scholarly journals The socializing function of the university

2021 ◽  
Vol 103 ◽  
pp. 01032
Author(s):  
Tatiana N. Seregina ◽  
Sergey A. Prosekov ◽  
Sergey V. Nazarenko ◽  
Maxim R. Logunov
Keyword(s):  
Urban Space ◽  
Bologna Process ◽  
Social Institution ◽  
University Education ◽  
Socialization Process ◽  
Value Perception ◽  
Communication Practices ◽  
The University ◽  
The Bologna Process ◽  
The City

The article considers the role of the university as a social institution in the urban space. The article establishes the connection and interdependence among the phenomena of the city, the university, the type of rationality, and the type of communication. The transformations of urban space and the functions of the city in history affect the organizational forms and functions of the university. The research environment at the university, using the communication practices that have developed in society, creates a certain type of rationality. The nonclassical type of rationality is formed in the industrial city environment, and university education is changing towards professionalization, and commercialization, changing communication practices and values that need to be mastered for socialization into the industrial world. The post-nonclassical type of rationality coincides with the emergence of a new type of university, created within the framework of the Bologna Process. This is associated with the emergence of so-called multiple identities, formed by a variety of socialization practices. Universities are operating in the global space of global cities and megalopolises. The convergence of these phenomena results in the transformation of the value perception of the world and the axiological paradigm of society. The activity-based method of analyzing the socialization process allowed determining the need to create the idea of a university, based on a value approach. Values and value-based communication practices in the educational system of the university allow moving to a sustainable development society.

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

scholarly journals Impact of a teacher development programme on approaches to teaching in higher education

2017 ◽  
Author(s):  
José Luis González-Geraldo ◽  
Fuensanta Monroy
Keyword(s):  
Teacher Development ◽  
Strategic Change ◽  
Bologna Process ◽  
Training Programme ◽  
Approaches To Teaching ◽  
Teaching Development ◽  
La Mancha ◽  
The University ◽  
The Bologna Process ◽  
The Impact

The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

The University Mission in the Humanitarian Dimension: Stating the Problem

2021 ◽  
Vol 13 (3-1) ◽  
pp. 116-132
Author(s):  
Olga Zinevich ◽  
◽  
Tatyana Balmasova ◽  
Keyword(s):  
Business Models ◽  
Institutional Design ◽  
Social Ontology ◽  
Social Institution ◽  
University Education ◽  
Educational Activity ◽  
Knowledge Generation ◽  
Social Significance ◽  
University Mission ◽  
The University

The article focuses on the mission humanitarianism of a university as a social institution from the perspective of social ontology. The mission is viewed as a perfect benchmark (supreme goal and purpose) necessary for university existence as well as for maintenance and authorization of its institutional identity. It is shown that despite the changes in functionality of universities under the conditions of knowledge-intensive economy development (use of business models in interaction with the society), the humanitarian orientation has not lost its significance since it is necessary for the existence of a university as an institutionally organized specific educational activity, including knowledge generation, storage and transmission. Key institutional characteristics are considered that reveal the importance of humanitarianism for preserving the university as a unique social phenomenon. The authors are guided by the methodology of moderate constructivism – the study of value and meaning of human mentality, ideas and ideals in forming the institutional design of social reality. The role of the ideal and the intentionality of human actions in the construction and function of an educational social institution, which is expressed in the university corporation’s drive to be orientated at values, which give positive social significance to its activities and are aimed at achieving good, are explored. The university produces and conveys knowledge through establishing a knowledge subject, in other words, it forms the very intention to achieve a socially significant result not only in an objectified form of knowledge, but also in the form of evolution (development) of an individual who can produce and use knowledge for the good of society and for their personal advancement. In this context, the mission is understood to be a supreme goal and an ideal benchmark in the concrete historic practices of university education in forming a knowledge subject who must master the fundamental values necessary for society’s existence. The university mission is based on the concrete historic interpretation of the key socially significant goal of education: the development of a “human being” who acts for the good and benefit of society and its members via conveying the thesaurus of universal human values in their concrete historic theoretical and ideological formats.

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 STRATEGY OF INTERNATIONALIZATION AS A KEY PRIORITY OF UNIVERSITY EDUCATION DEVELOPMENT IN UKRAINE

2018 ◽  
pp. 38-46
Author(s):  
Olga Vyhovska ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Rapid Development ◽  
Bologna Process ◽  
International Standards ◽  
University Education ◽  
Internationalization Of Higher Education ◽  
Institutional Strategy ◽  
The World ◽  
The Bologna Process

The article deals with the theoretical analysis of the problem of internationalization of higher education in the context of introducing reforms of the Bologna process in the European region and, in particular, in Ukraine; the historical periods of formation of the internationalization of higher education from the moment of the first European universities emerged; it was determined that universities at their institutional level are important participants in internationalization and, in accordance with local specifics, their understanding of the objectives of ensuring the quality of education and development priorities must develop their own strategies for internationalization; on the example of the Grinchenko University it is substantiated that the development of the institutional strategy of internationalization is one of the key priorities of the development of university education in Ukraine. Modern information and communication technologies, the rapid development of distance learning, the growing popularity of Internet universities form a single world educational market in which higher education institutions from different countries of the world, without restricting themselves national borders, offer their services in conditions of strict international competition. The processes of Ukraine’s integration into the world educational space, in particular its accession to the Bologna Process, determine the creation of a competitive sphere of Ukrainian higher education. The urgency of the problem of internationalization, which reflects the idea of openness of education and science in the world and has significant modernizing potential, lays the foundation for its scientific reflection on the integration into the national context of the best international standards of higher education quality. These imperatives should serve as a guideline for the institutional strategy of internationalization as a key priority for the development of university education in Ukraine in order to increase the competitiveness of Ukrainian higher education institutions and their integration into the European educational space.

scholarly journals IMPROVING THE TRANSLATION–INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS

2012 ◽  
Vol 43 (1) ◽  
pp. 69-85
Author(s):  
Mirela Papa ◽  
Alma Hafizi
Keyword(s):  
Curriculum Reform ◽  
Quantitative Method ◽  
Bologna Process ◽  
Not Given ◽  
Higher Education System ◽  
Reform Implementation ◽  
The Subject ◽  
Second Year ◽  
The University ◽  
The Bologna Process

The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project. Although the Bologna Charter advocates a student – centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students’ expectations and the curricular approaches. First and second year Master students of Translation – Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80% of the students have filled in a questionnaire. The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career. It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. Key words: curriculum, expectations, interpreting, motivations, translation.

scholarly journals The Bologna process: a study about teachers' perception of their new role and its consequences

2016 ◽  
Author(s):  
María Dolores Lagoa-Varela ◽  
Begoña Alvarez García ◽  
Lucía Boedo Vilabella
Keyword(s):  
New Technologies ◽  
Teaching Style ◽  
Bologna Process ◽  
University System ◽  
University Teachers ◽  
Professional Characteristics ◽  
New Methodologies ◽  
The One ◽  
The University ◽  
The Bologna Process

In the last twenty-five years many changes have taken place in the Spanish University system and, as a consequence, the university lecturer’s role has evolved and a new teaching style prevails. The present paper focuses on University teachers of Economics and Business. It explores the teachers’ perception about the new methodologies that they have implemented, the extent to which the process of change has modified their way of working and, finally, the benefits and drawbacks encountered. Moreover, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than by regulatory obligations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, two clear aspects can be observed: on the one hand, staff with a wider experience has carried out more changes and uses new technologies to a greater extent, and, on the other hand, the use and promotion of English in class is still a crucial issue.

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