scholarly journals History of education in Romania with a focus on Bologna process in higher education institutions-an analysis of institutional autonomy, quality assurance, and the social dimension - História da educação na Roménia com foco no processo de Bolonha

2014 ◽  
Vol 4 (7) ◽  
Author(s):  
Mihaela Iacob
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
History Of Education ◽  
Social Dimension ◽  
Institutional Autonomy ◽  
The Social ◽  
History Of

scholarly journals Eduards Volters and the Institutionalization of Book Science in the Early 20th Century

Knygotyra ◽  
2020 ◽  
Vol 73 ◽  
pp. 230-263
Author(s):  
Aušra Navickienė
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
Social Aspects ◽  
European Region ◽  
Early 20Th Century ◽  
Russian Society ◽  
Eastern European ◽  
The Social ◽  
History Of

Eduardas Volteris (1856‒1941) is one of the first book theorists in the Eastern European region and developer of the most important memory and higher education institutions of independent Lithuania. This article analyzes the early 20th c. phenomenon of the institutionalization of book science. It attempts to answer the question of how Eduardas Volteris contributed to establishing the very first Eastern European societies of book researchers, to consolidating the sciences of bibliography, bibliology and book science within the realm of academia, and to professionalising of book scholarship. The sources for examination of the social aspects of book science are: documents belonging to the Russian Society of Bibliology, which was active in St. Petersburg in 1899–1931, materials in scholarly serial publications on book science of the early 20th c., theoretical papers published by E. Volteris, and the results of the historical studies on the history of European book science.

scholarly journals Informaciniai Europos aukštojo mokslo erdvės socialinio aukštojo mokslo matmens plėtotės aspektai

2013 ◽  
Vol 63 ◽  
pp. 65-81
Author(s):  
Marija Stonkienė
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Social Dimension ◽  
National Data ◽  
Strategic Objective ◽  
The Social ◽  
Training Policy ◽  
The Bologna Process ◽  
And Training ◽  
The Eu

Straipsnyje analizuojami kuriant Europos aukštojo mokslo erdvę keliamo strateginio tikslo – užtikrinti aukštojo mokslo socialinio matmens plėtotę – informaciniai aspektai. Informacinių socialinio aukštojo mokslo matmens aspektų svarbą pabrėžia tai, kad ES švietimo ir mokslo politika grindžiama atvirojo koordinavimo metodu. Informaciniai socialinio aukštojo mokslo matmens aspektai analizuojami atliekant ES politinių strateginių dokumentų, Bolonijos proceso dokumentų ir Bolonijos proceso pažangos ataskaitų duomenų tyrimą. Analizė parodė, kad vis daugiau dėmesio skiriama informaciniams socialinioaukštojo mokslo matmens aspektams, nepakanka informacijos apie socialinį aukštojo mokslo matmenį, stinga nacionalinių duomenų, kyla nepalyginamumo problemų. Analizuojant Bolonijos proceso ataskaitas pastebėta besiplečianti informacinė socialinio aukštojo mokslo matmens aprėptis.Reikšminiai žodžiai: Europos aukštojo mokslo erdvė, Bolonijos procesas, socialinis aukštojo mokslo matmuo, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens standartai, socialinio aukštojo mokslo Europos aukštojo mokslo erdvėje matmens rodikliai, socialinio aukštojo mokslo Europosaukštojo mokslo erdvėje matmens rodiklių duomenys.Information aspects of the social dimension of higher education in the European higher education areaMarija Stonkienė Summary This paper deals with the informational aspects of ensuring the social development of higher educa­tion – the strategic objective in creating the Euro­pean higher education area. The importance of the informational aspects of social dimension in higher education is indicated by the fact that the EU educa­tion and training policy is based on the open method of coordination. Informational aspects of the social dimension of higher education are examined by performing an analysis of the EU documents on policy strategy, the Bologna Process documents, and the Bologna pro­cess progress report. The investigation has revealed a growing emphasis on the informational aspects of the social dimension of higher education, which is caused by the lack of respective information, the shortage of national data and non-comparability problems. In the analysis of the Bologna process report, the paper notes an expanding reach of the informational aspects of the social dimension of higher education.

scholarly journals STUDENT LEADERS ON BOLOGNA PROCESS IMPLEMENTATION – ADVANTAGES, SHORTCOMINGS AND PERSPECTIVES

TEME ◽  
2021 ◽  
pp. 043
Author(s):  
Jelena Gajic ◽  
Marina Savkovic ◽  
Dušan Borovčanin
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Student Leaders ◽  
Social Dimension ◽  
Willingness To Accept ◽  
Higher Education Reforms ◽  
Process Implementation ◽  
The Social ◽  
Weak Points ◽  
The Bologna Process

Almost two decades after the implementation of the Bologna Process in higher education around the world, the question of the applicability, justification and effectiveness of reforms implemented globally arises. The aim of this paper is to explore the attitudes, optimism versus pessimism, more precisely student representatives’"mood" regarding the implementation of the Bologna Process and Bologna tools. The overall sample consists of student representatives from 17 European Higher Education Area countries. The results of the research should be a step towards further higher education reforms, or, more precisely, a proposal to modify the existing plans, bearing in mind the different conditions and characteristics of the countries where they are implemented and their willingness to accept the reforms. The results indicate that mobility, diploma supplements and quality assurance are the most positive aspects of BP and employability, the social dimension and the financing model of higher education are weak points of BP.

scholarly journals The implementation of sustainability practices in Portuguese higher education institutions

2018 ◽  
Vol 19 (1) ◽  
pp. 146-178 ◽  
Author(s):  
Ana Marta Aleixo ◽  
Ulisses Azeiteiro ◽  
Susana Leal
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Social Dimension ◽  
Economic Dimension ◽  
Content Type ◽  
Implementation Processes ◽  
Current State ◽  
The Social ◽  
Portuguese Higher Education ◽  
Institutional Actors

Purpose The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs). Design/methodology/approach A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained. Findings Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied. Research limitations/implications This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. Practical implications This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs. Originality/value This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.

scholarly journals Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches

2019 ◽  
Vol 11 (6) ◽  
pp. 1602 ◽  
Author(s):  
Rodrigo Lozano ◽  
Maria Barreiro-Gen ◽  
Francisco Lozano ◽  
Kaisu Sammalisto
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Theoretical Framework ◽  
Social Dimension ◽  
Considerable Progress ◽  
Correlation Analyses ◽  
The Social ◽  
European Higher Education ◽  
Pedagogical Approaches

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences.

scholarly journals Moral and civism in higher education

2020 ◽  
Vol 20 ◽  
pp. 467-488
Author(s):  
Rudimar Gomes Bertotti ◽  
Gisele Rietow Bertotti
Keyword(s):  
Higher Education ◽  
National Security ◽  
Cultural History ◽  
History Of Education ◽  
Social World ◽  
Economic Plan ◽  
Secondary Sources ◽  
The Social ◽  
History Of ◽  
Teaching Programs

This article aimed to investigate the bibliography of the Study of Brazilian Problems (PBS) discipline at the Federal University of Paraná (UFPR) between 1971 and 1984. It was used primary and secondary sources, which unveiled the theoretical corpus that supported BPS teaching at UFPR. Some methodological elements of Cultural History were mobilized based on the understanding that individuals and groups grasp the social world and share it in a particular way, producing strategies and practices (political, social and educational) (Chartier 2002). Finally, the analysis revealed that BPS’ teaching programs were based on a bibliographic diversity, marked by books that were aligned with the Doctrine of the National Security and Development (DNSD), but which appeared alongside the works of some anti-regime authors. And that bibliographic focused on national problems denoted adherence to a larger DNSD policy aimed at encouraging the participation of university youth in the national political and economic plan.   Keywords: Brazilian Problems Study. Dictatorship. Teaching programs. Bibliography. History of Education.

scholarly journals ASSESSMENT IN HIGHER EDUCATION: CRITERIA AND EFFICIENCY INDICATORS

2018 ◽  
pp. 121-130
Author(s):  
Iryna Sokolova ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
English Language ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
Candidate Country ◽  
Potential Candidate ◽  
Institutional Practice ◽  
Academic Practices ◽  
The Bologna Process

The ongoing implementation of the Bologna Process in Europe prompts comparisons with international competitors and efforts to match their quality assurance standards. Higher education institutions must be effective to succeed in research, to provide best academic practices and high quality of studies. Terminological system of pedagogical science and practice of higher education reflects the goals, values and problems, structure and system of scientific knowledge of the XXI century. The process for content analysis is designed to achieve the objective analysis possible by defining the process of the qualities and characteristics to be measured in HE. The article provides definitions of basic concepts that describe the features of tools for measuring and assessing in higher education. A comparative analysis of the practice of applying criteria & indicators is made on materials of English-language publications. Starting from a conceptual discussion around commonly used terms, such as, «criterion» and «indicator», the author has shown that these terms do not have a single universal meaning. The analysis shows that there is no common understanding of what criteria-based means or what it implies for practice. Instead, they belong to a wide conceptual field, which covers various overlapping or closely related topics. This paper addresses the nature of the concept of criteria in relation to higher education. This paper provides examples of use different sets of criteria for the accreditation and external evaluation of Higher education institutions and study programmes in Bosnia and Herzegovina, recognised by the EU as a «potential candidate country». In accordance with the constitutional structure of BiH, there are several regulations for external QA which are combined for each accreditation procedure. The project «Strengthening Institutional Capacity for Quality Assurance» (2013-2015) aims to support the full implementation of the ESG at all levels and to carry out accreditations of all HEIs in the country. In the process of analyzing the institutional practice of the country the problem of harmonizing national criteria with updated ESG2015 for licensing, conducting accreditation of higher education institutions and educational programs has been raised. The author analyses ways of thinking about the practice of applying the indicators for the sphere of higher education. It is stated, that the concepts of «effectiveness» and «efficiency» are often confused. The peculiarities of using the indicator panels (OECD, World Bank, European Union) are described for measuring the quality at the level of the education system.

scholarly journals Evolving Social Dimension of the European Higher Education Area

2020 ◽  
pp. 147-160
Author(s):  
David Crosier ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Early Years ◽  
Social Dimension ◽  
European Higher Education Area ◽  
The Social ◽  
Institutional Action ◽  
European Higher Education ◽  
The Bologna Process ◽  
Looking Back

Abstract The social dimension is a term coined in the early years of the Bologna Process (BP). Although mentioned in the early ministerial communiqué texts, the term itself was not clearly defined until 2007. Looking back, this could perhaps be considered an oversight. However, the more likely explanation is that the term was chosen intentionally, leaving open possibilities for national and institutional action while, at the same time, committing countries to nothing precise.

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