Suchergebnisse

Billie Dziech wrote "The Lecherous Professor" in 1984; articulating the problem of sexual harassment on college campuses. This work reflects on a variety of aspects of sexual harassment, its litigation and law.

Drawing on over a decade of empirical research, this article develops the framework of 'Transnational Care Constellations' in order to understand how mothers, children and caregivers are connected across national terrains. This approach takes into account the ways families organize care, economic, health and everyday decisions and focuses on relationships across nations. The purpose of this article is twofold: (1) to present relevant literature in transnational migration research that has led me to think about care as a central piece that keeps families together; and (2) to show through empirical ethnographic data three cases of families that are organized transnationally. This article also takes into consideration the impacts of a global pandemic in the modes of communication transnational care constellations have used.

Continental Europe has a lot to learn from the developed real
estate markets of the UK and the USA. Focuses on the problem areas where
more information and more research are required.

"This book provides an overview of the important elements of education law in Ontario, Canada, as education is under provincial jurisdiction in the country. It also briefly describes similar education law contents in California, the United States, as in the US education is mainly under the control of states and California is the most populous state. In addition, the book delineates corresponding contents in Chinese education law, as China has the largest education system in the world"--

This poster introduces PhD research that aims to examine two phenomenon: education export that is provided by Finnish higher education institutions and quality of education that is considered to become visible through institutional actions and political initiatives. Poster and handouts are available at CHER conferences, University of Jyväskylä, Finland from Monday 28th of August to Wednesday 30th August .

The following article is directed to summarise different types of cooperation between Germany and African institutions in respect of higher education (HE), especially focusing on the main German organisations operating as (co-)financed by state budgets. Suggesting the relevance of HE for African middle classes the position of African universities in international rankings are discussed. The author then suggests reflecting the specific traits and differences between 'Aid', 'Exchange', 'Cultural Diplomacy' and 'Trade' in education transfers across borders before presenting German government-backed institutions and their programmes towards HE in Africa according to these types of what is mostly called 'cooperation' or 'partnerships'. The article closes with some conclusions and the contextualisation of German HE policies into the broader scene of the HE transfer. (DIPF/Orig.) ; Im folgenden Aufsatz wird die Zusammenarbeit Deutschlands mit afrikanischen Ländern im Hochschulbereich, mit Blick auf die wichtigsten deutschen staatlichen oder wesentlich mit staatlichen Mitteln agierenden Organisationen, thematisiert. Vor dem Hintergrund der gewachsenen Bedeutung von Hochschulbildung für die afrikanischen Mittelklassen werden internationale Rankings hinsichtlich der Position afrikanischer Universitäten ausgewertet. Im weiteren Fortgang wird zunächst vorgeschlagen, sich der Spezifika und Unterschiede verschiedener Typen grenzüberschreitender Bildungstransfers gewahr zu werden, namentlich, Hilfe', Austausch', Kulturelle Diplomatie' und, Handel'. Anschließend werden die wichtigen deutschen Akteure und ihre Programme, die meist unter Etiketten wie, Zusammenarbeit' oder, Partnerschaft' firmieren, anhand dieser Typen vorgestellt und eingeordnet. In den abschließenden Folgerungen wird die deutsche Hochschulkooperation in größere Zusammenhänge des hochschulischen Bildungstransfers eingeordnet. (DIPF/Orig.)

Paper presented at the UACES conference, Cork, 1-3 September 2014Panel 812 'Europeanisation, Internationalisation and the Transformation of European Higher Education' ; The transformations of higher education (HE) systems in Central and Eastern Europe (CEE) have come about as a result of the new liberal economic and political agenda that has prevailed since the fall of communism, combined with the impact of EU accession conditions. On the eve of accession, the Bologna Process and the Lisbon Strategy made policy makers from candidate states increasingly receptive to European recommendations. This said, the paper challenges existing explanations of Europeanisation as a linear process. It points out that the transformations of HE institutions have a global dimension, because they have been promoted by international organisations active in the field of education. They have been shaped by global trends such as the growing influence of international rankings. The paper focuses on the domestic uses of external recommendations. It sheds light on domestic actor configurations and games. It shows how policy entrepreneurs make strategic uses of European or other external models according to their priorities. This process may generate tensions and lead to a reconfiguration of power relations. In an attempt to refine the Europeanisation perspective, my paper will examine alternative explanations of the dynamics of change, such as the inspiration drawn from models from outside the EU or references to the narratives of international competition promoted by international organisations.

Love, care and solidarity are at the heart of humanity. They are evident in and through the bonds of interdependency which are key in human development, learning relationships and educational encounters. This paper explores the care implications of the changing political, economic and cultural context of Irish higher education in recent decades. Lynch (2010) and Lynch et al. (2015) argue that a longstanding culture of carelessness in education, grounded in Cartesian rationalism and Western scientific knowledge, has been exacerbated by the rise of neoliberalism in an increasingly volatile context of global capitalism. This paper explores the implications for learners and educators in terms of the politics of the caring roles we occupy, our relationships with colleagues and learners, how we are positioned in the organisational structures of higher education and the broader implications for how we know and care about our world.