Pub Date : 2009-12-11DOI: 10.1080/03797720903355562
Virginia Barba-Sánchez
Europe's higher education system is currently undergoing a process of change and convergence in order to guarantee equal conditions for labour mobility within its borders. Spain, like any other European country, must adapt its legislation, homogenize its studies, and raise awareness among its educational institutions (beginning with their teaching staff) of the suitability and benefits that these changes involve. The aim of this article is to present the main results obtained from assessment of this pilot study of adaptation over the last five years. This longitudinal study covered questions such as the usefulness of the Course Guide as a basic resource for the teaching/learning process, and student performance and satisfaction with the new system.
{"title":"Adaptation of Human Resource Management and Industrial Relations Graduate Courses in Spain to the European Higher Education Area","authors":"Virginia Barba-Sánchez","doi":"10.1080/03797720903355562","DOIUrl":"https://doi.org/10.1080/03797720903355562","url":null,"abstract":"Europe's higher education system is currently undergoing a process of change and convergence in order to guarantee equal conditions for labour mobility within its borders. Spain, like any other European country, must adapt its legislation, homogenize its studies, and raise awareness among its educational institutions (beginning with their teaching staff) of the suitability and benefits that these changes involve. The aim of this article is to present the main results obtained from assessment of this pilot study of adaptation over the last five years. This longitudinal study covered questions such as the usefulness of the Course Guide as a basic resource for the teaching/learning process, and student performance and satisfaction with the new system.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"252 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114107925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356735
S. Florea, S. Pavlenko, E. Gilder, L. Pavelescu, J. Sadlak
{"title":"Book Reviews and Studies","authors":"S. Florea, S. Pavlenko, E. Gilder, L. Pavelescu, J. Sadlak","doi":"10.1080/03797720903356735","DOIUrl":"https://doi.org/10.1080/03797720903356735","url":null,"abstract":"","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114799020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903392243
U. Oberst, J. Gallifa, N. Farriols, A. Vilaregut
This article discusses the importance of emotional and social competences in higher education and presents a training model. In 1991, Ramon Llull University of Barcelona (Spain) created the Seminar methodology to tackle these challenges. A general model derived from the Emotional Intelligence concept and the general principles of this methodology are explained. As an example, a pilot programme for training emotional and social competences in an undergraduate major study is presented. Our perspective and experience from this programme may be useful in training academic professions where interpersonal and/or intrapersonal capacities are important competences to be developed. We propose rethinking the mission of the university by including the training of emotional and social competences, especially in view of the ongoing Bologna Process.
{"title":"Training Emotional and Social Competences in Higher Education: The Seminar Methodology.","authors":"U. Oberst, J. Gallifa, N. Farriols, A. Vilaregut","doi":"10.1080/03797720903392243","DOIUrl":"https://doi.org/10.1080/03797720903392243","url":null,"abstract":"This article discusses the importance of emotional and social competences in higher education and presents a training model. In 1991, Ramon Llull University of Barcelona (Spain) created the Seminar methodology to tackle these challenges. A general model derived from the Emotional Intelligence concept and the general principles of this methodology are explained. As an example, a pilot programme for training emotional and social competences in an undergraduate major study is presented. Our perspective and experience from this programme may be useful in training academic professions where interpersonal and/or intrapersonal capacities are important competences to be developed. We propose rethinking the mission of the university by including the training of emotional and social competences, especially in view of the ongoing Bologna Process.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122190308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356677
J. Nazarko, K. Kuźmicz, Elżbieta Szubzda‐Prutis, Joanna Urban
The purposes of this paper are twofold: a presentation of the theoretical basis of benchmarking and a discussion on practical benchmarking applications. Benchmarking is also analyzed as a productivity accelerator. The authors study benchmarking usage in the private and public sectors with due consideration of the specificities of the two areas. Special attention is paid to the presentation of the current picture of higher education and conditions for the application of benchmarking. The chosen examples of benchmarking projects conducted in higher education illustrate the spectrum of benchmarking usage. The authors conclude the paper with a recommendation for the employment of benchmarking in the higher education environment, especially in the light of competition pressures and rapid economic development.
{"title":"The General Concept of Benchmarking and its Application in Higher Education in Europe","authors":"J. Nazarko, K. Kuźmicz, Elżbieta Szubzda‐Prutis, Joanna Urban","doi":"10.1080/03797720903356677","DOIUrl":"https://doi.org/10.1080/03797720903356677","url":null,"abstract":"The purposes of this paper are twofold: a presentation of the theoretical basis of benchmarking and a discussion on practical benchmarking applications. Benchmarking is also analyzed as a productivity accelerator. The authors study benchmarking usage in the private and public sectors with due consideration of the specificities of the two areas. Special attention is paid to the presentation of the current picture of higher education and conditions for the application of benchmarking. The chosen examples of benchmarking projects conducted in higher education illustrate the spectrum of benchmarking usage. The authors conclude the paper with a recommendation for the employment of benchmarking in the higher education environment, especially in the light of competition pressures and rapid economic development.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131852594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903355554
I. J. Alfaro, Alfredo Pérez Boullosa, J. Andreu-Besó, J. D. Lamo, Luis Sobrado, Rafael Sanz, J. M. Arias
The London Communique of the Conference of Ministers responsible for Higher Education in the countries participating in the Bologna Process (2007) emphasized as priorities for 2009 the “action taken at national level to promote the mobility of students and staff, including measures for future evaluation”. Certain responsibilities are incumbent upon the various member states while others fall to the universities themselves. The present study explores student perceptions of the policies and programmes to encourage this mobility in four public universities in Spain, representative in their variety, size, and level of student mobility. The aim of the study was to determine how students view the usefulness and the importance of the information and the mobility programmes offered by their universities, as well as the value of the various sources and contents of such information. The results are based on a survey administered to 2427 students who had already made the decision to go abroad the following academic ...
{"title":"Student Opinion of the Information Policies of Four Spanish Universities with Regard to Erasmus and Other International Programmes","authors":"I. J. Alfaro, Alfredo Pérez Boullosa, J. Andreu-Besó, J. D. Lamo, Luis Sobrado, Rafael Sanz, J. M. Arias","doi":"10.1080/03797720903355554","DOIUrl":"https://doi.org/10.1080/03797720903355554","url":null,"abstract":"The London Communique of the Conference of Ministers responsible for Higher Education in the countries participating in the Bologna Process (2007) emphasized as priorities for 2009 the “action taken at national level to promote the mobility of students and staff, including measures for future evaluation”. Certain responsibilities are incumbent upon the various member states while others fall to the universities themselves. The present study explores student perceptions of the policies and programmes to encourage this mobility in four public universities in Spain, representative in their variety, size, and level of student mobility. The aim of the study was to determine how students view the usefulness and the importance of the information and the mobility programmes offered by their universities, as well as the value of the various sources and contents of such information. The results are based on a survey administered to 2427 students who had already made the decision to go abroad the following academic ...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121357524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356602
Ruslan Sadirkhanov
This work reflects the results of a student survey and focus‐group discussions and in‐depth interviews with educators and policy practitioners to examine the connections between the higher education system and labour market demands in Azerbaijan. A notion of an Index of Students’ Optimism regarding employment prospects has been introduced in this study. It is found that private university students are much more optimistic about employment opportunities as compared with their public university fellows. Available options are considered for the Azerbaijan state policy modernization in the higher education area that would promote students’ capacity to cope with competitive challenges in the job market.
{"title":"Employment Pattern Pressure for Pragmatic Change in Universities: Azerbaijan Case Study","authors":"Ruslan Sadirkhanov","doi":"10.1080/03797720903356602","DOIUrl":"https://doi.org/10.1080/03797720903356602","url":null,"abstract":"This work reflects the results of a student survey and focus‐group discussions and in‐depth interviews with educators and policy practitioners to examine the connections between the higher education system and labour market demands in Azerbaijan. A notion of an Index of Students’ Optimism regarding employment prospects has been introduced in this study. It is found that private university students are much more optimistic about employment opportunities as compared with their public university fellows. Available options are considered for the Azerbaijan state policy modernization in the higher education area that would promote students’ capacity to cope with competitive challenges in the job market.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114298790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903355620
M. Ehses, M. Veith
In 1999, the International Research Training Group ‘GRK532’ was founded as a pilot project for cross‐border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious continuous and consecutive education programme between research groups from chemistry, pharmacy, physics, biochemistry, materials science and analytical chemistry. The education programme aims at qualifying doctoral students in international, interdisciplinary and soft skills during their thesis work. Key elements of the education programme are lectures, hands‐on workshops, scientific presentations and discussions in English. Alumni receive a certificate of successful participation, which is signed by the German and French speakers and the president of the Deutsch–Franzosische Hochschule/Universite Franco–Allemande [Franco–German University].
{"title":"The International Research Training Group (GRK532): Practicing Cross‐border Postgraduate Education","authors":"M. Ehses, M. Veith","doi":"10.1080/03797720903355620","DOIUrl":"https://doi.org/10.1080/03797720903355620","url":null,"abstract":"In 1999, the International Research Training Group ‘GRK532’ was founded as a pilot project for cross‐border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious continuous and consecutive education programme between research groups from chemistry, pharmacy, physics, biochemistry, materials science and analytical chemistry. The education programme aims at qualifying doctoral students in international, interdisciplinary and soft skills during their thesis work. Key elements of the education programme are lectures, hands‐on workshops, scientific presentations and discussions in English. Alumni receive a certificate of successful participation, which is signed by the German and French speakers and the president of the Deutsch–Franzosische Hochschule/Universite Franco–Allemande [Franco–German University].","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130050944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903356636
S. Florea, E. Horvat
The internal processes of higher education have implications for the cohesion and shape of societies as well as for the quality of life of individuals. The comparison of the historical evolution of access to higher education in the American and European/Romanian contrasted countries reveals the presence of several norms successively constraining the organization of access. These norms will reflect the transformation of both a legitimated social order, and the role of the higher education systems within societies. This article examines several aspects of higher education’s role in relation to social equity and the related notion of meritocracy, especially as it relates to admission. Since the role of higher education is measured in terms of its contribution to achieving a fair and just society, questions on the impact of higher education are considered alongside issue(s) of access, equal opportunity and widening participation. To preview our argument, we argue that the development of a national standardize...
{"title":"The Promise and Challenge of Increasing Access to Higher Education: Notes from a Romanian/United States Comparative Analysis.","authors":"S. Florea, E. Horvat","doi":"10.1080/03797720903356636","DOIUrl":"https://doi.org/10.1080/03797720903356636","url":null,"abstract":"The internal processes of higher education have implications for the cohesion and shape of societies as well as for the quality of life of individuals. The comparison of the historical evolution of access to higher education in the American and European/Romanian contrasted countries reveals the presence of several norms successively constraining the organization of access. These norms will reflect the transformation of both a legitimated social order, and the role of the higher education systems within societies. This article examines several aspects of higher education’s role in relation to social equity and the related notion of meritocracy, especially as it relates to admission. Since the role of higher education is measured in terms of its contribution to achieving a fair and just society, questions on the impact of higher education are considered alongside issue(s) of access, equal opportunity and widening participation. To preview our argument, we argue that the development of a national standardize...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114642059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903355638
R. Cippitani, S. Gatt
2010 sees the end of the process of establishing the European Higher Education Area (EHEA). Although not all countries may have achieved all the objectives, many are those countries and universities who have implemented many of the targets set. Within the Bologna Process, there have been many developments such as: European Credit Transfer and Accumulation System (ECTS) for the transfer of period of study abroad; joint degrees; and quality assurance aspects among others. Guidelines for Quality Assurance and the development of an overarching European Qualifications Framework have been developed. While the Bologna Process brings with it many advantages on an education level, the discussion has not really considered the legal aspects of such a system. Once the EHEA is implemented comprehensively across Europe, situations may arise which would require universities to consider the legal aspects of learning that students may have experienced within different tertiary institutions. This paper considers what probl...
{"title":"Legal Developments and Problems of the Bologna Process within the European Higher Education Area and European Integration","authors":"R. Cippitani, S. Gatt","doi":"10.1080/03797720903355638","DOIUrl":"https://doi.org/10.1080/03797720903355638","url":null,"abstract":"2010 sees the end of the process of establishing the European Higher Education Area (EHEA). Although not all countries may have achieved all the objectives, many are those countries and universities who have implemented many of the targets set. Within the Bologna Process, there have been many developments such as: European Credit Transfer and Accumulation System (ECTS) for the transfer of period of study abroad; joint degrees; and quality assurance aspects among others. Guidelines for Quality Assurance and the development of an overarching European Qualifications Framework have been developed. While the Bologna Process brings with it many advantages on an education level, the discussion has not really considered the legal aspects of such a system. Once the EHEA is implemented comprehensively across Europe, situations may arise which would require universities to consider the legal aspects of learning that students may have experienced within different tertiary institutions. This paper considers what probl...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133361725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-12-11DOI: 10.1080/03797720903355612
J. Duderstadt
Today higher education faces the challenge of reconsidering and realigning its public agenda to serve better an era in which educated people, the knowledge they produce, and the innovation and entrepreneurial skills they possess have become the keys to economic prosperity, national security, and social well‐being. The imperatives of expanding educational opportunity at all levels, conducting research of world‐class quality, and producing outstanding scientists, engineers, physicians, teachers, and other knowledge professionals in an increasingly competitive world will only require not only substantial changes in the leadership and governance of universities, but also challenge their most fundamental structure and purpose.
{"title":"Aligning American Higher Education with a Twenty‐first‐century Public Agenda. Examining the National Purposes of American Higher Education: A Leadership Approach to Policy Reform","authors":"J. Duderstadt","doi":"10.1080/03797720903355612","DOIUrl":"https://doi.org/10.1080/03797720903355612","url":null,"abstract":"Today higher education faces the challenge of reconsidering and realigning its public agenda to serve better an era in which educated people, the knowledge they produce, and the innovation and entrepreneurial skills they possess have become the keys to economic prosperity, national security, and social well‐being. The imperatives of expanding educational opportunity at all levels, conducting research of world‐class quality, and producing outstanding scientists, engineers, physicians, teachers, and other knowledge professionals in an increasingly competitive world will only require not only substantial changes in the leadership and governance of universities, but also challenge their most fundamental structure and purpose.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123133673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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