Suchergebnisse

Soziale Arbeit als Makropraxis setzt unter anderem voraus, dass zukünftige Sozialarbeitende im Rahmen des Studiums das hierfür notwendige Wissen erwerben und die diesbezüglich erforderlichen Fähigkeiten erproben. Aus einer Analyse von Curricula für Soziale Arbeit geht allerdings hervor, dass das Studium nur unzureichend zu Ansätzen auf struktureller Ebene und einer Realisierung von Social Justice befähigt. Was bedeutet dies für die weitere Curriculaentwicklung? Diese Frage steht, neben einem Einblick in zentrale Ergebnisse der Studie, im Mittelpunkt.

This paper is analysing one of the most dynamic fields of EU studies, the Economic Studies, which is, in the same time, a classic and a permanently new and changeable domain, offering a comprehensive coverage of European economic integration. This assertion is also confirmed by the fact that the EU Economic Studies come in second position in point of projects funded by Jean Monnet Action.
The study takes into consideration three subfields of EU Economic Studies: European Economy, European Management, and Europe and Global Economy, tracing their evolution in twelve European countries.
The curricular database of these subfields has been the support needed to seize the development of curricula in EU Economic Studies through internal elements contributing to its development - the dynamics of specializations, the role of mobility in various ways for crossing the disciplinary/transdisciplinary and national /transnational borders, or the role of NTIC in developing the curricula. Finally, it is the same curricular database that has helped us follow the EU Economic Studies curricula development depending on external stimuli: evolution of curricula according to the European agenda and its level of knowledge, and the impact of Jean Monnet Programme in developing the European Studies curricula in the field.

AbstractThe relational leadership model and the five practices of exemplary leadership are widely used models that both emphasize a relational approach to leadership and center the collegiate context as a transformative environment for practicing and developing leadership. This article highlights two different applications of these models and provides important considerations for designing relational leadership curricula and programs for college students.

This article accepts the norms related to civil-military relations that Don Snider et al. propose in this special issue as being the appropriate norms for professional military officers. It then reviews the curricula of the six war colleges to see what they are currently teaching about civil-military relations and about civilian society. Next, it examines the views about those relations that war college students report themselves as actually holding. Some of these, i.e., findings related to officers' views about not obeying directives they believe "unethical but legal" and their willingness to obey "unwise" commands may seem to contradict the norm of civilian control. Others that are related to officer responsibility to "advocate" and to "insist" on some policy matters also seem to contradict these norms. The article concludes with some recommendations for curriculum revision.