Linda Maria Wanklin
Title
M.A. & M.Sc.
Last Name
Wanklin
First name
Linda Maria
Email
linda.wanklin@unisg.ch
Phone
+41 71 224 7208
19 results
Now showing 1 - 10 of 19
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Item type:Publication, Growing through skills: the integration of transnational dimensions into growth regimes(2025); This article proposes a new conceptualisation of skill formation within growth regimes that integrates a transnational dimension. Drawing on insights from global value chain and managed migration scholarships, skill formation can become a transnational effort coordinated by a dominant growth coalition sourcing skills for economic growth. Focusing on Germany as a least-likely case, this article finds an increase in policies and practices to transfer vocational education and training and manage labour migration, as part of a growth strategy to sustain export-led growth. A coalition of the state and employers supports this strategy, called ‘externalisation’, which unions, political parties, and foreign governments do not oppose. Through the study of externalisation, we advocate for a departure from methodological nationalism when studying growth in 21st-century political economies.Type:journal articleJournal:Socio-Economic Review - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Global perspectives on growth models: The rise and politics of transnational skill ecosystems and remittances-based growth regimes(2024-04-04); Jehona SerhatiType:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Global perspectives on growth models: The rise and politics of transnational skill ecosystems and remittances-based growth regimes(2024-03-25); Jehona SerhatiType:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond the classroom: Exploring teacher agency as a source of innovation and resistance in education reforms(2023-09-08)Vocational education and training (VET) teachers are at the forefront of educational reforms aimed at shifting learning from school to company environments, also known as “dual VET” reforms. However, little is known about their agency in this process. This article investi-gates the agency of teachers impacted by the introduction of dual VET reforms in post-socialist, school-based VET systems. Interview transcripts and surveys conducted with VET school teachers in Albania, Poland, Slovakia, Serbia provide the primary data for the qualitative analysis. Intermediary findings suggest that teacher agency is characterised by a multi-objective optimisation process during which teachers aim to maximise their absolute numbers of reimbursed working hours, their professional status, and learner’s well-being. When navigating their agency through insecure educational reforms embedded within distinct structural and institutional pressures, teachers rely on their experience to estimate what coping strategy to adopt. They adopt two inherently logical strategies: They either block the introduction of dual VET reforms to maintain the status quo or embrace them as an innovative instrument to realise their material, professional, and normative interests. These insights are key when designing policy and capacity-increasing measures to ensure the buy-in of micro-level gatekeepers in education reforms.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Beyond the classroom: Exploring teacher agency in making and breaking educational reforms(2023-05-26)Vocational education and training (VET) teachers are at the forefront of educational reforms aimed at shifting learning from school to company environments, also known as dual VET reforms. Yet little is known about their agency in this process. This article thus investigates the agency of schoolteachers impacted by the introduction of dual VET reforms in post-socialist, school-based VET systems. Interview transcripts conducted with VET school teach-ers, school directors, and VET experts in Albania and Slovakia provide data for the qualitative content analysis. The findings reveal that teacher agency is characterised by a multi-objective optimisation process between teachers’ absolute numbers of reimbursed working hours, their professional status and learner’s well-being. When navigating their agency through insecure educational reforms embedded within distinct structural and institutional pressures, teachers rely on their experience to estimate what coping strategy to adopt. They either block the intro-duction of dual VET reforms to maintain the status quo or embrace them as an opportunity to realise their material and professional interests. These insights are key when designing policy and capacity-increasing measure to ensure the buy-in of micro-level gatekeepers in education-al reforms.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Overcoming social traps in low-coordination economies: Particularized trust and local social networks(2023-02-03)Post-communist countries are unlikely to develop high levels of coordination in providing collective goods due to their "hourglass" social structure: trust and cooperation exist mainly at the top among elites and at the bottom between individuals. This structure reinforces social traps such as corrupt institutions and ineffective cooperative equilibria. This study explores how “second-best" governance strategies located at the bottom-half of the hourglass can overcome these traps. It examines why small- and medium-sized companies (SMEs) provide vocational education and training (VET) – a paradigmatic collective good requiring high levels of coordination. The study develops a most-different case study design and applies a multi-method approach to analyse rich empirical data collected during interviews with SMEs and stakeholders in the Albanian and Slovak VET systems. The findings demonstrate that micro-level actors can functionally substitute the lack of institutional trust and meso-level intermediaries by relying on the features of particularized trust.Type:conference paper - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Germany and the knowledge economy: The internationalisation of vocational education and training(2023-03-15); The long-established synergy between German economic competitiveness and vocationally trained mid-skilled workers is questioned as Germany transitions to the knowledge economy. We study how the German political economy changes in the knowledge economy with an eye to the ever-increasing mid-level skill shortage, exemplified by the ever-increasing excess of apprenticeship spots. While the literature has investigated how Germany upskills, namely how its skill distribution moves towards the higher end, it has overlooked the shortage of industrial workers, who are typically trained through Germany’s renowned vocational education and training (VET) system. We fill this scholarly gap by studying the fascinating puzzle of how Germany can secure mid-level skills in an age that often dismisses VET as a relic of the past. Conducting process tracing informed by document analysis and interviews with experts and stakeholders, we show that a key part of Germany’s adaptation to the knowledge economy consists in internationalising its VET to secure mid-level skills domestically. The political consensus around this strategy revolves around training people abroad according to German standards and facilitating recognition of foreign qualifications to fill the mid-level skills shortage. This represents an instance of institutional layering and an ideal case to study the agency behind institutional change.Type:conference paper - Some of the metrics are blocked by yourconsent settings
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