scholarly journals Assessing the Role of International Offices in Indian and European Universities: Drivers or Facilitators

2021 ◽  
Vol 2 (4) ◽  
pp. 155-168
Author(s):  
Pranjali Kirloskar ◽  
Neeta Inamdar ◽  
◽  
Keyword(s):  
European Universities

ELF as multilingual “edulect” in a bilingual university

2018 ◽  
Vol 7 (1) ◽  
pp. 113-129 ◽  
Author(s):  
Iris Schaller-Schwaner
Keyword(s):  
Medium Study ◽  
Lingua Franca ◽  
European Universities ◽  
Medium Education ◽  
Academic Settings ◽  
Language Courses ◽  
Marked Case ◽  
The Many ◽  
University Settings

AbstractThe role of English at European universities outside English-speaking countries has recently been so dynamic and complex as to merit elaborate acronyms and frameworks of comparison to capture the actual diversity involved in each case of using English, for example in what Dafouz and Smit (Dafouz, Emma and Ute Smit. 2014. Towards a dynamic conceptual framework for English-medium education in multilingual university settings.Applied Linguistics37[3]: 397–415) subsume under English-medium education in the international university. This contribution, however, looks at ELFFRA, English as a lingua franca in academic settings at the bi- and multilingual University of Fribourg, Switzerland. When English first became officially acknowledged as an additional academic language in 2005, being preceded by a period of “unruly” emergence, it was often the marked case, even in and for its local disciplinary speech events. Its current use at UFR as the default in some English-medium study programmes is by no means uniform or monolingual either. Meanwhile in the promotion of bilingualism in French and German, English is mostly “included” – reminiscent of the semiotics of the 2005 nonce coinage of “bi(tri)lingualism.” This contribution will revisit ideas about the “edulect” role of ELFFRA (Schaller-Schwaner, Iris. 2017.The many faces of English at Switzerland’s Bilingual University: English as an academic lingua franca at the institutionally bilingual University of Freiburg/Fribourg – a contextual analysis of its agentive use. Vienna: University of Vienna doctoral thesis) but look for it in unusual and under-researched places where it is indeed “included” viz. in beginners’ university language courses teaching the local languages French and German. First explorations will be shared and discussed with a view to what this might mean for ELF(A) and edulect.

Introduction

1994 ◽  
Author(s):  
Václav Nēmec
Keyword(s):  
Ad Hoc ◽  
International Association ◽  
The United States ◽  
Ore Deposits ◽  
Western World ◽  
Mathematical Geology ◽  
25Th Anniversary ◽  
European Universities ◽  
The World

Friends and associates of Daniel F. Merriam have prepared this volume in Dan's honor to commemorate his 65th birthday and mark the 25th anniversary of the International Association for Mathematical Geology. This compendium is in the tradition of the Festschriften issued by European universities and scholarly organizations to honor an individual who has bequeathed an exceptional legacy to his students, associates, and his discipline. Certainly Dan has made such an impact on geology, and particularly mathematical geology. It is a great privilege for rne to write the introduction to this Festschrift. The editors are to be congratulated for their idea to collect and to publish so many representative scientific articles written by famous authors of several generations. Dan Merriam is the most famous mathematical geologist, in the world. This statement will probably provoke some criticism against an over-glorification of Dan. Some readers will have their own candidates (including themselves) for such a top position. I would like to bring a testimony that the statement is correct and far from an ad hoc judgment only for this solemn occasion. It may be of interest to describe how I became acquainted with Dan. In my opinion this will show how thin and delicate was the original tissue of invisible ties which helped to build up the first contacts among Western and Eastern colleagues in the completely new discipline of mathematical geology. The role of Dan Merriam in opening and increasing these contacts has been very active indeed. In the Fall 1964 I was on a family visit in the United States. This was— after the coup of Prague in 1948—my first travel to the free Western world. With some experience in computerized evaluation of ore deposits, I was curious to see the application of computers in geology and to meet colleagues who had experience with introducing statistical methods into regular estimation of ore reserves. I had very useful contacts in Colorado and in Arizona. In Tucson I visited the real birthplace of the APCOM symposia.

Hospitable universities and integration of refugees: First responses from Austria and Poland

2017 ◽  
Vol 17 (2) ◽  
pp. 248-270 ◽  
Author(s):  
Daniel Kontowski ◽  
Madelaine Leitsberger
Keyword(s):  
Social Inclusion ◽  
Human Right ◽  
The Public ◽  
The Past ◽  
European Universities ◽  
Public Role ◽  
The Social ◽  
Academic Year

European universities responded in different ways to the ‘refugee crisis’ of 2015. Some subscribed to the agenda of higher education (HE) as a universal human right, while others stressed different long-term benefits of offering access to it. Yet, the unprecedented sense of moral urgency that guided immediate declarations of support and subsequent actions has largely remained unaddressed. With the crisis becoming a new reality for many countries, HE has a role to play in the social inclusion of refugees, even in countries that were not attractive destinations for refugees in the past. In this article, we provide an overview of the reasons why HE institutions supported refugees, and present the results of an empirical study of Poland and Austria during the 2015–2016 academic year. We then evaluate those first responses utilizing parts of Ager and Strang’s framework of integration, and discuss issues of institutional readiness, capabilities and the public role of HE stemming from this comparison. Our findings suggest that reasons such as acknowledgement of basic rights, or utilizing social capital are insufficient to explain and understand strong integrative support measures. We propose that refugee support by HE institutions is both better understood and promoted through the language of hospitality.

scholarly journals Ultrasound Curricula of Student Education in Europe: Summary of the Experience

2020 ◽  
Vol 06 (01) ◽  
pp. E25-E33
Author(s):  
Helmut Prosch ◽  
Maija Radzina ◽  
Christoph F. Dietrich ◽  
Michael Bachmann Nielsen ◽  
Sven Baumann ◽  
...  
Keyword(s):  
Medical Education ◽  
Core Curriculum ◽  
Theoretical Background ◽  
European Federation ◽  
Ultrasound Education ◽  
Science Courses ◽  
European Universities ◽  
Preclinical Curriculum ◽  
Far Future

Abstract Background Despite the increasing role of ultrasound, structured ultrasound teaching is only slowly being integrated into the curricula of medical schools and universities all over Europe. Aim To survey the current situation at European universities regarding the integration of ultrasound in student medical education and to report on models of student ultrasound training from selected European universities. Methods A questionnaire survey focusing on the implementation of curricular ultrasound education was sent out to the 28 presidents of the national ultrasound societies of the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB), who were asked to distribute the questionnaires to the medical universities of their countries. Results Overall, 53 questionnaires were returned from 46 universities in 17 European countries. In most of the universities (40/46 universities, 87%), the theoretical background of ultrasound is taught. However, in only a minority of universities is ultrasound integrated in anatomy courses (8/46 universities, 17%) or basic science courses (16/46 universities, 35%). Practical skills in ultrasound are taught in 56% of the universities (26/46 universities) and tested in a practical exam in seven of the responding universities (15%). The number of hours in which ultrasound was taught ranged from one to 58 (mean, seven). The respondents reported that lack of time and limited faculty funding were major hurdles. Conclusion According to our survey, only a minority of European universities has integrated ultrasound into the preclinical curriculum thus far. Future EFSUMB initiatives will continue to promote the introduction of ultrasound as an integrative part of the core curriculum of student medical education, and the preparation of proper teaching material.

scholarly journals Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers

2018 ◽  
Vol 10 (11) ◽  
pp. 4323 ◽  
Author(s):  
Valentina Ndou ◽  
Giustina Secundo ◽  
Giovanni Schiuma ◽  
Giuseppina Passiante
Keyword(s):  
Learning Strategies ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Technology Entrepreneurship ◽  
Web Based ◽  
European Universities ◽  
Competence Level ◽  
Case Comparison ◽  
Key Dimensions

The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the “black box” of “how, when, why and what” entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address generalization bias and to effectuate a cross-case comparison, thus revealing more common patterns regarding the phenomenon. Findings reveal some common pillars of EE as developed within the Entrepreneurship centers in terms of five key dimensions: target audience, learning objectives, entrepreneurship contents, learning pedagogies and stakeholders’ engagement. This analysis provides the basis to introduce a process-based framework for entrepreneurial mindset creation in EE that is organized around four main phases: inspiration, engagement, exploitation and sustainment. The process-based model of EE supports entrepreneurship centers in designing learning initiatives that are aimed to inspire students at all levels of education, young entrepreneurs and start-uppers and scientists in their need to be equipped with an entrepreneurial mindset for technology entrepreneurship. The originality of the paper stands on the “process-based” framework that is proposed that serves as an interactive pathway that dynamically combines the phases toward entrepreneurial venture creation, the entrepreneurial competence level, the entrepreneurial learning strategies and collaboration with the University’s stakeholders’ network toward the achievement of the competence goal.

scholarly journals The Role of Elective Courses in Students′ Professional Development: Foreign Experience

2017 ◽  
Vol 7 (2) ◽  
pp. 20-26 ◽  
Author(s):  
Larysa Movchan ◽  
Inna Zarishniak
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Strategic Thinking ◽  
European Universities ◽  
Elective Courses ◽  
European Education ◽  
Psychology Pedagogy ◽  
The One ◽  
Education Process

Abstract The article considers the role of elective courses in professional development of students of economics. Modern European education is developing on the principles of democratization and humanization, where democratization implies the involvement of all agents/participants of the education process into forming its content and solving numerous related problems. Moreover, in order to be competitive in global labour market, modern specialists must develop such features as mobility, cultural, language and religious empathy, professionalism, commitment to the human virtues, etc. The content of education expressed in the curriculum is now not a rigid unity. Offering elective courses, university curricula can be easily modified to the students′ needs and aspirations. The analysis of the curricula of the economic faculties at some leading European universities has showed a great amount of elective courses mainly in general subjects such as Psychology, Pedagogy, Philosophy, History, Politology, Social Science, etc. These courses make up approximately 10 % of the total study load and are meant to realize interdisciplinary links, deepen students′ understanding of economic phenomena and develop analytical and strategic thinking. On the one hand, by choosing elective courses students are more agitated in learning, more interested and motivated. On the other hand, universities think harder over the supply of subjects and their content. At the same time, it increases lecturers′ motivation to consider new approaches, update information, and on the whole do their best to make their subjects appealing to students. The research has proved that elective courses realize an important role in students′ professional and personal development by integrating knowledge of many subjects, through their participation in tailoring the curricula and enriching their professional portfolio.

Mapping the Role of European Universities of Applied Sciences as Entrepreneurial Hubs of Regional Development

2022 ◽  
pp. 42-71
Author(s):  
Jan Beseda ◽  
Michaela Šmídová ◽  
Vaidotas Viliūnas ◽  
Sean O'Reilly
Keyword(s):  
Applied Sciences ◽  
Regional Development ◽  
Relevant Literature ◽  
Self Reflection ◽  
Self Evaluation ◽  
European Universities ◽  
Universities Of Applied Sciences ◽  
Practical Experiences ◽  
Regional Engagement

The chapter focuses on mapping and analysing regional engagement of universities of applied sciences through an institutional self-reflection tool which is developed within the international project UASiMAP and which aims to be useful at institutional level as well as to highlight the important role of this specific area of HE activities. The tool should serve not only for immediate self-evaluation but also to inform institutional improvement and dynamics. The authors define UAS as a specific entrepreneurial hub for regional development and propose a multidimensional model for reflection of the UAS role in regional development. Opportunities, challenges, and limits of the model´s individual dimensions are discussed in two ways: firstly, as reflections of relevant literature and, secondly, using the practical experiences of project partners from different European countries as arguments for the proposed dimension(s). A strategy for assessing progress using the proposed model and criteria for indicators are presented and discussed.

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