Suchergebnisse

At the end of World War I, Germany was neither politically, nor culturally
"attendable", for most of the European countries. In this context, one of the main
cultural aims of the Weimar Republic will be the resumption of the cultural and
academic relations with other countries. The foreign students were invested with a
major role in this respect. The Weimar Republic has taken institutional and financial
steps in order to intensify the student migration and to repopulate its universities
with foreign students, measures that have paid off in the mid 20s. In 1925, the
percentage of foreign students in Germany reached again the pre-war level. The
groups of foreign students best represented in the German universities were the
Romanians, the Bulgarians and the Polish. The paper also takes a look at the
evolution of the foreign students in Germany during 1918-1933, focusing on their
country of origin, the preferred institutions of higher education and fields of study,
as well as on the presence of female students from foreign countries in Germany.

This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the
Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.

The study presents the results of focus groups conducted in December 2019 with students, professors of the Technical University "Gheorghe Asachi" in Iasi, but also with entrepreneurs working with them. He measured the satisfactions and dissatisfactions of each group compared to the other two, the needs of professionalism, collaboration, skills and competencies had and requested, entrepreneurial education, future prospects.

The study includes the results of the survey conducted on 241 students of the Polytechnic University of Timisoara in December 2019, which measured the self-assessment of their professional skills and abilities, perception of the faculty, practice activities, hopes after graduation.

In the study, the authors approash the subject of foreign students enrolled at the Moldavian State University of Medicine and Pharmacy "Nicolae Testemitanu". The first foreign students startied their studies at USMF "Nicolae Testemitanu" on September 1, 1990. They came from countries such as Ukraine, Russian Federation, Azerbaijan, Belarus, and also Romania, Italy, Syria, Sudan, Turkey, Israel, Palestine, Jordan, Morocco, etc. Over time, the number of foreign students has increased from 1,000 to more than 2,000 people. The training process of foreign citizens was considered a strategic direction and a priority activity for all subdivisions of USMF "Nicolae Testemitanu", an objective on which the future of the institution largely depends. The university is a leader among higher education institutions in the Republic of Moldova in the export of "gray matter" in the form of training of citizens from other countries.

The study presents in-depth interviews with decision makers from the Polytechnic University of Timisoara on the involvement of students in practice, research activities, their support for employment, the relationship with the faculties after graduation and the prospects for the coming years.

The study was conducted on a sample of 81 entrepreneurs who hired graduates of the Polytechnic University of Timisoara and measured the strengths and weaknesses of graduates, skills and competencies, the need for continuous professional training, willingness to practice students , the desire to make them responsible and specialize, the collaboration with the University and with the student organizations.

The study presents the results of surveys conducted among entrepreneurs, teachers and students in December 2019 and aimed to measure investment in education to increase the skills and competencies required by the labor market, both students and teachers, the links between faculties and companies differences in perception and communication in the area.

The present article brings to the fore several details, which had been either unknown, or only partially familiar to the Romanian historiographers. The author refers to academic trajectories of the 14 young Romanians (almost half originating from Bucharest or Iaşi), who obtained their PhD in political and administrative sciences at the Free University of Brussels between 1885 and 1899. Over a third of them were also doctors in law. Of the 92 PhDs in political science awarded in Brussels between 1885-1899, the Romanians were on the second position in a formal hierarchy of the students who were not of Belgian descent. The foreigners counted 51 students, and the list was dominated by the Bulgarians, who had obtained 21 diplomas, while the Japanese held a distant third place with merely 4 PhD degrees.

Created by the Hungarian Minister of Instruction and Religion in an attempt to depopulate the Universities of Hungary from the big number of auditors, the Romanian Era of the Law Academy of Oradea began with two academic years, 1919-1920 and 1920-1921, of transition from the Hungarian authorities to the Romanian ones. Due to the efficiency of the Dirigent Council of managing the issues of the Transylvanian education, during 1919 and the first half of 1920, the Academy's activity was not interrupted. The students could continue the studies in similar conditions as those existing before 1918, fact that helped many of them sustain both, the main exams, the final state ones and those of Justice. At the end of the three transitions years, the education institution of Oradea was able to begin the academic year 1921-1922 in normal conditions.

The last years of World War II have brought, per ensemble, complex problems for the "Regele Ferdinand I" University, which, after the Vienna Treaty of 1940, has been functioning in exile from Sibiu and Timişoara. From 1944 the model of the modern University of Cluj was brutally converted to an instrument of propaganda for a communist ideology, far fetched from its original nationalistic vocation. The period of transition from democracy to totalitarianism, 1944-1947, was marked by a series of events such as: the beginning of the process of politicization within the University of Cluj, the problems related to the foundation of "Bolyai" University, the return in 1945 of the University to its original sight from Cluj, the students strikes in January-June 1946, the university repression generally speaking, and particularly the repressions of students, and, last but not least, the debates of the University Senate concerning the politicization of the academic environment and the dismissal of some "compromised" members of the teaching staff. After 1944, the communists were interested in eliminating all political rivals, therefore the dismissal threats, followed by the contractions within the Departments of the University of Cluj, became a cruel reality between 1944-1948. Like all the other Romanian universities, the Cluj University began compiling "expurgation" dossiers for the so called "fascist" university professors, and substituting the old rectors and deans with new ones from amongst those who had adapted to the "new age". The public stand of the academics has gradually declined after 1944, when their life and activity has been brought to challenge, the changing values after March 1945 favouring the devotion towards the new regime, and praising less and less the academic fulfilment. On the background of "democratic" reforms, the new regime authorities have intensified the brutal isolation, especially of scholars among which a great number of university professors, by means of massive arrests. The most invoked reasons were: denigration of the power of the state, opposition to the construction of socialism, or the need to re-educate the "hostile" elements from within the Popular Republic of Romania.

his paper aims to illustrate how institutionalized education has been a significant identity management strategy for an ethnic group in Romania. After its foundation in 1872, the University of Kolozsvár (Cluj) was regarded as a provincial higher education establishment within the Austro-Hungarian Empire, meant to satisfy merely regional demands. Although legally the two Hungarian universities (in Budapest and Kolozsvar) were considered equal in rank, government and society gave priority to the first one. It is only over time that the University of Kolozsvár proved its utility. This change of image resulted in a leading position, especially at the start of the twentieth century. After the outbreak of the World War I, the activity of the University witnessed disruptions due to the drafting of many professors and students into the Army. The end of the the war not only meant the achievement of 'national unity' for Romania, but also generated significant changes for Ferenc József University, beginning with the process of dismissing minorities from the public sector and replacing them with Romanians. After the Second Vienna Award, the University of Cluj became Hungarian once again. The historical lesson of the inter-war period on the treatment of minorities had to be prevented from repeating itself, and within the new geopolitical context the USSR seemed the guarantor for the final resolution of the ethnic rivalries and resentments. In this ideological context, on 29 May 1945 two royal decrees sanctioned the functioning of two distinct universities in Cluj; the Hungarian university János Bolyai officially opened its doors. The preservation of a representative higher education institution for the Hungarian minority in Cluj, adapted to the new political realities, was achieved. But after Stalin's death in 1953 the feelings of 'national specificity' resurged, and national histories were re-individualized and reconstructed. The events in Budapest in the autumn of 1956 offered further reasons for central authorities to rethink the 'national domain'. In the years to come, propaganda insisted on the futility of institutional separation between the Romanian and Hungarian students in Cluj. Hence, a meeting of the unification commissions, held in 1959 led to the fusion of the two universities. This evolution of the University of Cluj shows the constraints, openings, compromises, and 'avatars' of the most important institution of higher education in Transylvania, which continues to function as a source of symbolic prestige and social capital for both Hungarians and Romanians.

The author sketches a vivid intellectual history of the content and bearing of Raymond Aron's work, particularly with respect to the great scholar's analyses of totalitarian regimes and of Marxism as a "Christian heresy". He describes the dominant themes of the French philosopher, political scientist, sociologist, historian and journalist from The Opium of the Intellectuals, to Progress and Disillusion: the Dialectics of Modern Society, or Peace and War: A Theory of International Relations; from De Gaulle, Israel and the Jews to Politics and History, or to Main Currents in Sociological Thought; from Marxism and the Existentialists, to Introduction to the Philosophy of History: An Essay on the Limits of Historical Objectivity; and from In Defense of Decadent Europe, to the Memoirs and to the Committed Observer… and this list is not an exhaustive one. He writes about the most prominent of Aron's contemporaries, and about his most enthusiastic followers, particularly in the Western world. As an autobiographical detail, Tismăneanu does not fail to mention Aron's readership among the Romanian students before the fall of the Berlin wall, a triumphant moment which the great champion of "methodological doubt" and the enemy of total metaphysics and ideological orthodoxies did not live to witness.