EUROPEAN COMMUNITY COURSE CREDIT TRANSFER SYSTEM     

Fritz Dalichow 《Higher Education in Europe》1990,15(2):72-73

ECTS, the European Community Course Credit Transfer System, has been conceived to ease academic mobility and recognition, through the creation of a common credit system for the courses of the participating institutions from different countries.  相似文献   

The university brand and social media: using data analytics to assess brand authenticity     

James Pringle  Samantha Fritz 《Journal of Marketing for HIGHER EDUCATION》2019,29(1):19-44

Recent economic pressures have demanded higher education institutions respond with strong, authentic brand promises. This mixed method multi-case study explored the authenticity of common brand promises at three Universities in Canada through Twitter and Facebook postings from February to April 2016 using a cloud-based text and network analytic tool. Our study revealed the content shared on social media channels, while largely trustworthy, was fraught with shades of gray and revealed that sometimes brand promises were used against the university when they appeared disingenuous or threatened institutional norms around equity and social justice. Further, social media strategies are still largely limited to push notification suggesting universities are missing opportunities to strengthen their brand and counter negative messaging. For marketing managers it reinforces investments should be directed toward creating engaging and authentic content that can be expressed through multiple touch-points including social media and this can be monitored through low-cost analytic tools.  相似文献   

ERASMUS: THE EUROPEAN COMMUNITY'S HIGHER EDUCATION ACTION PROGRAMME IN ITS FIRST YEAR     

Alan Smith  Fritz Dalichow 《Higher Education in Europe》1988,13(3):39-47

On 14 May 1987, the Education Ministers of the Twelve reached agreement on the European Community Action Scheme for the Mobility of University Students (ERASMUS). With a total of 85 million ECU** ** One ECU is worth approximately $ 0.8131 United States dollars. View all notes earmarked for its initial phase (1 July 1987 to 30 June 1990), the programme will aim at encouraging increased student and staff mobility throughout the European Community by means of the creation of a European University Network, the award of grants to individual students, arrangements for the mutual recognition of qualifications and courses or parts of courses, and a range of additional supporting measures. In the following article, the authors will examine, in some detail, the Actions provided for in the Programme, which was formally adopted by the Council on 15 June 1987.

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An evening with Richard Adams     

Jean Fritz 《Children‘s Literature in Education》1978,9(2):67-72

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Book reviews     

Richard Meister  W. D. Wall  Fritz Bohnsack  B. F. Nel  Helmut Meyer-Bothling  Joseph S. Roucek  F. W. Prins  Hans Möckelmann  H. J. Dallmer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(1):112-127

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Mathematics classroom cultures: Methodological and theoretical issues     

Fritz C. Staub 《International Journal of Educational Research》2007,46(5):319-326

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Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

Fernsehsport: Im Spannungsfeld von Information und Unterhaltung     

Fritz Hattig  Sven Güldenpfennig 《Sportwissenschaft》1997,27(1):94-99

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Does presentation method influence film learning?     

Philip C. Minier  Fritz A. Albert  Richard D. Powers 《Educational technology research and development : ETR & D》1961,9(4):195-200

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Rater sensitivity to lexical accuracy,sophistication and range when assessing writing     

Erik Fritz  Rachael Ruegg 《Assessing Writing》2013,18(2):173-181

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