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

2013 ◽  
Vol 1 ◽  
pp. 238-246
Author(s):  
Tomi Treska
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Private Universities ◽  
Scientific Research ◽  
Private Higher Education ◽  
Research Model ◽  
Research Activities ◽  
The Bologna Process ◽  
European University

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. 

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

scholarly journals Value orientations of the Bologna process (1988-2009): regulatory aspect

2018 ◽  
pp. 43-51
Author(s):  
Iryna Reheilo
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Value Orientations ◽  
Education Student ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Education System ◽  
Process Formation ◽  
The Bologna Process

The value orientations of the Bologna process and these values’ implementation tools are revealed based on the analysis of international regulations. It is established that the Bologna process fundamental values are academic freedom, institutional (university) autonomy, indivisibility of teaching and research, preservation of the European humanism traditions. It is grounded that the following values were introduced in the list during the first decade of reforming the participating countries’ higher education: student centered learning, quality and innovative character of higher education, state responsibility for higher education and social equity, etc. It is enlightened that in accordance with the generally accepted values there was initiated the development of common, comparable indicators for determining the higher education institutions’ achievements in implementing the Bologna process principles. It made it possible not only to highlight the state of the European Higher Education Area development in the middle of the Bologna process, but also to identify the challenges and problems of higher education in general and to prevent their unpredictable consequences. It is proved that the established value orientations of the Bologna process for the higher education system provided an appropriate reflection on the academic staff activities and their following the corresponding requirements. Taking into account the positive results of the higher education reforming during the Bologna process formation and development in 1988-2009 the higher education value priorities for the next decade are defined, which should be implemented in all directions.

scholarly journals Examination of Physical Education and Sports Undergraduate Programs of the Bologna Process Countries (Poland-Turkey Case)

2019 ◽  
Vol 9 (2) ◽  
pp. 29-39
Author(s):  
Sevinç Namli
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Economic Benefits ◽  
Field Training ◽  
Sports Science ◽  
Training Courses ◽  
The Bologna Process ◽  
General Culture

AbstractWith geographical, cultural and economic benefits, Poland has adapted to the Bologna Process and has been one of the countries most preferred by students in Turkey within the scope of Erasmus. Turkey and Poland Physical Education and Sports Undergraduate Curriculum were analyzed with data from government agencies in both countries. Erasmus program has been prepared within the framework of the European Union in order to ensure the development of higher education institutions, to work jointly between the universities and to eliminate geographical and educational boundaries. Bologna Process, founded in 1998, Turkey’s included in 2001, envisages a structure that ensures the mobility of academic staff, comparable, not bounded by country borders, set standards, competitive and very well connected with each other. With over 400 universities, Poland offers a cost-effective and quality education program. Poland’s Physical Education and Sports Undergraduate program is 3 years. The curriculum, which has a weighted structure in the Field Training, also includes Professional Knowledge and General Culture courses. Turkey’s constant Physical Education and Sports Science program, which is determined by Higher Education Council (YÖK), is 4 years. In addition to the Field Training courses, Professions Knowledge and General Culture courses are also covered by the curriculum. There is one year (2 semesters, 60 ECTS) difference between Turkey and Poland curriculum. This difference is mostly composed of the National course elements in the Professions Knowledge and General Culture parts. The Field Training courses are divided into theoretical and practical applications and are processed at similar rates in both countries.

LEGAL REGULATION OF ACADEMIC INTERACTION BETWEEN RUSSIA AND GERMANY IN THE FRAMEWORK OF THE BOLOGNA PROCESS: PROBLEMS OF IMPROVEMENT

2021 ◽  
pp. 91-104
Author(s):  
Mariya A. Pashuk ◽  
Keyword(s):  
Higher Education ◽  
Fundamental Problem ◽  
Academic Staff ◽  
Bologna Process ◽  
Legal Framework ◽  
Legal Regulation ◽  
Exchange Programs ◽  
Higher Education System ◽  
Educational Partnership ◽  
The Bologna Process

The article is devoted to the problems of improving the legal regu- lation of academic interaction between Russia and Germany in the framework of the Bologna process. The work uses methods of retrospective, statistical, comparative research. The author outlines the key areas regulated by the Bolo - gna Declaration, gives the main characteristics of the regulatory framework for the participation of Russian universities in the Bologna process. The role of the Russian-German scientific and educational partnership in reforming the higher education system in Russia is highlightted. The article considers the regulatory legal acts that form the organizational and legal framework of educational coop - eration between Russia and Germany in the framework of the Bologna process. Insufficiency of the Russian legislative framework, the lack of legal conditions for active academic mobility of students and academic staff are pointed out as a fundamental problem preventing the expansion of academic cooperation between Russia and Germany within the framework of the Bologna process: (1) high requirements for obtaining a student visa (both for Russian and German students); (2) a limited amount of educational exchange programs for students and teachers; (3) lack of funding for educational trips (conferences, internships) abroad; (4) incorrect interpretation and assessment of the Russian qualification “specialist” in the countries of the European Higher Education Area (EHEA).

The Resilience of Japan’s Private Universities

2020 ◽  
pp. 151-188
Author(s):  
Jeremy Breaden ◽  
Roger Goodman
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Private Universities ◽  
Private Higher Education ◽  
Full Time ◽  
Macro Scale ◽  
Theoretical Assumptions ◽  
Alternative Markets ◽  
Student Fees ◽  
Almost All

This chapter returns to the dire predictions made in the early 2000s for the future of private higher education in Japan and finds that, while individual examples can be found on a micro level which support them, on a macro scale the evidence almost all points in the opposite direction. The number of private universities, students in private universities, the proportion of students going to private universities, full-time academic staff, revenue from student fees, and government subsidies are all greater and larger in 2018 than they were in 2004. The value of a university credential can be argued to have improved rather than to have been devalued. The development of alternative markets and modes of operation have been much more muted than predicted. Finally, predictions of the number of universities which would go bankrupt have proven spectacularly inaccurate. This chapter not only outlines these trends but also explains some of the reasons for them at the macro level. The final section of the chapter examines some of the key actions which have allowed private universities to survive the last fifteen years. It suggests that the power of various actors to contend with the macro forces in the early 2000s was greatly underestimated. It may well have been the dominant theoretical assumptions which commentators and academics brought to their analysis in the early 2000s which explains why their predictions for private higher education have not come to pass.

INTEGRATION OF THE SCIENTIFIC RESEARCH WITH THE EDUCATION IN THE ALBANIAN PUBLIC UNIVERSITY

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Zhuljeta Cinga
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Scientific Research ◽  
Public University ◽  
Public Higher Education ◽  
National Strategy ◽  
Future Perspectives ◽  
Research Institutes ◽  
The World ◽  
The Bologna Process

In the framework of the trends of development of Higher Education in Europe and all over the world, especially with the Bologna Process, The National Strategy of Higher Education, N S H E2008-2013, has put forward the main problems of the system of higher education so that Albania may have its own place in the European Higher Education Area.One of the main problems has been thereformation ofhigher education, the improvement of the teaching system and scientific research which until now have been completely separated from each other, the scientific research was carried out in the research institutes outside of the higher education, which were mainly subject to theScienceAcademy. The reforms undertaken in the area of higher education and of the base research aim at the integration of these two systems in the system of higher education having as the primary goal the increase of quality in universities especially in the second and third cycle of study.Through this article we want to present an innovation in the system of public higher education, the integration of the scientific research with the process of teaching in the higher education, to expose the priorities, the performance, the weaknesses which are observed, the reasons and the future perspectives

LEGAL REGULATION OF ACADEMIC INTERACTION BETWEEN RUSSIA AND GERMANY IN THE FRAMEWORK OF THE BOLOGNA PROCESS. ISSUES OF IMPROVEMENT

2021 ◽  
pp. 126-138
Author(s):  
Mariya A. Pashuk ◽  
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Bologna Process ◽  
Legal Framework ◽  
Legal Regulation ◽  
Exchange Programs ◽  
Higher Education System ◽  
Educational Partnership ◽  
The Bologna Process

The article is devoted to the issues of improving the legal regula- tion of academic interaction between Russia and Germany in the framework of the Bologna process. The work uses methods of the retrospective, statisti - cal, analytical, rational, comparative research. The author outlines the key areas regulated by the Bologna Declaration, gives the main characteristics of the regulatory framework for the participation of Russian universities in the Bologna process. The role of the Russian-German scientific and educational partnership in reforming the higher education system in Russia is noted. The article considers the regulatory legal acts that form the organizational and legal framework of educational cooperation between Russia and Germany within the Bologna process. As fundamental issues that hinder widening the academic cooperation between Russia and Germany under the Bologna process it names an insufficiency of the Russian legislative base and a lack of legal conditions for active academic mobility of students and academic staff . The difficulties also mentioned are: 1) high requirements for obtaining a student visa (both for Russian and German students); 2) a limited amount of educational exchange programs for students and teachers; 3) lack of funding for educational trips (conferences, internships) abroad; 4) incorrect interpretation and assessment of the Russian qualification “specialist” in the countries of the European Higher Education Area (EHEA).

scholarly journals Legal Requirements and Procedures for the Establishment and Sustainability of the Educational Space of Georgian Universities

2021 ◽  
Author(s):  
Nino Gigilashvili ◽  
Salome Tatulishvili
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Essential Requirement ◽  
Research Activities ◽  
Strategic Goals ◽  
The Law ◽  
The Bologna Process ◽  
Financing Higher Education ◽  
The Given

Georgia’s involvement in the Bologna process has completely changed and redefined the orientation of its development and, therefore, its strategic goals. Initially, the Law of Georgia on Higher Education was drafted (adopted December 21, 2004) which regulates the process of carrying out educational and scientific-research activities by higher education institutions in Georgia, and the principles and procedures of administering and financing higher education; it also defines the procedures for establishment, reorganization of the activities and for the liquidation of all the higher education institutions, as well as principles of the authorization and accreditation of higher education institutions. The given law has set minimum standards and requirements for the establishment of higher education institutions in the education system of Georgia. On the whole, the changes made and defined in the Law on Higher Education has laid the foundation for the authorization and accreditation of higher education institutions as an essential requirement for their existence and sustainability in the common European educational area.

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