Culture, scholarship, and education a dilemma for the mass university

1998 ◽  
Vol 6 (1) ◽  
pp. 81-89
Author(s):  
Stig Strömholm
Keyword(s):  
Labour Market ◽  
Technical Training ◽  
Teaching And Research ◽  
The University

There are many ideas of what that medieval institution, the university, should be in the age of the mass university. It should be an institution combining teaching and research and should aim to produce a mature, cultured individual. Attempts to make it into an institution simply for giving technical training aimed at the contemporary labour market are misguided.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Graduate Teaching and Research in Power Engineering at the University of Saskatchewan

1978 ◽  
Vol 21 (3) ◽  
pp. 177-180 ◽  
Author(s):  
Ronald J. Fleming ◽  
Roy Billinton ◽  
Mohindar S. Sachdev
Keyword(s):  
Power Engineering ◽  
Teaching And Research ◽  
Graduate Teaching ◽  
The University

scholarly journals Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey

2017 ◽  
Vol 7 (2) ◽  
pp. 291-304
Author(s):  
Dariusz Stępkowski
Keyword(s):  
Theoretical Model ◽  
Labour Market ◽  
Study Skills ◽  
University Graduates ◽  
Repeated Analysis ◽  
Career Analysis ◽  
The Right ◽  
The University ◽  
Career Survey ◽  
Education Process

The career analysis conducted among the alumni of universities is dominated in Poland by the tendency to verify which competencies (demanded mostly by the labour market) they have acquired and how they have managed to cope with finding employment. The ability of studying is a rarely discussed problem, which is unjustifiably considered necessary only during the course of study. However, this ability leads to shaping the extent of academic thinking, also understood as a specific way of solving problems – not only purely academic ones but professional ones as well. The author of the presented article, while referring to pedagogical concepts of S. Hessen and D. Benner, has developed a theoretical model of study skills and subsequently conducted its empirical verification by performing a repeated analysis of selected data obtained in 2016 during the Cardinal Stefan Wyszyński University graduates’ career analysis.The conducted replication has proved that, firstly, the exploration of study skills among the alumni has not been taken into account when examining careers of the graduates, which might have served as feedback regarding the modification of the education process at the university; secondly, it seems that the graduates have acquired study competence at least to a certain degree, which finds evidence in success achieved by most of them – i.e. finding employment; and, thirdly, satisfaction of completing studies is linked with the feeling of having the right competence and consequently with recommending the university to others.

scholarly journals A geography graduate’s transition into the labour market in Poland: a quantitative and qualitative evaluation of the process

2015 ◽  
Vol 29 (29) ◽  
pp. 103-118 ◽  
Author(s):  
Danuta Piróg
Keyword(s):  
Labour Market ◽  
Human Life ◽  
Qualitative Evaluation ◽  
University Graduates ◽  
Labour Market Situation ◽  
Academic Level ◽  
Economic Climate ◽  
Market Situation ◽  
Limited Opportunity ◽  
The University

Abstract Transition, i.e. the education-to-work shift, is considered one of the most important processes in human life. The characteristics of transition hinge on, first of all, the labour market situation, the economic climate in the region, the educational services market and the aspirations of society. Virtually unlimited access to education at an academic level and the growing appetite of young people for degrees have resulted in a rapid increase in the number of university graduates. Consequently, there has been a high supply of employees with university degrees. However, the speed and type of transition among recent graduates is one of the least investigated processes on the labour market in Poland. The article presents the results of a survey on how Polish geographers enter the job market. The study compares geographers’ professional qualifications, aspirations and plans about their future job at the time of graduation with the actual fulfilment of those plans six months later. Quantitative analysis of the process shows that half the graduates have succeeded in finding employment. Qualitative analysis of the type of jobs shows that the university-to-work transition was unsatisfactory in many respects. For example, the new position was unlikely to require the graduates to use the competences acquired during the course of study, the job offered limited career development opportunities and had a low remuneration. All the above raise concerns regarding the limited opportunity for successful transition and the respondents’ low satisfaction level.

Zur Reformdiskussion der Arbeitsmarktinstrumente für Jugendliche – Modifikation der Assistierten Ausbildung

2020 ◽  
Vol 69 (1) ◽  
pp. 2-20
Author(s):  
Ralph Conrads ◽  
Thomas Freiling
Keyword(s):  
Young People ◽  
Labour Market ◽  
Scientific Study ◽  
General State ◽  
Individual Approach ◽  
Employment Agency ◽  
Recommendations For Action ◽  
Social Code ◽  
The Individual ◽  
The University

Zusammenfassung Die Assistierte Ausbildung (AsA) gem. § 130 SGB III wurde im Mai 2015 bis maximal 2021 befristet eingeführt. Im Kontext der Neuordnung der Jugend­licheninstrumente der Bundesagentur für Arbeit (BA) steht darüber hinaus die Weiterführung bzw. Entfristung der AsA auf dem Prüfstand. In einer wissenschaftlichen Begleitstudie der Hochschule der Bundesagentur für Arbeit ­(HdBA) wurde untersucht, inwieweit Anpassungen im Zuge der Neuordnung erforderlich sind. Die Ergebnisse zeigen, dass sich der individuelle Ansatz der AsA bewährt hat, aber Modifikationen zur besseren Zielerreichung notwendig sind. Unter Berücksichtigung der Erfahrungen zahlreicher Akteure werden maßnahmenbezogene Handlungsempfehlungen dargestellt und mit dem allgemeinen Diskussionsstand zusammengeführt. Abstract: On the Reform Discussion of Labour Market Instruments for Young People – Modification of Assisted Training Assisted training (Assistierte Ausbildung, AsA) according to § 130 Social Code III was introduced in May 2015 until 2021 at the latest. In the context of the reorganisation of the youth instruments of the Federal Employment Agency (Bundesagentur für Arbeit, BA), the continuation or removal of the deadline for the AsA is also being put to the test. An accompanying scientific study by the University of Applied Labour Studies (Hochschule der Bundesagentur für Arbeit, HdBA) examined the extent to which adjustments were necessary in the course of the reorganization. The results show that the individual approach of the AsA has proven its worth, but that modifications are necessary to achieve better results. Taking into account the experiences of numerous actors, action-related recommendations for action are presented and brought together with the general state of discussion.

scholarly journals John Fleetwood Baker, Baron Baker of Windrush, 19 March - 9 September 1985

1987 ◽  
Vol 33 ◽  
pp. 1-20 ◽  
Keyword(s):  
Teaching And Research ◽  
Conflict Of Interests ◽  
College System ◽  
University Of Cambridge ◽  
High Standards ◽  
The University

John Fleet wood Baker returned to Cambridge in 1943, as Professor of Mechanical Sciences and Head of the Department of Engineering, and as a Professorial Fellow of Clare College, where he had been an undergraduate. In the conflict of interests, sometimes trivial, sometimes painful, between ‘University’ and ‘College’, Baker was clear, at least officially, as to where his duty lay. His staff was large—Engineering forms one tenth of the University of Cambridge, and consumes proportionately more than one tenth of its resources—and his staff were in demand, as men of affairs, for various College offices. He pretended to deplore this, and would occasionally, in the Departmental Common Room, rail against the College system, which seduced his lecturers away from their tasks of teaching and research to the time-consuming offices of Bursar or Tutor. In fact, when a young lecturer—and all his lecturers were, to Baker, young—when a young lecturer would summon the courage to confess that a College was proposing an appointment of this sort, Baker was not altogether displeased. He took immense pains with the appointment of his staff; he was quick to terminate employment of those who did not meet his high standards, in a way that is not possible in these more bureaucratic times; and he gave unstinting support to those he thought of as his team. If one of these should catch a College’s eye, it was only confirmation of the qualities of those in his Department.

Knowledge, meaning, and the world's great challenges

2004 ◽  
Vol 57 (2) ◽  
pp. 182-202 ◽  
Author(s):  
David F. Ford
Keyword(s):  
Future Generations ◽  
Teaching And Research ◽  
Cambridge University ◽  
The Core ◽  
Wide Range ◽  
The Future ◽  
Value Ethics ◽  
The University ◽  
Critical Questioning

The future of Cambridge University is discussed in the context of the current British and global situation of universities, the main focus being on what the core concerns of a major university should be at this time. After raising issues related to core intellectual values (truth-seeking, rationality in argument, balanced judgement, integrity, linguistic precision and critical questioning) and the sustaining of a long-term social and intellectual ecology, four main challenges are identified: uniting teaching and research fruitfully; interrelating fields of knowledge appropriately across a wide range of disciplines; contributing to society in ways that are responsible towards the long-term flourishing of our world; and sustaining and reinventing collegiality so that the university can be a place where intensive, disciplined conversations within and across generations can flourish. The latter leads into questions of polity, governance and management. Finally, the inseparability of teaching, research and knowledge from questions of meaning, value, ethics, collegiality and transgenerational responsibility leads to proposing ‘wisdom’ as an integrating concept. The relevant sources of wisdom available are both religious and secular, and in a world that is complexly both religious and secular we need universities that can be places where both are done justice. Given the seriousness and long-term nature of the conflicts associated with religious and secular forces in our world, it is especially desirable that universities in their education of future generations contribute to the healing of such divisions.

Location Guided System of Training Solutions and Learning Itineraries Based on Competences Adapted to Users’ Needs

2011 ◽  
Vol 2 (2) ◽  
pp. 37-46
Author(s):  
Jose López-Ruiz ◽  
Pablo Lara-Navarra ◽  
Enric Serradell-Lopez ◽  
Josep Antoni Martínez-Aceituno
Keyword(s):  
Labour Market ◽  
Social Needs ◽  
Learning Needs ◽  
Starting Position ◽  
Key Factor ◽  
Model Of Competency ◽  
Market Needs ◽  
Training Expectations ◽  
The University ◽  
And Training

Competency design stands out among the methodological and educational model changes introduced by the EHEA (European Higher Education Area). This concept is a key factor when developing programs based on academic and professional profiles that respond to social and labour market needs. The UOC eLearning GPS is based on competences and is meant to reduce the gap between formal training and the reality of the labour market and social needs that traditionally has characterized the university. These aspects are the basis of this application. Using a language of competences, the application helps the students identify their main skills and capacities, as well as areas of improvement. Following the model of competency design, this tool helps the user detect and reduce the gap between a starting position of competence and his or her learning and training expectations. UOC eLearning GPS application offers solutions and learning itineraries closer to the user’s real learning needs.

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