare state in really hard times: Political trust and satisfaction with the German healthcare system during the COVID-19 pandemic
No full textThe COVID-19 pandemic represents an enormous challenge for healthcare systems around the globe. Using original panel survey data for the case of Germany, this article studies how specific trust in the healthcare system to cope with this crisis has evolved during the course of the pandemic and whether this specific form of trust is associated with general political trust. The article finds strong evidence for a positive and robust association between generalized political trust and performance perceptions regarding the efficiency and fairness of the crisis response as well as individual treatment conditions. The article also shows that specific trust in healthcare remained relatively stable throughout 2020, but declined significantly in the spring of 2021
Do adult foreign residents prefer academic to vocational education? Evidence from a survey of public opinion in Switzerland
No full textUsing a unique and original dataset measuring preferences of adults for academic vs. vocational education in Switzerland, we explore differences between Swiss citizens and foreign residents regarding individual preferences for these different types of education. We find that first-generation foreigners exhibit stronger preferences for academic education, whereas the preferences of second-generation foreigners do not significantly differ from those of Swiss citizens. Further, variation across subgroups of foreigners based on their nationality indicates that cultural aspects matter to a certain extent as less well-integrated ethnic groups express stronger preferences for academic education and are also less likely to value the labour market outcomes of vocational education. Interestingly, the presence of a well-established VET system in the country of origin does not appear to strengthen preferences for vocational education in Switzerland. This might be related to less positive labour market outcomes for VET graduates’ countries of origin
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