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Tytuł:
Digital Competences and Digital Skills in the Legal Regulation of the Digital Transformation of the European Union
Autorzy:
Szpor, Grażyna
Hajduk, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/42857326.pdf
Data publikacji:
2024
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
digital
competence
digital skills
higher education
knowledge
professional qualifications
EU law
digital transformation
Opis:
In the digital transformation process, the phases focusing on technical and economic aspects were followed by a phase exposing human capital issues. In approximately 3,000 acts of the European Union relating to the digital transformation process published in Eur-lex, as well as in an increasing number of national acts of the Member States, the terms “digital competences” and “digital skills” appear. They occur, inter alia, in the context of the financing of development tasks and their achievement indicators. In the application of existing law, it must be taken into account that the scopes and interrelationships of these new terms are framed differently. This ambiguity may have a negative impact on the effectiveness of digital transformation. It is postulated that the terminological consistency of the multi-level regulation should be improved and, in doing so, it should be noted that the prominence of digital skills in prospective acts and the way in which knowledge is captured can affect the use of the potential of universities.
Źródło:
Review of European and Comparative Law; 2024, 56, 1; 207-223
2545-384X
Pojawia się w:
Review of European and Comparative Law
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content and Language Integrated Learning (CLIL) in European Higher Education
Autorzy:
Papaja, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/44442009.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Content and Language Integrated Learning
higher education
pedagogy
language
content
benefits
drawbacks
Opis:
The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 1 (23); 251-273
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Legal Culture of Higher Education Students in the Context of European Integration of the Ukrainian Educational Space
Autorzy:
Vasyliuk, Tamara
Polishchuk, Oksana
Powiązania:
https://bibliotekanauki.pl/articles/29430830.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
higher education student
legal culture
educational environment
European integration
European education architecture
legal nihilism
Opis:
Significant changes in the field of education observed in recent years under the influence of economic, political and social processes, as well as Ukraine’s entry into the global, in particular European, educational space, have become the basis for the implementation of educational reforms at all levels – from preschool to adult education. That is why there is an urgent need for professionals in various fields to have a high level of legal culture, because ignorance of the law does not absolve one from responsibility. In addition, the goal of all reform processes in our country is to achieve compliance with the European architecture in the relevant fields – legal, educational, medical, etc. Regulations are the main means of regulating and implementing legal policy in the field of education. Formation of legal culture of all participants in the educational process is a guarantee of the rule of law, a guarantee of fostering respect for the law and the state as a guarantor of law and order in the exercise of the right to education by every citizen. Accordingly, the legal competence of students, regardless of their field of study, is no longer just a requirement of modern society, but also a basic need of every person. The category of «legal culture» is one of the main characteristics of the country’s legal system, which helps to determine the quality of the legal life of society. The level of legal knowledge is an indicator that reveals the quality of the legal life of a higher education student, which allows the latter to evaluate both his or her own actions and/or inaction and the actions of other members of society and to distinguish legal relations in different branches of law. Structural components aimed at improving the level of legal culture of higher education students can be divided into informative components (regulatory framework of a higher education institution, charter, collective agreement, internal regulations, provisions and procedures governing the educational process, etc.), an evaluative component is the direct attitude of a higher education student to law in general (teaching general legal disciplines to understand the importance of legal knowledge and skills) and an organizational component is the activities of research and teaching staff. The issue of forming legal culture in higher education students should be prioritized during higher education, since knowledge of and compliance with the rules of law at the present stage of European development is unconditional.
Źródło:
Viae Educationis; 2023, 3; 18-25
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Peculiarities of the Teaching of European Studies for Technical Specialties Students in Higher Educational Institutions of Ukraine (on the Example of Lviv Polytechnic National University)
Autorzy:
Turchyn, Yaryna
Kasha, Lidiia
Sukhorolska, Iryna
Powiązania:
https://bibliotekanauki.pl/articles/16538510.pdf
Data publikacji:
2023-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
research
European Union
European studies
technical specialties
Ukraine
Opis:
The purpose of the publication is to study the state and peculiarities of teaching European studies for students of technical specialties in higher educational institutions of Ukraine, mainly on the example of Lviv Polytechnic National University (hereinafter LPNU), where the Erasmus+ Jean Monnet Chair project “European Studies for Technical Specialties” (hereinafter EUSTS) has been implemented since September 2022. The hypothesis of the presented research is the statement that with the strengthening of the European integration course of Ukraine the demand for knowledge about the European Union and the European integration of Ukraine among students of technical specialties is increasing, and university education is ready to satisfy such a request, applying the latest methods and approaches in the organization of education. The main focus is on clarifying the peculiarities of the formation of European studies in Ukraine; including not only classical, but also technical universities in this process; search for effective mechanisms for implementing knowledge about the EU into the educational process of students of technical specialties. To achieve the specified goals, a number of research methods were used, such as: historical-comparative, periodization, analysis of empirical data, systemic and structural-functional. It has been found that the development of European studies in Ukraine has gone through several stages of its formation. The first lasted from the moment Ukraine regained its state independence in 1991 and was characterized by the presence of limited opportunities in universities to introduce European studies in the conditions of a centralized higher education system. The second stage was marked by the adoption of the Law of Ukraine “On Higher Education” (2014), which, in fact, provided sufficient tools for the development of European studies in Ukrainian universities. Similarly, at that time, the study of the European Union and European integration was formed at Lviv Polytechnic National University, including for students of technical specialties. On the basis of statistical data, it has been concluded that among the students of the National Academy of Sciences, there is a growing interest in the study of academic disciplines related to the EU and the European integration course of Ukraine. To a large extent, this is explained by the current political status of Ukraine as a candidate for EU membership and the strengthening of Ukrainian society’s support for the process of European integration as a result of Russian aggression. Accordingly, a number of educational disciplines have been introduced for students of technical specialties at the level of LPNU in recent years, which form knowledge about the EU and European integration, but only thanks to the implementation of international projects here, mainly the Erasmus+ Jean Monnet programs. This creates prerequisites for the fact that, in the future, separate educational programs in European studies can be developed at the university, which are most expedient to implement at the second (master’s) and third (PhD) educational levels. It is important that they focus on those policies of the EU and European integration directions of Ukraine that are of particular interest to students of technical specialties, for example, EU digital policy, EU energy policy, EU policy in the field of climate, environmental protection, etc. The acquired competences will not only allow the graduates of LPNU to implement European standards and values in their professional activities, but also to more effectively use the EU toolkit in the post-war reconstruction of Ukraine. Also, taking into account the recommendations of the Ministry of Education and Culture of Ukraine and the political situation of the state, it is worth introducing a mandatory educational discipline for all students of technical specialties of Ukrainian universities on the topic of the European Union, its principles, foundations and values, as well as the features of Ukraine’s European integration progress in various areas.
Źródło:
Copernicus Political and Legal Studies; 2023, 5; 63-73
2720-6998
Pojawia się w:
Copernicus Political and Legal Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sustainable Education in Ukraine Introducing the EU Language Policy Course into the Ukrainian Curriculum
Autorzy:
Biskub, Iryna
Danylchuk, Anna
Powiązania:
https://bibliotekanauki.pl/articles/22676735.pdf
Data publikacji:
2023
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
European Union
sustainable education
Ukrainian higher education
language studies
EU integration
Opis:
This article describes the experience gained during the implementation of the Erasmus+ Jean Monnet Module “European Union Language Policy” (EULP) in Ukraine. Ukraine has chosen a course of EU integration, a decision that has significantly affected its political, cultural, and social life. Participation in Erasmus+ projects facilitates Ukraine`s rapid and effective introduction to EU sustainable education practices. The EULP project team consisted of Ukrainian and Lithuanian academicians who together developed the programme of the course, focusing on five target groups: graduate students, post-graduate students, high school teachers, researchers, and civil society representatives. The EULP’s sustainable and multidisciplinary approach combines linguistic and cultural competences necessary for Ukrainian citizens in view, joining the European Union in the future. Our observations demonstrate that an increasing number of educational courses that combine professional training with expanding knowledge about the EU facilitate the process of reforming and integrating Ukraine into the common EU education area.
Źródło:
Language. Culture. Politics. International Journal; 2023, 1, 1; 103-113
2450-3576
2719-3217
Pojawia się w:
Language. Culture. Politics. International Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Local Language Mastery for Foreign Talent Management at Higher Education Institutions: Case Study in Czechia
Роль володіння місцевою мовою для управління іноземними талантами у закладах вищої освіти: тематичне дослідження в Чехії
Autorzy:
Fichtnerova, Eva
Nathan, Robert Jeyakumar
Powiązania:
https://bibliotekanauki.pl/articles/21293425.pdf
Data publikacji:
2023
Wydawca:
Dnieprowski Uniwersytet Narodowy im. Ołesia Honczara
Tematy:
European Union
Czechia
Local Language Mastery
Global Talent Management
інтернаціоналізація
Internationalization
Foreign Employees
іноземні працівники
Європейський Союз
Чехія
володіння місцевою мовою
глобальне управління талантами
Opis:
Purpose: This article explores the role and impact of Czech language mastery in the integration and retention of foreign academics in HEIs in the Czech Republic (Czechia). Czech higher education institutions (HEIs) aspire to attract the best talents to the workplace. The well-being of foreign experts in local workplaces is often researched without expounding the impact of local language mastery. HEIs in Czechia, like other universities in the European Union (EU), have strategic needs for foreign talents in tertiary education, however, various barriers persist in attracting and retaining foreign academics in Czechia. Design/Method/Approach: Based upon the theories of Global Talent Management, Internationalization, and Social Ecology, this study conducted quantitative research and collected primary data from 211 foreign academics living and working in HEIs in Czechia. The study evaluated the dimensions of the well-being of foreign academics with their Czech language mastery. For higher validity, the analyses were supplemented with qualitative research (research triangulation) - a qualitative analysis of open answers to supplementary questions, in which respondents got an opportunity to express their feelings and opinions, was performed. Findings: The result shows that although a multicultural environment exists in HEIs in Czechia, which allows for communication in English, the need to understand the local language i.e. the Czech language, for work orientation, administrative procedures and integration of a foreign employee into the local community in the medium and long-term are still pertinent. The Czech language is one of the biggest obstacles while integrating into the local community, and it takes foreigners at least five years to learn it for everyday interaction. Theoretical Implications: This study contributes to the extension of Global Talent Management theory by extending the dimension of local language mastery as an important driver for employee integration and retention into a local workplace and community for sustainable employment. Practical Implications: The study found that foreign academics can improve Czech language proficiency and feel better integrated with local communities after five years in Czechia. HEIs could play a proactive role in integrating and retaining foreign talents by assisting with local language mastery. Originality/Value: This study highlights the importance of local language mastery in regional HEIs of the EU, whose retention of foreign talents is directly affected by the expatriates’ ability to master the local language. Research Limitations/Future Research: The research lacked sufficient information on the total number of foreign academics currently residing in Czechia. However, 211 foreign academics participated in this study. Future studies could expand the study by surveying foreign experts in other EU countries as well as including other dimensions besides local language mastery.
Мета роботи: Ця стаття досліджує роль і вплив володіння чеською мовою на інтеграцію та утримання іноземних викладачів у закладах вищої освіти Чеської Республіки (Чехії). Чеські заклади вищої освіти (ЗВО) прагнуть залучити найкращі таланти на робочі місця. Добробут іноземних фахівців на місцевих робочих місцях часто досліджується без пояснення впливу володіння місцевою мовою. Заклади вищої освіти Чехії, як і інші університети Європейського Союзу (ЄС), мають стратегічні потреби в іноземних талантах у вищій освіті, однак існують різні бар'єри для залучення та утримання іноземних викладачів у Чехії. Дизайн / Метод / Підхід дослідження: Ґрунтуючись на теоріях глобального управління талантами, інтернаціоналізації та соціальної екології, у цьому дослідженні було проведено кількісне дослідження та зібрано первинні дані від 211 іноземних викладачів, які живуть і працюють у ЗВО Чехії. У дослідженні оцінювалися виміри добробуту іноземних науковців з урахуванням їхнього рівня володіння чеською мовою. Для більшої достовірності аналіз доповнений якісним дослідженням (тріангуляція дослідження) – був проведений якісний аналіз відкритих відповідей на додаткові запитання, в яких респонденти отримали можливість висловити свої почуття та думки. Результати дослідження: Результати показують, що хоча у закладах вищої освіти Чехії існує мультикультурне середовище, яке дозволяє спілкуватися англійською мовою, потреба в розумінні місцевої мови, тобто чеської мови, для орієнтації на роботу, адміністративних процедур та інтеграції іноземного працівника в місцеву громаду в середньостроковій та довгостроковій перспективі все ще залишається актуальною. Чеська мова є однією з найбільших перешкод на шляху інтеграції в місцеву громаду, і іноземцям потрібно щонайменше п'ять років, щоб вивчити її для повсякденної взаємодії. Теоретична цінність дослідження: Це дослідження сприяє розширенню теорії глобального управління талантами, розширюючи вимір володіння місцевою мовою як важливого чинника інтеграції та утримання працівників на місцевому робочому місці та в місцевій громаді для забезпечення стабільної зайнятості. Практична цінність дослідження: Дослідження показало, що іноземні науковці можуть покращити рівень володіння чеською мовою та почуватися краще інтегрованими з місцевими громадами після п'яти років перебування в Чехії. Заклади вищої освіти можуть відігравати проактивну роль в інтеграції та утриманні іноземних талантів, допомагаючи їм з оволодінням місцевою мовою. Оригінальність / Цінність дослідження: Це дослідження підкреслює важливість володіння місцевою мовою в регіональних закладах вищої освіти ЄС, чиє утримання іноземних талантів безпосередньо залежить від здатності експатріантів оволодіти місцевою мовою. Обмеження дослідження / Майбутні дослідження: Дослідження проводилося в малому та середньому бізнесі, а аналіз базувався на перехресних даних, які не можуть бути застосовані до ширшого спектру галузей.
Źródło:
European Journal of Management Issues; 2023, 31, 1; 3-13
2519-8564
Pojawia się w:
European Journal of Management Issues
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Faculty approaches to diversity in Eastern European education: implications for teaching sensitive topics
Autorzy:
Rymarenko, Margaryta
Dunajeva, Jekatyerina
Powiązania:
https://bibliotekanauki.pl/articles/2028148.pdf
Data publikacji:
2022-03-08
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Eastern Europe
higher education
diversity
sensitive topics
conceptions of learning
Opis:
This article analyses the concept of diversity in education in the context of Eastern Europe, and how its meaning might differ from that used in Western-focused literature. The study explores the ways in which faculty interpret diversity based on their experience of teaching contexts as being homogenous, situational, or internationalized, for which interviews have been conducted with university educators in Eastern Europe. In a phenomenographic analysis, three different approaches to how teachers engage with diversity in the classroom were identified: (1) exposing students to diversity as an external phenomenon through teaching; (2) focusing on the diversities among students in a given classroom and learning how to navigate them; (3) using the diversities present in the classroom to facilitate inclusive teaching and learning. We argue that the meanings and intentions associated with the understanding of diversity are constitutive of how faculty see their role in facilitating student learning in diverse classroom, and especially of their strategies to address sensitive and controversial topics. Finally, we discuss the implications for teaching practice and academic development, in addition to the relevance of diversity in Eastern European classrooms.  
Źródło:
Society Register; 2022, 6, 1; 129-148
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
International Higher Education as Foreign Policy: Comparing the Strategies of the EU, China, and Russia Towards Central Asia
Autorzy:
Longhurst, Kerry Anne
Nitza-Makowska, Agnieszka
Skiert-Andrzejuk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2195048.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Central Asia
higher education
Russia
China
European Union
soft power
Opis:
The article sheds light on the nexus between higher education and foreign policy. International higher education has become an increasingly prominent element of some states’ policies towards other countries as a flank to traditional foreign policy. It has occurred in Central Asia, where the European Union, China and Russia are all supporting teaching, research and capacity-building activities in the tertiary sectors of Kazakhstan, Uzbekistan and Kyrgyzstan. Although they employ similar tools and instruments, the assumptions and visions underpinning their respective strategies diverge. Russia’s strategy is shaped by historically informed identity factors and the impulse to entrench predominance in the post-Soviet space, whilst China uses its support for higher education as a soft infrastructure for its Belt and Road Initiative (BRI). Meanwhile, the EU has integrated higher education into its strategy for the region, which aims at drawing Central Asia closer to its orbit through democratisation and the rule of law.
Źródło:
Polish Political Science Yearbook; 2022, 4(51); 111-123
0208-7375
Pojawia się w:
Polish Political Science Yearbook
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Safe patient handling education: analysis from European higher education institutions
Autorzy:
Karppi, Marion
Jerez-Roig, Javier
Naamanka, Kati
Mimoso, Teresa
Sormunen, Erja
Dudoniene, Vilma
Mämmelä, Eija
Lucena, Aldina
Tamminen-Peter, Leena
Powiązania:
https://bibliotekanauki.pl/articles/2153011.pdf
Data publikacji:
2022
Wydawca:
Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
Tematy:
ergonomics
occupational safety
risk prevention
framework
assistive aids
patient handling
Opis:
Objectives According to current research, patient handling is not universally taught in academic nursing programs in Europe. Miscellaneous patient handling education may expose students and novice health care workers to occupational hazards, especially if the evidence-based contents of safe patient handling are not recognized. Health care workers deal with high physical workloads daily, which points out the importance of evidence-based curricula contents from the early phases of education. The aim of this study was to describe the patient handling education and to analyse the differences in curricula among higher education institutions (HEIs) in Europe. Material and Methods The study used a cross-sectional design and was conducted in HEIs educating health care professionals in Europe. The data was collected through a Webropol questionnaire consisting of structured and open-ended questions. Results Only 68.4% of the respondents stated that they have a framework that guides the patient handling education. Additionally, some answers referred to guidelines that are not adequate to be referred to as evidence-based guidelines on patient handling. There is variation in emphasizing workplace safety and risk assessment issues in the curricula, and variation in teaching of assistive aids. Conclusions Currently the patient handling education in the studied HEIs does not meet the requirements of evidence-based practice. The establishment of a European-wide framework, including both theoretical and practical training for safe patient handling is needed. The inclusion of risk assessment and workplace safety issues is essential to improve the risk management knowledge and skills and further avoid work-related musculoskeletal disorders.
Źródło:
International Journal of Occupational Medicine and Environmental Health; 2022, 35, 5; 615-623
1232-1087
1896-494X
Pojawia się w:
International Journal of Occupational Medicine and Environmental Health
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TRAILs-Ausbildungsprogramm für angehende und aktuelle Fachfremdsprachenlehrende – Ziele, Durchführung und Evaluation
TRAIL’s teacher training for aspiring and current foreign language teachers. Objectives, implementation and evaluation.
Autorzy:
Woźniak, Joanna
Kic-Drgas, Joanna
Cullen, Joseph
Holloway, Greg
Powiązania:
https://bibliotekanauki.pl/articles/2141913.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
LSP teacher training
LSP curriculum development
LSP in the European Higher Education Area
LSP teacher competences
Opis:
Increasing interest in learning languages for specific purposes, resulting primarily from the growing need for communication in the professional field, has contributed to the expansion of the offer of various language courses for specific purposes at universities and colleges. The international TRAILs project is being carried out to investigate the state of specialist language teaching in European higher education and to prepare and implement methods to develop the competences of language for specific purposes teachers. The aim of this article is to present activities undertaken within the TRAILs project in order to standardise the manner of training for LSP teachers.
Źródło:
Acta Neophilologica; 2022, 2, XXIV; 121-136
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Treća misija sveučilišta – osnovne razlike u pristupima
Third mission of the university – basic differences in approaches
Autorzy:
Bosanac, Maja
Milutinović, Jovana
Powiązania:
https://bibliotekanauki.pl/articles/48527489.pdf
Data publikacji:
2022
Wydawca:
European Business School Zagreb
Tematy:
američka sveučilišta
europska sveučilišta
poduzetništvo
treća misija
visoko obrazovanje
American universities
European universities
entrepreneurship
higher education
third mission
Opis:
Tradicionalne i osnovne misije sveučilišta, nastava i istraživanje sve se više proširuju. Treća misija sveučilišta je višedimenzionalan koncept koji poprima široke razmjere na svjetskom nivou. Kao cilj rada postavlja se proučavanje osnovnih sličnosti i razlika u pristupima trećoj misiji sveučilišta kada je riječ o američkim u odnosu na europska sveučilišta. Kao polazna osnova za usporedbu uzima se činjenica da treća misija sveučilišta svoje porijeklo ima na američkom kontinentu dok se nastanak sveučilišta vezuje za Europu. Cilj rada je konkretiziran na sljedeće zadatke: ispitati utjecaj globalnih obrazovnih politika na pristupe trećoj misiji sveučilišta; ispitati razlike u načinu funkcioniranja europskih u odnosu na američka sveučilišta; objasniti obrazovne implikacije provedbe treće misije na europskim sveučilištima. Kao zaključak rada ističe se da je neophodno razumijevanje globalnih društveno-ekonomskih utjecaja na proces visokog obrazovanja kako bi se sveobuhvatnije pristupilo obrazovnim reformama i načinima njihovog sprovođenja. Također, s obzirom na sudjelovanje sve brojnijih interesnih grupa u okviru realizacije treće misije sveučilišta, neminovno je razvijanje stavova o vrijednostima i načelima treće misije kod svih onih koji su uključeni u proces visokog obrazovanja.
The traditional and basic missions of the university, teaching and research are expanding. Terminology on the third mission of the university is gaining wide scope at the global level. The aim of this paper is to study basic similarities and differences in approach to the third mission of the university by comparing American to European universities. The starting point for comparing these approaches is the fact that the third mission of the university has its origins in the American continent, while the creation of the university is linked to Europe. The aim of this paper is to specify the following tasks: to examine the impact of global education policies on approaches to the third mission of the university; to examine the differences in the way European universities operate in relation to American universities; to explain the educational implications of the implementation of the university’s third mission at European universities. In conclusion, it is necessary to understand the global socioeconomic impacts on the process of higher education in order to approach educational reforms and ways of implementing them more comprehensively. Also, given the growing number of the participating interest groups in the implementation of the third mission of the university, it is inevitable to develop attitudes about the values and principles of the third mission among all those who are involved in the process of higher education.
Źródło:
Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo; 2022, 12, 1; 20-32
1849-7845
1849-661X
Pojawia się w:
Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Active Forms of Conducting European Studies: Experience, Analysis, Conclusions
Autorzy:
Sysoieva, Svitlana
Lokshyna, Olena
Protsenko, Olena
Tryhub, Ilona
Powiązania:
https://bibliotekanauki.pl/articles/40494486.pdf
Data publikacji:
2021
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
szkolnictwo wyższe
doktoranci
dbanie o jakość
aktywne formy
higher education
PhD students
ensuring quality
active forms
Opis:
RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education. THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms. THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training. RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.
CEL NAUKOWY: Celem artykułu jest ocena skuteczności form aktywnych (quiz, one pager, world café, wizualizacja: mind mapping, interaktywny wykład-dyskusja) stosowanych w ramach studiów europejskich dla doktorantów w zapewnianiu jakości edukacji szkoły wyższej. PROBLEM I METODY BADAWCZE: Materiał empiryczny badań został zebrany za pomocą ankiety z bezpośrednim udziałem autorów. Respondenci zostali poproszeni o ocenę każdej z aktywnych form w skali Likerta od 1 do 5 punktów w celu uzyskania skali ocen dla każdej z aktywnych form. PROCES WYWODU: Główne kompetencje zawodowe i ogólne osób ubiegających się o stopień doktora (umiejętność analizowania, oceny i syntezy nowych i złożonych pomysłów; umiejętność zastosowania wiedzy w sytuacjach praktycznych; umiejętność pracy w zespole itp.) można rozwijać za pomocą aktywnych formy szkolenia. WYNIKI ANALIZY NAUKOWEJ: Badanie wykazało, że aktywne formy są skuteczne w rozwoju kompetencji zawodowych przyszłych doktorów. WNIOSKI, INNOWACJE I REKOMENDACJE: Aktywne formy są obiecujące w kształceniu doktorantów, zwłaszcza w nauczaniu złożonej wiedzy i kształtowaniu kompetencji przekrojowych. Nie mniej ważny jest wniosek o konieczności zastosowania zestawu metod, które łącznie zapewniają realizację pełnego zakresu zadań edukacyjnych.  
Źródło:
Horyzonty Wychowania; 2021, 20, 56; 133-145
1643-9171
2391-9485
Pojawia się w:
Horyzonty Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Instytucje szkolnictwa wyższego jako instrument walki z kryzysem (perspektywa Unii Europejskiej)
Higher Education Sector as an instrument to tackle crises (the European Union perspective)
Autorzy:
Trzaska, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/31340733.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
Tematy:
kryzys
szkolnictwo wyższe
programy Unii Europejskiej
Quintuple Helix
crisis
Higher Education
EU Programmes
Opis:
Celem artykułu jest analiza działań Unii Europejskiej ukierunkowanych na wsparcie szkolnictwa wyższego, które prowadziłoby do wyjścia z kryzysu oraz osiągnięcia zrównoważonego rozwoju. Do realizacji celu wykorzystano metodę opisowo-indukcyjną, analizując komunikaty, rozporządzenia i programy Unii Europejskiej. Kryzysy są zjawiskiem złożonym o co najmniej dualnej naturze skutków (pozytywnej i negatywnej). Kluczowe narzędzia antykryzysowe nie powinny mieć wyłącznie charakteru doraźnego, lecz należałoby stosować je z myślą o zwiększeniu odporności i przyszłym rozwoju. W tym celu UE wspiera kraje członkowskie m.in. poprzez programy, których uogólniony przekrój priorytetów wpisuje się w sfery obejmujące istotę Quintuple Helix. Kluczowa rola instytucji szkolnictwa wyższego jako narzędzia do walki z kryzysem zawarta jest w strategii Europa 2020, z kolei programy tworzone na jej podstawie dla systemu edukacji cechuje dążenie do „otwartości i integracji”. Szkolnictwo wyższe pokrywa się zatem ze wskazanymi właściwościami antykryzysowymi, stanowiąc jednocześnie jeden z głównych obszarów wsparcia UE. Wartością dodaną niniejszego artykułu jest przedstawienie roli inwestycji w wiedzę w kryzysach, wyróżniając także znaczenie szkolnictwa wyższego w strategii UE.
The purpose of the article is to analyse the actions of the European Union aimed at supporting higher education, which would lead to recovery from crises and achieving sustainable development. The article uses a descriptive-inductive method by analysing EU communications, regulations and programmes. Crises have at least a dual nature of effects (positive and negative). It is worth emphasising that the tools to tackle a crisis should not be temporary, but should be used to enhance resilience and future development. Moreover, the priorities of EU programmes correspond with the values expressing the essence of the Quintuple Helix. Investment in higher education coincides with these characteristics, but its anti-crisis functions are often overlooked or marginalised. The key role of higher education institutions as a tool to tackle a crisis is included in the Europe 2020 Strategy, and the programmes developed on its basis for the education system are characterised by a commitment to openness and inclusiveness. Higher education corresponds with the indicated anti-crisis properties, at the same time constituting one of the key areas of EU support. The added value of this article is the presentation of the role of investment in knowledge in crises and the importance of this process for the EU.
Źródło:
UR Journal of Humanities and Social Sciences; 2021, 21, 4; 82-99
2543-8379
Pojawia się w:
UR Journal of Humanities and Social Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning or Earning: Impact of Student Employment on Student Careers in the Eastern Region of the European Higher Education Area
Autorzy:
Kocsis, Zsófia
Pusztai, Gabriella
Powiązania:
https://bibliotekanauki.pl/articles/1964305.pdf
Data publikacji:
2021-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
student employment
part-time work
commitment
performance
attrition
Opis:
While the number of higher education students doing paid work is increasing, there have been contradictory findings on the impact of student employment on student performance (Pascarella & Terenzini, 1998, Perna, 2010; Riggert et. al., 2006). Our study focuses on the impact of student employment on students’ careers and commitment in the Eastern Region of the European Higher Education Area. We used the PERSIST 2019 (N=2199) database. We assumed that paid work increases the chance of attrition and has a negative influence on commitment. Regarding commitment to one’s studies, there is no significant difference between working and non-working students, but, regardless of country, students who work regularly have much closer connections with faculty. They also get better results, which means that work related to one’s studies and keeping in contact with faculty have a positive effect on student performance.
Źródło:
The New Educational Review; 2021, 65; 149-161
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Superdiversiteit en culturele mobiliteit in Europees hoger onderwijs: een casestudie in culturele geschiedenis
Super-diversity and Cultural Mobility in European Higher Education: A Case Study in Cultural History
Super-różnorodność i mobilność kulturowa w europejskim szkolnictwie wyższym: studium przypadku historii kulturowej
Autorzy:
Beheydt, Ludo
Powiązania:
https://bibliotekanauki.pl/articles/1872924.pdf
Data publikacji:
2021-10-12
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
internacjonalizacja
szkolnictwo wyższe
super-różnorodność
mobilność kulturowa
historia kulturowa
internationalisation
higher education
super-diversity
cultural mobility
cultural history
Opis:
Dit artikel toont aan hoe de veranderde Europese maatschappelijke context wijzigingen opdringt in de internationalisering van het hoger onderwijs. Het geeft aan dat internationalisering vooralsnog gefocust was op intensifiëring van mobiliteit van studenten en staf, met verwaarlozing van de drastische ommekeer teweeggebracht in de Europese gemeenschap door de alom om zich heen grijpende “superdiversiteit” (Vertovec, “Super-diversity” en Super-diversity). De “diversifiëring van de diversiteit” heeft in een paar decennia de Europese bevolking omgetoverd in een bijzonder complexe mensenmengeling, afkomstig uit verschillende oorden, met uiteenlopende religies en culturen. Het gevolg van deze ommekeer is het ontstaan van een dringende behoefte om “mobiliteit” opnieuw te gaan interpreteren en internationalisering te heroriënteren door “culturele mobiliteit” (Greenblatt) te introduceren. Het tweede deel van het artikel werkt dan heel concreet uit hoe culturele cursusinhoud bedoeld voor een internationaal studentenpubliek uit het hoger onderwijs, overeenkomstig Greenblatts principes van “culturele mobiliteit”, vorm kan worden gegeven door invoering van internationale inhoud en interculturaliteit.
Europejski kontekst społeczny wymusza zmiany w umiędzynarodowienia szkolnictwa wyższego. Autor wskazuje na fakt, że do tej pory internacjonalizacja koncentrowała się na intensyfikacji mobilności studentów i pracowników, pomijając drastyczny zwrot dokonany w społeczności europejskiej wskutek wszechobecnej „super-różnorodności” (Vertovec, “Super-diversity” i Super-diversity). W ciągu kilku dziesięcioleci „dywersyfikacja różnorodności” przekształciła europejską populację w wysoce złożoną mieszaninę ludzi, pochodzących z różnych miejsc, o różnych religiach i kulturach. Rezultatem tego zwrotu jest pilna potrzeba ponownej interpretacji terminu „mobilność” oraz reorientacji internacjonalizacji poprzez wprowadzenie „mobilności kulturowej” (Greenblatt). W drugiej części artykułu autor omawia to, w jaki sposób treści kursów kulturowych przeznaczonych dla międzynarodowej społeczności studentów szkół wyższych, zgodnie z zasadami „mobilności kulturowej” Greenblatta, poprzez wprowadzenie elementów międzynarodowych i interkulturowości.
The present article shows how the changing societal context in Europe is imposing a reshaping of the internationalisation of higher education. It argues that internationalisation has mainly focused on intensifying the mobility of students and staff, but has neglected the drastic change in European society brought about by “super-diversity” (Vertovec, “Super-diversity” and Super-diversity), that “diversification of diversity” which, over a couple of decades, has transformed the population of Europe into a highly complex mixture of people from different places, with different languages, religions and cultures. The consequence of this sudden change is that there is now an urgent need to “move beyond mobility” and to reshape internationalisation through “cultural mobility” (Greenblatt) in course content and learning styles. The second part of this article elaborates on a proposal for concrete course content in line with Greenblatt’s manifest to modify conventional ways of thinking about mobility. Taking account of “cultural mobility”, the proposed course in the Cultural History of the Arts tries to create a balance between cultural persistence and cultural change by introducing international content and interculturalism. The case study thereby highlights possible directions for future internationalised course development.
Źródło:
Roczniki Humanistyczne; 2021, 69, 5 Zeszyt Specjalny / Speciale Uitgave; 187-202
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
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