An Analysis of the New Regulations Introduced with Higher Education Personnel Law No. 7100 from the Perspective of Faculty Members

This study aims to find out the faculty member opinions regarding the new regulations introduced with the Higher Education Law No. 7100. It employs the phenomenological design, which is a qualitative research design. The study group consists of 44 faculty members who voluntarily participated in the research. The faculty members' opinions were collected using a form that included standardized open-ended interview questions, which were then interpreted through content analysis. The results show that although academics have positive opinions about the new academic promotion system, they find the new regulations relatively inadequate. The participants making positive comments on the new regulations think that the new academic titles have international equivalence, differences between the titles are considered, and what these titles entail is made clearer thanks to these regulations. The participants who assert negative opinions about the regulations, on the other hand, think that these changes fail to bring a satisfactory improvement since they have simply changed instructors' titles, and even caused a loss of status for them. Therefore, they argue that such a change was not necessary. While the participants consider the granting of associate professorship title by the Interuniversity Board (UAK) without performing an oral exam as a positive development, they are mostly negative about the university tenure granting policies for the holders of this title.

Case C-66/18

On October 6, 2020, the Court of Justice of the European Union (CJEU) handed down its judgment in Commission v. Hungary. It found that Hungary had violated the General Agreement on Trade in Services (GATS), as well as internal European Union law—specifically the EU Charter of Fundamental Rights (EU Charter). The case arose out of Hungary's 2017 amendment to its higher education law. The amendment imposed two novel requirements on foreign universities operating in Hungary. It barred any non-EU university from operating unless its country of origin concluded a specific enabling treaty with Hungary. Moreover, it required that the foreign university actually provide educational services in its country of origin. While framed in general terms, it is hard to avoid the conclusion that the 2017 amendment was aimed at ending the operations of the Central European University (CEU) in Hungary.

A Legal Evaluation of the Legislation Regarding Scientific Research and Publishing Ethics Committees in the Fields of Social and Humanatirian Sciences and Educational Sciences in Universities: A Qualitative Research

In Article 65 of Higher Education Law numbered 2547, formation, duties and operations of scientific research and publication ethics boards have to be regulated by regulations issued by Higher Education Council (HEC). Despite this legal obligation, ethical committees in higher education institutions are not regulated by regulation; They are regulated by HEC Scientific Research and Publication Ethics Directive (HECSRPED) issued in 2016. Universities also make regulations regarding these boards within their own bodies with directives issued by decisions of their senates. In the research, firstly, the literature on the ethics committees and relevant legislation are examined. Then, categories are determined by using the document review method, considering regulations of ethics committees in HECSRPED; in the context of these categories, directives issued by 3 state universities in İstanbul regarding ethics committees in fields of social and humanities and educational sciences are analyzed. Findings show that provisions of a directive issued by universities on ethics committees generally do not coincide with relevant provisions in HECSRPED and even contain significant contradictions. It has also been discussed that ethical committees in universities may harm the principle of conducting scientific research freely and cause important bureaucratic problems and workload for both researchers and board members. It has been suggested that issues related to ethical committees are regulated by HEC, eliminating illegality in directives issued by universities and that universities can issue directives on issues that are not clarified in HECSRPED. In addition, it was recommended to conduct case studies and phenomenological studies regarding ethics committees for researchers.

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

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.

A Review of the Working Dynamics of the Salem-Keizer/Cascade Student Threat Assessment and Willamette Valley Adult Threat Advisory Team Models

This chapter outlines the step-by-step procedures for collaborative threat assessment in K–12 schools and communities. Focusing on the Salem-Keizer/Cascade model for student threat assessment and the Willamette Valley Adult Threat Advisory Team model for adult threat assessment, this chapter lists the sequential instructions and protocol for investigating and assessing threatening situations involving both youths and adults. The chapter also provides guidelines for conducting threat assessment through a collaborative process that involves both youth-serving and community-serving public agencies, such as K–12 education, higher education, law enforcement, public mental health services, youth and adult parole and probation, the courts, victim advocacy, and the district attorney’s office. While this chapter does not provide data, the model is currently being reviewed by three research projects that examine referral and intervention outcomes, including impacts on underserved and at-risk populations, overidentification of students of color, and the effectiveness of preventing the school-to-prison pipeline and expulsion. One of those projects has initially found that the model supports all students with inclusion and decreases the chances of arrest and expulsion. Finally, the chapter provides links to examples of assessment protocols with assessment questions.

Penerapan Pendidikan Jarak Jauh (PJJ) Dimasa Pandemi Covid-19 pada SIDH Belanda dan SIKL Malaysia

The covid-19 pandemic caused the elimination of all activities that are usually carried out by almost everyone in the world, especially learning activities at various levels. Based on the Higher Education Law number 12 of 2012, article 31 concerning Distance Education (PJJ) is a learning process that is carried out remotely through the use of various communication and information media. Therefore, since the covid outbreak, distance education is now widely applied in the learning process almost all over the world. This study aims to determine the application of distance education in SIDH Netherlands and SIKL Malaysia during the pandemic, and to find out the obstacles in the application of distance education in SIDH Netherlands and SIKL Malaysia during the pandemic. The method used in this research is descriptive qualitative method. Data collection techniques in this study using interview techniques. The results of the study state that SIDH in the Netherlands and SIKL Malaysia have implemented the PJJ (Distance Education) system since 2008, with Distance Learning being used to do this, automatically during this pandemic, students are not surprised by the online learning provided. teachers (educators), but there are also some obstacles faced during the teaching and learning process during the pandemic. Whereas in SIKL Malaysia, distance education was implemented when there was covid-19, so all students study at their respective homes. In its application, there are several obstacles in the learning process, one of which is signal constraints. The teachers from the two scools have coshen the best method for their students so that learning can be carried out optimally. And it is hoped that in learning to apply health protocols so that students and teacherscan carry out learning activities comfortably.

Lowering the Bar? Students with Disabilities in PRC Higher Education

In the People's Republic of China, the 2015 (revised) Higher Education Law provides that citizens enjoy the right to receive higher education. That legal ideal, however, is not easy to implement in practice. One important issue in higher education is the extent to which in law and in practice the educational rights and interests of students with disabilities are realized. In anticipation of difficulties, the same law specifically requires Chinese higher education institutions to enrol disabled students who meet the relevant admission qualifications and it explicitly prohibits rejection on grounds of disability. Admission standards and processes, however, remain a problem, as do social attitudes to disability, and other difficulties persist in securing the rights and interests of disabled persons in higher education. The complications that arise remain significantly under researched and are not explicitly addressed in the Higher Education Law. Proposals for reform are not likely to succeed without substantial changes in societal and governmental attitudes.

Konstytucyjność uregulowań w zakresie nadzoru fachowego nad szkołami wyższymi w Polsce na gruncie ustawy Prawo o szkolnictwie wyższym i nauce

The Polish Accreditation Committee (Polska Komisja Akredytacyjna – further as „PKA”) is an entity authorised to conduct control activities supporting the minister’s supervisory competencies. The institution aroused great controversy from the very beginning. The procedures and operating principles, as part of professional supervision, have been declared as unconstitutional. Despite the fact that the decisions issued by the Constitutional Tribunal are generally applicable, it’s not known why the legislator feels he is released from his obligation to comply with the Tribunal’s decisions, putting into legal circulation regulations which are already considered unconstitutional. In the field of regulations on professional supervision over universities the presented situation not only undermines the fundamental rights of universities, as entities external to public administration, but also has the direct impact over citizens’ rights – students studying in controlled universities. The presented study discusses the law regulations of higher education and science in the scope of the procedures and competences given to the PKA in terms of their compliance with the Constitution. Comparing previously applicable higher education law before and after Constitutional Tribunal’s passed verdict from 2013 (which stated the unconstitutionality of regulations in the scope of the control procedure carried out by PKA) with applicable law allows to support the thesis about the unconstitutionality of new regulations introduced in this respect and depriving universities of the right to an effective defence. Derived conclusions clearly indicates that the new law, which in its assumptions was to be better and revolutionize higher education in Poland, is another legal act requiring a thorough change from the very beginning, which does not improve the legal situation of universities in Poland in the examined scope, and in some aspects makes the situation much worse.

PENINGKATAN SOFT SKILL PROPOSAL PENELITIAN BAGI MAHASISWA NUSA TENGGARA TIMUR

Abstrak: Di dalam perkembangan dunia pendidikan yang terus berubah maka dibutuhkan pemahaman akan gagasan penelitian yang mutakhir. Gagasan peneltiian dalam lingkup pendidikan tinggi tercermin dalam proposal penelitian dimana mengacu Undang-Undang Republik Indonesia Nomor 12 Tahun 2012 tentang Pendidikan Tinggi (UU No. 12-2012) dijelaskan bahwa didalam mengembangkan bakat, minat serta kemampuan dirinya maka hal tersebut dapat dilakukan melalui kegiatan kokurikuler dan ekstrakurikuler. Kedua kegiatan itu dapat dilaksanakan melalui organisasi kemahasiswaan. Dalam pengabdian masyarakat ini para mahasiswa mendapatkan pemahaman secara komprehensif akan proposal peneltiian yang memenuhi kualifikasi Ristekdikti. Adanya perancangan proposal penelitian dan pemaparan secara individual menjadikan mahasiswa siap secara maksimal untuk mengetahui apakah penelitian yang digagasnya dapat dilaksanakan secara rasional atau tidak. Abstract: In the development of an ever changing education world, it is necessary to understand the latest research ideas. The idea of research in the scope of higher education is reflected in research proposals which refer to the Law of the Republic of Indonesia Number 12 of 2012 on Higher Education (Law No. 12-2012) explained that in developing his talents, interests and abilities, this can be done through co-curricular activities. and extracurricular. Both activities can be carried out through student organizations. In this community service students gain a comprehensive understanding of research proposals that meet the Ristekdikti qualifications. The existence of individual research proposal design and presentation makes students optimally prepared to find out whether the research they initiated can be done rationally or not.