scholarly journals Higher education in the paradigm of speed

2020 ◽  
Vol 13 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Laura Louise Sarauw ◽  
Simon Ryberg Madsen
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Fast Track ◽  
Bologna Process ◽  
Focus Group Interviews ◽  
Speed Up ◽  
Group Interviews ◽  
The Bologna Process ◽  
The Impact ◽  
The Way

Studies often highlight how standardisation and consent are manufactured through the European Bologna Process (Brøgger 2019; Gibbs et al. 2014; Lawn and Grek 2012). This article shows how students’ conduct is still governed by multiple logics and dilemmas. The context for the article is the Bologna Process and the way it has been applied by the Danish government in the 2014 reforms that sought to fast-track the completion of student degrees. It analyses the impact of changes on students’ conduct through a series of focus group interviews with students who were confronted with the new demands to speed up their progress through their degrees. To illustrate the complexity of this standardisation, the analyses are framed within theoretical ideas of ‘risk’ (Beck 2006) and ‘translation’ (Latour and Callon 1986).

“Down-to-Earth TV dramas”: The reception of authenticity, reality, and modality in Danish TV dramas

2021 ◽  
pp. 174960202110463
Author(s):  
Yeşim Kaptan
Keyword(s):  
Focus Group ◽  
Everyday Life ◽  
Television Viewing ◽  
Cross Cultural ◽  
Semiotic Analysis ◽  
Focus Group Interviews ◽  
Truth Value ◽  
Group Interviews ◽  
Empirical Material ◽  
The Way

This article investigates how Turkish audiences conceptualize authenticity in their engagement with foreign television (TV) productions in the case of Danish TV dramas. The theoretical notion of authenticity is juxtaposed with empirical material from fieldwork interactions, focus group interviews, and one-on-one interviews conducted with Turkish audiences between 2016 and 2018. By employing a semiotic analysis of fieldwork data, I argue that Turkish audiences attribute authenticity to the Danish TV drama series according to a socially created modality (truth value of a sign). This article draws on accounts about modality markers in TV drama series such as authentic portrayals of Danish TV characters and plausible-realistic depictions as a verisimilitudinous representation of everyday life. In the context of cross-cultural television viewing practices, the way Turkish audiences attribute meaning to Danish TV series in terms of authenticity, realism, and modality reveals a distinct differentiation between Danish TV dramas and other nationally and globally circulating media products.

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

scholarly journals Change in store? An investigation into the impact of the book superstore environment on use, perceptions and expectations of the public library as a space, place and experience

2009 ◽  
Vol 28 (88) ◽  
pp. 13-26
Author(s):  
Helen Cartwright
Keyword(s):  
Young People ◽  
Focus Group ◽  
Public Library ◽  
Focus Group Interviews ◽  
Community Resource ◽  
Middle Income ◽  
The Public ◽  
Group Interviews ◽  
Perceptions And Expectations ◽  
The Impact

The book superstore is promoted not just as a place to buy books but also as a community resource in which to read, learn and socialise: traits that have in combination traditionally been the preserve of the public library. This study investigates the impact of the bookstore environment on public library space. The attitudes and behaviours of library and bookstore users were examined through focus group interviews and a self-completed questionnaire. Clear areas of overlap in the functions of the two sites were found, as was evidence of age and income-related splits in use and perception of bookstores and libraries. Results suggest attention should be paid to the beliefs and behaviours of young people and middle-income earners (the groups most noticeably increasing their use of the bookstore) and to the desired balance of education and recreation in the image and nature of the public library.

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

scholarly journals The Signal and the Noise: The Impact of the Bologna Process on Swiss Graduates’ Monetary Returns to Higher Education

2019 ◽  
Vol 7 (3) ◽  
pp. 154-176
Author(s):  
David Glauser ◽  
Christoph Zangger ◽  
Rolf Becker
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Bachelor's Degree ◽  
Noisy Signal ◽  
Job Market ◽  
Signaling Model ◽  
Bologna Reform ◽  
Job Market Signaling ◽  
The Bologna Process ◽  
The Impact

Using longitudinal data on university leaver cohorts in the period from 2006 to 2016, we investigate the impact of the Bologna reform on Swiss graduates’ returns to higher education. Drawing on the job market signaling model, we expect lower returns for graduates who enter the labor market with a bachelor’s degree. Moreover, we expect that the initial wage difference between bachelor and master graduates will become less volatile over time, since employers constantly update their beliefs about graduates’ employability. Controlling for selection into employment and a number of different signals sent by the graduates, we find a persistent advantage of a master’s over a bachelor’s degree. The new degrees, and especially a bachelor’s degree, did indeed serve as a noisy signal about graduates’ productivity in the first years of the Bologna process.

scholarly journals Avaliar para Aprender no Ensino da Ginástica Acrobática em Contexto de Estágio

2019 ◽  
Vol 5 (3) ◽  
pp. 36-45
Author(s):  
Ana Silva ◽  
André Moura ◽  
Paula Batista
Keyword(s):  
Focus Group ◽  
Peer Assessment ◽  
Assessment For Learning ◽  
Focus Group Interviews ◽  
Level Of Involvement ◽  
Audio Recordings ◽  
Group Interviews ◽  
Teaching Learning ◽  
The Impact ◽  
Enhanced Learning

Assessment is a regulatory and fundamental element of the teaching-learning process (Dutra et al., 2018), which in the perspective of the Assessment for Learning allows fostering the learning (Broadfoot et al., 1999). This study aimed to analyse students’ involvement and motivation in the Assessment for Learning processes and the impact on learning. The participants were 21 students of a class of the 11th grade of the Scientific- Humanistic Course of Science and Technology, with an average age of 17.23. The instruments used were focus group interviews, audio recordings of teacher feedbacks, several self and peer assessment moments and the teacher’s diary. Auto evaluation data were analyzed using descriptive measures (average and mode) and the information from pear observations, focus group interview and teacher board diary were analyzed using the content analysis procedures (Bardin, 2008).The data showed that students raised their level of involvement and motivation for the sessions, especially in the construction of the gymnastic scheme. In addition, the application of this methodology has enhanced learning in the acquisition of knowledge, as well as in the dynamics of the different groups.

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