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MOBILITY IN HIGHER EDUCATION: RETROSPECTIVE ANALYSIS

100%
Mariya R., Dmitro K.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 8(62)
213-224
EN
The article is devoted to the defining and characterizing of scientific approaches concerning mobility in higher education. Priority tasks of internalionalisation of higher education and its influence on the mobility processes are defined. Research Methods. General scientific methods: analysis, synthesis, comparison in order to establish and define the levels and forms of mobility. Aim of study. The aim of the article is to provide the comprehensive analysis of basic scientific approaches concerning mobility in higher education, to define its levels, forms and results. The scientific works of the Ukrainian and foreign researchers on the analysis of features of educational space have played a great role in the study of analyzed phenomenon. The essential characteristics of the internationalisation of higher education are given in the works of A. Sbruieva [6; 7; 8], Zh. Chernyakova [9], M. Klyap [2]. O. Kozievska [3], A. Rzheska [5]. Problems of the students’ mobility are defined in the researches of R. Ruffino [14], M. Byram [12], F. Dervin [12]. The approaches to the national policies and to staff mobility in different countries are defined in the work of C. Rarke [10]. Yu. Nikolayeva and M. Bogolyubova researched the activity of the programmes of academic and educational inter-changes [4]. The 90-th of the XX-th century became a period of radical changes in the field of education in European countries as well as in Ukraine. Internationalisation of a higher education is a relatively new phenomenon but one that has evolved to broad range. Universities always had international dimension. Since 1990-s there appeared publications, concerning internationalization of higher education. Thus in terms of mobility of academic staff special attention has been given to students’ and staff’s motivations to going abroad. In November 1971 the Conference of Ministers of Education unanimously supported the need to encourage the mobility of teachers, students and research staff within the Community [11]. The development of mobility programmes takes its beginning with the Socrates Programme. It is mentioned that the aims of the currant Socrates programme are as follows: to strengthen the European dimension of education at all levels; to improve know ledge of European languages; to promote cooperation and mobility in the field of education; to encourage the use of new technologies in education; to promote equal opportunities in all sectors of education [12]. The deep research of mobility programmes has made Cornelia Racke. She has distinguished between national, bilateral and regional (governmental) programmes to foster staff mobility in higher education and characterized their specificity. In the article the student exchange programmes are also analyzed. Thus Fulbright programme, which offers support researchers from and to the USA, Chevening programme (British Chevening Awards) which gives an opportunity to receive a high quality education at the University of Great Britain which is chosen by the applicant, promote to the wide development of students’ and staff mobility in the European countries, including Ukraine, and in the world.
2
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OECD; szkolnictwo wyższe; zarządzanie szkolnictwem wyższym; finansowanie szkolnictwa wyższego; internacjonalizacja szkolnictwa wyższego; kariera naukowa; nauczyciele akademiccy

71%
Dąbrowa-Szefler M.
Nauka i Szkolnictwo Wyższe
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2009
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issue 1(33)
56-78
EN
The author discusses the recent key problems of the higher education system as well as goals and tasks for the futurę, as presented in the two-volume OECD report (Paolo Santiago, Karinę Tremblay, Ester Basri, Elena Arnal: Tertiary Education for the Knowledge Society, vol. 1: Special Features: Governance, Funding, Quality, vol. 2: Special Features: Equity, lnnovation, Labour Market, Internationalisation, OECD, Paris 2008). She presents the views expressed by the report authors (eminent experts) on the following issues: (1) key developments of tertiary education in the last four decades; (2) governance problems in tertiary education (including the role of the State and market, autonomy of universities); (3) the financing of tertiary education (inclcluding tuition fees); 4) changes in the naturę and significance of academic career and the status of an academic teacher; (5) selected aspects of internationalisation of higher education. The discussion brings in interesting data on those specific issues, as mentioned by the report authors.
PL
Autorka omawia najważniejsze aktualne problemy systemu szkolnictwa wyższego oraz cele i zadania na przyszłość, przedstawione w dwutomowym raporcie OECD zatytułowanym Tertiary Education for the Knowledge Society, który ukazał się w 2008 r. Prezentuje poglądy autorów raportu (wybitnych ekspertów) na następujące kwestie: (1) podstawowe tendencje rozwoju szkolnictwa wyższego w ostatnich czterech dekadach; (2) problemy sterowania szkolnictwem wyższym (w tym rola państwa i rynku oraz autonomia uczelni); (3) zagadnienia finansowania szkolnictwa wyższego (w tym kwestia opłat za studia); 4) zmiany charakteru i znaczenia kariery naukowej oraz statusu nauczyciela akademickiego; (5) wybrane aspekty internacjonalizacji szkolnictwa wyższego. Omówienie zawiera też interesujące dane przytoczone przez autorów raportu, dotyczące poszczególnych problemów.
3
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The internationalisation of higher education: losses and benefits

67%
Butrym M.
Acta Universitatis Lodziensis. Folia Sociologica
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2020
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issue 74
39-54
PL
W międzynarodowych deklaracjach podkreśla się rolę wyższego wykształcenia w budowaniu społeczeństwa wiedzy i jego związek z rozwojem ekonomicznym, społecznym i kulturowym poszczególnych krajów. W artykule ukazano ekonomiczne znaczenie umiędzynarodowienia studiów dla rozwoju uczelni, miast i krajów, w których studiują zagraniczni studenci. Jednocześnie podkreślono, że jednym z czynników i form drenażu mózgów oraz walki o “mądre głowy” przez kraje zainteresowane własnym rozwojem staje się umiędzynarodowienie studiów wyższych i zatrzymanie części wykształconych studentów zagranicznych na swoim rynku pracy. Na przykładzie Polski, gdzie wśród studentów zagranicznych dominują studenci z Ukrainy, przedstawiono zyski kraju przyjmującego studentów i straty kraju ich pochodzenia. Uwzględniono przy tym aktualny kontekst braku politycznej stabilizacji na Ukrainie, co może dodatkowo, w większym stopniu niż w innych krajach, skłaniać młodych ludzi do wyjazdu na studia i braku planowanego powrotu do kraju pochodzenia.
EN
International declarations emphasise the role of higher education in building the knowledge society and underline its importance for the economic, social and cultural development of individual countries. The article shows how the internationalisation of higher education transforms universities, cities and countries that welcome international students. At the same time, it is stressed that the internationalisation of higher education and the employment of well-educated foreign students in the destination country is one of the forms of brain drain and competition for gifted young people. The example of Poland, where Ukrainian students dominate among international students, is used to demonstrate the benefits enjoyed by the destination country and losses suffered by the country of origin. The situation is presented against the backdrop of the current political instability in Ukraine, which may additionally encourage young people to study and settle abroad.
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