Critical Issues in Pedagogy and Research: Perspectives on Dance Education Theory and Practice

2009 ◽  
Vol 41 (S1) ◽  
pp. 199-203
Author(s):  
Eeva Anttila
Keyword(s):  
Higher Education ◽  
National Level ◽  
Bologna Process ◽  
National Development ◽  
Dance Education ◽  
Theory And Practice ◽  
Western World ◽  
The European Union ◽  
Education Practice ◽  
Research Perspectives

From a Scandinavian perspective, the current scenario for dance education practice and research appears quite challenging. One great challenge seems to be preserving the basic values of democracy, equity, and access of the Nordic educational system that is being contested by neoliberal policies, much like elsewhere in the Western world. I am echoing Sue Stinson about the concerns that accountability and standardization have generated in preparing future dance teachers. The restraints seem to creep in from all directions. From the European Union and the Bologna process, higher education is affected by directives that compel us to reformulate the program goals in terms derived from Bloom's taxonomy (Bloom 1956). On the national level, increasing governmental regulations regarding higher education have altered the criteria for allocating funds, and beginning in January 2010 the whole system will drastically change toward privatization. Another significant national development is more difficult to discern but is even more disturbing.

scholarly journals Transforming Universities for the Digital Age - Policies – Business Models – Resources

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Eva Szalma
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Career Guidance ◽  
Student Mobility ◽  
Classical Model ◽  
National Level ◽  
The European Union ◽  
Institutional Leadership ◽  
Strategic Factor ◽  
E Learning

Higher education systems in the European Union are operating in an increasingly fast-changing and competitive environment. They have to tackle key issues dealing with massification, career guidance, cost-efficiency, international attractiveness, student mobility. At a more operational level, digital practices and technologies support the change of several aspects of higher education institutions and new players providing expertise and methodologies undermine the classical model of university as a leading knowledge producer and disseminator.Such major transformations require modern governance arrangements and dynamic leadership. As outlined in the EU Modernization Agenda of Higher Education (2011), the major bottleneck found is the staff competence and preparedness, more specifically at the institutional leadership and executive management level.The interest for e-learning is not new but contrary to the obvious interest for equipment or management, this has not been enough for e-learning to impose itself. As stated by Paul Bacsich (2011) the presence of ICT in universities is a reality but the education transformation has not yet taken place. So far, initiatives are generally focused on operational (managerial) aspects. The D-TRANSFORM project starting in 2014 and ending in 2017[1] was the first European-funded project focusing on the fundamental strategic aspects of digital innovation of Higher Education. Through leadership schools, MOOCs, guidelines and stat-of-the-art reports it helped university governing bodies to define their own digital strategies and coordinate them with public policies defined at the European/national level and to be able to plan e-education according to the university needs and profile.[1] DigiTal Resources As a New Strategic FactOr for a Renovation and Modernization in HEType: Initiative supported by the ERASMUS+(2014- 2017)Budget: 1 M$

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

scholarly journals In search of a Ukrainian term for Bologna process acquis

2019 ◽  
pp. 3-13
Author(s):  
Olena Orzhel
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
National Level ◽  
Bologna Process ◽  
Education Institution ◽  
Practical Significance ◽  
Council Of Europe ◽  
Higher Education Institution ◽  
Acquis Communautaire ◽  
National Systems

The purpose of article is to justify the rationale for applying the term «Bologna acquis» to nominate the corps of documents generated in the course of Bologna process that resulted in the formation of European Higher Education Area (EHEA) and community of higher education stakeholders who share and operate by Bologna values, principles, norms and guidelines. The author compares «Bologna acquis» with acquis communautaire, Council of Europe acquis, Schengen acquis, proves that all four have a lot of in common and draws a conclusion that the use of term «Bologna acquis» is acceptable and reasonable. The article demonstrates that Bologna acquis - similar to acquis communautaire and Council of Europe acquis - is divided into two large types: those that have a binding character and those of a non-binding nature. Nevertheless, non-binding Bologna acquis cannot be ignored by the community to whom it is addressed and is to be considered in the course of reforms and modernization of national systems of higher education and higher education institutions as its constituents. Comparison of Bologna acquis with acquis communautaire, Council of Europe acquis, Schengen acquis is the novelty of the article, as well as delineation of similar features between the four above mentioned acquis. The author mentions that the purpose of all four (among other things) is the formation of a community that voluntarily participates in the generation of acquis and agrees to live by its rules and norms. One of conclusions has practical significance: while formation of EHEA and its community simultaneously takes place at the supranational, national and institutional levels, the speed of integration of each separate higher education institution may differ; accordingly different scenarios could emerge: a certain higher education institution may integrate with EHEA faster than the national system of higher education in general, and vice versa: while the national systems of higher education has advanced in integration with EHEA, some higher education institutions will be lagging behind reforms at the national level.

scholarly journals From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice

2021 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Mélodine Sommier ◽  
Malgorzata Lahti ◽  
Anssi Roiha
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Communication Theory ◽  
Theory And Practice ◽  
Intercultural Education ◽  
Special Issue ◽  
Education Practice ◽  
The People ◽  
Recent Developments ◽  
Stable Connection

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

scholarly journals The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

2016 ◽  
Vol 12 (28) ◽  
pp. 439
Author(s):  
Sabine Hoidn
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Reforms ◽  
Education Practice ◽  
Higher Education Reforms ◽  
Culture Shift ◽  
European Higher Education ◽  
Student Centred Learning ◽  
High Level ◽  
The Bologna Process

The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of student-centred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

scholarly journals WEB-BASED INFORMATION SYSTEMS FOR SURVEYS OF THE QUALITY OF HIGHER EDUCATION (ROUNDUP)

2019 ◽  
Vol 30 (2) ◽  
pp. 311-314
Author(s):  
Kristina Kilova
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Bologna Process ◽  
The European Union ◽  
Web Based ◽  
Quality Of Higher Education ◽  
Use Of The Internet ◽  
Set Up ◽  
The Bologna Process

Strategic aim of the European Union is to build a competitive and dynamic economy based on knowledge and ensuring sustainable economic growth. In the context of the Lisbon agenda and the Bologna process, the main resource for achieving this goal is undoubtedly the quality of education. This makes the issue of the quality of higher education extremely relevant. In universities have been set up systems to manage the quality of higher education. As main criterion for assessing their work serve surveys giving feedback on the entire process performed. More intensive use of the Internet enables the creation and use of web-based information systems for surveys of the quality of higher education.

Higher Education Policy in the European Union

2019 ◽  
Author(s):  
Dorota Dakowska
Keyword(s):  
Higher Education ◽  
European Union ◽  
European Commission ◽  
Higher Education Policy ◽  
Vocational Training ◽  
Bologna Process ◽  
The European Union ◽  
Member States ◽  
The Impact ◽  
The Eu

Whether higher education (HE) can be defined as a European Union (EU) policy has been matter of debate. Formally, education is still a domestic prerogative, and in principle, the EU can only support and supplement national governments’ initiatives in the sector. Yet, this official division of tasks has been challenged in many ways over the last decades. First, the history of European integration shows that the European community took an early interest in educational matters. The Treaty of Rome established a community competency on vocational training. Subsequently, the European Commission framed HE and vocational training as two entangled policies. Second, the EU institutions, the member states, and noninstitutional actors have coordinated in innovative ways, through soft governance processes promoted by the Bologna Process and the EU Lisbon—and later Europe 2020—strategy, to impose a European HE governance based on standards and comparison. Third, the study of HE requires going beyond an EU-centric perspective, with international organizations such as the OECD and the Council of Europe cooperating closely with the European Commission. HE has been increasingly shaped by global trends, such as the increased competition between universities. The mechanisms of European HE policy change have elicited academic debates. Three main explanations have been put forward: the power of instruments and standards, the impact of the Commission’s funding schemes, and the influence of interconnected experts, stakeholders and networks. Domestic translations of European recommendations are highly diverse and reveal a gap between formal adaptations and local practices. Twenty years after the Bologna declaration, the European Higher Education Area (EHEA) presents a mixed picture. On the one hand, increased mobility and the growing interconnectedness of academic schemes facilitate the launch of ambitious projects such as the “European universities.” On the other hand, concerns are periodically raised about the growing bureaucratization of the process and the widening gap between the small world of the Brussels stakeholders and everyday academic practices in EHEA participant countries. Paradoxically, smaller and non-EU countries have been more actively involved in advancing the EHEA than large, older EU member states.

scholarly journals The Europeanisation of Higher Education in the Netherlands

2005 ◽  
Vol 4 (3) ◽  
pp. 208-218 ◽  
Author(s):  
Judith Litjens
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Development ◽  
Bologna Process ◽  
The European Union ◽  
The Bologna Process ◽  
The Impact ◽  
Bologna Agreement

This article examines the extent to which higher education policy in the Netherlands is becoming Europeanised. This issue is explored through the case of the Bologna Process and the impact of Bachelor-Master's (BAMA) Programmes on Dutch higher education policy. Changes in higher education, such as increasing competitiveness and decentralisation, have increased the need for new regulations on a European level. Although the European Union does not have much legal authority in the policy section in question, Europeanisation of higher education is becoming increasingly apparent. The Bologna Agreement, in particular, has been a major push for the integration of the European dimension in Dutch higher education policy. Besides giving a general literature overview of the policy development and implementation of the Bologna Agreement, this article discusses the effects of the Bologna Process on the Dutch Ministry of Education, the VSNU (Association of Dutch Universities) and Dutch higher education institutions. Some interesting insights are provided by interviews that were held with officials working in these sectors.

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