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 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 Using Wikipedia as a classroom tool — a translation experience

2018 ◽  
Author(s):  
Robert Martínez Carrasco
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Classroom Experience ◽  
European Higher Education Area ◽  
Teaching Innovation ◽  
Reverse Translation ◽  
Innovation Project ◽  
European Higher Education

This paper presents a classroom experience regarding the use of Wikipedia in a teaching innovation project carried out between Jaume I University and Wikimedia Spain. Framed in the current post-postivist climate within the European Higher Education Area (EHEA), Wikipedia will be presented as an inter-disciplinary tool with a relevant number of classroom applications, reflecting how meaningful learning experiences based on collaborative work and authentic project-based tasks lead to better understanding and higher levels of motivation among the students. In the particular case of translation education, it will be argued that using Wikipedia in the course of the reverse translation modules allows the students to gain a deeper insight of its linguistic and discursive structures, as well as the critical/exegetic skills they need in order to assess the kind of texts with which they are commissioned, and the special discursive techniques associated to the translation task.

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 Academic Mobility as One of the Priority Areas in the Process of the Formation of the Common European Educational Space: the Ukrainian Experience of Cooperation

2017 ◽  
pp. 53-73
Author(s):  
Evgen Khan
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Great Influence ◽  
Essential Element ◽  
European Higher Education Area ◽  
Academic Mobility ◽  
The World ◽  
The Common ◽  
European Higher Education ◽  
The Bologna Process

The integration processes, which take place in the world community in all spheres of the human activity have a great influence on the system of higher education. During this period, the common European education space is formed, which expressed particularly through harmonization of education standards, approaches, curricula, and specialties in different countries of the world. The open educational space provides for the increasing of student mobility and co-operation of university lecturers from different countries, which should help to improve the university graduates’ employment system and increase the status of these countries in the field of education. Academic mobility is one of the areas of the Bologna Process, which ensures the integrity of the European Higher Education Area and the European Research Area. At the same time the European space means not only the space of the states of the European Union. This space covers the territories of all member states of the Bologna Process. The course for the development of academic mobility is enshrined in almost all major documents governing the Bologna process. They note that the academic mobility of students, researchers and lecturers allows its participants to take advantage of European educational values (Prague Communiqué of Ministers of Education 2001), which forms the basis for the formation of the European Higher Education Area (Berlin Communiqué 2003), is an essential element of the Bologna process, which creates the new opportunities for personal growth, development of cooperation between people and institutions (London Communiqué 2007), etc. It is very important to find out how much our country is involved in the process of academic exchanges and international cooperation in the field of education, especially with European countries, as far as the international academic mobility is an important factor in the process of European integration.

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 El nuevo Espacio Europeo de Educación Superior : desafíos e incertidumbres

2012 ◽  
Author(s):  
Vicente A. Sanjurjo Rivo
Keyword(s):  
Higher Education ◽  
Reform Process ◽  
Educación Superior ◽  
Exchange Students ◽  
European Higher Education Area ◽  
Educacion Superior ◽  
European Higher Education ◽  
The Right ◽  
The University ◽  
European University

El proceso de Bolonia tiene como objetivo crear un espacio universitario europeo con entidad propia. A tal fin, se disponen una serie de instrumentos encaminados a facilitar la movilidad y la homologación de títulos en dicho espacio universitario. Con este nuevo Espacio Europeo de Educación Superior (EEES) se crearían teóricamente las condiciones idóneas para favorecer la inserción laboral de los universitarios y al mismo tiempo hacer más competitiva y atractiva la universidad europea en un entorno globalizado. La uniformidad organizativa y metodológica que persigue el nuevo proceso de reformas tendría por finalidad superar las barreras todavía existentes con relación al intercambio y la obtención de títulos homologables en el ámbito universitario europeo. Sin embargo, según se expone en el presente trabajo, la realidad universitaria actual dista mucho de ofrecer las condiciones necesarias para la consecución de tales objetivos.The process for the Bologna Accords aims to create a European Higher Education Area in its own right. To this end, a series of measurements are provided primarily to facilitate mobility, and recognition of qualifications in this Higher Education Area. This new European Higher Education Area (EHEA) theoretically would create the right conditions to encourage the job placements of the university students and at the same time make more competitive and attractive the European University in a globalized environment. Organizational and methodological uniformity sought by the new reform process would aim to overcome the barriers that still exist in relation to exchange students and obtaining comparable diplomas in the European University. However, as discussed in this paper, the current reality of the European University is far from providing the necessary conditions for achieving such objectives.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

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