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Mircea Malitza 《Higher Education in Europe》2000,25(1):75-79
The possibilities offered by computerization permit revolutionary changes in the ways in which higher education is structured and delivered to learners. In particular, the substance of all fields and disciplines can be broken down into modules, basic building blocks of knowledge, that can be assimilated by learners in a variety of ways, including long-distance transnational delivery. This method, coupled to the pressing need for workers, in what is now a knowledge and learning society, to constantly retool, permits an alternation throughout life between work and study, the structure of which resembles a double helix. 相似文献
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Mircea Miclea 《Higher Education in Europe》2006,31(2):105-115
For this article Institutional entrepreneurialism at Babe?‐Bolyai University (Romania) serves as a premise for more general reflections. These include discussion of the market sensitivity of entrepreneurialism; that is how a university can be very entrepreneurial in one market and less entrepreneurial in another. Consideration is also given to the idea that institutional entrepreneurialism can sometimes collide with the individual entrepreneurialism of academic staff, and universities are then forced to take defensive measures. We also touch on the academic reward system and how it could be changed in order to stimulate academics to exploit their knowledge and create market relevant products. 相似文献
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Mircea Miclea 《Higher Education in Europe》2004,29(2):221-231
The author links the “learning to do” pillar, one of the four pillars of the Delors Report of 1996, “Learning: The Treasure Within”, to the principles and purposes of an entrepreneurial university and the aims of the European Commission and the Bologna Process to enhance the employability of graduates of higher education. An entrepreneurial university will fulfill the meaning of this pillar, particularly if it includes life‐long learning, career counseling, instruction and training in job‐related social skills, and a commitment to educate and to train graduates who will be agents of change. Universities must also promote intellectual entrepreneurship as a means to achieving worthy ends including sustainable employability and human values. 相似文献
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Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status. 相似文献
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Mircea Malitza 《Higher Education in Europe》2002,27(1-2):11-29
A principal founder of the UNESCO European Centre for Higher Education reflects on the origins of UNESCO-CEPES that he traces back to a chance encounter he had, in September 1954, with René Maheu, a future Director-General of UNESCO. Inaugurated in September 1972, as part, both of the détente process of those days and of the efforts of Romania to increase the presence of the United Nations and of its specialized agencies in Bucharest, the Centre assumed the task of promoting East-West co-operation in higher education. The author has been closely associated with the evolution of the Centre, which survived the "cold" period in Romania of the 1980s, and is currently celebrating its thirtieth anniversary. 相似文献
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The Enhancement of Endogenous Capacities in Science and its Application to Technological Development
Mircea Malitza 《Higher Education in Europe》2001,26(2):193-205
Although inhibited by ideology, science and technology (S&T) managed to make some progress during the socialist periods in Central and South Eastern Europe. Even when transition came after 1989, inhibition remained for the following reasons: the lack of objectives and strategies, institutional fluctuations, inadequate funding, the dissolution of internal solidarity, and inadequate S&T management. Through the assistance of such inter-European programmes as TEMPUS and SOCRATES, a new paradigm of S&T has been introduced in the sub-region based on international competition, computerization, and networking, and an emphasis on excellence in the exploitation of the knowledge revolution. The dichotomy of theoretical and practical science is being reduced through the links between higher education and industry and the increasing use of university science parks as incubators of ideas in the interface of higher education and science. 相似文献
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This study was designed to assess the effectiveness of a multifocused (child‐, teacher‐ and parent‐focused) prevention program for Romanian preschoolers, targeting social–emotional competence development, as well as reduction of behavior problems. Fourteen classrooms were randomly assigned to the intervention and control conditions. Subsequent hierarchical linear analyses indicated that intervention‐group children performed better on experimental tasks measuring emotion knowledge and social problem‐solving strategies, and received higher assessments by their teachers and parents on measures of social–emotional competencies and externalizing problems. These results indicate that a prevention program combining intervention strategies for both high‐ and low‐risk children is effective across a wide range of adaptive and maladaptive behaviors. Moreover, a short four‐session parent group training employed to attract parent participation elicited an acceptable overall attendance rate (54%), indicating the sustainability of parent intervention in the context of community‐based interventions. 相似文献
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Mircea Malitza 《Higher Education in Europe》1997,22(1):59-65
The author begins by distinguishing between culture and civilization; one is particular and characteristic of given peoples and nations; the other is global and based on science. Education is called upon to impart, to transmit, and to promote both cultures and civilization drawing upon the latter to promote tolerance among the former. Four major components of learning are participation, anticipation, concentration, and motivation. For the future, learning, particularly higher learning, must become life‐long, computer assisted, international in character, and modularized. Learning of this sort should reduce the tensions between civilization and cultures. 相似文献
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