INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

2015 ◽  
Vol 1 ◽  
pp. 437
Author(s):  
Eglė Virgailaitė-Mečkauskaitė ◽  
Velta Lubkina
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Higher Education Policy ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Community ◽  
European Convention ◽  
University Graduates ◽  
European Higher Education Area ◽  
European Higher Education

<p>Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.</p>

scholarly journals Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys

2020 ◽  
pp. 341-357
Author(s):  
Stefan Marius Deaconu ◽  
Roland Olah ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Community ◽  
Sociological Research ◽  
Student Survey ◽  
European Higher Education Area ◽  
Learning And Teaching ◽  
European Higher Education ◽  
Student Centred Learning ◽  
The Bologna Process

Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.

scholarly journals University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area

2014 ◽  
Vol 13 (6) ◽  
pp. 699-714 ◽  
Author(s):  
Terhi Nokkala ◽  
Jana Bacevic
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Agenda Setting ◽  
Higher Education Policy ◽  
Critical Perspective ◽  
European Higher Education Area ◽  
Policy Actor ◽  
Political Actors ◽  
European Higher Education ◽  
European University

This article analyses the ways in which a policy actor constructs its agency through the production of knowledge. Taking the example of the concept of ‘autonomy’ as constructed in the discourse of the European University Association (EUA), the article draws on the theory of discursive framing and agenda setting, as well as on Meyer and Jepperson's heuristic of agentic actors, to show how the practice of knowledge production can shape the European higher education policy. The article offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.

scholarly journals Charting Academic Freedom in Europe

2020 ◽  
pp. 455-464
Author(s):  
Liviu Matei
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Higher Education Institutions ◽  
Two Dimensions ◽  
European Higher Education Area ◽  
National Crisis ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
Interdisciplinary Study

Abstract The paper argues that the European Higher Education Area (EHEA) is currently experiencing a crisis of academic freedom and discusses the need to chart a course out of this crisis. The paper claims that the crisis, with its two dimensions (intellectual and empiric), is specific to Europe/EHEA; it is not a global or national crisis, although there are challenges to academic freedom in all other parts of the world and also within individual national higher education systems in Europe. Efforts have been started recently to address key challenges to academic freedom in the EHEA and eventually plot a course out of this crisis. The paper outlines how a comparative and applied interdisciplinary study of these efforts helps reveal their nature and scope, identify the actors/stakeholders involved as well as those, astoundingly, absent; it also allows to discuss and assess early on the chances of success and identify challenges and gaps in these efforts. The paper concludes that charting a course for academic freedom at present in the EHEA is an intergovernmental process. Higher education institutions and academics are not part of this process.

scholarly journals THE POSITION AND FINANCING OF HIGHER EDUCATION IN SELECTED INTERNATIONAL DOCUMENTS

2020 ◽  
Vol 1 ◽  
pp. 61-65
Author(s):  
Zuzana Gálisová ◽  
Peter Plavčan
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Slovak Republic ◽  
Young Generation ◽  
European Higher Education Area ◽  
New Knowledge ◽  
European Higher Education

This paper presents selected theses on the standing and financing of higher education in three international programming documents on higher education policy: the Bucharest Communiqué of 2012 entitled Making the Most of Our Potential: Consolidating the European Higher Education Area, the Yerevan Communiqué of 2015 and the Paris Communiqué of 2018. The analysis of the standing and financing of higher education includes consideration of the situation in the Slovak Republic. These three documents consider the standing of higher education in the context of its financing with reference to the function that it fulfils for society in transmitting sophisticated new knowledge to the young generation. There is a visible discrepancy between the expectations of individuals and society as a whole concerning higher education and the sources of its funding. The paper includes an analysis of the changes in stakeholders’ views on higher education based on the theses in the three international programming documents on higher education policy. The paper concludes with a synthesis of the knowledge acquired from the three programming documents on higher education policy, and proposals for adding to them.

Repensando la universidad europea

2017 ◽  
pp. 75
Author(s):  
María Gómez y Patiño
Keyword(s):  
Higher Education ◽  
Academic Community ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Academic Mobility ◽  
Academic Challenge ◽  
Professional Mobility ◽  
European Higher Education ◽  
European University ◽  
Innovación Docente

ResumenEste texto pretende exponer la génesis, la evolución y el estado actual de la universidad europea, tras haber creado el Espacio Europeo de Educación Superior (EEES) que sigue su andadura evolutiva hasta conseguir los estándares de excelencia unificados para toda la universidad europea. Esta convergencia permitirá un intercambio académico y profesional, primero en la comunidad académica con la movilidad de estudiantes y profesores, y posteriormente la movilidad profesional de todos los estudiantes que hayan obtenido su grado, máster o doctorado en cualquier universidad europea. El proceso tiene beneficios muy notables, así como algunos inconvenientes, lo que supone un reto académico cuyos efectos empiezan a poder percibirse ya en la comunidad académica internacional y hasta mundial. Las conclusiones y sus interpretaciones permitirán adentrarse en las herramientas pedagógicas y en las actitudes personales.Palabras clave: Convergencia europea, Innovación docente, EEES, Movilidad académica y excelencia.AbstractThis essay attempts to describe the genesis, evolution and present situation of the European university after the European Higher Education Area (EHEA) was created and that is still in evolution to get the standard criteria of excellence for the whole European university. This convergence will allow an academic and professional interchange, at the academic community first, with the mobility and interchange of students and professors, and with the professional mobility of all the postgraduates which have got their degree, master or doctorate in any European university. This process has considerable benefits as well as some inconveniences, that is an academic challenge whose effects are now becoming visible either at the international or at the world university community. The conclusions and their interpretations will allow creating the pedagogic instruments and the personal attitudes.Key words: European convergence, Teaching Innovation, European Higher Education Area (EHEA), Academic Mobility and excellence.

scholarly journals The Changing Conception of the University Curriculum Knowledge in the European Higher Education Area: from Knowledge to Competence?

2016 ◽  
Vol 24 (1) ◽  
pp. 23-31
Author(s):  
Rūta Petkutė
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Research Literature ◽  
Global Knowledge ◽  
Successful Operation ◽  
European Higher Education Area ◽  
European Universities ◽  
University Curriculum ◽  
European Higher Education ◽  
The University

Within the European Higher Education Area, the traditional conception of the university curriculum knowledge has been challenged. The notions of learning outcome and competence have been replacing the notion of knowledge as a central educational concept of the university curriculum. The European higher education policy urges the European universities to provide their students with competences, which are assumed to be necessary for employment and successful operation in the global knowledge economy. As a result, more generic rather than disciplinary forms of knowledge are placed at the centre of the current policy discourse. The present paper aims to conceptually analyse the changing conception of the university curriculum knowledge in the light of the EHEA and discuss the implications of this change. It seeks to map the socio-economic and political factors spawning the current advocacy of competences, discern the key patterns of the European higher education curriculum modernisation as well as discuss its implications. The study serves several qualitative research methods: an overview of research literature and a content analysis of official European policy documents.

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