scholarly journals Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master’s track for societal integration of Science

2021 ◽  
Vol 8 (2) ◽  
pp. 119-164
Author(s):  
Saskia Grooters ◽  
Emma Zaal ◽  
Menno Gerkema
Keyword(s):  
Research University ◽  
Bologna Process ◽  
Academic Learning ◽  
Project Approach ◽  
Educational Method ◽  
Academic Level ◽  
One Year ◽  
The One ◽  
The University ◽  
The Bologna Process

A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach. Received: 03 December 2020Accepted: 09 April 2021

scholarly journals The Bologna process: a study about teachers' perception of their new role and its consequences

2016 ◽  
Author(s):  
María Dolores Lagoa-Varela ◽  
Begoña Alvarez García ◽  
Lucía Boedo Vilabella
Keyword(s):  
New Technologies ◽  
Teaching Style ◽  
Bologna Process ◽  
University System ◽  
University Teachers ◽  
Professional Characteristics ◽  
New Methodologies ◽  
The One ◽  
The University ◽  
The Bologna Process

In the last twenty-five years many changes have taken place in the Spanish University system and, as a consequence, the university lecturer’s role has evolved and a new teaching style prevails. The present paper focuses on University teachers of Economics and Business. It explores the teachers’ perception about the new methodologies that they have implemented, the extent to which the process of change has modified their way of working and, finally, the benefits and drawbacks encountered. Moreover, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than by regulatory obligations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, two clear aspects can be observed: on the one hand, staff with a wider experience has carried out more changes and uses new technologies to a greater extent, and, on the other hand, the use and promotion of English in class is still a crucial issue.

scholarly journals Reclaiming the Idea of the University as a Possible Solution to Today’s Crisis

2014 ◽  
Vol 4 (2) ◽  
pp. 91-104
Author(s):  
Sonia Pavlenko ◽  
Cristina Bojan
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Bologna Process ◽  
Global Perspective ◽  
History Of Higher Education ◽  
History Of ◽  
The One ◽  
The University ◽  
The Bologna Process ◽  
Idea Of The University

Higher education has always been associated in one way or another with crisis. One could even argue that the university has always faced one type of crisis or another. The one debated the most is the economic crisis; however, there are many debates focusing on other types of crisis. Furthermore, all major reforms in the history of higher education (from Humboldt’s reform in 19th century Prussia to the views promoted by Y Gasset against the background of the Spanish revolution, or even the Bologna Process) have arisen as a result of a crisis. Today, the global economic crisis has yet again highlighted the fact that the idea of the university, the very foundation on which it was built, is no longer present when addressing contemporary issues in higher education. Our paper argues that there is an imperative need to reclaim and reconsider the idea of the university, as this could provide a possible solution to today’s crisis in higher education. Furthermore, we will attempt to show the reasons why this should occur, as well as the manner in which it could be achieved. The focus today is on too many minute, detailed aspects of higher education institutions, which are managed, evaluated, quality assured, ranked, assessed and so forth, while the global perspective on the university has been lost/ignored. Today’s crisis could be used as an opportunity to reassess and re-establish a relevant idea for today’s university. 

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.

scholarly journals Legal education in Lithuania

2017 ◽  
Vol 15 (4) ◽  
pp. 9-19
Author(s):  
Katažyna Mikša
Keyword(s):  
Legal Education ◽  
Bologna Process ◽  
Strong Ties ◽  
Legal Studies ◽  
One Stage ◽  
Recent Developments ◽  
The One ◽  
The Bologna Process ◽  
Insight Into

The paper analyzes the system of legal education in Lithuania. It provides a short historical overview and recent developments in this area. On the one hand, higher education institutions try to implement main goals of the Bologna Process and to provide two-cycle studies in the field of law. On the other hand, there are still very strong ties to the traditional one-stage model of legal studies. Thus, universities try to combine both these models and offer both two-stage and one-stage studies. In such a situation students are given an opportunity to choose the model they prefer. The paper gives an insight into the programs of studies offered by the universities in Lithuania. The last thing discussed in the article is the issue of securing quality of legal studies.

scholarly journals Impact of a teacher development programme on approaches to teaching in higher education

2017 ◽  
Author(s):  
José Luis González-Geraldo ◽  
Fuensanta Monroy
Keyword(s):  
Teacher Development ◽  
Strategic Change ◽  
Bologna Process ◽  
Training Programme ◽  
Approaches To Teaching ◽  
Teaching Development ◽  
La Mancha ◽  
The University ◽  
The Bologna Process ◽  
The Impact

The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers’ approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF). The poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

One-Year Prevalence of Psychiatric Disorder in Ontarians 15 to 64 Years of Age

1996 ◽  
Vol 41 (9) ◽  
pp. 559-564 ◽  
Author(s):  
David R Offord ◽  
Michael H Boyle ◽  
Dugal Campbell ◽  
Paula Goering ◽  
Elizabeth Lin ◽  
...  
Keyword(s):  
Psychiatric Disorder ◽  
Psychiatric Disorders ◽  
Community Sample ◽  
Composite International Diagnostic Interview ◽  
Diagnostic Interview ◽  
University Of Michigan ◽  
Health Budget ◽  
One Year ◽  
The One ◽  
The University

Objective: To present the one-year prevalence of 14 psychiatric disorders in a community sample of Ontarians aged 15 to 64 years. Method: Data on psychiatric disorders were collected on 9953 respondents using the University of Michigan revision of the Composite International Diagnostic Interview (UM-CIDI). DSM-III-R criteria were used to define the psychiatric disorders. Results: Almost 1 in 5 Ontarians (18.6%) had one or more of the disorders measured in the survey. Among 15- to 24-year-olds, 1 in 4 was affected. The distribution of individual disorders varied by sex and age. Conclusion: Because of the immense burden of suffering associated with psychiatric disorders, clinical and research efforts in this area should receive high priority within the health budget.

The de-Europeanization of the university under the Bologna Process

Thesis Eleven ◽  
2013 ◽  
Vol 119 (1) ◽  
pp. 22-46 ◽  
Author(s):  
Stavros Moutsios
Keyword(s):  
Bologna Process ◽  
The University ◽  
The Bologna Process

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

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