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"The range, speed and scale of Europeanizing effects in education, and their complexity, has produced a relatively new field of study. Using scholarship and research drawn from sociology, politics and education, this book examines the rise of international and transnational policy and the flow of data and people around Europe to study Europeanizing processes and situations in education. Each chapter creates a space for policy research on European education, involving a range of disciplines to develop empirical studies about European institutions, networks and processes; the interplay between policy-makers, stakeholders, experts, and researchers; and the space between the European and the national. The volume investigates the construction of European education, exploring the consideration of the role of think tanks and consultancies, international organizations, researcher mobilities, standards, indicators of higher education, and cultural metaphor. Bringing together international contributors from a variety of disciplines across Europe, the book will be of key value to academics, researchers and postgraduate students in the fields of education studies, politics and sociology"--

Intro -- Contents -- List of Figures -- List of Tables -- Preface -- Introduction -- Chapter 1 -- An Overview of Greece's "Brain Drain" Crisis: Morphology and Beyond -- Abstract -- 1.1. Introduction -- 1.2. Social-Historical Precedents -- 1.2.1. More Recent Outmigration from Greece -- 1.3. Greek Universities: From Negation to Meteoric Increases in Providing Postgraduate Studies -- 1.4. Greek Students Studying Abroad: Creating the Conditions for an Effective Brain Drain -- 1.4.1. Greek Student Emigration in the UK as a Case in Point -- 1.5. The Impact of the Crisis -- 1.5.1. The Economic Crisis, Brain Drain and the Middle Class -- 1.6. Economic Crisis's Impact on Higher Education Teaching Staff and the Brain Drain -- 1.6.1. Number of University Teaching Staff -- 1.6.2. Level of University Teaching Staff Remuneration -- 1.7. A Crisis-Instigated New European Migration -- 1.7.1. Some Gross Data on Recent Emigration from Countries Experiencing Crisis to European Destinations -- 1.7.2. Fuzzy Data and Exaggerated Estimates -- 1.8. A Belated Literature Review on the New Greek Emigration and the Brain Drain -- 1.8.1. Push and Pull Factors -- 1.9. Conclusion -- Acknowledgments -- References -- Chapter 2 -- "Brain Drain" in Higher Education: The Case of Cyprus -- Abstract -- 2.1. Introduction -- 2.2. The Impact of the Economic Crisis in Cyprus -- 2.3. Strategies for Choice-Making for Higher Education Destinations in Cyprus -- 2.4. Historic Overview of Higher Education in Cyprus and Ideological Mechanisms Behind Choice Making -- 2.5. In Search of Higher Education Today -- 2.6. "Brain Drain" -- 2.7. Conclusion -- References -- Chapter 3 -- An Empirical Study of the Italian Academic "Brain Drain": Effects and Determinants -- Abstract -- 3.1. Introduction -- 3.2. Theoretical Approach -- 3.3. The Italian Research System

En la coyuntura actual, donde se presentan múltiples trasformaciones en distintos ámbitos y existe una mayor facilidad de acceso a la información y al conocimiento, se exige a nivel internacional que las instituciones educativas modifiquen los programas de formación conforme a las necesidades sociales, económicas, políticas y culturales. Con el propósito de continuar explorando el estudio de egresados, se presentan los resultados de una investigación realizada en un programa de posgrado en una institución pública en el estado de Coahuila, México. El estudio se realizó con la participación de los egresados de doce generaciones. Es un estudio cualitativo, ya que se obtuvo información de tipo descriptivo sobre el sentido y el significado del programa mediante un formulario tipo Likert integrado por 20 ítems, en los que se describe lo propuesto en el perfil de egreso y las líneas curriculares, entre otros aspectos del desarrollo curricular. Algunos de los resultados muestran la participación mayoritaria del sexo femenino y la percepción de los egresados indica que el programa es aceptado por un 90%, habilitándolos para obtener ascensos en su trayectoria laboral y continuar con su itinerario académico. Así mismo, se identificaron áreas de oportunidad y áreas para continuar reforzando el desarrollo del currículum, con la intención de continuar en la búsqueda por encontrar estrategias de mejora que permitan ofrecer una formación de calidad con equidad. ; At the present time, when many changes take part in different aspects of our lives and access to information and knowledge is at the palm of our hands, there is also a greater demand worldwide on the educational institutions to modify their education programs according to the specific social, economic, political and cultural needs. For the purpose of continuing to investigate the studies about graduates, we present the results of a research carried out during a postgraduate programme in a public institution in the Mexican state of Coahuila. The research was conducted with the involvement of the graduates belonging to twelve different generations. This is a qualitative research due to the descriptive information that it presents about the meaning and sense of the programme. Through a formulary of the Likert type with 20 items, the profile of graduation and the curricular axes are described among other aspects of the curriculum development. Some of the results show that there were more women participating and that the perception of the graduates indicates the programme is accepted in 90% of the cases, which represents an opportunity for job promotions and being able to continue their academic education. Furthermore, areas of opportunity were identified together with areas in the curriculum that need improvement in order to continue looking for all those strategies that will allow a high standard and equity formation. ; Na situação atual, em que existem múltiplas transformações em diferentes áreas e maior facilidade de acesso à informação e ao conhecimento, é internacionalmente exigido que as instituições de ensino modifiquem os programas de formação de acordo com as necessidades sociais, econômicas, políticas e culturais. Para continuar explorando o estudo dos egressos, são apresentados os resultados de uma pesquisa realizada em um programa de pós-graduação de uma instituição pública no estado de Coahuila, México. O estudo foi realizado com a participação de egessos de doze gerações. Trata-se de um estudo qualitativo, pois as informações descritivas sobre o sentido e o significado do programa foram obtidas por meio de um formulário do tipo Likert composto por 20 itens, que descreve o que é proposto no perfil da graduação e nas linhas curriculares, entre outros aspectos do desenvolvimento curricular. Alguns dos resultados mostram a participação majoritária do sexo feminino e a percepção dos egressos indica que o programa é aceito por 90%, permitindo-lhes obter promoções em sua trajetória de trabalho e dar continuidade ao seu itinerário acadêmico. Do mesmo modo, foram identificadas áreas de oportunidade e áreas para continuar reforçando o desenvolvimento do currículo, com o intuito de continuar na procura de estratégias de melhoria que permitam oferecer uma formação de qualidade com equidade.

This article is part of the project "The postgraduate of the UAZ and its contribution to the development of the state of Zacatecas: a view from the managers". Its objective is to investigate the contingency and transcendence of the postgraduate course in PNPC and not PNPC. The methodology is quantitative with nonparametric descriptive analysis of contingencies. The results in academic programs in PNPC show transcendence and socio-economic and political impact in the State. The proof of independence shows, dependence on socio-economic development, with respect to the importance of the postgraduate; politically they are independent. Those not included in the PNPC reveal that they are independent of socio-economic development, with little impact and political significance. In conclusion, the postgraduate at PNPC are relevant and impact from the socio-economic point of view, due to quality and relevance criteria attached to CONACyT policy. The non PNPC graduate programs have no social, economic and political impact on the development of the State of Zacatecas. ; Este artículo forma parte del proyecto "El posgrado de la UAZ y su contribución al desarrollo del estado de Zacatecas: una mirada desde los directivos". Su objetivo, investigar la contingencia y trascendencia del posgrado en PNPC y no PNPC. La metodología es cuantitativa con análisis descriptivo no paramétrico de contingencias. Los resultados en programas académicos en PNPC muestran trascendencia e impacto socio-económico y político en el Estado. La prueba de independencia muestra, dependencia del desarrollo socio-económico, con respecto a la trascendencia del posgrado; en lo político son independientes. Los no incorporados al PNPC revelan que son independientes al desarrollo socio-económico, con poco impacto y trascendencia política. En conclusión, los posgrados en PNPC son relevantes e impactan desde lo socio-económico, debido a criterios de calidad y pertinencia apegados a la política del CONACyT. Los posgrados no PNPC, presentan nula trascendencia e ...

Our study examined some aspects of entrepreneurship in private higher education in the UK. The growing value of the private higher education sector in the UK represents an opportunity for entrepreneurial investment. For this purpose, we analysed the available data from the 2015/16 to 2017/18 academic years as well as data published online in HESA's Statistical Bulletin Higher Education Student Statistics: Alternative Providers. The data show that the total number of students grew in the observed period and the largest increase was recorded in postgraduate students. Among the students enrolled with private providers, 38% were 30 years and over in 2017/18. However, the number of younger undergraduate students is growing year on year. One of the most significant features of the private sector is low enrolment rates for students with government- supported tuition fee loans. The majority of privately-funded higher education providers operate as for-profit organisations, and one of the key factors in developing and strengthening this sector is to attract foreign capital investment and new domestic and foreign students, whilst maintaining a high quality and diverse range of study programs. Article visualizations:

This open access book offers a unique and refreshing view on working with social theory in higher education. Using engaging first-person accounts coupled with critical intellectual analysis, the authors demonstrate how theory is grappled with as part of an ongoing practice rather than a momentary disembodied encounter. In a structure that creates a space for relational dialogue, each chapter is followed by a response from another author, demonstrating the varied interpretive possibilities of social theory. Collectively the authors invite the reader to engage with them in questioning the usefulness of social theory in higher education teaching and research, in considering its possibilities and limits, and in experiencing the opportunity it offers to understand ourselves and our work differently. Written in a way that is scholarly yet accessible, the contributors explore how social theories can be used to think through issues that are emerging as key social and political concerns in higher education and beyond. The book will be of interest to advanced undergraduates, postgraduates, and early-career academics, as well as established scholars.

Masters degrees that offer a broad understanding of environmental issues have been taught in universities since the 1960s. As the problems, they address have increased in severity and become global in scale and reach, higher education offerings have flourished accordingly. Today, environmental Masters degrees offer a variety of specializations, are often embedded within university environmental institutes or centers, and they lead thousands of students into environmental careers, as activists, advocates, policymakers, technicians, resource managers, and researchers. They provide an opportunity to understand and critically debate mainstream concepts, like sustainability, the green economy, ecological resilience, environmental services, and good governance. The severity of environmental crises also requires a more radical curriculum: critiques of economic growth (including green growth), social and environmental justice, and the political ecology of unequal access to resources. In light of these complex demands and growing opportunities for environmental programs to address social and environmental justice, we discuss a unique and successful model for interdisciplinary environmental Masters teaching at a large Australian university that has juggled promotion of justice in its program along with meeting financial targets imposed by the neoliberal regime prevalent in Australia's underfunded higher education sector. The program has a distinctive approach to interdisciplinary learning, permitting a very wide range of student choice, and unified teaching efforts across ten Faculties. This has required agile administration, and strong defense of an unusual approach to the management of environmental pedagogy. The Master of Environment program illustrates how taught postgraduate programs can offer an alternative space for personal, institutional and environmental commitment to social and environmental justice ; Los Máster que abordan los problemas ambientales han sido impartidos en las universidades desde la década de 1960. A medida que ha aumentado la severidad de los problemas que abordan y se han vuelto globales en escala y alcance, las ofertas de educación superior han aumentado también en consecuencia. Hoy en día, los Máster ambientales ofrecen una variedad de especializaciones, a menudo integrados en institutos o centros ambientales de la universidad, y conducen a miles de estudiantes de carreras ambientales, como activistas, defensores, formuladores de políticas, técnicos, administradores de recursos e investigadores. Brindan una oportunidad para comprender y debatir críticamente principales conceptos como la sostenibilidad, la economía verde, la resiliencia ecológica, los servicios ambientales y la buena gobernanza. La gravedad de las crisis ambientales también requiere un currículum más radical: críticas sobre el crecimiento económico (incluido el crecimiento ecológico), justicia social y ambiental, y sobre la ecología política que aborda el acceso desigual a los recursos. A la luz de estas complejas demandas y de las crecientes oportunidades de formación para abordar la justicia social y ambiental, discutimos un modelo único y exitoso de Máster ambiental interdisciplinar que se imparte en una gran universidad australiana que ha hecho promovido la justicia en su programa aun cuando se realiza en un contexto marcado por objetivos financieros impuestos por el régimen neoliberal prevalente en el sector de educación superior en Australia, y con financiación insuficiente. El programa tiene un enfoque distintivo para el aprendizaje interdisciplinario, lo que permite una amplia gama de opciones para los estudiantes, y para la enseñanza en diez facultades. Esto ha requerido una administración ágil y una fuerte defensa de un enfoque inusual para la gestión de la pedagogía ambiental. El programa de Maestría en Medio Ambiente ilustra cómo los programas de posgrado pueden ofrecer un espacio alternativo para el compromiso personal, institucional y ambiental con la justicia social y ambiental

В статье рассматриваются система подготовки военных специалистов высшей квалификации, существующие проблемы обеспечения преемственности послевузовского образования на всех ступенях высшей школы и роль интеграционных процессов в науке. ; The article deals with the preparation system of the military specialists of high qualification, problems of postgraduate education continuity on the higher school levels and role of integration processes in science.

"Clinical legal education reimagined" / Steven Vaughan, Linden Thomas and Bharat Malkani -- Cui (pro) bono? : working in partnership : a possible blueprint for the future of clinical legal education / Christopher King and David Jones -- Clock : "the community legal companion" as an agent of change: a transformative methodology / Jane Krishnadas -- Third-sector-funded clinical legal education : a reflection and proposal for future partnerships / Jason Tucker -- Who can do what and where, when and how? : clinical legal education in a brave new world / Richard Grimes and Linden Thomas -- Clinical legal education: a view from practice / Tony King -- "It puts the law they've learnt in theory into practice" : exploring employer understandings of clinical legal education / Linden Thomas -- Striking a balance in clinical legal education : reimagining the role of the teaching-practitioner in casework partnerships / Jacqueline Kinghan and Rachel Knowles -- Reimagining the clinician profile / Lucy Blackburn -- Clinic as the crucible for theorised practice and the practice of theory in legal education / Elaine Hall and Cath Sylvester -- The student's view : an assessment of the reality and potential of postgraduate clinical legal education programmes / Meredith Daniel -- Reflections on reimagining clinical legal education : the us perspective / Lisa Radke Bliss -- Reflections on new trends in clinical legal education in continental europe / Maxim Tomoszek -- A view from the south (and I don't mean Portsmouth) / Jeff Giddings

Aim. The present work reveals the foundations, realities and perspectives of education for sustainable development in Russia. In recent years, the Russian Federation passed a series of measures to introduce ideas of education for sustainable development in educational practice, including at a high political level. To date developed the "National strategy for education for sustainable development" and the "Plan of action on education for sustainable development" prepared by the working group under the leadership of the Member-correspondent of the Russian Academy of Sciences N.S. Kasimov. But unfortunately they have not yet been adopted at the State level. Location. Russian Federation Methods. Analytical review of current scientific, technical, normative and methodological literature that raises the issue of education for sustainable development. Results. The formation of a system of education for sustainable development involves a transition from traditional teaching to an environmentally oriented model, based on a broad interdisciplinary knowledge and on an integrated approach to the development of society, economy and environment. Main conclusions. Environmental education must be multi-level and continuous. It begins in the family and preschool, continues in middle school, followed by stages of University and postgraduate education. In connection with this, we believe, necessary to analyze in detail the situation in the field of education for sustainable development separately for pre-school, school, University and postgraduate levels of education. ; Статья посвящена теме государственной политики в области экологического образования или образования для устойчивого развития. Здесь говорится о необходимости развития концепции экологического образования, приоритетах его содержания, исходящих из основной его цели: содействовать личностному росту и развитию каждого члена общества для сохранения единой системы «природа – общество». К настоящему времени разработаны «Национальная стратегия образования для устойчивого развития России» и «План действий по образованию для устойчивого развития», подготовкой которых занималась рабочая группа под руководством член-корр. РАН Н.С. Касимова. К сожалению, они до сих пор не приняты на государственном уровне.

Economics in Sweden contains the results of one of the most comprehensive attempts to evaluate research in economics ever undertaken. A team of Swedish and international researchers, including Avinash K. Dixit, Seppo Honkapohja and Robert M. Slow, examined the structure of economics in Sweden and its results. They identified postgraduate education as a key area, and their findings will be of particular relevence at a time when many countries are restructuring their graduate education programme.

Economics in Sweden contains the results of one of the most comprehensive attempts to evaluate research in economics ever undertaken. A team of Swedish and international researchers, including Avinash K. Dixit, Seppo Honkapohja and Robert M. Slow, examined the structure of economics in Sweden and its results. They identified postgraduate education as a key area, and their findings will be of particular relevence at a time when many countries are restructuring their graduate education programme.

PurposeThe purpose of this paper is to show how industrial ecology can facilitate the achievement of sustainable development through its incorporation into an engineering curriculum.Design/methodology/approachA model has been developed for assessing sustainability learning outcomes due to the incorporation of the concept of industrial ecology into undergraduate and postgraduate engineering programs. This model assesses how the Engineering Faculty at Curtin University has included a core engineering unit (Engineering for Sustainable Development) and four postgraduate units (Cleaner Production Tools, Eco‐efficiency, Industrial Ecology and Sustainable Technology) in its undergraduate and postgraduate engineering program, to enable modern engineering education to reflect the benefits of industrial ecology in the implementation of sustainable engineering solutions and decision‐making processes. Using this model, this paper demonstrates how the syllabus, interdisciplinary and multidisciplinary assignment tasks, lectures and tutorials have been developed since 2006 in order to develop the concept of industrial ecology in undergraduate and postgraduate engineering education. The paper has also analysed the different teaching methods that have been applied since 2006 to generate increased student satisfaction in these new and challenging subjects.FindingsThe university environment can temper the potential outcomes from increasing the sustainability content in engineering education, given the general lack of student maturity in understanding the value of sustainability objectives together with course limitations on sustainability content and the arduous and lengthy processes involved in changing course curricula.Research limitations/implicationsSince the Engineering for Sustainable Development unit has been introduced only recently, it was beyond the scope of the research to interview graduate engineers who completed this unit to investigate how they have applied the concept of industrial ecology to achieve sustainability outcomes in their workplaces.Originality/valueThis research is distinct in that it investigated the implications of the incorporation of industrial ecology into the engineering curriculum.

This paper offers a critical perspective on issues around gender and sexual transformation within the context of UK Higher Education. Drawing on qualitative data carried out by undergraduate and postgraduate students, the analysis explores some of the diverse and often challenging ways in which young/er women and men are thinking and talking about gender, sexuality and feminism, as well as their strategies for turning ideas into political action. The research focuses on the activities and opinions of students belonging to an anti-sexist organisation within one UK university, who are engaged in campaigns to raise awareness about the damaging effects of gender and sexual inequalities, as well as promoting the popular appeal of contemporary feminisms. Locating the voices and research findings of the students themselves at the centre of the discussion, the paper is produced collaboratively between students and teachers who are involved in both the activist and research elements of this project. The paper also argues for (and provides evidence of) the transformative potential of alternative and critical forms of student engagement and student/ staff collaboration in relation to gender informed academic activism.

This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices.
Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23