scholarly journals Partnership in Higher Education: Trends between African and European Institutions

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Jim R. Wilson
Keyword(s):  
Higher Education ◽  
European Institutions

NA

The Association for Educational Assessment - Europe. An Agency for Accountability in Europe

CADMO ◽  
2009 ◽  
pp. 5-18
Author(s):  
Emma Nardi
Keyword(s):  
Higher Education ◽  
European Union ◽  
Research Funding ◽  
Research Policy ◽  
Educational Assessment ◽  
Research Area ◽  
Research Development ◽  
The European Union ◽  
European Institutions ◽  
European Higher Education

- AEA-Europe was founded in 2000 with the main goals of improving communication among European institutions interested in educational and occupational assessment, and providing a framework within which co-operative research, development implementation and evaluation of projects involving educational assessment could be undertaken. After 10 years of successful activity, the Association has built a position that could allow it to become the protagonist of the EU's policy in the field of assessment, becoming a reference point for all its members, and playing a crucial role as an applicant for projects funded by the European Union. This article, dealing with research policy, describes the activity carried out by the Association since 2000, presents the EU's policy in research funding specifically applied to Tempus projects, and discusses how the Association could contribute to evaluation and accountability in the European Higher Education and Research Area.

Higher Education and the Move From Bachelor's Degrees to Graduate Programs

2020 ◽  
pp. 8-13
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
American Association ◽  
Graduate Programs ◽  
Colleges And Universities ◽  
Doctoral Degrees ◽  
Graduate Studies ◽  
American Universities ◽  
European Institutions ◽  
Bachelor's Degrees

This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.

Is the global reporting initiative suitable to account for university social responsibility? Evidence from European institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iratxe Amiano Bonatxea ◽  
Jorge Gutiérrez-Goiria ◽  
Maria Jose Vazquez-De Francisco ◽  
Antonio Sianes
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Comparative Study ◽  
Information Needs ◽  
Global Reporting Initiative ◽  
Environmental Aspects ◽  
Content Type ◽  
European Institutions ◽  
Practical Implications

Purpose Recognising the importance of universities in the achievement of social and global objectives, this paper aims to study the relevance of the global reporting initiative (GRI) methodology for reporting University Social Responsibility (USR) activities, taking into account the specificity of higher education institutions (HEI). Design/methodology/approach After a review of the literature and background, the European HEI reports prepared according to the latest version of GRI standards are selected and a comparative study is carried out. The analysis focusses on comparing to what extent the standards are responding to the information needs generated in the field of higher education. Findings General issues, common to all types of organisations, are adequately reported by HEIs, but difficulties are encountered in integrating a vision that incorporates the role of their missions in standards related to economic, social and environmental aspects. Research limitations/implications There are few GRI reports with this format and further research is encouraged as the number of reports increase. So far, major limitations have been found by HEIs to account for their societal missions when using the GRI. Practical implications The debates on USR are promoting an increase in the number of reports on sustainability. This paper provides some examples of the use of disclosures that can be adapted in this context, to move towards the systematisation of these practices. Originality/value This is, to the authors’ knowledge, the first comparative study on the application of GRI to sustainability reports at a European level, focussing on the adequacy between disclosures and missions.

Michael Segre, Higher Education and the Growth of Knowledge. A Historical Outline of Aims and Tensions (New York/London: Routledge, 2015), 197pp. ISBN: 9780415735667

2017 ◽  
Author(s):  
Steven J. Livesey
Keyword(s):  
Higher Education ◽  
New York ◽  
Early Modern ◽  
Reform Movements ◽  
Near Eastern ◽  
European Institutions ◽  
Historical Outline ◽  
Growth Of Knowledge ◽  
History Of ◽  
The University

This chapter reviews the book Higher Education and the Growth of Knowledge. A Historical Outline of Aims and Tensions (2015), by Michael Segre. Comprised of eleven chapters, Segre’s book presents a historical account of how many closed aspects of the university comprise a ‘superfluous heritage’. Segree does so by drawing on Karl Popper’s The Open Society and its Enemies (1945). Beginning with ancient Near Eastern literate societies, Segre traces the history of education and learning through the European medieval, Renaissance, and early modern universities, Enlightenment technological schools and Humboldtian reform movements. He also looks at contemporary American and European institutions that have expanded their reach worldwide. Along the way, Segre discusses the closures that restricted the growth of knowledge in the Western tradition.

Interculturalism, Sustainable Development and Higher Education Institutions

2009 ◽  
Vol 2 (2) ◽  
pp. 23-34 ◽  
Author(s):  
Jagdish S. Gundara ◽  
Namrata Sharma
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
International Students ◽  
Professional Education ◽  
Higher Education Institutions ◽  
Research And Teaching ◽  
European Institutions ◽  
Intellectual Knowledge ◽  
Teaching In Higher Education ◽  
Forms Of Knowledge

This paper establishes links between the fields of sustainable development and intercultural education. It is written on the premise that diverse forms of knowledge exist within different societal and national contexts, and curricula therefore need to draw on these in order to be 'non-centric'. That is, curricula should not draw more heavily from one source of knowledge while excluding or marginalising others. For instance, as this paper examines, higher education institutions in socially diverse or multicultural societies have a great deal of intellectual knowledge and expertise in education. However, the knowledge – including languages, histories, and cultures – of subordinated groups such as international students in European institutions is often entirely left out of the curriculum. In conclusion, the paper poses a number of challenges for research and teaching in higher education, especially including the need for intercultural professional education of academics so that they develop deeper intellectual understandings and competences in this area.

Die Internationalisierung der Hochschulen und der Umgang mit Mehrsprachigkeit in Studium und Lehre

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 94-113
Author(s):  
Susanne Göpferich
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Academic Development ◽  
Translation Studies ◽  
Institutions Of Higher Education ◽  
Code Mixing ◽  
European Institutions ◽  
Teachers And Students ◽  
Internationalization In Higher Education

Due to internationalization in higher education, English is gaining in importance as the language of teaching and learning (LoTL) in European institutions of higher education. Against this background, the question arises of how English can be used for teaching and learning without disadvantaging researchers, teachers and students by forcing them to use a second or foreign language for their cognitive-academic development and, at the same time, neglecting to assist them in developing individual translingual practices from which they could benefit. This article outlines the repertoire of translingual competencies and practices that have been observed in plurilinguals. For these competencies and practices, a range of terms has been coined, such as translanguaging, co-languaging, code-mixing and code-meshing, some of which are vague or overlap and therefore will be clarified in this article. In addition, a translation-studies perspective will be introduced into the current discourse on translingual practices. Based on this clarification, didactical measures will be outlined by means of which “English-plus multilingualism” (van der Walt 2013: 12) can be fostered in higher education on the part of both teachers and students.

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