Suchergebnisse

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.

This editorial offers an introduction to the first three contributions in this volume about educating students in Methodology and in particular in qualitative research methods. In the near future Universities of Applied Sciences have to come up with plans for educating their students in methodology. In this editorial many questions are posed about the nature of research methods that will be taught at Universities of Applied Sciences. In December 2012 a conference is going to be organized about this topic.

An analysis by all (7) Flemish universities of the 2006 Belgium municipal council elections, using the Mediargus database containing articles from all Flemish newspapers (no journals included). Elections for which Belgium counties had unprecedented authority to organize their local government & local elections, & which were marked by arguments within local political parties, belated legislative changes & belated campaigning. Figures. Adapted from the source document.

Political science as an independent science was born in the Netherlands in 1948 when J. Barents was appointed the first Dutch political science professor. Political science departments exist now in 5 Dutch universities. About 900 political scientists got their BAs & 50 their doctorates in the Netherlands. Eighteen hundred students are currently majoring in political science. The 200 books published by Dutch political scientists since 1948 are surveyed. It is concluded that there has been a major advance in knowledge & insight & that much is still to be desired. From a political science viewpoint the Dutch map is a mostly blank area. Political science knowledge is fragmented. There is more analysis than synthesis. A policy of work accumulation is missing. Manpower & research funds are short. Government financial support of teaching & research is extremely limited compared to the natural sciences. 2 Tables. Modified AA.

How to think philosophically about religion? The separation of church and state takes form in the nineteenth century. In public universities in the Netherlands, systematic, church-related theology is replaced by philosophy of religion. As a window on academic thinking about faith, Willem B. Drees, Leiden University's last professor of philosophy of religion, reads the work of his predecessors. They were mostly modernists, who expected to find their footing in the use of reason, in historical knowledge about religions, or in personal faith. After World War I, faith is perceived more as a wager, to trust that life is meaningful. Later, we see agnostic reticence that is religiously motivated, because God is always greater than we think, a mystery. And scholarly reticence, because in academic terms nothing definitive can be said about God. Do we thus see a development from modern certitude to charged silence?

Informed consent in ethnographic research practice. Deep waters between macro ethical regulation and micro ethical fieldwork dilemmas
Informed consent in ethnographic research practice. Deep waters between macro ethical regulation and micro ethical fieldwork dilemmas
Drawing on my experiences of nine months of ethnographical fieldwork in an international matchmaking agency in Saint-Petersburg (Russia), I show how the negotiation of 'informed consent' in practice differs from 'informed consent' procedures of universities' and research funds' ethical review boards. Evidence in my case study contributes to existing debates that question the applicability in ethnography of consent rituals that are common in (bio)medical and psychological sciences. These 'informed consent' protocols have been criticized to be insufficiently empirically grounded in the ethnographical fieldwork practice. My tale from the field offers empirical evidence for a further conceptual refinement of a process-based approach to consent negotiations. I both provide recommendations for an adaptation of ethical regulations on a macro level and for a more reflexive consent negotiation in the situated ethnographic fieldwork practice.