scholarly journals Beyond Bologna: The Sustainable University Enterprises Partnership

2015 ◽  
Vol 2 (3) ◽  
pp. 37-44 ◽  
Author(s):  
Alessandro Figus
Keyword(s):  
Higher Education ◽  
European Union ◽  
Labor Market ◽  
Case Studies ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Critical Dimension ◽  
The European Union ◽  
Eu Policy ◽  
European Universities

There is a necessity to understand the effects of the globalization on the labor market concerning job markets. The economic and cultural growth and the ability of renewal are the fundamental objectives of every country, and they should also be the main objective of developing and in-transition countries. This is, particularly important in European Eastern countries. The article analyses university-enterprise partnership projects of the European Union. A series of recommendations has been elaborated for Higher Education Institutions, in particular, European Universities intending to progress further with the critical dimension of University-Enterprise cooperation as one of the key elements to enhance their competitiveness, and contribute to EU policy and activities in this area. These recommendations will be based on the findings of the online survey, the case studies and the discussions between all stakeholders of the European Conference held in Bonn on 18-19 June 2007. The qualitative effectiveness of the “higher education product” depends conclusively on the human components – teacher, in the first place, their behavior, competence, and attitudes.

scholarly journals Organizaciones y políticas supranacionales: una mirada desde la educación superior y la igualdad de género

2020 ◽  
pp. 281
Author(s):  
Ainhoa Resa Ocio ◽  
Teresa Rabazas Romero
Keyword(s):  
Higher Education ◽  
European Union ◽  
Gender Equality ◽  
Higher Education Institutions ◽  
Gender Segregation ◽  
Global Dynamics ◽  
The European Union ◽  
Member States ◽  
Unequal Distribution ◽  
European Universities

We are at a time when gender equality is understood as a matter of human rights and social justice. For this reason, in the frame of development of a democratic Europe, social movements demand a gender equality perspective in all educational stages. However, the Member States of the European Union configure their educational and gender policies around different interpretative frameworks. From the perspective of globalization and the creation of supranational organizations, this article analyzes the interpretative frameworks and values the possibility of assuming the existence of a common framework for European countries for the improvement of higher education institutions. It is concluded that the linking capacity of the European Union and the global dynamics allow the implementation of common policies to the Member States. Thus, a series of basic demands raised by feminist movements at the international level and the relevance of their integration in European universities are exposed. The problems to be addressed that are collected throughout the article and that limit the inclusion of gender equality in higher education institutions are: gender segregation, unequal distribution of power, poor access to decision-making positions, need of conciliation and attention to care, elimination of biases in research and teaching, transformation of the organizational culture and institutional support. The relevance of initial teacher training with a gender perspective is also needed for the effective transformation and the definitive eradication of inequalities.

scholarly journals ATHENA: Contributing to Development of Higher Education Institutions for the Digital Age

2021 ◽  
Vol 30 (1) ◽  
pp. 125-131
Author(s):  
J. C. Quadrado ◽  
Yu. P. Pokholkov ◽  
K. K. Zaitseva
Keyword(s):  
Higher Education ◽  
European Union ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
The European Union ◽  
Grant Programs ◽  
Professional Educators ◽  
Digital Era

Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. The article focuses on new European Union grant programs that empower the increasing of digital literacy in the higher education area, developing cooperation, and overcoming challenges during the coronavirus pandemic. This initiative can empower a new European University and support an international project aimed at certification of professional educators with the participation of a Russian partner.

scholarly journals Digital Readiness and Competitiveness of the EU Higher Education Institutions: The COVID-19 Pandemic Impact

2020 ◽  
Vol 4 (4) ◽  
pp. 297-304 ◽  
Author(s):  
Gunta Grinberga Zalite ◽  
Andra Zvirbule
Keyword(s):  
Higher Education ◽  
European Union ◽  
Communication Systems ◽  
Practical Knowledge ◽  
Higher Education Institutions ◽  
Daily Basis ◽  
Internal Communication ◽  
European Countries ◽  
Digital Environment ◽  
The European Union

Nowadays, students expect that their university will not only provide a valuable source of practical knowledge for them, but will also be ready to offer appropriate distance learning opportunities both on a daily basis to diversify and enrich the study process experience and during global pandemic crises, which will probably be the reality of their lives in the next decades. The novelty and topicality of this study is justified by the need to assess the COVID-19 pandemic impact on the European Union higher education system and its adaptability to switch from traditional to remote study forms. The objectives of the study were: 1) to analyse the need to improve digital skills in the European Union by investigating the achievements of the Digital Economy and Society Index; 2) to assess the current digital environment of Latvian public universities and conduct an in-depth study of the digital environment of Latvia University of Life Sciences and Technologies. The research methodology is based on the desk study, social survey, comparative analysis and logical construction research methods. The results of the study revealed the digital gap that still exists between the more developed Nordic European countries and the less developed Southern and Eastern European countries. However, detailed analysis of the situation in Latvia leads to the conclusion that Latvian higher education institutions have significantly increased the amount of digital content in both external and internal communication systems and can offer competitive educational services that comply with the contemporary education requirements.

Developing Railway Higher Education in the European Union and United States

2010 ◽  
Author(s):  
Pasi T. Lautala ◽  
Rosa´rio Ma´ca´rio ◽  
Jo¨rn Pachl ◽  
J. Riley Edwards ◽  
William J. Sproule
Keyword(s):  
Higher Education ◽  
United States ◽  
European Union ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
The United States ◽  
Research Network ◽  
Rail Transportation ◽  
The European Union ◽  
Railway Systems

Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.

scholarly journals Impact of Policies for Plagiarism in Higher Education Across Europe: Results of the Project

2015 ◽  
Vol 63 (1) ◽  
pp. 207-216 ◽  
Author(s):  
Tomáš Foltýnek ◽  
Irene Glendinning
Keyword(s):  
Higher Education ◽  
European Union ◽  
Czech Republic ◽  
Academic Integrity ◽  
Higher Education Institutions ◽  
Good Practice ◽  
The European Union ◽  
Academic Quality ◽  
Eu Member States ◽  
The Subject

Exploring policies and systems for assuring academic integrity and deterring plagiarism in different higher education institutions was the subject of a three-year project funded by the European Union (EU). The research for Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE), completed in November 2013, was conducted by teams at five higher education institutions from UK, Poland, Lithuania, Cyprus and Czech Republic. The research included an EU-wide survey of higher education institutions across 27 EU member states. Separate reports were prepared for the countries surveyed, each containing details of findings and recommendations for what could and should be done to improve academic quality and integrity at national, institutional and individual levels. An EU-wide comparative study provided an assessment of the maturity of policies and processes for academic integrity in each country, based on the data collected and the research conducted for each national report.This paper presents selected comparisons of results from the research, especially looking at evidence for maturity of policies, consistency of approach, examples of good practice and highlighting where serious effort is needed to strengthen current policies and practices.

scholarly journals FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES

2021 ◽  
pp. 105-111
Author(s):  
Roman Bezliudnyi ◽  
Vita Bezliudna
Keyword(s):  
Higher Education ◽  
European Union ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
European Countries ◽  
Institutions Of Higher Education ◽  
Language Training ◽  
The European Union

The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education. Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.

scholarly journals Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

2021 ◽  
Vol 13 (11) ◽  
pp. 6424
Author(s):  
Agnese Slišāne ◽  
Gatis Lāma ◽  
Zanda Rubene
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
The European Union ◽  
Digital Competence ◽  
Education Students ◽  
Self Assessment ◽  
Study Process ◽  
Teacher Education Students

Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

Research Methodology of Entrepreneurship and Innovativeness of Higher Education Institutions

2016 ◽  
Vol 42 (4) ◽  
pp. 83-98 ◽  
Author(s):  
Ewa Multan ◽  
Marzena Wójcik‐Augustyniak
Keyword(s):  
Higher Education ◽  
European Union ◽  
Research Methodology ◽  
Higher Education Institutions ◽  
Research Problem ◽  
The European Union ◽  
Competitive Situation ◽  
Strategic Group ◽  
The University ◽  
2D And 3D

The article presents the issues of entrepreneurship and innovativeness of universities in the context of the analysis of the European Union guidelines and determining the competitive position of the university with the use of the strategic group maps. The aim of the article is to present different variants of strategic group maps, called by the authors 1D, 2D and 3D maps, which enable the identification of the competitive situation in the sector of higher education in Poland. The study focused on two sets of criteria of differentiation of the universities’ strategies, which are entrepreneurship and innovativeness. The research problem was formulated in the form of the following questions: whether the described methods of 1D, 2D and 3D maps may be applied to the analysis of competition in the sector of higher education institutions in Poland, in relation to entrepreneurship and innovativeness.

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