scholarly journals European Union Higher Education and Science Programs During the Covid-19 Pandemic

2021 ◽  
pp. 47-57
Author(s):  
E. Kharitonova
Keyword(s):  
Higher Education ◽  
Research Area ◽  
International Exchange ◽  
Scientific Cooperation ◽  
Exchange Programs ◽  
University Campuses ◽  
Research Fields ◽  
Treatment And Prevention ◽  
Executive Agencies ◽  
The Impact

The author looks at the impact of the COVID-19 crises on the European higher education and scientific cooperation programs. During the pandemic the national governments announced strict lockdowns and other protective measures. Free movement across borders was hampered, university campuses mostly closed and many activities put on hold. In these circumstances participants of international exchange programs became particularly vulnerable: some were unable to move to their destination university or institution, others were experiencing difficulties returning to their home countries. Numerous logistical, administrative, health-related and other problems made the situation difficult for the students, professors and researchers, as well and for the staff responsible for the implementation of such programs. In response to this situation, the European Commission and its executive agencies issued guidelines for the participants, extended project deadlines and made other arrangements. At the same time, additional resources were channeled to digital education initiatives and to supporting research aimed at overcoming the pandemic, including diagnostics, treatment and prevention of COVID-19 and other related research fields. In the new program cycle the budget for the EU education and scientific cooperation programs, such as Horizon and Erasmus have been significantly increased and linked to the post-crisis recovery package. A new impulse has been given to the European education area and European research area. The author argues that despite serious problems caused by the pandemic itself and the lockdowns, the crisis became an additional factor for extending higher education and research programs and deepening integration efforts in these areas.

THE ROLE OF STUDENT SELF-GOVERNMENT IN SOLVING THE LIFE-PROBLEMS OF YOUTH

2018 ◽  
pp. 45-49
Author(s):  
Alla Marushkеvyсh
Keyword(s):  
Higher Education ◽  
Young People ◽  
International Student ◽  
International Exchange ◽  
Exchange Programs ◽  
Social Pedagogy ◽  
Life Problems ◽  
Wide Range ◽  
Teachers And Students ◽  
Close Cooperation

The article focuses on the importance of supporting the authorities of student self-government in higher education institutions. Peculiarities of the experience of modern youth in the organization of their life and provision at the legislative level of a wide range of rights and responsibilities have been defined; the content of modern scholars' interpretation of the concept of "student self-government" has been revealed, in particular, presented in state documents, an explanatory dictionary of the Ukrainian language, a dictionary on social pedagogy, articles of individual scholars; the importance of student self-government for the development of communication and the emergence of necessary relationships of young people from different groups, departments, faculties, institutes, etc. has been proved, and the development of their abilities, opportunities, the formation of professional and socially significant properties has been defined. Its main principles (interconnection of functions, powers, rights, opportunities, voluntary and elective, initiative, amateur action, creativity, transparency and relevance of the decisions made, etc.) and directions of provision (research, cultural-mass, sports and health, informational etc.) have been distinguished. It is stated that student self-government authorities are an integral part of the management of a modern institution of higher education; it is noted that it is impossible to solve any questions regarding students without the participation of representatives of student self-government authorities. It is envisaged that student self-government authorities should direct young people to participate in international student conferences, international exchange programs, involve activists in projects, exchange information, resources, implement partnership projects, etc., which will enable students to learn how to apply positive practices of student collectives. It is stressed that the relationships between teachers and students should be built on the basis of close cooperation and mutual trust and responsibility.

scholarly journals Sustainability of Teachers' International Experiences: Conditions for Institutionalization of International Program Outcomes

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Anatoli Rapoport
Keyword(s):  
World War Ii ◽  
The United States ◽  
International Exchange ◽  
International Programs ◽  
Program Outcomes ◽  
Exchange Programs ◽  
International Program ◽  
Matters Of Concern ◽  
The Impact ◽  
International Teacher

Since World War II international exchange and training programs for educators have increasingly played an important role in developing prospective consciousness and awareness of cultural diversity and global interdependence among teachers. However, international programs have always depended on extra educational factors such as political, ideological, cultural, or financial circumstances. As a result, program sustainability and proper institutionalization of program's results that are a testimony of achieved success, are both matters of concern for program developers and alumni. This paper identifies factors and contexts that facilitate sustainable development of international programs and institutionalization of their outcomes. Two cohorts of international teacher program alumni from Russia and the United States were interviewed about the impact of exchange programs on participants' status and pedagogies. The study demonstrated that respondents consider three factors, namely, motivational, administrative, and cooperative, most critical for the institutionalization of international program results.

CURRENT PROBLEMS AND ACHIEVEMENTS OF INTERNATIONALIZATION OF HIGHER EDUCATION IN POLAND

2019 ◽  
Vol 1 ◽  
pp. 279
Author(s):  
Marta Kosior-Kazberuk ◽  
Piotr Berkowski
Keyword(s):  
Higher Education ◽  
Internationalization Of Higher Education ◽  
International Exchange ◽  
Research Fields ◽  
Research Activities ◽  
Current State ◽  
Language Courses ◽  
Summer Schools ◽  
Foreign Language Courses ◽  
International Character

Internationalization of universities is one of the most important processes which development can be observed in the first decade of the 21st century. This process existed all over the world  for many years, and it always was one of the engines which stimulated development of research as well as education. Many European countries entered the international market of higher education just about 30 years ago when some European projectsstarted. It boomed especially after the enlargement of EU in 2004 and participation of many countries in the creation of EHEA and ERA. However, despite many activities and programmes performed, the level of internationalization of higher education institutions in Poland is still disappointing. Effective methods of increasing internationalization of HEIs should therefore be sought. The paper presents an approach to the intensification of the internationalization process. The main goals for the activities in this field were determined. The current state of existing programs of international exchange available for students and some other activities as summer schools, double diploma programmes, foreign language courses and international accreditations were also discussed. Current national and university programmes aiming in intensification of development of the international exchange were also described. Among operational goals of these strategies the following needs were indicated: increasing attractiveness of different universities as partners in international educational and research fields; giving international character for educational and research activities; improving the image of European higher education. 

scholarly journals Study on Adjustment Problems of International Students Studying in Universities of The People’s Republic of China: A Comparison of Student and Faculty/Staff Perceptions

2012 ◽  
Vol 4 (2) ◽  
pp. 107 ◽  
Author(s):  
Kalsoom BeBe Sumra
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Cultural Exchange ◽  
Government Support ◽  
International Exchange ◽  
Exchange Programs ◽  
Higher Education In China ◽  
Education In China ◽  
Foreign Universities

China is advancing rapidly and moving towards the path of rich diplomatic relations and cultural exchange programs. With her attempts to internationalize education system, China is inviting good flocks of international students to spread cultural delicacy to all worlds. To some extent, China is successful winning the recognition by developing countries in Asia and Africa while having more and more cultural exchange programs. International education has become important component of universities in China and the value is improved through government support. Universities in China are giving more importance to academic exchange and cooperation with foreign universities. The world ranked universities in China are important that are hosting more flock of international students and have signed agreements with more international universities and promoting international exchange in higher education. It is good for students to study in foreign universities in order to get more exposure and experiences. The purpose of this study was to examine problems of international students in China and to know the perception of faculty/staff attached with students to compare problems in Higher Education in China. The methodology used in this study was quantitative and qualitative to show problems and experiences of international students in academics, culture and social educational environment in China and comparison of faculty/staff perception to know the extent of understanding in education in China for international students. The findings of this paper proved that social and cultural problems were more prominent noted in problems in Higher Education in China in cultural, social and academic contexts. The policy recommendations were made to improve Educational understanding for International Students in China for policy makers and faculty/staff as well.

scholarly journals How to become a medical professor – a comparative analysis of academic requirements in Germany and the United States

2019 ◽  
Vol 4 (3) ◽  
pp. 108-115
Author(s):  
Seyed Arash Alawi ◽  
Rosalia Luketina ◽  
Nicco Krezdorn ◽  
Lukas Fabian Busch ◽  
Anne Limbourg ◽  
...  
Keyword(s):  
Academic Career ◽  
The United States ◽  
International Exchange ◽  
Special Focus ◽  
Scientific Cooperation ◽  
Exchange Programs ◽  
Academic Activities ◽  
Academic System ◽  
Significant Step ◽  
German Universities

AbstractBackgroundThe acquisition of a medical professorship represents a significant step in a physician’s academic career. The responsibility as well as the honor and the associated obligations are significant; however, the requirements to become a medical professor vary in Germany.ObjectiveWe analyzed the variable requirements for prospective medical professors in Germany, with special focus on the tenure track concept and the U.S. system.MethodsBased on an online research, we queried German medical faculty regulations to obtain a medical professorship within Germany.ResultsWe analyzed 35 German universities. On average, 11 publications are required after “venia legendi” to meet professorship (apl) prerequisites (median x̅ = 10, max = 24, min = 6, n = 16), whereas 6 publications with first or last authorship are required on average (x̅ = 6, max = 16, min = 4, n = 26). In most German universities, it takes an average of 4 years after gaining habilitation to apply for a professorship (x̅ = 5 years, max = 6 years, min = 2 years). Candidates for university chair positions, however, can shorten this period by an average of 38%.DiscussionIn the German academic system, the prerequisites to gain a professorship differ among universities. Due to different scientific cooperation and exchange programs, research and academic activities have reached an intense international exchange level. Yet there is no international or even national standardization, quality assurance, and comparability to gain a medical professorship.

scholarly journals Globalization and Its Role in the Development of Post-Soviet Higher Education Institutions (on the Example of Ivane Javakhishvili Tbilisi State University)

2015 ◽  
Vol 1 ◽  
pp. 424
Author(s):  
Darejan Tvaltvadze ◽  
Irina Gvelesiani
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
State University ◽  
Exchange Programs ◽  
Strategic Issues ◽  
Caucasus Region ◽  
University Life ◽  
Summer Schools ◽  
The Impact

“The impact of the various trends and challenges related to globalisation of higher education institutions and policies is profound, but also diverse, depending on the specific location in the global arena” (Damme, 2010). The given paper is dedicated to the study of globalizing processes and their influence on the development of Georgian Post-Soviet higher education area. The contemporary educational strategies are highlighted on the example of Ivane Javakhishvili Tbilisi State University – the leading educational institution of the whole Caucasus region. During the recent years Tbilisi State University underwent significant innovative processes comprising the following major directions: Internationalization – establishment of foreign centers; implementation of joint projects and exchange programs; creation of international winter and summer schools; Modernization – implementation of 4-level studies; creation of encyclopedic dictionary; restructuring faculties; redirection of scientific researches, etc. The significance of the above mentioned innovations, their impact on the development of Post-Soviet university life and Georgians’ steps made towards the rapid integration into the European educational space – these are contemporary strategic issues and major challenges of our work. The highlighted strategies can serve as an exemplary and useful model of progress for those Post-Soviet universities of the world, which strive to join the European Higher Education Area.

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