Dr Hubert Ertl[back]

After completing his training in the German dual system of vocational education Hubert did his first degree in business studies, vocational education and English at the Ludwig-Maximilians-Universität (LMU) in Munich. He then studied comparative and international education at the University of Oxford, where he conducted research into the ways EU-programmes in education and training are implemented in different European countries. This research was part of the EU-funded network PRESTiGE (Problems of Educational Standardisation and Transitions in a Global Environment). He taught at the LMU Institute of Vocational Education and Business Studies (Institut für Wirtschaftspädagogik) and completed his doctoral thesis on European aspects of vocational education and training. After his doctorate he worked for three years as a lecturer and researcher at the University of Paderborn (Germany) in the area of training teachers for German vocational colleges.

As Lecturer in Higher Education he directs the Department of Education's MSc in Higher Education (see http://www.edstud.ox.ac.uk/masters/HigherEducation/index.php, convenes the Higher Education and Professional Learning Research Group, and is involved in a number of research projects (see below). He is Fellow of Linacre College, Oxford, and chairs the College's Computing Committee.

Hubert is member of the Editorial Board of Research in Comparative and International Education. He is referee/reviewer for the following journals:

• Oxford Review of Education
• Research in Comparative and International Education
• British Educational Research Journal
• Zeitschrift für Berufs- und Wirtschaftspädagogik

He is also reviewer of ESRC research reports.

Research interests include international aspects of higher education, vocational education and training, EU educational policies, the transfer processes between education and training and the world of work, and widening participation in higher education.

Current research projects include:

• Degrees of success: The transition between VET and HE
  (funded by HEFCE through the ESRC Teaching and Learning Research Project (TLRP) phase on Widening Participation in Higher Education)
  This project illustrates Hubert's commitment to research into the learning occurring in the interface between HE and professional contexts. Using a variety of quantitative and qualitative methods, ‘Degrees of Success' investigates the transitional frictions between vocational and higher education (see http://www.tlrp.org/proj/wphe/wp_hayward.html)
• Reviewing Diploma Development: An Evaluation of the Design of the  Diploma Qualifications (funded by the Department for Children, Schools, and Families (DCSF) in collaboration with the Qualifications and Curriculum Authority (QCA)).
  The aims of this study are twofold: (1) to provide an understanding of how Diploma specifications have been developed and the connections between development processes and development outcomes; and (2) to develop recommendations for the ongoing work on Diplomas in the second, third, and subsequent phases.
• Teacher-driven Innovation at Vocational Colleges
  (funded by the ESRC Research Centre on Skills, Knowledge and Organisational Performance)
  In co-operation with Professor Hugo Kremer from the University of Paderborn this project investigates and compares processes of teacher-driven innovation at German vocational schools and at English FE Colleges.

Recent research projects include:

• The student learning experience in higher education
  (Literature review funded by the Higher Education Academy)
  Against the background of far-reaching changes in UK higher education, this project seeks to map the representation of, and research into the student learning experience in the relevant literatures.
• Formulating a Methodology for the Evaluation of Diplomas
  (jointly funded by the Qualification and Curriculum Authority and the Department for Education and Skills)
  This project outlines a comprehensive evaluation framework for the introductory phase of the new Diploma in 14-19 education.
• IWST - The Interplay between the World of Work and School-based Training
  (funded by the ESRC Research Centre on Skills, Knowledge and Organisational Performance)
  The IWST project developed ways of improving the transfer process between school-based training contexts and the challenges of the world of work. It examined the interplay between these two contexts in three European countries (England, Germany and Sweden). The investigation in the different national contexts resulted in the comparative description of transfer models.
• FIT - Flexibility and Individualisation of Teacher Training
  (funded by the Joint Commission of the German State and Länder (Bund-Länder-Kommission))
  FIT developed new forms of organising the second phase of teacher training for teachers at German vocational colleges. It produced a number of instruments, such as learning portfolios, structured teamwork phases, and individualised specialisations, in order to increase the flexibility of this phase. These instruments were tested in several training workshops organised for teacher trainers and teacher trainees.
• WISLOK - Implementing IT-based Knowledge Management at Vocational Schools
  (funded by the Joint Commission of the German State and Länder (Bund-Länder-Kommission))
  WISLOK was a three-year pilot project on the implementation of new media at vocational schools in Germany. The project accompanied and advised a number of pilot schools in the implementation process of IT tools that allowed them to install knowledge management processes. Also, WISLOK aimed at improving the co-operation between the two major partners in the German dual system of vocational training, training companies and vocational schools. The consequences of the introduction of knowledge management processes and IT-networks for the training of vocational school teachers was a further research topic.
• PRESTiGE (Problems of Educational Standardisation and Transitions in a Global Environment)
  (funded by the European Union Training and Mobility scheme)
  As part of PRESTiGE Network of six European universities, Hubert investigated the interpretation and implementation of EU policies in education in four member states: Sweden, the UK, France, and Germany. The impact and form of administration of the two major EU programmes in education Socrates and Leonardo da Vinci in the four countries were one of the foci of the investigations.

Books, monographs and edited special volumes of journals

• Ertl, Hubert et al. (2008): The Student Learning Experience in Higher Education (Literature Review Report for the Higher Education Academy) (with Geoff Hayward, Susannah Wright, Anne Edwards, Ingrid Lunt, David Mills, Kai Yu), on : http://www.heacademy.ac.uk/assets/York/documents/ERTL_HAYWARD_LR.pdf.

• ERTL, HUBERT (ed.) (2006): Cross-National Attraction in Education: Accounts from England and Germany. (Didcot: Symposium Books).
• ERTL, HUBERT & SLOANE, PETER F. E. (eds.) (2005): Kompetenzerwerb und Kompetenzbegriff in der Berufsbildung in internationaler Perspektive (Paderborn: Eusl).
• ERTL, HUBERT & KREMER, HUGO (eds.) (2005): Innovationen in schulischen Kontexten: Ansatzpunkte für berufsbegleitende Lernprozesse bei Lehrkräften (Paderborn: Eusl Verlag). (Also available as Spezial 2 of the online journal bwp@ on http://www.bwpat.de/spezial2/).
• ERTL, HUBERT / GRAMLINGER, FRANZ / HAYWARD, GEOFF (eds.) (2004): Vocational and Business Education and Training in Europe: Qualifications and the World of Work. Special issue of the online journal Berufs- und Wirtschaftspädagogik (Vol. 7).
• ERTL, HUBERT (2003): Knowledge production in an international research and training network: methodological and conceptual considerations, Series: Cadernos Prestige (Lisbon: Educa).
• PHILLIPS, DAVID & ERTL, HUBERT (eds.) (2003): Implementing European Union Education and Training Policy. A Comparative Study of Issues in Four Member States (Dordrecht: Kluwer).
• ERTL, HUBERT (2002): The Role of European Union Programmes and Approaches to Modularisation in Vocational Education: Fragmentation or Integration? Series: Münchner Beiträge zur Wirtschaftspädagogik (München: Utz Verlag).
• ERTL, HUBERT (2001): Modularisation in Vocational Education and Training: Conceptualisations and Approaches in European Union Countries. Series: Cadernos PRESTiGE (Lisbon: Educa).
• ERTL, HUBERT (2000): Modularisation of Vocational Education in Europe: NVQs and GNVQs as a Model for the Reform of Initial Training Provisions in Germany? Series: Monographs in International Education (Wallingford: Symposium Books).

Papers in journals and chapters in books:

• Ertl, Hubert & Yu, Kai (2009): ‘The European Union Policies on Education and Training: A critical overview of developments in the last fifty years’, in: Journal of Educational Studies (Jiaoyu Xuebao), Vol. 5, No. 1, 113-121.

• Ertl, Hubert & Wright, Susannah (2008): ‘Reviewing the literature on the student learning experience in higher education’, in: London Review of Education, Vol. 6, No. 3, 195 – 210.

• Hoelscher, Michael, Hayward, Geoff, Ertl, Hubert & Dunbar-Goddet, Harriet (2008): ‘The Transition from Vocational Education and Training to Higher Education: A successful pathway?, in: Research Papers in Education, Vol. 23, No. 2, 139 - 151.

• ERTL, HUBERT (2006): ‘Educational standards and the changing discourse on education: the reception and consequences of the PISA study in Germany', in: Oxford Review of Education, Vol. 32, No. 5, pp. 619-634.
• ERTL, HUBERT (2006): ‘European Union policies in education and training: the Lisbon agenda as a turning point?', in: Comparative Education, Vol. 42, No. 1, pp. 5-27.
• ERTL, HUBERT & KREMER, H.-HUGO (2006): ‘Curricular reform and College-based Innovation in Vocational Education and Training in England and Germany', in: Research in Comparative and International Education, Vol. 1, No. 4, pp. 351-365.
• ERTL, HUBERT & SLOANE, PETER F. E. (2006): ‘Curriculare Entwicklungsarbeit zwischen Lernfeld und Funktionsfeld', in: PÄTZOLD, GÜNTER & RAUNER, FELIX (eds.) (2006): Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 19: Qualifikationsforschung und Curriculumentwicklung, pp. 117-127.
• ERTL, HUBERT & PHILLIPS, DAVID (2006): ‘Standardization in EU education and training policy: findings from a European research network', in: Comparative Education, Vol. 42, No. 1, pp. 77-91.
• ERTL, HUBERT (2006): The Overseas Case as a Political Argument: The reception of NVQs in Germany, in: Ertl, Hubert (ed.) (2006): Cross-National Attraction in Education: Accounts from England and Germany. (Didcot: Symposium Books), pp. 103-125.
• ERTL, HUBERT (2005): ‘Higher Education in Germany: a Case of "Uneven" Expansion?', in: Higher Education Quarterly, Vol. 59, No. 3, pp. 205-229.
• ERTL, HUBERT & H.-HUGO KREMER (2005): ‘Der Umgang mit Innovationen an berufsbildenden Schulen: Erste Befunde einer explorativen Studie', in: Erziehungswissenschaft und Beruf, Vol. 53, No. 4, pp. 451-469.
• ERTL, HUBERT (2005): ‘Das Kompetenzkonzept: Zugänge zur Diskussion in der deutschen Berufs- und Wirtschaftspädagogik', in: ERTL, HUBERT & SLOANE, PETER F. E. (eds.): Kompetenzerwerb und Kompetenzbegriff in der Berufsbildung in internationaler Perspektive (Paderborn: Eusl), pp. 22-45.
• ERTL, HUBERT & KREMER, H.-HUGO (2005): ‘Innovationskompetenz von Lehrkräften an berufsbildenden Schulen', in: ERTL, HUBERT & KREMER, HUGO (eds.): Innovationen in schulischen Kontexten: Ansatzpunkte für berufsbegleitende Lernprozesse bei Lehrkräften, pp. 43-64. (Also available as as part of Spezial 2 of the online journal bwp@ on http://www.bwpat.de/spezial2/ertl_kremer.shtml)
• ERTL, HUBERT & SLOANE, PETER F. E. (2004): ‘Vocational Education and Training and Innovation', in: Science Research Management, Vol. 25, No. 9, pp. 93-105.
• ERTL, HUBERT (2004): ‘Schulische Berufsbildungskontexte und Arbeitswelt: Anmerkungen zur Transferproblematik in der schwedischen Berufsbildung', in: MÜNK, DIETER (eds.): Perspektiven der beruflichen Bildung und der Berufsbildungspolitik im europäischen und internationalen Kontext (Bielefeld: Bertelsmann), pp. 123-137.
• ERTL, HUBERT & SLOANE, PETER F.E. (2004): ‘The German Training System and the World of Work: The Transfer Potential of the Lernfeldkonzept, in: Berufs- und Wirtschaftspädagogik, No. 7, online at www.bwpat.de.
• ERTL, HUBERT (2004): ‘Tradition and Reform: Modernising the German Dual System of Vocational Education', in: HAYWARD, GEOFF & JAMES, SUSAN (eds.): Balancing the Skills Equation: Key issues and challenges for policy and practice (Bristol: Policy Press), pp. 117-148.
• ERTL, HUBERT & SLOANE, PETER F.E. (2004): ‘A comparison of VET structures in Germany and England: Contexts of complex teaching-learning arrangements:', in: SLOANE, PETER F.E. & MULDER, REGINA (eds.): New Approaches to Vocational Education in Europe: The construction of complex learning-teaching arrangements. Series: Oxford Studies in Comparative Education, pp. 27-43.
• ERTL, HUBERT (2003): ‚Standardsetzung und Zertifizierung beruflicher Qualifikationen im Rahmen des Systems der „National Vocational Qualifications"', in: Zeitschrift für Berufs- und Wirtschaftspädagogik, Vol. 99, No. 3, pp. 368-389.
• ERTL, HUBERT (2003): ‘Annerkennung beruflicher Qualifikationen im Rahmen des Systems der „National Vocational Qualifications"', in: STRAKA, GERALD A. (ed.): Zertifizierung non- und informell erworbener beruflicher Kompetenzen (Münster: Waxmann), S. 69-81.
• ERTL, HUBERT & SLOANE, PETER F. E. (2003): ‘Crisis and Reform in German Vocational Education and Training: The Lernfeldkonzept', in: Learning and Skills Research, Vol. 6, No. 4, pp. 25-27.
• ERTL, HUBERT (2003): ‘Standardization and Transition in Education: An EU-funded Research and Training Network', in Issues and Studies in European Education, Vol. 35, No. 2: Uniting Europe: Initiatives in Education (ed. by HANS LINGENS), pp. 42-74.
• ERTL, HUBERT & SLOANE, PETER F.E. (2003): ‘Beruflichkeit und Modularisierung - Ansätze für die Modernisierung der deutschen Berufsbildung aus dem Vergleich internationaler Modulkonzepte', in: ARNOLD, ROLF (ed.): Berufsbildung ohne Beruf (Baltmannsweiler: Schneider Verlag), S. 89-128.
• ERTL, HUBERT / DILGER, BERNADETTE / HERTLE, EVA M. / KREMER, H.-HUGO & SLOANE, PETER F. E. (2003): ‘Teamentwicklung an berufsbildenden Schulen. Konzeptionelle Überlegungen zu einem Workshopkonzept', in: Die berufsbildende Schule, 55. Jg., 10/2003, S. 281 286.
• ERTL, HUBERT & KREMER, H.-HUGO (2003): ‘Innovationskompetenz von Lehrkräften an berufsbildenden Schulen', in: BERNADETTE DILGER, H.-HUGO KREMER & PETER F. E. SLOANE (Hrsg.): Wissensmanagement an berufsbildenden Schulen. Beiträge im Kontext des Modellversuchsverbunds WisLok (Paderborn: Eusl), S. 215-230.
• DILGER, BERNADETTE / ERTL, HUBERT / HERTLE, EVA M. & SLOANE, PETER F. E. (2003): ‘Teamarbeit an berufsbildenden Schulen - ein Workshopkonzept', in: BERNADETTE DILGER, H.-HUGO KREMER & PETER F. E. SLOANE (Hrsg.): Wissensmanagement an berufsbildenden Schulen. Beiträge im Kontext des Modellversuchsverbunds WisLok (Paderborn: Eusl), S. 167-184.
• DILGER, BERNADETTE / ERTL, HUBERT / HERTLE, EVA M. & KREMER, H.-HUGO (2003): ‘Nutzungsvarianten virtueller Foren für Lernortkooperation - Erfahrungen aus dem Modellversuch Wislok', in: BERNADETTE DILGER, H.-HUGO KREMER & PETER F. E. SLOANE (Hrsg.): Wissensmanagement an berufsbildenden Schulen. Beiträge im Kontext des Modellversuchsverbunds WisLok (Paderborn: Eusl), S. 199-213.
• ERTL, HUBERT (2003): ‘The European Union and Education and Training: An Overview of Policies and Initiatives', in: PHILLIPS, DAVID & ERTL, HUBERT (eds.): Implementing European Union Education and Training Policy. A Comparative Study of Issues in Four Member States (Dordrecht: Kluwer), pp. 13-39.
• ERTL, HUBERT (2003): ‘European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany', in: PHILLIPS, DAVID & ERTL, HUBERT (eds.): Implementing European Union Education and Training Policy. A Comparative Study of Issues in Four Member States (Dordrecht: Kluwer), pp. 161-188.
• ERTL, HUBERT (2003): ‘EU Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom', in: PHILLIPS, DAVID & ERTL, HUBERT (eds.): Implementing European Union Education and Training Policy. A Comparative Study of Issues in Four Member States (Dordrecht: Kluwer), pp. 213-264.
• ERTL, HUBERT (2002): ‘The Concept of Modularisation in Vocational Education and Training: The Debate in Germany and its Implication', in: Oxford Review of Education, Vol. 28, No. 1, pp. 53-73.
• ERTL, HUBERT (2002): ‘Qualifizierung hinsichtlich des Umgangs mit interkulturellem Stress („culture shock")', in: Kölner Zeitschrift für Wirtschaft und Pädagogik, Vol. 17, No. 33, pp. 189-210.
• ERTL, HUBERT / EVA M. HERTLE / PETER F. E. SLOANE & MARTIN J. THEES (2002): ‘Neue Anforderungen - alte Lehrerbildung', in HANSIS, HERMANN / NICKOLAUS, REINHOLD / SLOANE, PETER F. E. / THEES, MARTIN J. (eds.): Lehrerbildung und Innovationstransfer (Bielefeld: Bertelsmann), pp. 53-83.
• ERTL, HUBERT (2000): ‘The Transitions of Vocational Education in the Eastern Part of Germany: Some Notes on the Role of European Union Programmes', in: Comparative Education Review, Vol. 44, No. 4, pp. 464-492.
• ERTL, HUBERT & PHILLIPS, DAVID (2000): ‘The Enduring Nature of the Tripartite System of Secondary Schooling in Germany: Some Historical Explanations', in: British Journal of Educational Studies, Vol. 48, No. 4, pp. 391-412.
• ERTL, HUBERT (2000): ‘Vocational Education and Training in Eastern Germany: Some Reasons and Explanations for Current Problems', in: PHILLIPS, DAVID (ed.): Education in Germany After Unification. Series: Oxford Studies in Comparative Education, Vol. 10, No. 1 (Wallingford: Triangle), pp. 125-151.
• ERTL, HUBERT & PHILLIPS, DAVID (2000): ‘Interpreting and Implementing EU Education and Training Policy: The Examples of Germany and Sweden', in: World Studies in Education, Vol. 1, No. 2, pp. 81-103.
• ERTL, HUBERT (2000): ‘The Development of the Provisions of the European Union in the Field of Education and Training', in: FÄGERLIND, INGEMAR & O'DOWD, MINA (eds.): Mapping European Comparative Education Perspectives. The PRESTiGE TMR Network. Series: Studies in Comparative and International Education, No. 52 (Stockholm: Institute of International Education), pp. 117-144.

Recent Working Papers

• Dunbar-Goddet, H. & Ertl, H. (2007) Degrees of Success: Research on the Transition from Vocational Education and Training to Higher Education (working paper on: http://www.tlrp.org/project%20sites/degrees/documents/Degrees_of_success_research_transition%20_VET_HE.pdf).