Suchergebnisse

We introduce two novel ways to capture the impact benefits two countries receive from collaborations.
For both indicators we compare the value of a specific collaboration with the value of average collaborations for each of the countries. As we restrict our analysis to only two-country collaborations and calculate the values for each scientific field individually, many of the problems
introduced by former attempts of collaboration indicators dissipate. Additional to a mean based indicator (Citation Benefit) we introduce an International Citation Share indicator that
measures the share of international citations on an item basis. By aggregating and correlating
these indicators we show that two different factors of collaboration return, highly cited publications and a general domestic/international bias, i.e. the tendency of a publication to be cited more in the originating country, can be measured exclusively by these two indicators. These
approaches open up the field to a new kind of deep analysis of scientific collaborations. (author's abstract)

"The author discusses in her chapter the EU which presents itself on the one hand, as a normative power and role model to other world regions, while on the other hand, it promotes norms such as gender equality in trade and aid policies. The author finds that the norm of gender equality collides with the neoliberal norms the EU incorporates in its trade regime. The contradictions and inconsistencies which result from this clash are prone to influence EU gender policies in region-to-region relations. By examining which consequences this has for the EU and the effectiveness of its policies, the author investigates the EU interregional relations with the Southern African Development Community (SADC)." (author's abstract)

"The author shows how regional and emerging powers such as Brazil and Germany strive to exercise leadership in international negations. By looking at negations within the World Trade Organisation (WTO), the founding of the G20 and both countries bids for permanent seats in the UN Security Council, the author explores in this article the necessary conditions for regional powers to gain followership in the international community. In concentrating on followership as a core condition for success and failure of emerging and regional power's leadership in global governance, he succeeds in developing a thoughtful methodology that facilitates analysing the exercise of power by middle and great powers." (author's abstract)

"Center of attention in the chapter is EU trade. According to the author, this is arguably the EU's most highly centralized policy domain. It is for this reason that EU trade represents a significant case study for characterizing the EU as a global actor. This chapter examines EU trade policy with regard to its objectives, instruments, style and decision-making procedures. A variety of examples, including the Economic Partnership Agreement (EPA) negotiations with developing countries, will be emphasized. The author comes to the conclusion that, concerning trade policy, the EU's actions bear more resemble to a great power than a civilian or normative power." (author's abstract)

"The article starts with a general overview of the competing understandings of power in IR. The author argues that one can distinguish three power concepts: power-as-resources, relational and structural power. Combining the allegiance of middle powers and a relational understanding of power, the author proceeds and analyses Australia's allegiance as a case study in order to give an example for measuring a possible power shift between the United States and China. Whereas in economic terms Australia's relationship with China became muck more interdependent in the last decades, Canberra continues to strengthen its security ties with Washington, demonstrating the limited fungibility of power between power areas." (author's abstract)

"In this article the author tests whether the EU, which he defines as a trading power, has the ability to exert power and to influence the internal development (especially the promotion of democracy) of its trading partners from Africa, the Caribbean and the Pacific (ACP states) by using the access to its internal market as a bargaining chip. The author assesses the European Impact an trade relations operationalized as trade openness by using a two-stage least squares model (2SLS) with panel data covering the years from 1991 to 2008. Thereby he provides evidence that the EU has considerable success in linking trade issues with issues of democracy promotion in the ACP states." (author's abstract)

"The author presents a case study of efforts to enhance the quality of teaching and learning at Kassel University. The study resulted from an extended internship - an internship of at least eight weeks' duration was an obligatory part of the MAHE Program - and examines the potentials and limitations of improving the teaching- and learning-based profile of Kassel University. The theoretical and conceptual part of the contribution discusses institutional profile-building of German universities and what it means in terms of potentials and limitations to establish a profile based on teaching and learning rather than research, global competitiveness or a high position on ranking scales. In addition, the heterogeneous disciplinary cultures (of the university?) are taken into account. The author identifies three factors that influence the decision for a profile based on excellence in teaching and learning: resources, heterogeneity of disciplinary cultures, and level of research. The author concludes that young, middle-sized universities like Kassel are often under pressure to excel in all functions (teaching, research, services), but there being considerable limitations to do this, a careful decision is needed on the function to focus in order to establish a profile if at all." (excerpt)

"The author presents a case study of efforts to enhance the quality of teaching and learning at Kassel University. The study resulted from an extended internship - an internship of at least eight weeks' duration was an obligatory part of the MAHE Program - and examines the potentials and limitations of improving the teaching- and learning-based profile of Kassel University. The theoretical and conceptual part of the contribution discusses institutional profile-building of German universities and what it means in terms of potentials and limitations to establish a profile based on teaching and learning rather than research, global competitiveness or a high position on ranking scales. In addition, the heterogeneous disciplinary cultures (of the university?) are taken into account. The author identifies three factors that influence the decision for a profile based on excellence in teaching and learning: resources, heterogeneity of disciplinary cultures, and level of research. The author concludes that young, middle-sized universities like Kassel are often under pressure to excel in all functions (teaching, research, services), but there being considerable limitations to do this, a careful decision is needed on the function to focus in order to establish a profile if at all." (excerpt).

"The author analyses the phenomenon of the major growth of private higher education provisions in Central and Eastern Europe by comparing two former Yugoslavian states: Croatia and Macedonia. Theoretically framed by a structural and functional analysis of the relationship between public and private sectors of higher education, the author focuses on the formation, development and role of the private higher education sector in the two countries. Despite the fact that both countries once were part of a single state, the author works out the differences in the development, types and roles of private higher education institutions. He points out that in countries with a long-established tradition of public higher education, private higher education institutions typically have a negative image as concerns the quality of their provision. Thus, governmental policy in Croatia is characterized by a high degree of protectionism of public higher education while Macedonia has actively encouraged the emergence of a private sector in order to deal with increasing student demand. In both countries, a point of contention and increasing criticism is, however, accreditation - a process through which established and mostly public institutions of higher education establish their superiority. Again, in both countries, private higher education institutions continue to be a minority type, but with tendencies to further increase in number and student enrolment. A last part of the contribution discusses the role of private higher education institutions in terms of better or different provisions. The author concludes that the trend in both countries is the idea that private higher education caters to needs and demands that are not taken into account by the public higher education institutions and that they produce well-educated professionals for the modern labor market. However, both countries have not yet reached a stage in which private higher education is recognized as a key component of the higher education sector as a whole." (excerpt)

"The author analyses the phenomenon of the major growth of private higher education provisions in Central and Eastern Europe by comparing two former Yugoslavian states: Croatia and Macedonia. Theoretically framed by a structural and functional analysis of the relationship between public and private sectors of higher education, the author focuses on the formation, development and role of the private higher education sector in the two countries. Despite the fact that both countries once were part of a single state, the author works out the differences in the development, types and roles of private higher education institutions. He points out that in countries with a long-established tradition of public higher education, private higher education institutions typically have a negative image as concerns the quality of their provision. Thus, governmental policy in Croatia is characterized by a high degree of protectionism of public higher education while Macedonia has actively encouraged the emergence of a private sector in order to deal with increasing student demand. In both countries, a point of contention and increasing criticism is, however, accreditation - a process through which established and mostly public institutions of higher education establish their superiority. Again, in both countries, private higher education institutions continue to be a minority type, but with tendencies to further increase in number and student enrolment. A last part of the contribution discusses the role of private higher education institutions in terms of better or different provisions. The author concludes that the trend in both countries is the idea that private higher education caters to needs and demands that are not taken into account by the public higher education institutions and that they produce well-educated professionals for the modern labor market. However, both countries have not yet reached a stage in which private higher education is recognized as a key component of the higher education sector as a whole." (excerpt).

"During his MAHE studies, the author became interested in the approach of problem-based learning (PBL) and its effectiveness in preparing students for employment. Using the existing data set of a major international graduate survey (CHEERS) about the relationships between higher education and employment, he analyzed the responses of altogether 3,476 graduates in the field of medicine from ten European countries and from Japan. The original questionnaire had included a question to what extent project- and problem-based learning was emphasized in their higher education Institution. It had also asked the respondents to rate their competencies at time of graduation based on altogether 36 indicators. The author used factor analysis to measure career success according to subjective/ intrinsic and objective/extrinsic dimensions and related it to the experiences of problem-based learning during studies. The analysis is able to demonstrate that problem-based learning prepares students better for the world of work and that students with experiences in problem-based learning have more work or employment related competences than students who experienced traditional learning and teaching styles. The author concludes that PBL requires a student-centred atmosphere in the classroom in order to enhance students' learning outcomes. Such a development would certainly fulfill one of the pressing demands of study reforms initiated in the context of the European Bologna Process." (excerpt)

"The author analyses higher education policies targeted at equal (or rather not so equal) opportunities for access into higher education for indigenous people in Australia, Canada, and Mexico. He discusses concepts of equity and social responsiveness and works out very wen that many measures undertaken to ensure equal access for indigenous people require them to adopt the norms and values of the majority culture. This, of course, is in stark contrast to an approach of self-determination. He finds an example of this in Canada where indigenous people have successfully fought to start their own universities and have them recognized as equal to the universities of the majority culture. This means that they control their own educational processes. Despite the fact that developments in Canada are not ideal and go all the way in shifting control and administration to the indigenous boards, such an approach acknowledges the difference without seeing it as inferior. The author also works out in a convincing manner that in countries where the higher education system serves purposes of nation-building, a 'different but equal' policy is perceived as separatist and threatening to the state. In his conclusions, the author proposes to develop the concept of an ethnically sensitive university that includes cultural diversity as a matter of content and collaborates with indigenous people in their struggle for justice and recognition." (excerpt)

"The author analyses higher education policies targeted at equal (or rather not so equal) opportunities for access into higher education for indigenous people in Australia, Canada, and Mexico. He discusses concepts of equity and social responsiveness and works out very wen that many measures undertaken to ensure equal access for indigenous people require them to adopt the norms and values of the majority culture. This, of course, is in stark contrast to an approach of self-determination. He finds an example of this in Canada where indigenous people have successfully fought to start their own universities and have them recognized as equal to the universities of the majority culture. This means that they control their own educational processes. Despite the fact that developments in Canada are not ideal and go all the way in shifting control and administration to the indigenous boards, such an approach acknowledges the difference without seeing it as inferior. The author also works out in a convincing manner that in countries where the higher education system serves purposes of nation-building, a 'different but equal' policy is perceived as separatist and threatening to the state. In his conclusions, the author proposes to develop the concept of an ethnically sensitive university that includes cultural diversity as a matter of content and collaborates with indigenous people in their struggle for justice and recognition." (excerpt).

"During his MAHE studies, the author became interested in the approach of problem-based learning (PBL) and its effectiveness in preparing students for employment. Using the existing data set of a major international graduate survey (CHEERS) about the relationships between higher education and employment, he analyzed the responses of altogether 3,476 graduates in the field of medicine from ten European countries and from Japan. The original questionnaire had included a question to what extent project- and problem-based learning was emphasized in their higher education Institution. It had also asked the respondents to rate their competencies at time of graduation based on altogether 36 indicators. The author used factor analysis to measure career success according to subjective/ intrinsic and objective/extrinsic dimensions and related it to the experiences of problem-based learning during studies. The analysis is able to demonstrate that problem-based learning prepares students better for the world of work and that students with experiences in problem-based learning have more work or employment related competences than students who experienced traditional learning and teaching styles. The author concludes that PBL requires a student-centred atmosphere in the classroom in order to enhance students' learning outcomes. Such a development would certainly fulfill one of the pressing demands of study reforms initiated in the context of the European Bologna Process." (excerpt).

"The author raises the question of Europe's boundaries in the process of European integration. The debate is both of a symbolic and pragmatic nature, and can be observed not only among European nations but also elites." (Abstract)