Pub Date : 2008-08-04DOI: 10.1080/03797720802228266
A. Krasniewski
This article discusses the developments in doctoral training in Poland. The reasons for a rapid growth in the number of PhD students (by a factor of twelve from 1990 to 2005) are explained and the associated problems and challenges are presented. The author will then demonstrate how these challenges have been dealt with in the Faculty of Electronics and Information Technology, Warsaw University of Technology, where a four year doctoral programme, combining coursework and individual research work, was introduced – as part of the three cycle study system – in 1999, long before doctorate level education formally became aligned with the Bologna Process. The programme appears suitable for the needs and expectations of candidates. Despite an unattractive financial offer, each semester sees quite a large number of good applicants. The total number of PhD students has exceeded 200 and the success rate has been relatively high.
{"title":"Transformation of Doctoral Training in Poland","authors":"A. Krasniewski","doi":"10.1080/03797720802228266","DOIUrl":"https://doi.org/10.1080/03797720802228266","url":null,"abstract":"This article discusses the developments in doctoral training in Poland. The reasons for a rapid growth in the number of PhD students (by a factor of twelve from 1990 to 2005) are explained and the associated problems and challenges are presented. The author will then demonstrate how these challenges have been dealt with in the Faculty of Electronics and Information Technology, Warsaw University of Technology, where a four year doctoral programme, combining coursework and individual research work, was introduced – as part of the three cycle study system – in 1999, long before doctorate level education formally became aligned with the Bologna Process. The programme appears suitable for the needs and expectations of candidates. Despite an unattractive financial offer, each semester sees quite a large number of good applicants. The total number of PhD students has exceeded 200 and the success rate has been relatively high.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"64 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":"121371977","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: 10.1080/03797720802228241
David Leyton-Brown
Doctoral education in Canada is the constitutional responsibility of provincial governments, which authorize the awarding of degrees by universities, who determine admission criteria and procedures, as well as degree and programme requirements. Admission to a doctoral programme is either with a prior master's degree or by transfer from a master's programme upon excellent academic and research performance. The Canadian doctoral student population includes a high proportion of international students and female students, although both vary by discipline. Tuition fees vary by province, and doctoral students typically receive financial support to cover tuition and living costs through scholarships, teaching assistantships, or research assistantships (from the supervisor's research grants). This article addresses the tensions felt by doctoral students at being both students and employees.
{"title":"Social and Legal Aspects of Doctoral Training in Canada: Criteria and Consequences of Admission","authors":"David Leyton-Brown","doi":"10.1080/03797720802228241","DOIUrl":"https://doi.org/10.1080/03797720802228241","url":null,"abstract":"Doctoral education in Canada is the constitutional responsibility of provincial governments, which authorize the awarding of degrees by universities, who determine admission criteria and procedures, as well as degree and programme requirements. Admission to a doctoral programme is either with a prior master's degree or by transfer from a master's programme upon excellent academic and research performance. The Canadian doctoral student population includes a high proportion of international students and female students, although both vary by discipline. Tuition fees vary by province, and doctoral students typically receive financial support to cover tuition and living costs through scholarships, teaching assistantships, or research assistantships (from the supervisor's research grants). This article addresses the tensions felt by doctoral students at being both students and employees.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"40 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":"133058599","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: 10.1080/03797720802228282
M. Hafner
Cell biology and molecular imaging technologies have made enormous progress in basic research. However, the transfer of this knowledge to the pharmaceutical drug discovery process, or even therapeutic improvements for disorders such as neuronal diseases, is still in its infancy. This transfer needs scientists who can integrate basic research with imaging technologies and clinical applications. The graduate training programme described can provide this knowledge based on a translational approach. It integrates the expertise in basic and clinical research within the University of Heidelberg and the applied research established within the Department of Biotechnology of the University of Applied Sciences Mannheim.
{"title":"The Graduate Training Programme \"Molecular Imaging for the Analysis of Gene and Protein Expression\": A Case Study with an Insight into the Participation of Universities of Applied Sciences.","authors":"M. Hafner","doi":"10.1080/03797720802228282","DOIUrl":"https://doi.org/10.1080/03797720802228282","url":null,"abstract":"Cell biology and molecular imaging technologies have made enormous progress in basic research. However, the transfer of this knowledge to the pharmaceutical drug discovery process, or even therapeutic improvements for disorders such as neuronal diseases, is still in its infancy. This transfer needs scientists who can integrate basic research with imaging technologies and clinical applications. The graduate training programme described can provide this knowledge based on a translational approach. It integrates the expertise in basic and clinical research within the University of Heidelberg and the applied research established within the Department of Biotechnology of the University of Applied Sciences Mannheim.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"37 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":"134318526","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: 10.1080/03797720802228316
G. Béréziat
The French university system is in crisis. After its dismantlement during the French revolution, its rebirth was progressive under the third republic (1871–1945). But it was only after 1968 that the current universities developed, with an autonomy that is strictly supervised by the state. Since 1986 all experiments at modernizing the management of universities have failed. A research crisis in 2004, followed by another one in the winter of 2006, demonstrated an urgent need to set up necessary reform. Several university leaders and politicians urged it. The law of August 2007 is a first step towards achieving these hopes.
{"title":"Radical Reform of the French University System.","authors":"G. Béréziat","doi":"10.1080/03797720802228316","DOIUrl":"https://doi.org/10.1080/03797720802228316","url":null,"abstract":"The French university system is in crisis. After its dismantlement during the French revolution, its rebirth was progressive under the third republic (1871–1945). But it was only after 1968 that the current universities developed, with an autonomy that is strictly supervised by the state. Since 1986 all experiments at modernizing the management of universities have failed. A research crisis in 2004, followed by another one in the winter of 2006, demonstrated an urgent need to set up necessary reform. Several university leaders and politicians urged it. The law of August 2007 is a first step towards achieving these hopes.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"99 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":"114699396","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 : 2007-12-01DOI: 10.1080/03797720802066294
K. Yokoyama
The purpose of the paper is to elucidate the different meaning of university autonomy historically and comparatively. The paper examines the shift in the definition of the university autonomy in England and Japan. It argues that the definition of university autonomy in England and Japan differed traditionally. In England, university autonomy functioned as the universities' ideology to protect the universities from outside of pressure. In Japan, university autonomy was understood in relation to the Ministerial coordination. The market‐oriented policies in those countries have changed the meaning of university autonomy, bringing about “contractual autonomy” in England and institutional autonomy in Japan.
{"title":"Changing Definitions of University Autonomy: The Cases of England and Japan","authors":"K. Yokoyama","doi":"10.1080/03797720802066294","DOIUrl":"https://doi.org/10.1080/03797720802066294","url":null,"abstract":"The purpose of the paper is to elucidate the different meaning of university autonomy historically and comparatively. The paper examines the shift in the definition of the university autonomy in England and Japan. It argues that the definition of university autonomy in England and Japan differed traditionally. In England, university autonomy functioned as the universities' ideology to protect the universities from outside of pressure. In Japan, university autonomy was understood in relation to the Ministerial coordination. The market‐oriented policies in those countries have changed the meaning of university autonomy, bringing about “contractual autonomy” in England and institutional autonomy in Japan.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121050212","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 : 2007-12-01DOI: 10.1080/03797720802066195
Taina Saarinen, Timo Ala-Vähälä
This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?
{"title":"Accreditation, the Bologna Process and National Reactions: Accreditation as Concept and Action","authors":"Taina Saarinen, Timo Ala-Vähälä","doi":"10.1080/03797720802066195","DOIUrl":"https://doi.org/10.1080/03797720802066195","url":null,"abstract":"This article examines accreditation as a component of the Bologna Process quality policy. The focus is on an analysis of the concept of accreditation in policy documents from four countries (Finland, the Netherlands, France and Sweden). The article focuses on the following questions: (i) how does accreditation appear, as a concept and as action, in national reports, produced for the purposes of the Ministerial meetings?; and (ii) how is accreditation presented, as a concept and as action, in the national context and for national actors?","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124169154","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 : 2007-12-01DOI: 10.1080/03797720802066252
D. Docampo
The use of appropriate indicators of public and private expenditures, from which statistically significant differences in funding policies can be identified, constitutes a solid foundation in which the assessment of the role of governments in promoting higher education can be grounded. Based on a carefully selected set of Organization for Economic Co‐operation and Development indicators, this paper explores the effects of education funding policies, along with research and development expenditures and tax levels, on the entry rate to higher education. The results from the statistical analysis of the data confirm the existence of two distinct approaches to higher education funding, the Scandinavian approach and Anglo–American approach, and help to define their characteristics.
{"title":"International Comparisons in Higher Education Funding","authors":"D. Docampo","doi":"10.1080/03797720802066252","DOIUrl":"https://doi.org/10.1080/03797720802066252","url":null,"abstract":"The use of appropriate indicators of public and private expenditures, from which statistically significant differences in funding policies can be identified, constitutes a solid foundation in which the assessment of the role of governments in promoting higher education can be grounded. Based on a carefully selected set of Organization for Economic Co‐operation and Development indicators, this paper explores the effects of education funding policies, along with research and development expenditures and tax levels, on the entry rate to higher education. The results from the statistical analysis of the data confirm the existence of two distinct approaches to higher education funding, the Scandinavian approach and Anglo–American approach, and help to define their characteristics.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134297673","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 : 2007-12-01DOI: 10.1080/03797720802066153
David M. Hoffman
This multiple case study features interviews with forty‐two migrant scholars, from twenty‐seven countries, in five Finnish universities. In Finland, an aging, culturally homogeneous population is experiencing a rapidly transforming labour force and uncertainties about migration dynamics. This analysis illuminates a surprising degree of stratification, in a society normally associated with the absence of stratification. The framework presented in this study draws on higher education theory to highlight tensions between societal expectations of equity, in an age of global academic capitalism. The implications for stakeholders center on assessing higher education's capacity for explaining change within higher education, as well as society.
{"title":"The Career Potential of Migrant Scholars: A Multiple Case Study of Long‐Term Academic Mobility in Finnish Universities","authors":"David M. Hoffman","doi":"10.1080/03797720802066153","DOIUrl":"https://doi.org/10.1080/03797720802066153","url":null,"abstract":"This multiple case study features interviews with forty‐two migrant scholars, from twenty‐seven countries, in five Finnish universities. In Finland, an aging, culturally homogeneous population is experiencing a rapidly transforming labour force and uncertainties about migration dynamics. This analysis illuminates a surprising degree of stratification, in a society normally associated with the absence of stratification. The framework presented in this study draws on higher education theory to highlight tensions between societal expectations of equity, in an age of global academic capitalism. The implications for stakeholders center on assessing higher education's capacity for explaining change within higher education, as well as society.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123936671","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 : 2007-12-01DOI: 10.1080/03797720802066211
Natassa Raikou, Thanassis Karalis
This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation.
{"title":"Student Mobility from a Greek Perspective: Benefits and Difficulties as Expressed by the Participating Students","authors":"Natassa Raikou, Thanassis Karalis","doi":"10.1080/03797720802066211","DOIUrl":"https://doi.org/10.1080/03797720802066211","url":null,"abstract":"This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117010900","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 : 2007-12-01DOI: 10.1080/03797720701840740
John Milliken
This article highlights the importance of improving the cognitive processes of students in business studies today. When developing a curriculum in business studies at higher education level, thorough consideration should be given to all components of the learning and assessment processes. They should be tailored to real world dynamics so that they benefit students when they enter the world of work, and thus become a yardstick of successful changes in the management of higher education marketing programmes themselves.
{"title":"Scaffolding Cognitive Processes in a Marketing Curriculum","authors":"John Milliken","doi":"10.1080/03797720701840740","DOIUrl":"https://doi.org/10.1080/03797720701840740","url":null,"abstract":"This article highlights the importance of improving the cognitive processes of students in business studies today. When developing a curriculum in business studies at higher education level, thorough consideration should be given to all components of the learning and assessment processes. They should be tailored to real world dynamics so that they benefit students when they enter the world of work, and thus become a yardstick of successful changes in the management of higher education marketing programmes themselves.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116285173","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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