scholarly journals Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 542 ◽  
Author(s):  
Míriam Hernández-Barco ◽  
Jesús Sánchez-Martín ◽  
José Blanco-Salas ◽  
Trinidad Ruiz-Téllez
Keyword(s):  
Higher Education ◽  
Science Education ◽  
Service Learning ◽  
Science Teachers ◽  
Bologna Process ◽  
The Sustainable Development ◽  
University Level ◽  
The University ◽  
The Bologna Process ◽  
Final Degree

The Bologna Process and the European Higher Education area require the application of new active methodologies in the classroom that place the student at the center of his or her learning process. In the present work, we analyze the application of a Service-Learning (SL) methodology in the context of a Final Degree Dissertation (FDD) in the degree in Environmental Sciences at the University of Extremadura (Spain). The project deals with an isolated Kichwa community in Ecuador and involves the development of alternative science education materials for the capacitation of in-service science teachers. This paper evaluates how an FDD carried out according to Service-Learning (SL) principles can help in the acquisition of so-called “soft skills” and how these can be focused in the promotion of the sustainable development goal (SDG) knowledge and achievement. To this end, a qualitative study of the experience and a deep evaluation, followed by a final reflection, were carried out. According to the preliminary results, we can conclude that Higher Education should include SDGs in its teaching praxis and could do this successfully using the SL methodology.

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

Obraz współczesnej akademickości w Polsce

2016 ◽  
Vol 14 (14) ◽  
pp. 30-38
Author(s):  
Andrzej Chodubski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
European Union ◽  
Information Society ◽  
Bologna Process ◽  
Traditional Values ◽  
The European Union ◽  
Scientific Communities ◽  
The University ◽  
The Bologna Process

It is indicated in the lecture that higher education (universities) is one of the fundamentalentities that change the image of cultural and civilizational life. Nowadays, its existence in Poland is based on the European Union projects, including rules of so called the Bologna process. Changes in theimage and development of the Polish academicism that have been taking place, became subject of deep criticism made by scientific communities, as well as broad publicopinion. In the process of these changes a clash between traditional values and information society creation was revealed. A particularly critical attitude towards the present development of academicism at the University is presented by representatives of humanities and social sciences.

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

scholarly journals Wszędzie dobrze, ale w domu najlepiej. Analiza decyzji dotyczących kontynuacji nauki na studiach drugiego stopnia na podstawie danych rejestrowych Uniwersytetu Warszawskiego

1970 ◽  
pp. 309-332
Author(s):  
Tomasz Zając Tomasz Zając ◽  
Agata Komendant-Brodowska
Keyword(s):  
Higher Education ◽  
Rational Choice ◽  
Rational Choice Theory ◽  
Choice Theory ◽  
Bologna Process ◽  
Bachelor's Degree ◽  
Methodological Individualism ◽  
Costs And Benefits ◽  
The University ◽  
The Bologna Process

The aim of the paper is to analyse decisions of first degree graduates concerning continuation of their education on second-degree programmes. One of the changes introduced by the Bologna process was a division of university programmes for the first-degree (bachelor’s degree) and seconddegree (master’s degree) programmes. As a result, a new educational threshold has appeared in the course of higher education and at that threshold students decide whether to continue education and if so, which university and programme to choose. All choices involve various costs and benefits, both to be experienced immediately, as well as those that students plan to achieve or incur in the future. The article presents data on the decisions regarding the continuation of studies in the context of the assumptions of rational choice theory: methodological individualism and rationality of actors. The analysed data come from registers of the University of Warsaw. The most common decision of first-degree graduates at the University is not to change anything: either the programme or mode of study. This result will be explained in the context of assumptions about the preferences of the students.

Interlinguistics and Esperanto studies at universities

2008 ◽  
Vol 32 (3) ◽  
pp. 269-279 ◽  
Author(s):  
Sabine Fiedler
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
Winter Semester ◽  
European Universities ◽  
Cycle System ◽  
European Higher Education ◽  
The University ◽  
University Of Leipzig ◽  
The Bologna Process

The Bologna process aims to create a European Higher Education Area by 2010, in which university studies are comparable and compatible and degrees more transparent. Its priority is the introduction of the three-cycle system Bachelor — Master — Doctorate. At the University of Leipzig a project was launched to connect the implementation of the new structures with the establishment of a programme in interlinguistics and Esperanto studies. In the winter semester 2007/2008 a compulsory-optional module with the title Universal Languages was taught, consisting of a weekly lecture, seminar and a language course Esperanto. It was an initiative of the Gesellschaft für Interlinguistik e.V. and financially supported by the Esperantic Studies Foundation. The paper reports on the structure, contents and results of the module and draws conclusions for similar initiatives at other European universities.

scholarly journals Digitisation and Language Technologies in the Learning Process of Information Sciences

2010 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Hrvoje Stančić ◽  
Sanja Seljan ◽  
Jadranka Lasic-Lazic
Keyword(s):  
Learning Process ◽  
Student Mobility ◽  
Bologna Process ◽  
Computer Assisted ◽  
Automatic Translation ◽  
E Learning ◽  
University Level ◽  
The University ◽  
The Bologna Process ◽  
Information Sciences

The authors discuss the need for digital content that represents the basis for multilingual and multi­cul­tural environment enabling multilingual information retrieval and computer-assisted translation. The authors examine the learning process of information sciences at Croatian university level education in correlation with the European context. The problem of multilingualism in the information society has been investigated in the context of the Bologna process and the requirement of the student mobility as well as in the context of different EU standards, action plans, and framework programmes. Further, the authors describe e-learning environment implemented at the university level, give the results of the re­search made among the users of the system, and discuss the potential problems considering the digitisa­tion in the process of preparation of the materials in order to enable the application of language technolo­gies for automatic translation suitable in the student mobility environment.

3. Global patterns of higher education

2017 ◽  
pp. 37-61
Author(s):  
David Palfreyman ◽  
Paul Temple
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Ivy League ◽  
Higher Education System ◽  
Global Patterns ◽  
International Convergence ◽  
The University ◽  
The Bologna Process ◽  
National Systems

‘Global patterns of higher education’ looks at the different types of education system globally. Although virtually every country has its own national higher education system, and each of these national systems has its own peculiarities (and most national systems contain considerable variations within them), scholars of higher education have defined a number of system types: the Humboldtian model, which emphasizes the integration of teaching and research; the ‘Napoleonic’ model of France; the Anglo-Saxon model; the US’s Ivy League and intensive research model; and an emerging Confucian model in Asia. The relationship between the state and the university and college is also considered along with the Bologna Process of international convergence.

scholarly journals UNIVERSIDADE E CRISE INSTITUCIONAL: perspectivas de uma formação humana

2017 ◽  
Vol 3 (6) ◽  
pp. 274
Author(s):  
Maria José de Pinho
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Professional Competence ◽  
Bologna Process ◽  
Educational Process ◽  
New Paradigm ◽  
Contemporary Reality ◽  
The University ◽  
Traditional Paradigm ◽  
The Bologna Process

A universidade brasileira do século XXI tem enfrentado adversidades multidimensionais no âmbito do ensino e da pesquisa. Sua estabilidade tem percorrido um labirinto de inferências que a impede de adentrar o espaço educativo para se desenvolver em um processo educacional que atenta à sua função social e humanística, perante uma sociedade desacreditada de possibilidades superadoras. Nesse sentido, buscamos fazer uma reflexão da transição do paradigma conservador para paradigma emergente e sua influência no contexto da universidade do século XXI na perspectiva de uma visão complexa da realidade contemporânea. Buscamos contextualizar a universidade como protagonista na construção de um novo paradigma para educação. O repensar das instituições de ensino superior a partir do Processo de Bolonha tendo em vista uma educação superior voltada para competitividade  e para a competência profissional. Os desafios da universidade para este século tanto nos aspectos filosóficos e epistemológicos na percepção da complexidade humana e da pertinência do conhecimento mediante a superação do conhecimento fragmentado e compartimentalizado, colaborando para o autoconhecimento e para o diálogo entre os saberes.   PALAVRAS-CHAVE: Paradigma Tradicional. Paradigma Emergente. Universidade. Processo de Bolonha. Pensamento Complexo.     ABSTRACT The Brazilian university of the 21st century has faced multidimensional adversities in teaching and research. Its stability has gone through a labyrinth of inferences that prevents it from entering the educational space to develop in an educational process that attentive to its social and humanistic function, before a discredited society of surpassing possibilities. In this sense, we seek to reflect on the transition from the conservative paradigm to the emerging paradigm and its influence in the context of the 21st century university in the perspective of a complex view of contemporary reality. We seek to contextualize the university as protagonist in the construction of a new paradigm for education. The rethinking of higher education institutions from the Bologna Process towards higher education focused on competitiveness and professional competence. The challenges of the university for this century in both the philosophical and epistemological aspects in the perception of human complexity and the relevance of knowledge by overcoming fragmented and compartmentalized knowledge, collaborating for self-knowledge and for dialogue between knowledge.   KEYWORDS: Traditional Paradigm. Emergent Paradigm. University. Process of Bologna. Complex Thinking.     RESUMEN La universidad brasileña del siglo XXI ha enfrentado adversidades multidimensionales en el ámbito de la enseñanza y la investigación. Su estabilidad ha recorrido un laberinto de inferencias que le impide adentrar el espacio educativo para desarrollarse en un proceso educativo que atenta a su función social y humanística ante una sociedad desacreditada de posibilidades superadoras. En ese sentido, buscamos hacer una reflexión de la transición del paradigma conservador hacia paradigma emergente y su influencia en el contexto de la universidad del siglo XXI en la perspectiva de una visión compleja de la realidad contemporánea. Buscamos contextualizar la universidad como protagonista en la construcción de un nuevo paradigma para la educación. El repensar de las instituciones de enseñanza superior a partir del Proceso de Bolonia con vistas a una educación superior dirigida a la competitividad y la competencia profesional. Los desafíos de la universidad para este siglo tanto en los aspectos filosóficos y epistemológicos en la percepción de la complejidad humana y de la pertinencia del conocimiento mediante la superación del conocimiento fragmentado y compartimentalizado, colaborando para el autoconocimiento y para el diálogo entre los saberes.   PALABRAS CLAVE: Paradigma Tradicional; Paradigma Emergente; Universidad; Proceso de Bolonia; Pensamiento Complejo.

scholarly journals HOW THE BOLOGNA PROCESS HAS CHANGED THE CLASSROOM / KAKO JE BOLONJSKI PROCES IZMIJENIO UČIONICU

2020 ◽  
pp. 70-85
Author(s):  
Tatjana Marjanović
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Bologna Process ◽  
Education Systems ◽  
Policy Makers ◽  
Academic Publications ◽  
European Education ◽  
The University ◽  
The Bologna Process ◽  
Practical Investigation

The Bologna process is generally described as a joint effort of European education policy makers and universities in creating a common higher education area in Europe aimed at increased student and staff mobility, as well as overall comparability and compatibility of higher education systems across Europe. The large-scale reforms have inspired and generated volumes of academic publications from a number of perspectives, e.g. economic, legal, political, and so forth. What seems to be lacking at this point is a more practical investigation into how the Bologna process has transformed the education systems of some of its less visible member countries such as Bosnia and Herzegovina. More specifically, the aim is to show how the reforms have affected what goes on in the classroom by comparing select aspects of studying in both pre-and post-Bologna times at one of the country’s universities. Examples have been given of courses taught and taken at the University of Banja Luka’s English department pre-and post-Bologna to draw a parallel between some of the coursework and examination requirements now and then.

Sign in / Sign up

Export Citation Format

Share Document