The : The Part Played by the European University Association in the Alignment of EU Legislation with the Bologna Process

This paper intends to explore the scientific research model developed at the European University of Tirana (UET), a private higher education institution in Albania. This requires for a reconsideration of the position of private universities in the higher education system in Albania, not just as profitable entities, but as institutions that provide public services for citizens in the country. The paper adopts a qualitative methodology approach, i.e. it applies document analysis and literature review in order to explore the development of the scientific research model in UET. The materials consulted include documents related to the Bologna Process; legislation of higher education in Albania; policies, guidelines and procedures of UET regarding scientific research. The paper suggests that private universities in Albania, albeit being recently established, enjoy more opportunities and freedom to develop new models for conducting scientific research. The analysis of the UET scientific research model shows that UET has adopted the most advanced Western approaches and the best practices from the Anglo-Saxon universities, bringing innovation in vision, research policies, procedures, practices and forms. The paper identifies the main principles upon which the scientific research of UET is built: (i) the connection and reflection of scientific research activities in the teaching process; (ii) the students’ involvement in research activities; (iii) further qualification of academic staff including doctoral candidates; (iv) the connection between scientific research and the market. The paper argues that this model should be supported by new policies to better regulate the financing scheme of higher education in Albania, in order to provide private universities with more opportunities to further develop their scientific research. This will also lead to an increased confidence from the side of the business sector to trust private universities with their market research and other related projects.

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SCIENTIFIC RESEARCH IN THE HIGHER EDUCATION IN ALBANIA IN LIEU OF THE BOLOGNA PROCESS: THE CASE OF THE EUROPEAN UNIVERSITY OF TIRANA

CBU International Conference Proceedings 2013 - Integration and Innovation in Science and Education ◽

10.12955/cbup.2013.40 ◽

2013 ◽

Author(s):

Tomi Treska

Keyword(s):

Higher Education ◽

Bologna Process ◽

Scientific Research ◽

The Bologna Process ◽

European University

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Academic Course Evaluation

European Psychologist ◽

10.1027/1016-9040.14.4.297 ◽

2009 ◽

Vol 14 (4) ◽

pp. 297-306 ◽

Cited By ~ 25

Author(s):

Edith Braun ◽

Bernhard Leidner

Keyword(s):

Higher Education ◽

Education Reform ◽

Bologna Process ◽

Course Evaluation ◽

Higher Education Reform ◽

Teaching Behavior ◽

Personal Benefit ◽

Quality Of Higher Education ◽

Confirmatory Factor ◽

The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

Journal of Education in Black Sea Region ◽

10.31578/jebs.v2i2.43 ◽

2017 ◽

Vol 2 (2) ◽

Author(s):

Irma MESIRIDZE ◽

Nino TVALTCHRELIDZE

Keyword(s):

Higher Education ◽

Black Sea ◽

Communication Technology ◽

Bologna Process ◽

Education Quality ◽

Education Students ◽

Higher Education Quality ◽

Information And Communication ◽

The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

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