scholarly journals De la separatism regional la centra­lizare: două proiecte legislative ale universitarilor clujeni privind reforma învățământului superior românesc după 1918

2021 ◽  
Vol 9 (1) ◽  
pp. 141-157
Author(s):  
Ana-Maria Stan
Keyword(s):  
Higher Education ◽  
Educational Systems ◽  
Eastern European ◽  
Efficient System ◽  
Old Kingdom ◽  
Higher Education Law ◽  
Eastern European Countries ◽  
The University ◽  
The Great War

After the Great War and the union of Bessarabia, Bukovina, Transylvania, and the Banat with the Old Kingdom, the reform of higher education and, implicitly, its transformation into a unitary and efficient system required a lot of efforts. A significant number of initiatives and projects were discussed by the Romanian academic circles, politicians, and by the broader public before the first law for the organization of universities in Greater Romania was adopted and implemented, in April 1932. This article is a case study, which focuses on two proposals put forward in the 1920s by some prominent professors of the University of Cluj. My research tries to clarify and enrich our knowledge regarding the various stages that preceded and shaped the 1932 higher education law. It highlights the similarities and differences between these projects, looking, in particular, at their most relevant and modern elements. The article could equally provide points of comparison for future analysis regarding the reconstruction of the educational systems in other Central or Eastern European countries, in the first half of the 20th century.

scholarly journals Competitive universities? The impact of international and European trends on academic institutions in the ‘New Europe’

2017 ◽  
Vol 16 (5) ◽  
pp. 588-604 ◽  
Author(s):  
Dorota Dakowska
Keyword(s):  
Higher Education ◽  
Central And Eastern Europe ◽  
Reform Process ◽  
Eastern European ◽  
University Rankings ◽  
Political Factor ◽  
Linear Processes ◽  
Eastern European Countries ◽  
The University ◽  
The Impact

This contribution examines the domestic reinterpretations of international and European recommendations in Central and Eastern European countries (CEECs). It asks under what conditions these institutional recommendations, but also global processes such as the university rankings, affect domestic public policies. The countries of Central and Eastern Europe, which have experienced a far-reaching reform process since 1989, have been particularly affected by new standards promoted at the European and international level. The article shows that the combined external and domestic pressures affect higher education institutions (HEIs) in multiple and sometimes contradictory ways. Based on the Polish and Ukrainian cases, it reassesses the (party) political factor in the reorientation of higher education (HE) reforms. It shows that Europeanisation and internationalisation are neither uniform nor linear processes. Ultimately, the announced diversification of HEIs appears as a longer-term process whose outcome remains uncertain.

scholarly journals Polish+. Program nowych studiów polskich na Uniwersytecie Syczuańskim w Chengdu.

2020 ◽  
Vol 2020 (3/2020(772)) ◽  
pp. 69-82
Author(s):  
Piotr Kajak
Keyword(s):  
Higher Education ◽  
Foreign Policy ◽  
Higher Education Institutions ◽  
European Countries ◽  
Chinese Higher Education ◽  
Eastern European ◽  
The 1950S ◽  
Eastern European Countries ◽  
The University ◽  
Polish Higher Education

The fi rst university programme in Polish studies in China was launched already in the 1950s. The foundations laid by a few generations of specialists in Polish studies from Beijing Foreign Studies University permit the development of successive programmes in Polish studies in other Chinese academic centres. They use the support of the PRC government, which has been implementing a dynamic foreign policy addressed to the Central and Eastern European countries for a few years now. One of the new centres offering innovative programmes in Polish studies, which are combined with the economic and international path, is the Sichuan University in Chengdu, supported by the University of Warsaw. This paper describes the formation of the Polish+ programme in Chengdu and presents the details related to the curriculum of the studies, which inspires other Chinese higher education institutions to introduce similar specialties in cooperation with the greatest Polish higher education institutions.

scholarly journals Students as Change Partners in the School of English Language and Literature at the University of Reading.

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Joy Collier
Keyword(s):  
Higher Education ◽  
English Language ◽  
New Technologies ◽  
Educational Systems ◽  
Academic Qualification ◽  
Language And Literature ◽  
Programme Design ◽  
Programme Development ◽  
The University

The pedagogic landscape in Higher Education has certainly witnessed change in recent years and involving students as partners in aspects of degree-programme development is part of that change. Darling-Hammond (2009) described how educational systems internationally are changing priorities to enable students to "cope with complexity, use new technologies, and work cooperatively to frame and solve novel problems" (p. 45). Zhao (2011) asserts that it is vital to engage students as partners in change, giving them an active hand in programme design, to enable students to develop into creative individuals who leave education with much more than just an academic qualification; it is an "authentic way to develop professional skills" (Giles et al., 2004, p. 681) as well as an opportunity to develop a positive and autonomous approach to lifelong learning. The case study which follows involved students' working cooperatively with each other and with staff in a school of English language and literature. Together, we redesigned a new module aimed at: developing students’ understanding of the demands of university-level study and writing; supporting them in their transition from sixth form to higher education.

scholarly journals Spaces of Dependence and Emancipation in Architectural and Urban Narration, a Case Study: Plac Żołnierza Polskiego and Plac Solidarności in Szczecin

Arts ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 19
Author(s):  
Izabela Kozłowska ◽  
Eryk Krasucki
Keyword(s):  
Soviet Union ◽  
Political Environment ◽  
Economic Factors ◽  
Urban Structure ◽  
Eastern European ◽  
Authoritarian State ◽  
The Soviet Union ◽  
Urban Narratives ◽  
Eastern European Countries

Central and Eastern European countries were subjugated to the Soviet Union in the second half of the 20th century. In this new political environment, defined as the period of dependency, the concept of space gained a new denotation as a space of dependence, in both social and physical terms. The political changes that took place after 1989 enabled these spaces to be emancipated. In this work, we aim to delineate the complex relationship between architecture and politics from the perspective of spaces of dependence and their emancipation. Through a case study of two squares, plac Żołnierza Polskiego (the Square of the Polish Soldier) and plac Solidarności (Solidarity Square) in Szczecin, we gained insights into the processes and strategies that promoted their evolution into spaces of emancipation within architectural and urban narratives. Szczecin’s space of dependence was created by an authoritarian state that had a monopoly on defining architecture and urban planning in the country and the state as a whole. In a process orchestrated by economic factors, as well as the scale of architectural and urban degradation, the squares under discussion have transitioned from spaces of dependency to spaces of emancipation. As a result, an architectural-urban structure characterized by new cultural and identity values has been created.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

scholarly journals Personal And Work-Related Predictors Of Organizational Commitment And Life Satisfaction Of Slovak Women In Higher Education

2011 ◽  
Vol 4 (2) ◽  
pp. 7 ◽  
Author(s):  
Joanne Brandt ◽  
Rosemary Krawczyk ◽  
Jon Kalinowski
Keyword(s):  
Higher Education ◽  
Life Satisfaction ◽  
Organizational Commitment ◽  
Locus Of Control ◽  
Role Orientation ◽  
Eastern European ◽  
Women In Higher Education ◽  
Work Related ◽  
Two Samples ◽  
Eastern European Countries

Two samples of Slovak women in higher education were surveyed in order to determine the extent to which organizational commitment and life satisfaction are related to personal and work-related attributes. Organizational commitment was found to be related to the work-related attributes of role conflict and role ambiguity. These work-related attributes were not correlated with life satisfaction. A positive relationship was found between Professional Role Orientation and life satisfaction in one of the samples surveyed. Organizational Role Orientation did not correlate significantly with either organizational commitment or life satisfaction. The personal attribute of locus of control did not correlate with life satisfaction but there was a significant correlation between locus of control and organizational commitment in the 1996 Slovak sample. Results are discussed in comparison to findings from similar surveys of U.S. women in higher education and with respect to changes in higher education in post-communist Central and Eastern European countries.

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