Pub Date : 2008-09-01DOI: 10.1080/03797720802254155
S. Kalanova
The ranking of higher education institutions in Kazakhstan was developed and carried out by the National Accreditation Center of the Ministry of Education and Science of the Republic of Kazakhstan. In ranking the higher education institutions (HEIs), quantitative as well as qualitative criteria were followed. The ranking of HEIs was based on three major survey questionnaires: Survey 1 concerned the academic, technical, social, and financial resources of the HEIs; Survey 2 collected data from students and faculty of each HEI; Survey 3 provided data from employers, governmental organizations, major national companies, and non‐governmental organizations.
{"title":"The Methodology of Ranking Higher Education Institutions in Kazakhstan","authors":"S. Kalanova","doi":"10.1080/03797720802254155","DOIUrl":"https://doi.org/10.1080/03797720802254155","url":null,"abstract":"The ranking of higher education institutions in Kazakhstan was developed and carried out by the National Accreditation Center of the Ministry of Education and Science of the Republic of Kazakhstan. In ranking the higher education institutions (HEIs), quantitative as well as qualitative criteria were followed. The ranking of HEIs was based on three major survey questionnaires: Survey 1 concerned the academic, technical, social, and financial resources of the HEIs; Survey 2 collected data from students and faculty of each HEI; Survey 3 provided data from employers, governmental organizations, major national companies, and non‐governmental organizations.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126555015","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 : 2008-08-04DOI: 10.1080/03797720802228043
M. Wintermantel
{"title":"Introduction to the Issue1","authors":"M. Wintermantel","doi":"10.1080/03797720802228043","DOIUrl":"https://doi.org/10.1080/03797720802228043","url":null,"abstract":"","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125976181","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 : 2008-08-04DOI: 10.1080/03797720802228308
Uli Schreiterer
{"title":"Concluding Summary. Form Follows Function: Research, the Knowledge Economy, and the Features of Doctoral Education","authors":"Uli Schreiterer","doi":"10.1080/03797720802228308","DOIUrl":"https://doi.org/10.1080/03797720802228308","url":null,"abstract":"","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117160426","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 : 2008-08-04DOI: 10.1080/03797720802228134
S. Burkhardt, E. Neher
New concepts of higher education have recently been implemented through the MSc/PhD programmes in Molecular Biology and Neurosciences in the International Max Planck Research Schools, due to close cooperation between the University of Gottingen, three Max Planck Institutes and the German Primate Centre. The novel measures include a three stage selection of applicants, structured PhD training in English, doctoral thesis committees, and comprehensive services and support for the international student community. All university and non‐university faculty members are equally involved in training, supervision, and examinations. The close cooperation significantly improved synergies between the participating institutions and led to new collaborations within the Gottingen science community.
{"title":"The International Max Planck Research Schools for Molecular Biology and Neurosciences in Göttingen (Germany) as Examples for Joint Doctoral Training by a German University and its Non‐university Partners","authors":"S. Burkhardt, E. Neher","doi":"10.1080/03797720802228134","DOIUrl":"https://doi.org/10.1080/03797720802228134","url":null,"abstract":"New concepts of higher education have recently been implemented through the MSc/PhD programmes in Molecular Biology and Neurosciences in the International Max Planck Research Schools, due to close cooperation between the University of Gottingen, three Max Planck Institutes and the German Primate Centre. The novel measures include a three stage selection of applicants, structured PhD training in English, doctoral thesis committees, and comprehensive services and support for the international student community. All university and non‐university faculty members are equally involved in training, supervision, and examinations. The close cooperation significantly improved synergies between the participating institutions and led to new collaborations within the Gottingen science community.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"266 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116044824","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 : 2008-08-04DOI: 10.1080/03797720802228084
A. D. Rosa
Although the idea of a European doctorate has been discussed since the earliest years of the European Union it is only very recently that its time has finally come. This progress is the product of the efforts of a number of important players, including the European Commission, the European University Association, the main representative of institutions of higher education awarding doctoral degrees in Europe, and the Bologna Process. In synergy with the European Research Area's goals, the Bologna Process, in particular, has played a vital role in providing a new impulse to internationalisation of the doctorate in Europe. Despite the important steps already achieved towards the joint European doctorate, full recognition of its legal value is still a work in progress. Problems arise because of the national laws of some European Union members, but are also due to a still pervasive conservative view in European higher education that encourages academic ‘protectionism’ instead of promoting cooperation. The two ...
{"title":"New Forms of International Cooperation in Doctoral Training: Internationalisation and the International Doctorate--One Goal, Two Distinct Models.","authors":"A. D. Rosa","doi":"10.1080/03797720802228084","DOIUrl":"https://doi.org/10.1080/03797720802228084","url":null,"abstract":"Although the idea of a European doctorate has been discussed since the earliest years of the European Union it is only very recently that its time has finally come. This progress is the product of the efforts of a number of important players, including the European Commission, the European University Association, the main representative of institutions of higher education awarding doctoral degrees in Europe, and the Bologna Process. In synergy with the European Research Area's goals, the Bologna Process, in particular, has played a vital role in providing a new impulse to internationalisation of the doctorate in Europe. Despite the important steps already achieved towards the joint European doctorate, full recognition of its legal value is still a work in progress. Problems arise because of the national laws of some European Union members, but are also due to a still pervasive conservative view in European higher education that encourages academic ‘protectionism’ instead of promoting cooperation. The two ...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122325255","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 : 2008-08-04DOI: 10.1080/03797720802228209
Mircea Miclea
This contribution presents a concise and up‐to‐date report of doctoral studies in Romania, with a special emphasis on legal and social aspects. The author also argues that in order to be sustainable, the reform of doctoral studies should be substantiated by the differentiation of universities, reliable post‐doctoral programmes, and a substantive rejuvenation of PhD supervisors.
{"title":"Doctoral Studies in Romania: Admission Procedures, Social, and Legal Aspects of Doctoral Training.","authors":"Mircea Miclea","doi":"10.1080/03797720802228209","DOIUrl":"https://doi.org/10.1080/03797720802228209","url":null,"abstract":"This contribution presents a concise and up‐to‐date report of doctoral studies in Romania, with a special emphasis on legal and social aspects. The author also argues that in order to be sustainable, the reform of doctoral studies should be substantiated by the differentiation of universities, reliable post‐doctoral programmes, and a substantive rejuvenation of PhD supervisors.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133675860","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 : 2008-08-04DOI: 10.1080/03797720802228167
F. Schneider, R. Gur
The International Research Training Group ‘Brain–Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism’ (IRTG 1328), funded by the German Research Council (DFG), is a German–American cooperation. Its major aims are interdisciplinary and international scientific cooperation and the support of young scientists with aspirations to cutting edge research careers. The IRTG offers a study program that structures an internationally collaborative doctoral process. The participants in the IRTG apply advanced brain imaging techniques, including structural and functional magnetic resonance imaging (MRI and fMRI), positron emission tomography (PET), magnetoencephalography (MEG), receptor distribution, and microstructural, architectonic brain mapping to study the neurobiological basis of emotion processing in schizophrenia and autism.
{"title":"The International Research Training Group on ‘Brain–Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism’ as an Example of German–American Cooperation in Doctoral Training","authors":"F. Schneider, R. Gur","doi":"10.1080/03797720802228167","DOIUrl":"https://doi.org/10.1080/03797720802228167","url":null,"abstract":"The International Research Training Group ‘Brain–Behavior Relationship of Normal and Disturbed Emotions in Schizophrenia and Autism’ (IRTG 1328), funded by the German Research Council (DFG), is a German–American cooperation. Its major aims are interdisciplinary and international scientific cooperation and the support of young scientists with aspirations to cutting edge research careers. The IRTG offers a study program that structures an internationally collaborative doctoral process. The participants in the IRTG apply advanced brain imaging techniques, including structural and functional magnetic resonance imaging (MRI and fMRI), positron emission tomography (PET), magnetoencephalography (MEG), receptor distribution, and microstructural, architectonic brain mapping to study the neurobiological basis of emotion processing in schizophrenia and autism.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124533504","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 : 2008-08-04DOI: 10.1080/03797720802228142
G. Walker
This article intends to present an overview of the present organizational aspects of doctoral programs in the USA, followed by a discussion of some challenges both the academic research community and other crucial players will have to rise to. The author's long‐standing experience in research programs and institutional structures has led him to conclude that: for a graduate school in the USA to really develop a new knowledge generation, one that will effectively evolve within its own research community and contribute to society at large, more concerted action by governmental agencies and other stakeholders is needed, in order to establish national standards for and financially empower graduate schools in pursuing their doctoral programs.
{"title":"Doctoral Education in the United States of America","authors":"G. Walker","doi":"10.1080/03797720802228142","DOIUrl":"https://doi.org/10.1080/03797720802228142","url":null,"abstract":"This article intends to present an overview of the present organizational aspects of doctoral programs in the USA, followed by a discussion of some challenges both the academic research community and other crucial players will have to rise to. The author's long‐standing experience in research programs and institutional structures has led him to conclude that: for a graduate school in the USA to really develop a new knowledge generation, one that will effectively evolve within its own research community and contribute to society at large, more concerted action by governmental agencies and other stakeholders is needed, in order to establish national standards for and financially empower graduate schools in pursuing their doctoral programs.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133309983","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 : 2008-08-04DOI: 10.1080/03797720802228191
John Taylor
This paper traces the development of professional doctorates within UK higher education and highlights some of the issues relating to quality and standards that have emerged. It is based on a review of the literature in the field, which is limited at present; interviews with a number of programme directors and examiners; and the personal experience of the author as director of two professional doctorate programmes. It should also be noted that the author has supervised over twenty PhD students and is therefore experienced in both PhD and professional doctorate programmes The paper is not based on an extensive research project, but rather represents personal reflection by an experienced practitioner in the field.
{"title":"Quality and Standards: The Challenge of the Professional Doctorate","authors":"John Taylor","doi":"10.1080/03797720802228191","DOIUrl":"https://doi.org/10.1080/03797720802228191","url":null,"abstract":"This paper traces the development of professional doctorates within UK higher education and highlights some of the issues relating to quality and standards that have emerged. It is based on a review of the literature in the field, which is limited at present; interviews with a number of programme directors and examiners; and the personal experience of the author as director of two professional doctorate programmes. It should also be noted that the author has supervised over twenty PhD students and is therefore experienced in both PhD and professional doctorate programmes The paper is not based on an extensive research project, but rather represents personal reflection by an experienced practitioner in the field.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125683521","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 : 2008-08-04DOI: 10.1080/03797720802228233
L. Maheu
After a short historical background to Canadian doctoral education, the author addresses the differentiation laws, internal (between undergraduate and graduate studies) and external (strong concentration within a limited number of universities) to institutions, which govern all of North American graduate and doctoral studies. He then details Graduate School functions for twelve leading Canadian universities. They tend overall to assume quite similar central roles, promoting institutional priorities and leadership for graduate studies and exercising quality control functions, enhancing criteria of excellence. A historical drift do show Graduate Schools' tension‐driven functions and very existence are constantly at stake. Well implemented on the academic terrain, Canadian Graduate Schools are key institutional faculties for today's graduate studies, confronting the many challenges of the socially distributed knowledge production system underpinning modern societies.
{"title":"Doctoral Education and the Workings of Canadian Graduate Schools: A Differentiated Tier within Canadian Universities Facing the Challenges of Tension‐driven Functions","authors":"L. Maheu","doi":"10.1080/03797720802228233","DOIUrl":"https://doi.org/10.1080/03797720802228233","url":null,"abstract":"After a short historical background to Canadian doctoral education, the author addresses the differentiation laws, internal (between undergraduate and graduate studies) and external (strong concentration within a limited number of universities) to institutions, which govern all of North American graduate and doctoral studies. He then details Graduate School functions for twelve leading Canadian universities. They tend overall to assume quite similar central roles, promoting institutional priorities and leadership for graduate studies and exercising quality control functions, enhancing criteria of excellence. A historical drift do show Graduate Schools' tension‐driven functions and very existence are constantly at stake. Well implemented on the academic terrain, Canadian Graduate Schools are key institutional faculties for today's graduate studies, confronting the many challenges of the socially distributed knowledge production system underpinning modern societies.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126563641","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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