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Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

100%
Komochkova O.
Comparative Professional Pedagogy
|
2016
|
vol. 6
|
issue 1
61-66
EN
The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.
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O zmieniającej się roli polskich uczelni w obszarze studiów podyplomowych, kursów dokształcających i szkoleń

80%
Wierzbowski M.
Przegląd Prawa i Administracji
|
2018
|
vol. 114
269-276
EN
Legal diversification of the status of a student of postgraduate courses (as well as supplementary courses and trainings) in relation to the status of student and doctoral student, resulting from the Higher Education Law, caused a transformation of the primary administrative-law relationship into a civil law relationship, based on a contract, not an administrative act. As a result, the possibility of applying to students of postgraduate courses the provisions of the Code of Administrative Procedure was excluded and it became impossible to obtain control exercised by administrative courts due to a purely contractual bond covered by the jurisdiction of common courts.
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