scholarly journals Marchas y contramarchas en los procesos de diversificación institucional: La experiencia universitaria uruguaya en clave comparada

2017 ◽  
Vol 25 ◽  
pp. 69 ◽  
Author(s):  
Pablo Landoni-Couture
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Education Reform ◽  
Higher Education Reform ◽  
Private Higher Education ◽  
The Other ◽  
State Universities ◽  
Reform Initiatives ◽  
Accreditation Agency ◽  
Political Dimensions

The paper analyzes four higher education reform initiatives in Uruguay discussed between 2008 and 2014. Two of them, aimed at reforming the regulatory framework of higher education; the first one, proposed the creation of an accreditation agency, and the other modifying the rules under which private higher education operates. The other two had as their objective the establishment of new state universities. This study analyzes the contextual dynamics that influenced the formulation and decision-making of the initiatives, and attempts to explain the reasons why some proposals were successful and others not. The influence of international tendencies over these initiatives is analyzed regarding the technical and political dimensions in the design of the reform proposals and their discussion.

scholarly journals Analysis of Logistics Education in Poland: Present State and Prospects

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jolanta Maroń
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Professional Training ◽  
Quantitative Methods ◽  
Statistical Data ◽  
Higher Education Reform ◽  
State Universities ◽  
Graduate Studies ◽  
Accurate Analysis ◽  
Increasing Trend

The research subject in this article is the analysis of the logistics education offer in Poland, the main specialities offered by universities and the prospects for young logistics professionals. The author analyses the situation of state and private universities in the field of logistics education and shows that a significant change has occurred in the number of specialities (an increasing trend) and that state universities are still leading the way in that regard. Higher education reform has expanded its offer of supplementary master’s courses. Analysis of statistical data and the use of quantitative methods through the use of PAPI and CAWI techniques set the direction for further research. The article will aim at a more accurate analysis of logistics education in Poland by looking at the education offer including lyceum (high school), technical education and higher education as well as post-graduate studies and professional training. Verification of the above empirical research should take into account possible applications of logistics education per se.

scholarly journals Influence of EU and International Institutions in Albanian Higher Education

2017 ◽  
Vol 5 (1) ◽  
pp. 187
Author(s):  
Mphil. Elona Mehmeti
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
International Institutions ◽  
Legal Framework ◽  
Higher Education Reform ◽  
The Other ◽  
Top Down ◽  
Development Policies ◽  
Bologna Agreement ◽  
Enforcement Policies

One of the problems identified in Albanian Higher Education (at least in the last 20 years ) is the bond that exists between the mission that it has and the vision that it is presented in development policies, reforms, strategies and legal framework from which derive these strategies. Is easily perceptible that proper studies on Higher Education are lacking, this fact often leads to the repetition of errors on higher education reform. On the other hand, the lack of clarity has led to the loss of many opportunities on the possibilities of internationalization of Albanian Higher Education, especially regarding the benefits of European funds from EU. The Study on the mission and vision of the Albanian higher education is part of a scientific research which will be presented at the PhD defense, however this article aim to present some of the findings and analyzes related to the vision of Albanian in Higher Education. The years that are compared are those on the Bologna agreement implementation, 2007 - 2013, which referring to the analysis results are years with a clearer vision in its Top - Down enforcement policies.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
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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