Suchergebnisse

"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).

"For scholars the 'Weimar paradigm' has been an object lesson in failure. As a political system, the Republic allegedly rested on weak foundations and was considered flawed in its constitutional construction. This chapter challenges the idea of a defective Constitution. The author argues that the discourse on authority had its origins in the First World War, notably in the work of defenders of authoritarianism and those in favor of a Volksstaat. By re-examining key articles of the constitution relating to the roles of executive and legislature that appear to contradict one another, and in particular the influence of Hugo Preuß and above all Carl Schmitt, the author argues that the relationship of the Republic to authority should be understood as a complex hybrid of liberal progressivism and authoritarianism that moved from a consensual basis commencing in 1916 to one of open confrontation by the beginning of the 1930s." (author's abstract)

"Development Aid has been facing harsh criticism throughout the past decades. Even after half a century of assistance to underdeveloped countries, aims and objectives have not been met and progress has come to a hault, outspoken critics like Axelle Kabou and Dambisa Moyo proclaimed. Their concern was not only addressed at previous development approaches, but rather questioned the general idea of aid as an instrument to improve life quality in regions such as Sub-Saharan-Africa. Below the author reviews this criticism and points out some of its misconceptions concerning the asserted demands of Development Aid. He goes on to reflect on current and future scenarios on what may constitute reasonable assistance to countries in need. By not dwelling on either the valid criticism or the irrefutable achievements of Development Aid, but instead outlining resent paradigm changes, the author helps to give an overview to a broad and often emotionally charged discourse." (author's abstract)

"The authoress analyses the impact of globalization on universities in the European Higher Education Area created by the reforms in the framework of the Bologna Process. The object of her analysis is the reflections of globalization which can be found in universities' mission statements. Based on a conceptual framework of policy-led and research-led definitions of globalization, the author analyses the mission statements of seven European universities rated highly in the 2007 Shanghai Jia Tong Ranking of World Universities. She analyses the role of mission statements in general and develops criteria for her empirical study derived from the conceptual work with regard to globalization. The authoress concludes that those universities which consider themselves as 'global players' due to their high position on rankings, transform and broaden their mission statements in terms of more competitive ambitions, continuous change, and a diversified funding base. They tend to neglect, however, issues like ethical principles, democratic values and equity of access. Overall, the author finds that globalization has a strong impact on universities in Europe and has changed, to some extent, at least, the course of reforms initiated in the framework of the Bologna Process." (excerpt).

"The authoress analyses the impact of globalization on universities in the European Higher Education Area created by the reforms in the framework of the Bologna Process. The object of her analysis is the reflections of globalization which can be found in universities' mission statements. Based on a conceptual framework of policy-led and research-led definitions of globalization, the author analyses the mission statements of seven European universities rated highly in the 2007 Shanghai Jia Tong Ranking of World Universities. She analyses the role of mission statements in general and develops criteria for her empirical study derived from the conceptual work with regard to globalization. The authoress concludes that those universities which consider themselves as 'global players' due to their high position on rankings, transform and broaden their mission statements in terms of more competitive ambitions, continuous change, and a diversified funding base. They tend to neglect, however, issues like ethical principles, democratic values and equity of access. Overall, the author finds that globalization has a strong impact on universities in Europe and has changed, to some extent, at least, the course of reforms initiated in the framework of the Bologna Process." (excerpt)

"The present study examined predictions of increased learning effectiveness in the context of political education. In addition, the domain-specific selfconcept was examined. Analyses were based on the data of 502 students from German secondary schools. In the framework of the TEESAEC project, lessons employing WebQuest were compared with teacher-directed lessons in a total of 22 classes. TEESAEC was supported by the European Union from 2006 to 2009. Learning outcomes were assessed using a specially developed knowledge test, which was performed prior to and following the respective lesson series. Regression analyses provided no support for the study's hypothesis. Unexpectedly, learning with WebQuest did not lead to significantly greater learning gains. Various effects on prior knowledge and intra-individual changes in knowledge were found. While girls clearly benefited more from the lesson series than Boys, there was no substantial influence of sex on prior knowledge. Adolescents with a Turkish-migrant background performed considerably poorer, and those with a Southern European background somewhat poorer in the pre-test, than adolescents without a migrant background. Pupils may generally benefit from parents' cultural capital and too little from political education lessons. The domain-specific self-concept has significant effects on class level, interest in the subject, and media consumption. The results of the study suggest that motivation and subjective talent represent factors that are more important than the specific methods applied when it comes to lesson efficiency." (publisher's description).

"The present study examined predictions of increased learning effectiveness in the context of political education. In addition, the domain-specific selfconcept was examined. Analyses were based on the data of 502 students from German secondary schools. In the framework of the TEESAEC project, lessons employing WebQuest were compared with teacher-directed lessons in a total of 22 classes. TEESAEC was supported by the European Union from 2006 to 2009. Learning outcomes were assessed using a specially developed knowledge test, which was performed prior to and following the respective lesson series. Regression analyses provided no support for the study's hypothesis. Unexpectedly, learning with WebQuest did not lead to significantly greater learning gains. Various effects on prior knowledge and intra-individual changes in knowledge were found. While girls clearly benefited more from the lesson series than Boys, there was no substantial influence of sex on prior knowledge. Adolescents with a Turkish-migrant background performed considerably poorer, and those with a Southern European background somewhat poorer in the pre-test, than adolescents without a migrant background. Pupils may generally benefit from parents' cultural capital and too little from political education lessons. The domain-specific self-concept has significant effects on class level, interest in the subject, and media consumption. The results of the study suggest that motivation and subjective talent represent factors that are more important than the specific methods applied when it comes to lesson efficiency." (publisher's description)

"The authoress analyses the emergence of a new type of higher education institution in China called 'independent colleges'. Next to public and private universities, independent colleges are a third institutional type emerging with rapid massification and offering study program up to the level of a bachelor's degree. They are different from private universities because of their affiliation to public universities (often as a form of outsourcing undergraduate education) and they stand out from public universities in the sense that they rely on private investment. The author sketches the history, including several changes of name, of independent colleges since their emergence in 2008 and compares them to a similar type of higher education institution which can be found in India -affiliated colleges. She goes on to describe the current situation of independent colleges in China in terms of tuition fee levels, types of students enrolling in them, and the range of subjects on offer. In a further part of her contribution, the authoress analyses the current problems independent colleges in China face; for example, issues of legitimacy, of equity and social fairness, of diversity, and of forms of isomorphism, i.e., the push for upgrading the colleges into regular (public) universities. In her conclusions, the author expects, however, that the demand for study places at independent colleges will eventually decrease due to their lack of social acceptance. Whether some colleges will manage to deal with the challenges of quality and legitimacy remains currently an open question. Alternatively, the colleges might develop into vocational education institutions or adopt the idea of the American community college." (excerpt)

"The authoress analyses the emergence of a new type of higher education institution in China called 'independent colleges'. Next to public and private universities, independent colleges are a third institutional type emerging with rapid massification and offering study program up to the level of a bachelor's degree. They are different from private universities because of their affiliation to public universities (often as a form of outsourcing undergraduate education) and they stand out from public universities in the sense that they rely on private investment. The author sketches the history, including several changes of name, of independent colleges since their emergence in 2008 and compares them to a similar type of higher education institution which can be found in India -affiliated colleges. She goes on to describe the current situation of independent colleges in China in terms of tuition fee levels, types of students enrolling in them, and the range of subjects on offer. In a further part of her contribution, the authoress analyses the current problems independent colleges in China face; for example, issues of legitimacy, of equity and social fairness, of diversity, and of forms of isomorphism, i.e., the push for upgrading the colleges into regular (public) universities. In her conclusions, the author expects, however, that the demand for study places at independent colleges will eventually decrease due to their lack of social acceptance. Whether some colleges will manage to deal with the challenges of quality and legitimacy remains currently an open question. Alternatively, the colleges might develop into vocational education institutions or adopt the idea of the American community college." (excerpt).