Suchergebnisse

A seminar comparing bachelor's & master's programs in politology (political science) offered by universities in the Netherlands & Flanders, Belgium. Peter Bursens (U of Antwerp) & Eelke Heemskerk (U of Amsterdam) introduce the topic & present participants, recognizing their qualifications to speak on the subject. Kris Deschouwer (Free U of Brussels) identifies the differences & parallels in politological education offered at Dutch & Flemish institutions; he stresses the similarities in program content, teaching materials, & focus on research, while noting differences in organization & cultural context. Peter Van Aelst (U of Leiden) discusses the quality of political science programs & rebuts views that students do not receive quality education because their professors are more preoccupied with publication of research papers than teaching. Sophie Vanhoonacker & Maarten Vink (U of Maastricht) present the English-language bachelor's & master's programs in European Studies offered since 2002 & 2006, respectively, at the U of Maastricht; quantitative data comparing enrollment by German & Dutch students are tabulated, graduates' prospects of employment are assessed, & the use of English as an instruction language is discussed. In their conclusion, Peter Bursens (U of Antwerp) & Eelke Heemskerk (U of Amsterdam) summarize & comment on the contributions delivered at this seminar. Z. Dubiel

The present article presents an actual discussion of topics concerning the use of language in academic (Flemish and Dutch-speaking) social- and political education, treating impact factor and web of science indexes motivating publishing in English, and the weight of cultural and scientific heritage influencing Dutch-language publications to continue to inform the public better. The article states that only by continuing to publish in English, Anglo-Saxon "dominance" in political publications can be countered, and challenge the ideas, concepts and practices expressed by the US and the UK. An article that goes right to the core of this particular revue, Res Publica being the only Dutch-language double blind peer reviewed journal in Dutch/Flemish political science. References. O. van Zijl

Applied research and an investigating attitude: how an Educational Programme and a Centre of Expertise link research and education for professionalization of the field
Applied research and an investigating attitude: how an Educational Programme and a Centre of Expertise link research and education for professionalization of the field
The University of Applied Sciences in Utrecht wishes to relate research, education of professionals and research questions that originate from professional contexts. To achieve this aim the curriculum has been changed recently. A project is described in which students write their theses based on projects that stem from the field, while their findings are fed back into the curriculum.

Appreciative inquiry – an alternative way to represent quality
Internal audits in education and research are means to detect possible risks and to judge their quality based on a number of quality standards. Up to now this has been a successful way to evaluate education and research. However, being accreditable or not seems to be not how educational programmes or research units handle possible risks (from hindsight). Instead, they focus on the ambitions, successes and the impact on stakeholders in professional practices, education and research. Gerdien Vegter and Frank Vonk opt for reframing quality standards in terms of ambition, stakeholder satisfaction, learning and growing, mirroring different approaches, real dialogue, and collective and individual values. In her reaction Stoopendaal agrees that appreciation, stimulation, critical reflection and dialoguing may provide a way out of the dominating regime of quantitative quality assessments in the public sector.

Since the introduction of the bachelor-master (bama) in the Netherlands (2002) and Flanders (2004), university education landscape has changed dramatically. The Bachelor's reform was accompanied by numerous institutional reforms, such as the hard switch in the Netherlands, the 'inkanteling' of college courses in Flemish universities, and curriculum revisions at all levels. Furthermore, the mobility between universities become easier, one of the central objectives of the Bologna Declaration. (Almost) ten years after this symposium is to focus the question, what has been the impact of this reform on university education in general and on the quality of education in particular. The introduction of the bamastructuur student mobility actually increased or disappoint the results? Provide universities now stands better educated graduates, and if so, is that thanks to Bachelor's or other developments such as the increased focus on quality assurance through accreditation? Adapted from the source document.

Netherlands is in thirty years passed in a new kind of society: the heterogeneous society. This is due to trends such as individualization, secularization, growing migration and increased (value of) education. The differences between people are strengthened. This essay describes how the political landscape changes too. Parties try to speak new voter groups to. Adapted from the source document.

In a globalized world the "foreign" aspect is getting more and more important. Despite the much talked about pros and cons, this also means that a number of unforeseen challenges should be met. Karel De Gucht, Belgium's Minister of Foreign Affairs, proposes ten theses regarding preparation and coordination of policies, civic service, communication and public diplomacy, qualification and education of its personal, a network of posts abroad, supportive material and services (informatics and security mainly). References. O. van Zijl

The doctrine of benevolent empire posits that unilateral security governance has become a necessary & legitimate form of global governance. After first assessing if imperial governance can even be considered an instance of global governance, its claim of legitimacy is scrutinized. It is argued, with reference to the political philosophy of Thomas Hobbes, that its strategy of legitimation is eventually doomed to fail because benevolent empire appears to downplay both the importance of education in forging legitimacy & the context-specific nature of legitimacy. References. Adapted from the source document.