Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 6

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  European Higher Education Area
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

History and Development of Social Work Education in Spain: From School of Social Assistants to Faculty of Social Work

100%
Fernández-Montaño P.
Labor et Educatio
|
2015
|
issue 3
133-138
EN
Social Work education in Spain has a relatively short history (originates from around 1932), and is currently in the process of adaptation to the proposals made by the European Higher Education Area. After the Bologna Plan approved in 1999, Spanish schools of Social Work have had to introduce changes related to achieve a uniform and high quality education system, enabling students from the universities of the 29 European members acquire competences and professional skills required. Throughout this article, we discuss the history and evolution of the training in Social Work in Spain since its birth and in particular we analyze how the Plan established by Bologna has affected it, reflecting on how advantages and disadvantages of this agreement have influenced Social Work degree.
2

Academic Mobility in the Western Balkans

86%
Bošnjović J., Trivun V.
Business Systems Research Journal
|
2013
|
vol. 4
|
issue 1
76-86
EN
Background: With the aim of encouraging mobility between higher education institutions in the Western Balkan countries and those in the European Union (EU), the European Commission initiated a series of measures to increase the share of students primarily from the Western Balkans who spend at least one semester away from their home institutions, but also the share of young people from EU member states who come to Western Balkan (WB) countries. Objectives: Aim of the paper is to determine the degree of representation of internationalisation strategy and policy elements in the internal documents of higher education institutions and its direct impact on the development of mobility. Methods/Approach: An electronic survey has been created and sent to representatives of 9 EU and 11 WB universities. Respondents were mainly international relations officers or management representatives. Mann-Whitney test was applied in order to test differences between EU and WB universities. Results: The conducted Mann-Whitney nonparametric tests show that the degree of representation of internationalisation strategy and policy elements in the internal documents of a higher education institution has a direct impact on the development of mobility. Conclusions: By 2020, the European Commission aims to have 20% of all students acquiring an academic degree within the European Higher Education Area participate in mobility. This paper sheds light on this segment and indicates possible directions for actions aimed at developing mobility at institutions in Western Balkan countries
3

ОРГАНІЗАЦІЙНІ ТА ЗМІСТОВО-ПРОЦЕСУАЛЬНІ ЗАСАДИ ДІЯЛЬНОСТІ ЄВРОПЕЙСЬКОГО СТУДЕНТСЬКОГО СОЮЗУ В КОНТЕКСТІ МОДЕРНІЗАЦІЇ ВИЩОЇ ОСВІТИ

86%
Улановська А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
257-273
EN
In the era of the knowledge-based society and economy education has become a crucial factor in determining the future prospects of national states, and thus a subject to fundamental changes. With a purpose to improve the quality of higher education (HE) and become more competitive in the global context European countries joined their efforts and commenced a massive multi-year project of harmonizing and modernizing HE systems, which is known as the Bologna process (BP). According to the main Bologna documents the involvement of all stakeholders, especially the recipients of educational services (students), into HE governance at all levels is considered to be one of the core principles of the European Higher Education Area (EHEA) development. However, it was found out, the system of student representation and the degrees of their engagement vary considerably around Europe. For solving this problem it is essential to find innovative approaches in engaging students into HE management by studying the positive experience of the most influential student representative organization in the EHEA – the European Students’ Union (ESU). In the article major organizational, procedural and content foundations of the ESU’s activity as a subject of the BP were defined and characterized. On the basis of logical and systematic analysis of statutory and policy documents specific peculiarities of the organizational structure, goals and principles, and forms of cooperation with external partners of the Union were pointed out. The basic action lines of the ESU in the context of the higher education modernization were studied. They are quality assurance, student-centered paradigm in education, graduates’ employability, financing of higher education and student movement development. To the main forms of the ESU’s engagement into the BP we refer: collection, analysis, synthesis and dissemination of information to the NUSes, and other BP subjects; monitoring of the Bologna principles implementation in different European countries; establishment together with other representative bodies of the advisory and expert bodies pools; foundation of associated structures; popularization of ESU’s policies among major stakeholders in higher education; realization of analytical and research projects (QUEST, SAGE, FINST, PASCL, etc.). Besides, it was determined that the main means which the ESU uses in order to achieve its objectives are the following: surveys NUSes, student debates, forums, conferences and seminars; policy documents, declarations and resolutions, speeches, statements; the series of analytical publications “Bologna With Student Eyes”.
4

Values and aims of the leading universities of the German-speaking countries

58%
Szewior K.
Przegląd Europejski
|
2021
|
issue 3(61)
207-223
EN
This article is based on the research integrating qualitative approach and the content analysis method. The aim is to analyse the mission and strategy of the higher education institutions, assuming that through the mission and strategy those institutions express their self-identification, describe their current state and indicate the directions of development. The subject of the analysis is the best higher education institutions of the German-speaking countries, operating in national and international environment. The research was based on the content analysis, and on its basis, the values and aims of each university were indicated, and then – using the bottom–up method – the aggregation of the universities’ areas of activities was done. In this sense, the selected scopes of activities and points of focus may constitute a generalised reference to the other universities and to the entire academic community in the studied countries. The analysis of the various types of the universities (full, technical, medical) did not demonstrate any significant differences in their self-identification and the designation of the functions of the university, despite the differences in the language of description and the breadth of the offered career perspectives. The common origin, and cultural and social context were also the important factors in this research. The analised higher education institutions were much more oriented towards the standards defined by the best universities in the world and the global challenges of civilisation, what allowed them to become the leading institutions in innovation and technology transfer to the economy. Nowadays, the investigated universities represent the highest standards of academic knowledge. At the same time, they express contemporary trends and requirements of a business organisation (e.g. transparency, evaluation, knowledge management, inclusiveness). Moreover, the investigated higher education institutions perceive themselves as the socially responsible universities, what is confirmed by such values as: inclusiveness, gender mainstreaming, and sustainable development.
PL
Prezentowany artykuł bazuje na badaniach integrujących podejście jakościowe z analizą treści. Ich celem była analiza misji i strategii uczelni, uznając, że w ten sposób uczelnie artykułują samo- identyfikację, opisują obecny stan oraz wskazują kierunki docelowe. Obiektem analizy są najlepsze uniwersytety państw niemieckojęzycznych, funkcjonujące w krajowym i międzynarodowym środo- wisku. Badania skupiały się na analizie treści i na tej podstawie prowadziły do wskazania wartości i celów działania każdego uniwersytetu, a następnie – metodą oddolną – do zagregowania i wyzna- czenia pól ich aktywności. Wytypowane zakresy i ich punkty ciężkości mogą stanowić uogólnione odniesienie dla innych szkół wyższych i całego środowiska akademickiego. Objęcie analizą różnych typów uniwersytetów (pełne, techniczne, medyczne) nie pokazało istotnych odmienności w samoidentyfikacji i wyznaczaniu funkcji szkoły wyższej, mimo iż odróżniał je język opisu oraz szerokość perspektywy. Istotnym był czynnik wspólnego pochodzenia oraz uwarunko- wania kulturowo-społeczne. W zdecydowanie większym stopniu uniwersytety orientowały się na standardy definiowane przez najlepsze szkoły wyższe świata oraz na globalne wyzwania cywiliza- cyjne. Pozwoliło im to stać się liderami innowacyjności i transferu technologii do gospodarki. Dziś przedstawione uczelnie uosabiają najwyższy standard wiedzy akademickiej. Jednocześnie wyrażają współczesne trendy i wymogi organizacji biznesowej (np. transparentność, ewaluacja, zarządzanie wiedzą, inkluzywność). Postrzegają siebie jako uczelnie społecznie odpowiedzialne, co potwierdza- ją takimi zapisami jak: inkluzywność, gender mainstreaming, rozwój zrównoważony.
5
Publication available in full text mode
Content available

Values and aims of the leading universities of the German-speaking countries

58%
Szewior K.
Przegląd Europejski
|
2021
|
vol. 3
207-223
PL
Prezentowany artykuł bazuje na badaniach integrujących podejście jakościowe z analizą treści. Ich celem była analiza misji i strategii uczelni, uznając, że w ten sposób uczelnie artykułują samoidentyfikację, opisują obecny stan oraz wskazują kierunki docelowe. Obiektem analizy są najlepsze uniwersytety państw niemieckojęzycznych, funkcjonujące w krajowym i międzynarodowym środowisku. Badania skupiały się na analizie treści i na tej podstawie prowadziły do wskazania wartości i celów działania każdego uniwersytetu, a następnie – metodą oddolną – do zagregowania i wyznaczenia pól ich aktywności. Wytypowane zakresy i ich punkty ciężkości mogą stanowić uogólnione odniesienie dla innych szkół wyższych i całego środowiska akademickiego. Objęcie analizą różnych typów uniwersytetów (pełne, techniczne, medyczne) nie pokazało istotnych odmienności w samoidentyfikacji i wyznaczaniu funkcji szkoły wyższej, mimo iż odróżniał je język opisu oraz szerokość perspektywy. Istotnym był czynnik wspólnego pochodzenia oraz uwarunkowania kulturowo-społeczne. W zdecydowanie większym stopniu uniwersytety orientowały się na standardy definiowane przez najlepsze szkoły wyższe świata oraz na globalne wyzwania cywilizacyjne. Pozwoliło im to stać się liderami innowacyjności i transferu technologii do gospodarki. Dziś przedstawione uczelnie uosabiają najwyższy standard wiedzy akademickiej. Jednocześnie wyrażają współczesne trendy i wymogi organizacji biznesowej (np. transparentność, ewaluacja, zarządzanie wiedzą, inkluzywność). Postrzegają siebie jako uczelnie społecznie odpowiedzialne, co potwierdzają takimi zapisami jak: inkluzywność, gender mainstreaming, rozwój zrównoważony.
EN
This article is based on the research integrating qualitative approach and the content analysis method. The aim is to analyse the mission and strategy of the higher education institutions, assuming that through the mission and strategy those institutions express their self-identification, describe their current state and indicate the directions of development. The subject of the analysis is the best higher education institutions of the German-speaking countries, operating in national and international environment. The research was based on the content analysis, and on its basis, the values and aims of each university were indicated, and then – using the bottom–up method – the aggregation of the universities’ areas of activities was done. In this sense, the selected scopes of activities and points of focus may constitute a generalised reference to the other universities and to the entire academic community in the studied countries.2 The analysis of the various types of the universities (full, technical, medical) did not demonstrate any significant differences in their self-identification and the designation of the functions of the university, despite the differences in the language of description and the breadth of the offered career perspectives. The common origin, and cultural and social context were also the important factors in this research. The analised higher education institutions were much more oriented towards the standards defined by the best universities in the world and the global challenges of civilisation, what allowed them to become the leading institutions in innovation and technology transfer to the economy. Nowadays, the investigated universities represent the highest standards of academic knowledge. At the same time, they express contemporary trends and requirements of a business organisation (e.g. transparency, evaluation, knowledge management, inclusiveness). Moreover, the investigated higher education institutions perceive themselves as the socially responsible universities, what is confirmed by such values as: inclusiveness, gender mainstreaming, and sustainable development.
6
Publication available in full text mode
Content available

Болонские решения как регулятивы законодательной деятельности стран Балтии: достушность вышего образования

58%
Никофоров Н.
De Securitate et Defensione. O Bezpieczeństwie i Obronności
|
2015
|
issue 2(1)
25-31
RU
Статья посвящена анализу результатов внедрения Болонских решений и рекомендаций в национальные законодательства в сфере высшего образования Латвии, Литвы и Эстонии. Исследованы такие социально значимые и обязательные для стран- участниц положения Болонской декларации как: 1) доступность высшего образования; 2) качество высшего образования; 3) автономия высших школ и академические свободы; 4) признание образования. Оценка результатов внедрения осуществлена с точки зре- ния содействия национальных законодательств развитию интеллектуального потенциала стран Балтии.
EN
The article analyzes result of implementation of Bologna decisions and recommendations into national legislation of Latvia, Lithuania and Estonia. Explored such socially important and mandatory for participant countries Bologna declaration positions as: 1) accessibility of higher education; 2) quality of higher education; 3) higher educational establishments autonomy and academic freedoms; 4) previous education recognition. Evaluation of implementation results was carried out through assessment of the national legislation promotion of intellectual potential development.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.