Analyzing Difficulties about Application of Bologna Process in Turkey via Goldratt’s Thinking Processes: A Case Study

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Gulsen Akman ◽  
Leyla Şenol
Keyword(s):  
Bologna Process ◽  
Thinking Processes

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals The case study in learning law

2018 ◽  
Vol 8 (2) ◽  
pp. 60-65
Author(s):  
Maria Joao Mimoso ◽  
Bárbara Magalhães Bravo ◽  
José Caramelo Gomes
Keyword(s):  
Learning Process ◽  
Social Life ◽  
Deductive Reasoning ◽  
Current Model ◽  
Bologna Process ◽  
Case Study Method ◽  
Teaching Learning ◽  
The Right ◽  
Learning Law

The present study is a reflection on the method of case study in learning law. To achieve this purpose we will discuss the traditional method and its limitations to the challenges of law in the era of globalization. We will emphasize the urgent need to implement the case study method in Portuguese law schools, as an instrument that enhances the active participation of the student, protagonist in the process of learning and knowledge acquisition. This study is justified today, especially the challenges triggered by the Bologna process, including the implication in the teaching, learning and assessment. The teacher is assumed as a supervisor of the learning process, calling for the autonomy of the student. It is intended that students develop critical thinking and be able to reflect on their own learning process. Therefore, the need to revise the traditional methodology here rooted in the teaching of law. A review of the literature will be carried out, which will seek to contextualize, at present, the reflexivity with the pedagogical objective. Use shall be a deductive reasoning, based on the general reality of teaching to learning the law, underlining the importance of the case study method for the development of didactic and pedagogical dimension. At the end of this tour we will be able to discern the extent of the right learning, seeking a methodological model capable of mobilizing students for their new role, participatory and critical. The current model of education should focus on learning and the use of teaching methods that are not limited to the learning, particularly the most active. The student should be able to participate and discuss the acquired knowledge in concrete contexts of social life. Keywords: education; teaching; case; method.

Evaluating International Competitiveness

2014 ◽  
pp. 202-218
Author(s):  
Kathleen Voges ◽  
Constantin Bratianu ◽  
Alina Mihaela Dima ◽  
Daniel A. Glaser-Segura
Keyword(s):  
Quality Assurance ◽  
Bologna Process ◽  
International Competitiveness ◽  
Future Research ◽  
Global Competitiveness ◽  
Study Approach ◽  
Future Research Agenda ◽  
Global Competitiveness Index ◽  
The Bologna Process

This chapter addresses the need for improvement in the development of quality assurance indicators to evaluate progress related to the implementation of the Bologna Process. There is noted room for improvement, as well as an interest in engaging feedback from key stakeholder groups, namely employers. The authors propose that the use of the Global Competitiveness Index with specific attention to the measures provided in Pillars 11, Business Sophistication, and Pillar 12, Innovation provide a transparent and trust-worthy indicator. The measures capture both the absolute and relative standing of a nation's international competitiveness. Using a case study approach that illustrates implementation efforts in Romania, the authors present how the measures might be incorporated into quality assurance indicators at both the national and institutional level. We provide propositions and suggest a future research agenda to advance an understanding of how the use of these indicators can advance convergence of higher education practices in the EHEA.

scholarly journals Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania

2020 ◽  
pp. 545-564
Author(s):  
Mădălina Chitez ◽  
Roxana Rogobete ◽  
Alexandru Foitoş
Keyword(s):  
Higher Education ◽  
Digital Humanities ◽  
Bologna Process ◽  
White Paper ◽  
Eastern European ◽  
Digital Competence ◽  
European Universities ◽  
Competence Training ◽  
Teachers And Students

Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).

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