共查询到20条相似文献，搜索用时 0 毫秒
1.
陈宝华 《深圳职业技术学院学报》2010,9(4):49-52
为了应对欧洲高等教育财政紧缩政策以及大学间日趋激烈竞争的严酷生存环境,欧洲部分大学通过一系列的组织转型和内部变革,造就了一种全新的大学发展模式：创业型大学。欧洲创业型大学的兴起,为当前我国面临同样处境的高职院校培育创业型院校提供了有益的启示。 相似文献
2.
Françoise Tondre 《Higher Education in Europe》1990,15(1):35-45
This article examines the operation and the results of TRUC, the Transfrontier Regional University Co‐operation Programme which was launched by the CC‐PU of the Council of Europe more than two years ago. It is a response to the growing recognition that regions which straddle international frontiers play an important political and economic role in Europe and that regional university‐industry links can contribute to the economic viability of such regions. Projects which were initiated in eight out of nine designated regions are examined. The conclusion is that in some cases the existence of pre‐existing regional political and financial agreements can stimulate the implementation of inter‐university agreements. 相似文献
3.
Fostering organizational change through deliberations: the deliberative jury in a university setting
Universities in Europe face a variety of reform initiatives, and university reform can be seen as a wicked problem that should be resolved through collaborative efforts. In Finland, there has been considerable resistance to proposed reforms, with university personnel complaining that they have not been heard. Students, on the other hand, seem reluctant to participate in the debate. The situation does not lend itself to the collaborative resolution of wicked problems. Organizational changes are liable to failure, if wicked problems are not addressed effectively. This article presents a deliberative jury method in a university setting as a participative way to solve wicked problems and to pave the way for change. The method is tested through two cases in a Finnish university. These cases suggest that students and staff working together can devise and explore more comprehensive solutions to wicked problems, overcome the participation dilemma and generate change in their organization. 相似文献
4.
V. D. Shadrikov 《Higher Education in Europe》1989,14(4):57-62
This article reviews the Soviet proposal for the establishment of a University of the Peoples of Europe. It outlines the necessary conditions and the arrangements which must be made so that serious planning can get underway. It reiterates the proposed general purposes and objectives of the university and the proposals which have been made with regard to its administrative structure, organization, and working methods. If successfully established, the University of the Peoples of Europe would not only contribute to the solution of all‐European and world problems but would serve as a milestone on the road to European intellectual integration. 相似文献
5.
Federico Mayor 《Higher Education in Europe》1989,14(1):5-15
In this article, the author who is the present Director‐General of Unesco, gives both an overview of the development of links between culture and higher education in Europe and suggestions for the continued expansion of these links. Universities are called upon to assume major roles in the Plan of Action of the World Decade for Cultural Development (1988‐1997) and in other Unesco activities, in Europe as well as world‐wide. For the university has a role to play not only in preserving that which is best in European culture but in furthering cultural innovation and cultural dialogue in Europe itself and between Europe and other regions of the world. The university is equally well‐suited to bridge the gap between the technical and the humanistic cultures, humanizing the one while making the other more rigorous, as well as the gap between popular and academic culture. In fulfilling its role, world‐wide, as preserver, transmitter, synthesizer, and innovator in the realm of culture, the universities will contribute greatly to the accomplishment of the universal mission of Unesco. 相似文献
6.
《Higher Education in Europe》1979,4(1):18-19
In the spirit of the Final Act of the Helsinki Conference (signed at Helsinki on 1 August 1975) and on the recommendations of the Seminar of Rectors from European Universities on the Cultural and Scientific Aspects of the Helsinki Conference on Security and Co‐operation, 27 to 29 May 1976 at the University of Trieste (Editor's Note: An article on this seminar appeared in the No.4/5 July‐August/ September‐October 1976 issue of “Higher Education in Europe"), a seminar entitled “University ‐‐ Environment Society” was held from 26 to 29 June 1978 at the University of Warsaw. Sixty representatives of universities of twenty European countries participated in this meeting.
During the seminar at Warsaw, three papers were presented by the following speakers:
-
Professor Janos Kovacs, Eötvös Lorand University, whose paper was devoted to environmental protection and to the role of universities in their capacity as research and educational institutions, especially in the natural sciences;
-
Professor Franz Matcher, University of Salzburg, whose paper treated the legal aspects of environmental protection; and
-
Professor Hélène Ahrweiler, University of Paris I, who dealt with the problem of the role of the university in the life of older people who come to study at the university.
The following information was extracted from the first two above‐mentioned papers, which were devoted to these problems and the role of universities in the protection of the environment. 相似文献
7.
《Higher Education Policy》2001,14(3):249-259
In this article, internationalisation of higher education is analysed as a response to globalisation. A distinction is made between two paradigms in internationalisation: competition and cooperation. The different approaches to internationalisation in the Anglo-Saxon countries on the one hand and in continental Europe on the other are analysed along the lines of these two paradigms. With respect to the role and position of continental Europe in the global higher education market the following questions are explored. Is there a real higher education market in Europe and if so for whom? Should and can European higher education actually compete internationally, and if so, is cooperation the right strategy to do so? It will be concluded that the effectiveness of cooperation and especially that of international university consortia in international competition is largely still hidden in the future. Furthermore, many questions still remain to be answered in order to improve our understanding of the international higher education market in terms of its segmentation and the related diversification of the higher education sector and its functions. 相似文献
8.
Jean‐Pierre Massué 《Higher Education in Europe》1990,15(1):23-29
This article outlines the activities of the Council of Europe in favour of inter‐university co‐operation and exchange. First, the role and tasks of the CC‐PU and then the work programme of the Council of Europe on higher education and research are examined. With regard to academic mobility and European inter‐university co‐operation, the Transfrontier Regional University Co‐operation Programme, the European Postgraduate Training Programme, and the Inter‐university Co‐operation Programme between Europe and Latin America are described. Finally, both the European Networks for Scientific and Technical Co‐operation and the Open Partial Agreement on the Prevention of, Protection Against, and Organisation of Relief in Major Natural and Technological Disasters and their constituent activities are evoked. 相似文献
9.
刘丹 《成都教育学院学报》2010,24(4):41-43
在世界范围教师教育改革的浪潮中,远在北欧的芬兰,以“质量高、差异小、奇迹教育”等评价成为了世界教育的“超级明星”。文章从芬兰的基础教育切入,立足于具体介绍芬兰基础教育成功的一个核心因素：成功高效的教师队伍建设。没有成功高效的教师队伍就没有芬兰基础教育的成功,而成功高效的教师队伍则直接得益于芬兰教师教育大学化的程度、培养模式、质量保证体系、教师评价体系等诸多方面。 相似文献
10.
In post-Bologna Europe, there has been a noticeable increase in English-medium instruction. In this article we take the case of Sweden as an illustrative example of the wider disciplinary issues involved in changing the teaching language in this way. By 2008 the use of English in Swedish higher education had risen to such an extent that it had to be regulated at the governmental level and through university language policies. Such policies have attempted to provide generalised pragmatic guidelines for language use across educational programmes. In this paper we argue that such general policies fail to take into consideration fundamental disciplinary differences and their potential impact on language use. We present a theoretical argument about the knowledge structures of disciplines, relating these to the disciplinary literacy goals of educational programmes. We then illustrate our argument using data from an extensive survey carried out at a major Swedish university. We conclude that the disciplinary variation in the use of English can be seen as a product of different knowledge-making practices and educational goals. This conclusion problematises “one-size-fits-all” language policies which only deal with general features of language use and do not allow for discipline-specific adjustments. 相似文献
11.
The changing higher educational landscape in Europe creates new learning infrastructures and transforms existing ones. Students
are thus provided with new possibilities and challenges. Through the case study of a newly developed common curriculum for
the social sciences of a public university in Austria, this article discusses the interacting social agents, elements, and
tools of a flexible and interactive technology-enhanced learning model. In doing so, the transnational, national, and local
infrastructural conditions and challenges are critically examined from a socio-technological perspective. Selected evaluation
and survey results highlight students’ learning practices, usage behavior, and suggestions to improve their learning situation.
The article concludes that student-centered learning models focusing on flexibility and interactivity can support the stable
implementation of a common curriculum and its technology-enhanced learning infrastructure for the social sciences at public
universities with high student numbers. 相似文献
12.
现代意义上的大学发端于中世纪的欧洲。大学何以产生于中世纪的欧洲而不是世界其他文明中心呢？这主要取决于大学的内在特征和中世纪欧洲的政治、经济、文化方面的特殊背景得到了完美的结合,中世纪欧洲各种综合的社会历史背景为大学的产生提供了适宜的土壤。 相似文献
13.
AbstractBy any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemological crisis in the meaning and value of the humanities and social sciences (HaSS). Concerns have been expressed in two main forms. The governors of tertiary education systems—governments, private investors, university managers and consultancy firms—have focused on how HaSS can adapt to the perceived research needs of the 21st century. At the same time, a competing set of discourses has been generated by scholars and researchers employed within the critical HaSS themselves. This article considers what these differing perspectives mean for reconceptualising HaSS for the twenty-first century. After surveying the contemporary climate, this article examines the findings of key reports on the future of the humanities from the United States, the United Kingdom and Australia. Alongside those of Western Europe, these university systems are arguably the key drivers for the global university system. It is argued that these reports provide an opportunity for emerging universities to reflect on their research priorities and developmental strategies. The article concludes with some reflections on the wider consequences of the globalising of the university system, the increase of China's influence in Asia, and ponders the prospect of post-human/ist futures of the humanities. 相似文献
14.
Peter Fischer‐Appelt 《Higher Education in Europe》1990,15(1):46-51
The article considers, on one hand, the need to increase East‐West and West‐East academic exchanges in Europe, and on the other, to reduce or to rationalize imbalances. The three major segments of university populations, students, faculty members, and administrators, are each examined with regard to participation in exchanges, and pertinent suggestions are made. The author particularly insists on the importance of involving university administrators in exchange programmes even to the extent of moving them physically to other universities for stays of varying length. In closing, he evokes the setting up of the European Association of International Exchange Administrators. 相似文献
15.
Joke van der Leeuw‐Roord 《Higher Education in Europe》1998,23(3):367-373
The author, the President of EUROCLIO, a major association of European history teachers, considers the present state of history teacher preparation in the universities of Europe. Her primary complaint is that university programmes that are intended primarily for the training and preparation of future historians may neglect the needs of students planning to teach history in middle or in secondary schools. Typical university undergraduate history programmes tend to be overly academic, failing to provide enough in the way of pedagogical training. Thus the author recommends a strong dose of pedagogical methods courses as well as practical training for future history teachers. Other European organizations, particularly the Council of Europe and the European Union, are taking an interest in the ways in which history is being taught in the schools of their member states. The article ends with a survey of some recent conferences sponsored by these two organizations as well as by EUROCLIO on pedagogical and topical aspects of history teaching. 相似文献
16.
In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities. 相似文献
17.
Peter Fischer‐Appelt 《Higher Education in Europe》1991,16(2):41-45
The development of inter‐university co‐operation in Europe is conditioned by such major sets of events'as the evolution of the EC, growing environmental awareness, and the recent revolutionary changes in eastern Europe. Attempts to develop inter‐university cooperation between eastern and western European universities must still cope with the heritage of some forty‐five years of a divided Europe. Such strong points of the eastern European universities as research capacity should be recognized. A very good way to further inter‐university co‐operation on a broad front is through interregional co‐operation, particularly that linking contiguous regions on the East‐West European divide. 相似文献
18.
《Higher Education in Europe》1980,5(2):49-51
The recognition of studies and diplomas is considered a prerequisite for the promotion of the international mobility of students, researchers and other university staff. For this reason Unesco, as well as some other international organizations, attach a great deal of importance in their programmes of activities to this issue. The following article, prepared for “Higher Education in Europe” by the Unesco Secretariat, outlines the main developments with regard to the problem of. the recognition of studies and diplomas in higher education with a special reference to the recently signed Convention on the Recognition of Studies and Diplomas in Higher Education in the Member States of the Europe Region. 相似文献
19.
Henry Wasser 《Higher Education in Europe》1989,14(1):86-88
In an effort to draw conclusions as to the relative level and quality of training of university heads in western Europe and in the United States, the author has examined the results of two surveys, one of European and one of American heads of universities. He has concluded that as a general rule the average European university head has achieved a more rigorous level of training than has hi3 American counterpart. He has also concluded that the selection procedure for a European head of university is usually more democratic that that employed in the selection of an American head of university. 相似文献
20.
林锈戎 《福建教育学院学报》2012,13(5):1-4
创业型大学作为一种能够迅速摆脱生存发展困境、由弱转强的办学理念和发展模式,已被欧、美、亚、澳洲等不同类型、层次、水平的多所大学成功实践,是我国地方高校可以选择的强校之路.福州大学作为省属地方高校,近年来学习、借鉴创业型大学办学理念和发展模式,在人才培养、科技创新和社会服务等方面进行积极地探索和尝试,成效明显.地方高校实践创业型大学之路,关键在于确立创业型大学办学理念,建立大学与政府、企业相结合的“三螺旋”关系,形成科学的组织转型途径,争取获得较好的制度环境和政策支持. 相似文献