Academic Senate Decision and Deliberation Communication in the Context of the Bologna Process: The Case of Ethiopian Public Universities

2018 ◽  
Vol 36 (2) ◽  
pp. 77-102
Author(s):  
Geberew Tulu ◽  
Michael Corbett ◽  
Sue Kilpatrick
Keyword(s):  
Public Universities ◽  
Bologna Process ◽  
Academic Senate ◽  
The Bologna Process

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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 Bologna Process. Academic Mobility in Romanian Technical Higher Education

2012 ◽  
Vol 47 ◽  
pp. 2229-2233 ◽  
Author(s):  
Liliana-Luminiţa Todorescu ◽  
Anca Greculescu ◽  
Gabriel Mugurel Dragomir
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Mobility ◽  
The Bologna Process

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 The Lithuanian Case of Higher Education Reforms in Europe

2015 ◽  
Author(s):  
Liudvika Leisyte
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Radical Change ◽  
The State ◽  
European Countries ◽  
Education Reforms ◽  
Higher Education Reforms ◽  
The Bologna Process

The Bologna process has spurred higher education reforms in various European countries. Higher education reforms in Lithuania took place rather incrementally and represented an interaction between two strong powers—the state and the academic oligarchy. In the 1990s, the structural changes at the forefront of the Bologna-related reforms in Lithuania, but higher education reforms have remained stagnant in Lithuania. It is too early to draw conclusions about the success of the reforms, but the involvement of various stakeholders and the vision of broad reforms increase hopes for prospects of a more radical change of the Lithuanian higher education landscape.

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