scholarly journals Master Programme “Information and Electrical Engineering” for International Students at Hochschule Wismar: Theoretical Framework

2017 ◽  
Vol 2 (1) ◽  
pp. 167-174
Author(s):  
Andreas Ahrens ◽  
Norbert Grünwald ◽  
Olaf Bassus ◽  
Jeļena Zaščerinska ◽  
Julija Melnikova
Keyword(s):  
Higher Education ◽  
International Students ◽  
Empirical Study ◽  
Engineering Students ◽  
Research Question ◽  
Case Study Research ◽  
Structured Interview ◽  
Theoretical Framework ◽  
European Universities ◽  
European Higher Education

Abstract Hochschule Wismar, Germany, has been implementing Master programmes for international students since 1992. However, for most European universities, it is a rather new phenomenon. The purpose of the work is to analyse scientific literature on European higher education programmes for international students and to outline a theoretical framework of European higher education programmes for international students underpinning elaboration of new research question on master programmes for international engineering students. The research methodology comprises the study of the meaning of the key concepts of “framework”, “theoretical framework” and “international students”. Moreover, the logical chain of analysis is shown: theoretical framework → empirical study within a multicultural environment → conclusions. The case study research is applied. The empirical study was carried out at Hochschule Wismar, Germany in March 2017. Semi-structured interview served as the basis for data collection. The empirical findings allow complementing the elaborated theoretical framework consisting of the concepts on reasons for, language and impact of Masetr programme for international students with such a concept as European Credit Transfer System (ECTS). Directions of further research are proposed. The novel contribution of the paper is the newly formulated research question on master programmes for international students.

scholarly journals Principles of Sampling in Educational Research in Higher Education

2015 ◽  
Vol 1 ◽  
pp. 25
Author(s):  
Andreas Ahrens ◽  
Jelena Zascerinska
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Educational Research ◽  
Scientific Literature ◽  
Research Question ◽  
Interpretive Research ◽  
Research Paradigm ◽  
Research Directions ◽  
European Higher Education ◽  
New Research

<em>Innovation and creativity in European society are fostered via a dynamic and flexible European higher education based on the integration between education and research at all levels (Communiqué, 2009). The synergy between education and research is effeciently driven via educational research.</em> <em>Sampling as an element of the educational research has a two-fold role: sample size is inter-connected with statistical analysis of the data and generalisation. Against this background, little attention has been given to principles of sampling in educational research. The research question is as follows: what principles form sampling in educational research? The aim of the research is to analyse scientific literature and work out principles of sampling in educational research underpinning elaboration of a new research question for further studies in educational research. The present research involves a process of analysing the meaning of the key concept “principle”. In the empirical study, explorative research was employed. Interpretive research paradigm was used. The empirical study involved six experts from different countries in February 2013 – July 2014. The findings of the research allow drawing the conclusions on the elaborated principles of sampling in educational research. Directions of further research are proposed.</em>

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Research Focus on European Education Policy

2014 ◽  
pp. 1-23
Author(s):  
Alina Mihaela Dima ◽  
Simona Vasilache
Keyword(s):  
Higher Education ◽  
Quantitative Analysis ◽  
Education Policy ◽  
Academic Research ◽  
Educational Policies ◽  
Research Focus ◽  
Main Research ◽  
European Universities ◽  
European Education ◽  
European Higher Education

This chapter includes an overview of the academic research recently dedicated to educational policies in European higher education. This chapter reviews the main research databases, looking for general and specialized articles referring to academic research, and the authors map the trends in mainstream literature. They identify the dynamics of articles dedicated to academic research, the most frequent topics, and assess their impact on educational policies in European universities. The chapter is based on a quantitative analysis of the records, as well as on the debates and analyses of the research on educational policies in recent years.

scholarly journals International student migration and the postcolonial heritage of European higher education: perspectives from Portugal and the UK

2019 ◽  
Vol 80 (2) ◽  
pp. 373-389 ◽  
Author(s):  
Josef Ploner ◽  
Cosmin Nada
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
International Students ◽  
International Student ◽  
Postcolonial Theory ◽  
Student Migration ◽  
European Higher Education ◽  
The Uk ◽  
Industrialised Countries ◽  
Identity Formations

AbstractWhilst the presence of international students from so-called ‘developing’ or ‘newly industrialised’ countries has become a ubiquitous phenomenon in European higher education, few scholars have explored the underlying postcolonial trajectories that facilitate student migration to many European countries today. In this article, we seek to narrow this gap by critically engaging with the postcolonial heritage of European higher education and the ways in which it informs much student migration in today’s era of neoliberal globalisation. We propose a three-fold approach to reading this postcolonial heritage of higher education which comprises its historical, epistemic, and experiential (or ‘lived’) dimensions. Whilst such an approach requires a close examination of existing postcolonial theory in higher education studies, we also draw on qualitative research with student migrants in Portugal and the UK to show how the postcolonial heritage of European higher education is negotiated in everyday contexts and may become constitutive of students’ identity formations.

QUO VADIS CIVIL ENGINEERING EDUCATION: 20 YEARS AFTER BOLOGNA DECLARATION

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ulrike Quapp ◽  
Klaus Holschemacher
Keyword(s):  
Higher Education ◽  
Civil Engineering ◽  
Bologna Process ◽  
Study Program ◽  
Engineering Programs ◽  
Bologna Declaration ◽  
Daily Work ◽  
European Universities ◽  
European Higher Education ◽  
Quo Vadis

The Bologna Declaration of 29 European Higher Education Ministers caused the most inventive change on the higher education sector all over Europe since more than 200 years. The objective was to create a common European Higher Education Area with permeability, higher transparency and acceptance of university degrees across Europe. Since the declaration’s signing in 1999, the bachelor and master’s degrees successively replaced the former study program system of European universities and quality assurance methods were implemented. 20 years after the signature of the agreement, it is time to look back. The authors analyzed advantages as well as disadvantages of the modifications in the German study program structure and other related changes from the current state of view. Furthermore, the paper will give information whether objectives of the Bologna Declaration have been met and where the expected success is still being missed. For that, the paper provides information about the current study structure in Germany, students’ statistics and development of academic mobility. Focus of the investigation was civil engineering programs as well as the resulting developments in universities’ and faculties’ management of German higher education institutions. The authors concluded that the main ideas of the Bologna Process found their way in the daily work of the universities. Nevertheless, the higher education reformation has not yet reached its aims.

scholarly journals Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings

2020 ◽  
Vol 2 (2) ◽  
pp. 56-72
Author(s):  
Nashwa Nashaat-Sobhy ◽  
Davinia Sánchez-Garcia
Keyword(s):  
Higher Education ◽  
Systemic Functional Linguistics ◽  
Online Training ◽  
Theoretical Framework ◽  
Appraisal Theory ◽  
Lingua Franca ◽  
University Teachers ◽  
English Medium Instruction ◽  
European Higher Education ◽  
Training Modules

In this chapter we analyzed lecturers’ attitudes towards using English in European Higher Education settings. Twenty-eight university teachers were brought together from thirteen universities across six European countries for an online training for teachers in English Medium Instruction (EMI) settings. The lecturers’ written exchanges about English as an academic Lingua Franca (ELF) in one of the training modules were the target of our study. These exchanges (110 posts) were coded and analyzed using Martin and White’s (2005) Appraisal Theory, which is a model of evaluation within the general theoretical framework of systemic functional linguistics. In this framework, affect, judgement and appreciation are regarded as regions (types) of feelings in interpersonal language that reflect attitude (positive or negative). The results showed that teachers’ exchanges about ELF are interwoven with other types of English, in which they discussed different stakeholders and aspects of English, towards which their attitudes vary, which points to the multidimensionality of attitudes towards EMI. The results also show that appreciation and judgment regions were used more than affect in their language when discussing the use of English in Higher Education (HE).

Interlinguistics and Esperanto studies at universities

2008 ◽  
Vol 32 (3) ◽  
pp. 269-279 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Winter Semester ◽  
European Universities ◽  
Cycle System ◽  
European Higher Education ◽  
The University ◽  
University Of Leipzig ◽  
The Bologna Process

The Bologna process aims to create a European Higher Education Area by 2010, in which university studies are comparable and compatible and degrees more transparent. Its priority is the introduction of the three-cycle system Bachelor — Master — Doctorate. At the University of Leipzig a project was launched to connect the implementation of the new structures with the establishment of a programme in interlinguistics and Esperanto studies. In the winter semester 2007/2008 a compulsory-optional module with the title Universal Languages was taught, consisting of a weekly lecture, seminar and a language course Esperanto. It was an initiative of the Gesellschaft für Interlinguistik e.V. and financially supported by the Esperantic Studies Foundation. The paper reports on the structure, contents and results of the module and draws conclusions for similar initiatives at other European universities.

scholarly journals La adaptación al espacio europeo de Educación Superior como escenario para la reflexión sobre el proceso de enseñanza-aprendizaje en el ámbito universitario: algunas propuestas para un cambio significativo

2014 ◽  
Vol 18 (2) ◽  
pp. 167
Author(s):  
Mª Ángeles Caballero Hernández-Pizarro
Keyword(s):  
Higher Education ◽  
Educación Superior ◽  
European Higher Education Area ◽  
Critical Attitude ◽  
Educacion Superior ◽  
European Universities ◽  
European Higher Education

RESUMENHemos superado el ecuador temporal de un proceso de convergencia sobre el que podemos escuchar argumentos a favor y en contra, pero que indiscutiblemente esta configurando un nuevo escenario para la docencia universitaria en Europa. Con este artículo se pretende invitar a profesores y orientadores a adoptar una actitud crítica y reflexiva ante los cambios que se están produciendo, y que implican la asunción de nuevos papeles en los que docentes y orientadores deberán trabajar juntos. Sólo desde esta actitud crítica y colaborativa se logrará un verdadero cambio significativo, que permitirá alcanzar de forma eficaz las metas del proceso de Bolonia.ABSTRACTIn the project of creating a European Higher Education Area, we have run out part of the time scheduled to achieve this objective. This process ‑letting aside arguments in favour or against‑ is undoubtedly creating a new background (scenery) for European Universities. The aim of this article is to promote, among teachers and counsellors, a reflective and critical attitude towards the changes this new context implies. Both professionals will have to assume new roles, in which cooperation will be necesary. Only then, a critical and collaborative attitude will be possible to achieve the goals of the Bolonia process.

scholarly journals Model for Considering the Propensity of Students to Accept M-learning

2020 ◽  
Author(s):  
Isidora Milošević ◽  
Ana Rakić ◽  
Sanela Arsić ◽  
Anđelka Stojanović ◽  
Ivica Nikolić ◽  
...  
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Engineering Students ◽  
Research Question ◽  
Mobile Technologies ◽  
Promethee Ii ◽  
Study Programme ◽  
Proposed Model ◽  
Engineering Sciences

Research question: The aim of the study is to examine the inclination of engineering students in Serbia to adopt M-learning. Motivation: Mobile technologies provide new solutions in the current concept of learning. Students today have a new approach to learning since they live in the era of digital technology. The use of mobile technology in higher education came along with the technological enlightenment of professors and students, eradicating geographical boundaries and enabling cooperative learning. Idea: Mobile learning (M-learning) is unthinkable without the use of mobile devices and it plays an increasingly important role in the development of teaching methods in higher education. The research refers to the analysis and assessment of M-learning in higher education with the aim to identify problems and weaknesses related to the application of M-learning in order to set alternatives and criteria for the proposed model. Data: The survey was conducted through a questionnaire, and 341 correctly filled out questionnaires were collected. The obtained data were processed by the Visual Promethee software package. Tools: The research methodology was based on the Multi-criteria decision analysis (MCDA) method which was used in the form of PROMETHEE II/GAIA technique. In order to rank the student programmes from different study areas, groups of questions were used as criteria, and study programmes were used as alternatives. Findings: The acquired results indicated that M-learning was mostly used by the students of Engineering Management, since they frequently used mobile technology in certain required courses, as well as for obligatory business practice. It was also concluded that the study programme Metallurgical Engineering had the lowest performance concerning the implementation of M-learning among all other observed study programmes. Contribution: The conclusions of this study can add to the awareness-raising of the higher education institutions' interested parties and alert them to improve the quality of M-education by pointing out that there are differences in the adoption of M-learning depending on the type of engineering sciences.

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