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Scheuch, I., Gessler, M., Bohlinger, S., Zlatkin-Troitschanskaia, O., Greppmair, A-C., Toepper,
M., Bieß, A., & Kühling-Thees, C. (2021). Research on the internationalization of vocational
education and training: Current state and future perspectives. In C. Nägele, N. Kersh, & B. E.
Stalder (Eds.), Trends in vocational education and training research, Vol. IV. Proceedings of
the European Conference on Educational Research (ECER), Vocational Education and Train-
ing Network (VETNET) (pp. 261–269). https://doi.org/10.5281/zenodo.5474156
Research on the Internationalization of Vocational Education and Training:
Current State and Future Perspectives
Scheuch, Ianina
ianina.scheuch@tu-dresden.de, TU Dresden
Gessler, Michael
mgessler@uni-bremen.de, Institute of Technology and Education (ITB), University of Bremen
Bohlinger, Sandra
sandra-bohlinger@tu-dresden.de, TU Dresden
Zlatkin-Troitschanskaia, Olga
troitschanskaia@uni-mainz.de, JGU Mainz
Greppmair, Anja-Christina
anja.greppmair@uni-bremen.de, Institute of Technology and Education (ITB), University of
Bremen
Toepper, Miriam
miriam.toepper@uni-mainz.de, JGU Mainz
Bieß, Anne
anne.biess2@tu-dresden.de, TU Dresden
Kühling-Thees, Carla
c.kuehling-thees@uni-mainz.de, JGU Mainz
Abstract
Context: Vocational education and training (VET) is a key driver of the development of educa-
tional, social, and economic policy and practice. To date, however, systematic knowledge about
VET models and approaches, which differ widely between nations and cultures, remains limited
yet highly diverse, as can be observed in the fragmentation of research frameworks from dif-
ferent disciplines. Against this background, this paper provides an overview of the current state
of research on the internationalization of VET in German-speaking areas. A major part of the
study was conducted in the context of the funding program “Research for the Internationaliza-
tion of Vocational Education and Training,” established by the German Ministry of Education
and Research, which aims to improve national and international VET by implementing a sys-
tematically connected, (inter)national research network for the field.
Methods: To systematize the current state of research, we have differentiated major thematic
fields therein. Our methods included a systematic review of literature in these fields, the docu-
mentary analysis and structured content analysis of relevant research projects.
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Findings: This paper focuses on selected research fields, discusses major ongoing research ac-
tivities in German-speaking countries, and identifies promising directions and implications for
future research both nationally and internationally.
Conclusions: To gain a comprehensive understanding and to promote further development of
research on the internationalization of VET, further expansion of knowledge and integration
of different disciplines and actors are needed. This requires a long-term and systemic research
vision and the establishment of a multidisciplinary research community at the national as well
as the international level.
Keywords
vocational Education and Training, VET, internationalization, research review, documentary
analysis, content analysis, Germany
1 Introduction
Vocational education and training (VET) is a key driver of the development of educational,
social, and economic policy and practice. In recent times, VET has seen an increase in attention
all around the world (OECD, 2014). We use the term ‘VET’ to refer to the highly diverse field
of (technical and) vocational education and training, which covers all types of education and
training with a clear relevance for employment and the labor market. Nationally and interna-
tionally, there is a great demand not only for expertise in VET but also for the sustainable and
effective development of VET structures (McGrath et al., 2019). To date, however, systematic
and comparative research about models and approaches in VET, which differ widely between
nations and cultures, remains limited yet highly diverse (Evans, 2020; Pilz & Li, 2020). In
particular, numerous studies and reports address the field from a national or regional perspec-
tive, as can be observed in the fragmentation of research and various frameworks from different
domains and disciplines (Evans, 2020; Lauterbach & Mitter, 1998; Pilz & Li, 2020). Given the
importance of VET, a more systematic understanding of the current state and future perspec-
tives on the internationalization of VET is required.
In Germany, the importance of international cooperation in VET has been well recognized
in recent years, especially with the new funding initiative “Research for the Internationalization
of Vocational Education and Training” (Internationalisierung der Berufsbildungsforschung
(IBBF)), established by the German Federal Ministry of Education and Research (Bundesmin-
isterium für Bildung und Forschung (BMBF)). The aim of the initiative is threefold: (1)
strengthening the expertise of universities and other institutions in the research on international
vocational training projects and the training of academic vocational training staff; (2) integrat-
ing that expertise more closely into the BMBF’s international vocational training cooperation;
and (3) making the research outcomes accessible to foreign partners to promote a shift toward
more practice-oriented VET, in both its initial and continuing forms (BMBF, 2017). This pro-
gram currently includes eleven international projects with partners in Europe, Central America,
South Africa, and Asia, and a “Metaproject on Research for the Internationalization of Voca-
tional Education and Training” (MP-INVET). Although the funding period of these research
projects is limited to three or four years, the metaproject aims to improve national and interna-
tional VET by implementing a systematically connected, (inter)national research network to
improve the cross-national connectivity of the new research initiative in the long term.
Though the term ‘internationalization’ spans a broad range of activities, in this study, we
refer mostly to research in VET that covers international perspectives and projects with inter-
national partners in VET. Against this background and based on the ongoing funding initiative,
the study presented here focuses on major fields in research on internationalization of VET in
German-speaking countries, discusses ongoing research projects, and identifies promising
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directions and implications for future research and network-oriented activities, both nationally
and internationally.
2 Methods
The purpose of the study is to examine the current state of and prospects for research on the
internationalization of VET in the context of the German funding initiative “Research on the
Internationalization of Vocational Education and Training.” The study methods include a liter-
ature review, a documentary analysis, and a structured content analysis - all focused on eleven
research projects. To systematize the current state of research, we conducted a literature review
of research on the internationalization of VET and differentiated six major research fields
therein: (1) international cooperation and development in VET, (2) international (policy) trans-
fer in VET, (3) European cooperation and governance in VET, (4) VET in the context of ser-
vice-focused research, (5) VET in the context of corporate research, and (6) research on net-
works in VET (for details, see Gessler et al., 2020, p. 8f.). We subsequently used this categori-
zation to classify the eleven projects chosen for this study. To that end, a structured content
analysis of these projects was undertaken to interrelate and aggregate their focal research
themes. In addition, political and working documents addressing strategic and program-related
approaches to internalizing VET were analyzed and implications as well as future directions
for network activities within the initiative were identified.
3 Results
3.1 Research on the Internationalization of VET
Research on the internationalization of VET can be characterized as diverse, broad, and com-
plex, involving numerous strands and focuses, various conceptual and methodological ap-
proaches, and different actors and structural elements (Evans, 2020; Lauterbach & Mitter, 1998;
Pilz & Li, 2020). Despite its high relevance to researchers, policymakers, and practitioners in
Germany, however, neither a unified conceptualization nor a unified understanding of interna-
tionalization of VET exists to date. In this paper, we understand internationalization as follows:
A series of international activities such as […] mobility for students and teachers;
international linkages, partnerships, and projects; and new, international academic
programs and research initiatives. For others, it means the delivery of education to
other countries through new types of arrangements such as branch campuses or
franchises using a variety of face-to-face and distance techniques. To many, it
means the inclusion of an international, intercultural, and/or a global dimension into
the curriculum and teaching learning process. Still others see international devel-
opment projects and, alternatively, the increasing emphasis on trade in […] educa-
tion as internationalization. Finally, there is frequent confusion as to the relation-
ship of internationalization with globalization. (Knight 2004, p. 5f.)
Although this definition spans a broad range of activities, we refer mostly to research in VET
that cover international perspectives and projects with international partners in VET.
Regarding specific topics from a German perspective, research on VET has focused pri-
marily on the transfer and transferability of initial VET, the so-termed dual apprenticeship
model, as well as on so-called “training-on-the-job” approaches, whereas hybrid qualifications
with university and vocational components (Ebner, 2013; Euler, 2013; Deissinger, 2015) have
only recently received attention (Fromberger, 2019; Graf et al., 2014). Overall, the state of
research on internationalization of VET in the German-speaking areas can be systematized into
six main fields, some of which extend well beyond VET (Gessler et al., 2020):
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(a) International cooperation and development in VET (i.e., “development studies”) fo-
cuses on capacity building in initial and continuing VET as a subfield of development studies
(Clement, 2012). Research and recommendations for action refer to the modalities of interna-
tional VET cooperation and its underlying (political) strategies (Arnold, 1989; Stockmann &
Resch, 1992; Greinert et al., 1997; Georg, 2006), their trends and transformations (Stockmann,
1997; Wallenborn, 2006; Arnold, 2006), and their effectiveness (Stockmann, 1996; Stockmann
& Silvestrini, 2013).
(b) International transfer in VET (i.e., “transfer studies”) focuses on questions surrounding
the transfer of (German) VET (dual) systems and/or elements to other countries (Baumann et
al., 2020; Euler & Wieland, 2015; Deissinger, 2015). Some approaches draw on political sci-
ence findings subsumed under policy transfer (Bohlinger, 2018; Barabasch & Wolf, 2009,
2010, 2012).
(c) European cooperation and governance in VET (i.e., “European studies”) focuses pri-
marily on European cooperation and, more recently, on questions regarding multilevel govern-
ance in the European Union (Bohlinger, 2015; Bohlinger & Wolf, 2016; Rasmussen, 2014;
Milana & Klatt, 2019).
(d) VET in the context of service research (i.e., “service studies”) focuses on questions of
service development, provision, and distribution, and the promotion of international business
relations (Fraunhofer MOEZ, 2012; Kühn, 2021; Muylkens, 2013; Heusinger, 2014; Jonda &
Heusinger, 2016). The German providers’ initiatives, including “iMove: International Market-
ing of Vocational Education and Training” launched in 2001 and “Vocational Training Export”
launched in 2008, represent the area.
(e) VET in the context of corporate research (i.e., “corporate studies”) focuses on shifts in
production, services, and human resources across countries and regions for entry into new mar-
kets and development of new approaches to vocational training in companies (Fuchs et al.,
2016; Gessler, 2017; Holle, 2019; Peters, 2019; Pilz & Li, 2014; Pilz & Wiemann, 2020).
(f) Research on networks in VET (i.e., “network studies”) focuses on social networks in
general (e.g., Castells, 1990, 2006) or on the conditions for successful regional (vocational)
education and training cooperation (e.g., Buschfeld et al., 2016; Payer, 2008; Schröder, 2019).
Albeit overlapping and incomplete to some extent, this classification is useful for structur-
ing, systematically discussing, and consolidating the numerous ongoing research activities in
the context of VET and for identifying promising directions for development. The research
areas presented can also be understood as a categorization framework of the eleven research
projects, as described in the next section.
3.2 Research for the Internationalization of VET in the Context of the IBBF Funding
Program
The “Research for the Internationalization of Vocational Education and Training” is one of the
most important research initiatives in Germany, covering a wide range of topics, as illustrated
in Table 1. The initiative upholds three funding priorities (BMBF, 2017): (A) current issues in
VET research in the context of VET cooperation, (B) research on the prerequisites for success-
ful VET cooperation in countries with existing BMBF cooperation in VET and in other coun-
tries and regions, and (C) the development of joint pilot measures for capacity building in VET
research in the BMBF’s partner countries.
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Table 1
Research projects and funding priorities (Gessler et al, 2020, p. 12)
Acronym and project title
Location(s)
Institution(s)
Duration
Funding
priority
CAPE-VET: Cooperative Investi-
gation of the Prerequisites for the
Successful Design of Higher Educa-
tion Qualification Programs for Vo-
cational Training Staff
South Africa
Europa University of Flens-
burg,
Flensburg University of Ap-
plied Science
2019–2022
B
CodeVET: Competence Develop-
ment in VET: A Comparative Anal-
ysis of Intended and Implemented
Curricula in the Field of Business
Administration
China, Rus-
sia
University of Cologne,
University of Osnabrück
2019–2022
A
CoRi VET: Costa Rican Voca-
tional Education and Training
Costa Rica
University of Osnabrüc
2021–2025
C
DualReg: Locally Rooted– World-
wide Linked Up: Mexico–Success
Conditions for Transfer of Voca-
tional Education and Dual Practices
Mexico
University of Cologne
2019–2022
B
efach: Factors for Successful Coop-
eration in Vocational Training with
People’s Republic of China: A
Comparison of State, Civil Society
and Private Sector Concepts
China
Saarland University
2019–2022
B
IntVET: Success Factors of Inter-
national Business Models for the
Export of Vocational Training to
Vietnam
Vietnam
Leipzig University
2019–2022
B
KuPraMex: Cultural Practice of
Non-Academic Work in Mexico
Mexico
University of Kassel
2019–2022
B
PeruDual: In-Company Training
Quality and Role of Trainers in
Dual VET in Peru
Peru
Technical University of Dort-
mund
2019–2021
B
ProWoThai: Progressing Work-
Based Learning of TVET System in
Thailand
Thailand
Technical University of Dort-
mund
2019–2023
C
QualIndia: Quality Analysis of In-
dian Vocational Education and
Training Institutions with a Focus
on Industrial Training Institutes and
Polytechnic Colleges
India
University of Cologne
2019–2022
A
VoCasian: Development of Capaci-
ties and Graduate Schools as well as
the Implementation of a PhD Pro-
gram for Vocational Education and
Training Research in Georgia
Georgia
Otto von Guericke University
Magdeburg
2020–2023
C
Table 2, presenting the focal fields of the eleven research projects, shows that the major
research fields in this area are reflected in the IBBF initiative, with the exception of European
studies. However, the projects mostly focus on development studies, which need to be subdi-
vided further. For example, CodeVET implements international comparative research on cur-
ricula at the level of teaching, whereas QualIndia addresses organizational development pro-
cesses, with a focus on industrial training institutions and polytechnic colleges. KuPraMex, by
comparison, focuses on the societal/cultural aspect and examines the ‘cultural artifacts’ of non-
academic work. Therefore, the development studies comprise a broad range of specific research
questions: e.g., KuPraMex focuses on the macro level and examines not only the usual political
or economic factors but also sociocultural conditions; CodeVET focuses on the “black box” of
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teaching and learning activities at the micro level. Similar to development studies, transfer stud-
ies usually occur in connection to other fields (e.g., development studies or corporate studies;
for examples, see e.g., CAPE-VET, CoRi VET, efach, PeruDual, QualIndia, VoCasian,
ProWoThai). Finally, service studies and network studies are represented by only one project
each: IntVET and DualReg, respectively. Overall, the projects in the IBBF program are char-
acterized by a variety of approaches and disciplines, all to seek out the most promising avenues
of research advancement.
Table 2
Research focuses of the 11 projects. X = main focus; (X) = side aspect (Gessler et al., 2020, p.
13)
Research focus
Project
Development
studies
Transfer
studies
Service
studies
Corporate
Studies
Network
studies
CAPE-VET
(X)
X
CodeVET
X
CoRi VET
X
(X)
DualReg
(X)
X
efach
X
(X)
IntVET
X
KuPraMex
X
PeruDual
(X)
X
ProWoThai
(X)
X
QualIndia
X
(X)
VoCasian
X
(X)
4 Conclusion and Future Perspectives: Towards Integrated Research and Knowledge
Transfer
In its current state, research on the internationalization of VET is often conducted in a discipli-
nary manner with corresponding delimitations, exclusions, and confinements. Overall, the VET
research is marked by fragmentation in the research landscape. At the same time, the research
community focusing on international VET, is multidisciplinary. The considerable diversity and
intersection of different domains often leads to getting “Lost in VET” (Wiemann et al., 2019;
Pilz & Li, 2020) but also offers possibilities for open dialogue and development of the field
(Evans, 2020). To support further research development, an interdisciplinary research network
has been established as the focus of the research meta-project MP-INVET. The goals of devel-
oping and maintaining a research network therefore, are focused on systematically consolidat-
ing and integrating the various disciplinary approaches around VET to overcome the research
fragmentation. Therefore, the overarching question of MP-INVET’s networking perspective is:
how can we enable interdisciplinarity and integration of different perspectives in the research
on the internationalization of VET? Furthermore, the internationalization of VET as a research
topic is characterized not only by diversity in disciplines and approaches but also by social,
institutional, and temporal complexity. It therefore becomes a so-termed “wicked problem”
(Coyne, 2005): a complex, partly contradictory dilemma that cannot be solved or overcome by
the research system alone. Instead, it requires a transdisciplinary approach involving other (non-
research-related) actors, including VET providers and institutions. The second overarching
question of MP-INVET’s network is therefore: how can transdisciplinary be used to integrate
and transfer current knowledge from different domains and actors?
In answering both questions, it is important to identify the connections between the numer-
ous approaches, theories, and best-practice models that exist in the national and international
context to make them specifically connectable and transferable for international VET
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cooperation and to integrate and consolidate them in the form of an inter- and transdisciplinary
research network. The IBBF funding initiative has initially served to improve and expand in-
stitutionalized research on the internationalization of VET as a core principle of cooperation in
international VET. With that objective, however, this initiative simultaneously focuses on
strengthening research on the internationalization of VET in German-speaking countries in two
ways: by promoting project-based work and by establishing a cross-program research commu-
nity at the national and international levels in the long term.
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Biographical notes
Ianina Scheuch is a Research Assistant at the Chair of Adult Education at TU Dresden, Ger-
many. The focus of her research interests is on vocational education and training, comparative
education, business education, and management training.
Michael Gessler, Dr Phil., Dr h.c., is a Full Professor of Vocational Education and Training at
the Institute of Technology and Education (ITB), University of Bremen, Germany. His research
focus is on innovations and transfer of innovations in vocational education and training.
Dr Sandra Bohlinger is Full Professor of Adult Education at TU Dresden, Germany. Her re-
search interest is in vocational education and training and comparative education.
Dr Olga Zlatkin-Troitschanskaia is Full Professor of Business and Economics Education at
Johannes Gutenberg University Mainz (JGU), Germany. Her research focuses on modeling and
measuring student knowledge, skill development and learning outcomes in vocational and
higher education at both the national and international level.
Dr Anja-Christina Greppmair is a Post-Doctoral Researcher at the Institute of Technology
and Education (ITB), University of Bremen, Germany. Her research interests focus on interna-
tionalization and transfer of VET, personnel development, teaching and learning in adult edu-
cation.
Miriam Toepper is a Research Assistant at the Department of Business and Economics Edu-
cation at Johannes Gutenberg University Mainz (JGU). Her research focuses on competency
modeling and performance-based assessment in international higher education and adult edu-
cation research.
Anne Bieß is a Research Assistant at the Chair of Adult Education at TU Dresden, Germany.
Her research interest focuses on vocational education and training, comparative education, adult
education, and further education.
Carla Kühling-Thees is a Research Assistant at the Department of Business and Economics
Education at Johannes Gutenberg University Mainz (JGU). Her research focuses on learning,
assessment, and professional development in higher and adult education.
Acknowledgements
The authors acknowledge funding from the German Federal Ministry of Education and Re-
search (project number: 01BF19001).
