scholarly journals Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study

2017 ◽  
Vol 14 ◽  
pp. 28 ◽  
Author(s):  
Manuel Lillo-Crespo ◽  
M. Cristina Sierras-Davó ◽  
Rhoda MacRae ◽  
Kevin Rooney
Keyword(s):  
Higher Education ◽  
Qualitative Methodology ◽  
Healthcare Professionals ◽  
Evaluation Framework ◽  
European Countries ◽  
Improvement Science ◽  
Healthcare Improvement ◽  
Kirkpatrick Model ◽  
European Higher Education ◽  
The Impact

Purpose: Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS) education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.Methods: The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.Results: The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.Conclusion: We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

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.

European higher education space: where do we go from here?

2004 ◽  
Vol 49 (8) ◽  
pp. 139-143 ◽  
Author(s):  
J. Iza ◽  
P. García Encina
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
European Countries ◽  
University Education ◽  
Continuous Education ◽  
Future Role ◽  
The Future ◽  
European Higher Education ◽  
European University

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.

The Attitude Towards and the Use of Social Networking in European Higher Education

2020 ◽  
Vol 10 (1) ◽  
pp. 51-69
Author(s):  
Silvia Gaftandzhieva ◽  
Rositsa Doneva
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Networking ◽  
Interest Groups ◽  
Social Networking Sites ◽  
Teaching Practice ◽  
The Other ◽  
European Countries ◽  
Statistical Software ◽  
European Higher Education

Nowadays, social networking is becoming a more and more powerful tool for students for communication, sharing of information and discussions on various topics. The study presented in this article investigates the extent to which teachers from different European countries use social networking sites in their teaching practice for different purposes and what their attitude is towards the use of social networking in higher education in general. The study is intended to seek clarity on the issues, whether the use of social networks is related to teacher information about social networking sites; their participation in interest groups and research for the use of social networks in education; and whether the results obtained from the survey vary according to the country. For this purpose, the statistical software IBM SPSS Statistics is used. On the other hand, the study explores specific areas of the use of social networking in higher education, with an emphasis on their efficacy.

scholarly journals Higher Education Policies and Employability of University Graduates in the EU-28

2019 ◽  
Vol 11 (3) ◽  
pp. 105-133
Author(s):  
Elena Pelinescu ◽  
Mihaela Simionescu
Keyword(s):  
Higher Education ◽  
High Education ◽  
Labour Market ◽  
Value Added ◽  
European Countries ◽  
University Graduates ◽  
Education Policies ◽  
Higher Education Policies ◽  
Policy Measures ◽  
The Impact

Abstract Objective: The main purpose of this research is to analyze and reveal if the recent policy measures in higher education carried in European Union member countries have had a significant impact on the labour market integration of university graduates. Methodology: We selected a set of indicators that were common in the 2015 and 2016 editions of Structural Indicators for Monitoring Education and Training Systems in Europe and could offer an image of intensity of higher education policies in relation with labour market at European level. We further used these measures to test for any significant effects of the policies on the integration of graduates in the labour market. Findings: We found significant effects of various policy measures in high education in the European countries. We estimate a positive role for factors like monitoring of completion rates, requirements for the staff to have higher education, presence of educational guidelines, and recognition of formal and informal learning for entry in higher education. Value Added: This is the first study to address the impact of high education policies carried in European countries on the integration of college graduates. The study is distinct through both the design of new measures of higher education policy in Europe as well through testing whether the intensity of policies carried for higher education has affected the employability of young graduates or not. Recommendations: The results of this empirical research allow us to make some recommendations for improving the insertion of young graduates on European labour market.

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 HRM higher education in Europe

2014 ◽  
Author(s):  
Viviana Meirinhos ◽  
José Alberto Correia
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Commission ◽  
Qualitative Methodology ◽  
Information Source ◽  
Learning Opportunities ◽  
Current Trends ◽  
The Subject ◽  
European Higher Education ◽  
Academic Qualifications

Higher education has earned in the recent years an increasing attention in Europe. European Higher Education Area (EHEA) is being developed, a three-cycle qualifications structure is formally in place, the principles of quality assurance are agreed, and a range of mobility instruments is being created. A European Qualifications Framework (EQF) is established (2008), and national qualifications frameworks in Europe should be all be published this year. In the HRM field, higher education is remaining largely unexamined. It is undertheorised and with lack of empirical research, especially if we consider the European reality. With the exception of Brewster et al. (2000) and Boxall et al. (2007), all the research published on the specific HRM higher education field seems to be American (Barber, 1999; Chadwick, 2005; Hayton et al.,2005; Kaufman, 1996, 1999; Langbert, 2005, 2000; Sincoff & Owen, 2004; Van Eyden et al., 1997; Wimbush 2008). This study analyses HRM higher education in Europe with the aim to identify the current trends of European HRM academic qualifications system. In order to provide strategic indicators on the subject, research was carried out in 14 European countries. The sample was constituted by the three cycles defined in Bergen (bachelor, master and PhD) and the primary information source was the Portal on Learning Opportunities throughout the European Space promoted by the European Commission (PLOTEUS). Within a qualitative methodology, qualifications’ structures, approaches, and competencies are explored as main analytical categories.

scholarly journals Poland's Transition In Business Education

2010 ◽  
Vol 3 (1) ◽  
pp. 53-60
Author(s):  
Bozena Leven
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Market Economy ◽  
Business Education ◽  
Interesting Case ◽  
Higher Education Reform ◽  
European Countries ◽  
Planned Economy ◽  
Higher Education System ◽  
The Impact

Prior to Poland's transition from central planning to a market system, which began in 1990, schools of business were non-existent in that country. Instead, university level instruction on economics during the socialist period was closely tied to ideological priorities, and limited to imparting skills suitable for planned economy. All universities were owned by the state, heavily politicized, and solely focused on supporting a centrally planned economy.  There was no meaningful attempt to impart, or even describe, market oriented theories, leaving Poland almost wholly without the basic human capital needed to run a market economy. This backdrop makes higher education reform particularly crucial for Poland’s continued economic development and, to date, marketization has fundamentally transformed that sector.  Poland’s current higher education system is now compatible with those of many Western European countries, relies on standard Western curricula, and enjoys significant academic autonomy, which exceeds that of some more developed Western countries. This sector has also seen an unprecedented growth in economics and business programs enrollments, along with the formation of private universities.  Indeed, the depth and rapidity of Poland's progress in reforming higher education stands in marked contrast to that of other former centrally planned economies, and may serve as an interesting case study for potential reforms in Russia and other former Soviet republics.  In this paper we describe the progress and effects of several major reforms in Poland's higher business education, examining changes in funding, potential funding sources, the structure of faculty governance, educational programs and degrees granted, the formation of new curricula, and Poland’s system of faculty promotion. Following this examination, we identify and discuss a number of continuing systemic obstacles to further progress in this area, and discuss how they might be addressed.  In addition, we apply Western metrics to assess and evaluate the impact of reform on the current and future quality of Poland's business education. One consequence of Poland's transition to a market economy is its high level of governmental involvement in income redistribution policies,  and  a  quasi-monopolistic position regarding the provision of such services as for example, health care, and quality higher education .  Because these governmental policies have parallels in the experiences of European countries, those experiences provide insights into possible outcomes upon which various policy recommendations for Poland may be drawn.

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