scholarly journals Reflections on richness and complementarity in diversity: The Tuning Journal contribution to global education and scholarship

2019 ◽  
Vol 7 (1) ◽  
pp. 25-30
Author(s):  
Mary Gobbi
Keyword(s):  
Higher Education ◽  
Stakeholder Engagement ◽  
Global Education ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Global Community ◽  
Good Practices ◽  
Effective Pedagogy ◽  
European Higher Education ◽  
Student Centred Learning

The progress so far with the Journal has more than justified the Spirit evoked by the European Bologna Process and the key role played by the Tuning founders and activists in their endeavor to enable Higher Education Institutions to address the challenges of this Century. They have helped contribute to the necessary reforms of the European Higher Education Space. Tuning commenced with aspirations to facilitate student centred learning underpinned by effective pedagogy, stakeholder engagement and the achievement of quality assured competence-based education. What is crucial in the Tuning vision, particularly as it is now literally sharing experience within the global community, is the commitment to avoid uniformity, celebrate diversity, recognize points of convergence and find opportunities to share good practices. In true academic fashion, we must be ever ready for debate and deliberation.Published online: 29 November 2019

scholarly journals The Pedagogical Concept of Student-Centred Learning in the Context of European Higher Education Reforms

2016 ◽  
Vol 12 (28) ◽  
pp. 439
Author(s):  
Sabine Hoidn
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Education Reforms ◽  
Education Practice ◽  
Higher Education Reforms ◽  
Culture Shift ◽  
European Higher Education ◽  
Student Centred Learning ◽  
High Level ◽  
The Bologna Process

The increasing gap between the demand and supply of graduates with high-level qualifications, i.e. tertiary attainment levels, has been a central driver for curricular higher education reforms in Europe. In the last decade, the Bologna Process has established curricular reforms; however, progress toward the implementation of the pedagogical concept of student-centred learning in European higher education has been rather slow. This paper reviews the current educational policy context within which European higher education institutions operate. Societal developments and trends as well as curricular reform efforts to facilitate a paradigm and culture shift from teacher-centred learning to student-centred learning are discussed. The paper further outlines major obstacles from the perspectives of faculty and students that continue to hinder the successful and widespread implementation of a student-centred learning approach in higher education practice.

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.

Application of New Educational Methodologies Adapted to the EHEA Guidelines for Manufacturing Engineering Teaching in University Curricula

2009 ◽  
Vol 625 ◽  
pp. 9-17 ◽  
Author(s):  
Patricio Franco ◽  
Horacio T. Sánchez ◽  
Manuel Estrems ◽  
S. Monreal ◽  
F. Faura
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
European Countries ◽  
Complex Process ◽  
European Higher Education ◽  
University Curricula ◽  
Manufacturing Engineering ◽  
Teaching Learning

Since the birth of European Higher Education Area (EHEA), the higher education institutions of European countries have been involved in the complex process of re-designing of their curricula according to the new educational criteria oriented to the convergence of contents and methodologies in teaching university curricula. According to the principles pursued by the so named Bologna process, the present work is focused on the description of experiences accumulated by these authors in adaptation of their courses of manufacturing engineering, as a previous stage to complete re-formulation of study plans for engineering programmes that are taught in Escuela Técnica Superior de Ingeniería Industrial (ETSII) of Universidad Politécnica de Cartagena. The strategies followed for the enhancement of the interest of students towards the theoretical and practical teachings, and the promotion of traverse and specific competences specially associated to these courses are explained in this work, as well as the academic results provided by the new educational methodologies assumed for the teaching-learning process.

scholarly journals The teaching of law post Bologna

2018 ◽  
Vol 8 (1) ◽  
pp. 30-36
Author(s):  
Maria João João ◽  
Barbara Magalhaes Bravo ◽  
Jose Caramelo Gomes
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Education Policies ◽  
Holistic View ◽  
European Higher Education ◽  
Teaching Learning ◽  
The Bologna Process ◽  
Comprehensive Study

AbstractThe Bologna process aims to harmonize European Higher Education. This implies serious changes and challenges for the Legal Higher education institutions and scholars, as this realm of knowledge should now provide skills for the exercise of a legal profession at a transnational level. Law teaching in most institutions simply tried to cope up with the Europeanization process by introducing pale cosmetic changes and therefore not adapting to the European reality and needs. The main objectives are to summarize Bologna’s objectives applied to the teaching/learning of law, assessing various solutions and cases and trying to deliver a ‘best practice’ draft. After a comprehensive study on the implementation of the Bologna process and its results, we will be able to make a critical judgment on the teaching of law. Matter ‘de iure condendo’ proposes education policies that enable a holistic view of the law.

Exploring the Effectiveness of Student-Centeredness in Universities

2014 ◽  
pp. 281-301
Author(s):  
Despina Varnava Marouchou
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Conceptions Of Teaching ◽  
Effective Implementation ◽  
European Higher Education ◽  
Student Centred Learning ◽  
Student Centeredness ◽  
The Bologna Process ◽  
Actual Teaching ◽  
Conceptual Change Approach

The Bologna Process initiated by the European Commission in 1998 has stimulated change through the implementation of several education reforms. These reforms placed into action a series of curricular improvements geared towards the European Higher Education Convergence. More specifically, the introduction of the European Credit Accumulation and Transfer System (ECTS) aims to support more student-centred, more flexible, and more individually tailored education tracks. However, the student-centred policy, as a fundamental pillar towards the improvement of teaching, has been applied in a very simple and unclear fashion (Reichert & Tauch, 2003) without being properly understood by the academics themselves. This chapter reports on the importance of the conceptual change approach in the professional development of academics by arguing that the design of an effective student-centred learning environment may not be effectively achieved in practice in the absence of the academics' own conceptions of how they conceive, experience, and understand teaching. The possible mismatch between conceptions of teaching and actual teaching practices may prove to be an obstacle for the effective implementation of the student-centred reforms. Thus, the main purpose of this chapter is to explore the likelihood of how conceptions of teaching could encourage an environment that supports student learning and contribute to the effectiveness of convergence of the European Higher Education.

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.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

How do European higher education institutions internationalize?

2018 ◽  
Vol 45 (1) ◽  
pp. 145-162 ◽  
Author(s):  
Marco Seeber ◽  
Michele Meoli ◽  
Mattia Cattaneo
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
European Higher Education
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