German Transplant Companies in China: How do Companies Solve the Problem of Skill Formation at the Shop-Floor Level?

Larissa Freund; Michael Gessler

doi:10.5944/reec.29.2017.17238

Autores/as

Larissa Freund University of Bremen
Michael Gessler University of Bremen

DOI:

https://doi.org/10.5944/reec.29.2017.17238

Palabras clave:

China, Formación Profesional, FP, Formación en competencia, Teoría de la Actividad, Boundary Object

Resumen

Este artículo tiene el propósito de aprender sobre la intención de las empresas alemanas en el extranjero en fomentar y asegurar los niveles de competencia de sus empleados chinos en producción e innovación considerando un marco socio-cultural y político diferente. Llevado a cabo metodológicamente a través de entrevistas a expertos in situ, este artículo se centra en reportar sobre los primeros hallazgos empíricos en estratégias y prácticas de empresas alemanas sobre reclutamiento y vinculación de empleados locales (competentes) para el nivel de planta. En base a la teoría de la actividad de Engeström, el concepto de boundary objects actúa como marco teórico. Los resultados indican estratégias de personal innovativas complementarias con referencia a cualificación y retención. En la discusión, los fenómenos identificados como la fundación de un centro de entrenamiento práctico coopetitivo, son asignados al contexto teórico de boundary objects.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

http://www.w3.org/1999/xhtml">

2-German-transplant-companies-in-China

AKKERMAN, S. F. & BAKKER, A. (2011): Boundary Crossing and Boundary Objects, Review of Educational Research, 81, 2, pp. 132–169. doi:10.3102/0034654311404435.

AMCHAM SHANGHAI (2009): Manufacturing in China (http://www.amcham-shanghai.org/amcham-portal/InfoVault_Library/2009/manufacturing-in-china.pdf), accessed 22 June 2016.

BARABASCH, A., HUANG, S. & LAWSON, R. (2009): Planned policy transfer: The impact of the German model on Chinese vocational education, Compare: a Journal of Comparative and International Education, 39, 1, pp. 5–20. doi:10.1080/03057920802265566.

BONEL, E. & ROCCO, E. (2007): Coopeting to Survive; Surviving Coopetition, International Studies of Management and Organization, 37, 2, pp. 70–96. doi:10.2753/IMO0020-8825370204.

BMBF (2014): Cluster Suzhou. VDI Technologiezentrum GmbH, (http://www.kooperation-international.de/innovationsportal/cluster-portal/cluster-suzhou.html), accessed 22 June 2016.

DEITMER, L., BURCHERT, J. & HAN, X. (2013): Work-Based Learning in China, in L. DEITMER, U. HAUSCHILDT, F. RAUNER, & H. ZELLOTH (Eds.), The Architecture of Innovative Apprenticeship, pp. 115–128 (Dordrecht: Springer Netherlands).

DEITMER, L., HAUSCHILDT, U., RAUNER, F. & ZELLOTH, H. (Eds.) (2013): The Architecture of Innovative Apprenticeship (Dordrecht: Springer Netherlands).

ENGESTRÖM, Y. (1987): Learning by expanding: An activity-theoretical approach to developmental research (Helsinki: Orienta-Konsultit Oy)

GEITHNER, S. (2012): Arbeits-und Lerntätigkeit in Industrieunternehmen: Fallstudien aus Perspektive der kultur-historischen Tätigkeitstheorie, 42 (Lehmanns Media).

GERMAN CHAMBER OF COMMERCE IN CHINA (2015): Deutsche Unternehmen in China 2015. Geschäftsklima-Umfrage (http://china.ahk.de/fileadmin/ahk_china/Marktinfo/Studies/2015_BCS_China_Report_DE.pdf).

GESSLER, M. (2017): Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System, in M. MULDER (Ed.), Competence-Based Vocational and Professional Education. Bridging the World of Work and Education, pp. 695–717 (Cham: Springer International Publishing).

GESSLER, M. (2016): Educational transfer as transformation: A case study about the emergence and implementation of dual apprenticeship structures in a German automotive transplant in the United States. Vocations and Learning, Advance online publication, doi:10.1007/s12186-016-9161-8

GESSLER, M., & FFREUND, L. (Eds). (2015): Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century (Bremen: Institut Technik und Bildung).

GESSLER, M., & HOWE, F. (2013): The German dual vocational training system: The origin of the current architecture. Bulletin of Institute of Technology and Vocational Education Nagoya University Japan, 10, pp. 17–28.

JIANG, B., BAKER, R.C. & FRAZIER, G.V. (2009): An analysis of job dissatisfaction and turnover to reduce global supply chain risk: Evidence from China, Journal of Operations Management, 27, 2, pp. 169–184. doi:10.1016/j.jom.2007.09.002.

LEIGH STAR, S. (2010): This is Not a Boundary Object: Reflections on the Origin of a Concept. Science, Technology & Human Values, 35, 5, pp. 601–617. doi:10.1177/0162243910377624.

LI, Y., & SHELDON, P. (2012): Workplace Training for Skilled Process Workers Amid Skills Shortages in China: HRM and Local Labor Markets.

LI, Y., & SHELDON, P. (2014): Collaborations between foreign-invested enterprises and China’s VET schools: Making the system work amid localised skill shortages, Journal of Vocational Education & Training, 66, 3, pp. 311–329. doi:10.1080/13636820.2014.9-08939.

MA, X. J. (2007): Personalführung in China: Motivationsinstrumente und Anreize, Psychologie und Beruf, 7 (Göttingen: Vandenhoeck & Ruprecht).

PILZ, M., & LI, J. (2014): Tracing Teutonic footprints in VET around the world?, Euro J of Training and Dev 38, 8, pp. 745–763. doi: 10.1108/EJTD-10-2013-0110.

SCHWÄGERMANN, H. (Ed.) (2016): Handbook event market China (Berlin: De Gruyter Oldenbourg).

STRAUSS, A. and CORBIN, J. (1990): Basics of grounded theory methods (Beverly Hills: Sage).

STRAUSS, A. L., CORBIN, J. M. & NIEWIARRA, S. (1996): Grounded theory: Grundlagen qualitativer sozialforschung (Beltz, Psychologie-Verlag-Union).

THE WORLD BANK (2016). Global Economic Prospects: January 2016.

VAN DER BURGT, J., PILZ, M. & WILBERTZ, C. (2014): Qualifizierungsstrategien deutscher Unternehmen in Japan, Indien und China – Deutsche Vorbilder oder einheimische Verfahrensweisen? Zeitschrift für Erziehungswissenschaft, 17, 1, pp. 135–158. doi:10.1007/s11618-014-0480-y.

ZHAO, Z., LUO, Z. & GU, D. (2013): Innovative Models of More Interactive Cooperation of VET Schools and Enterprise in China, in L. DEITMER, U. HAUSCHILDT, F. RAUNER, & H. ZELLOTH (Eds.), The Architecture of Innovative Apprenticeship, pp. 193–205 (Dordrecht: Springer Netherlands).

ZHAO, Z., RAUNER, F. & HAUSCHILDT, U. (Eds.) (2011): Assuring the acquisition of expertise: Apprenticeship in the modern economy (Beijing: Foreign Language Teaching and Research Press).