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1.
In this paper we examine the perceptions of ERASMUS agents’ of Polish students’ participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students based on the qualitative data, collected through semi-structured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students’ participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their development.  相似文献   

2.
The ERASMUS Programme has meant a leap forward in both the quality and the quantity of student exchange programmes in engineering. About 4700 engineering students will be involved in the first three years of the programme. There is a variety of organisational patterns in the inter-university co-operation programmes, ranging from bilateral exchanges of short duration (three months) to fully integrated multilateral programmes leading to a double qualification. The ERASMUS exchanges have proved to be highly beneficial to students: in addition to the basic academic training, the period abroad allows students to improve their language proficiency, obtain cultural and social enrichment, and develop important personal virtues like openness, adaptability and the ability to stand on their own feet.  相似文献   

3.
Study‐abroad students, products of their own particular academic literacy culture, face the challenge of rapidly integrating into a foreign academic literacy community. This study identifies possible culturally dependent sources of literacy problems in Law and Economics students in Great Britain, France and Spain. Nearly 600 potential European study‐abroad candidates (ERASMUS programme) and 169 of their university teachers from 17 universities in the three countries completed a questionnaire on first language (L1) reading practices. Results revealed distinct academic literacy profiles within disciplines across national cultures. Academic reading practices are seen to be more important overall in Britain, significantly less so in Spain, while France shows some characteristics of both British and Spanish approaches. Summarised results of a concurrent investigation into ERASMUS students' foreign language reading skills suggest the influence of L1 literacy traditions on foreign language reading, which points to pedagogical implications and directions for further study.  相似文献   

4.
This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation.  相似文献   

5.
Internationalisation of higher education: European experiences   总被引：1，自引：0，他引：1  
‘Internationalisation’ is generally defined as increasing cross-border activities amidst persistence of borders, while ‘globalisation’ refers to similar activities concurrent to an erosion of borders. Study mobility is viewed as the most visible component in this framework in Europe with ERASMUS as the largest scheme of temporary mobility. ERASMUS was a trigger for a qualitative leap of internationalisation strategies and policies since the 1990s: towards cooperation and mobility on equal terms, and towards systematic and strategic internationalisation. The ‘Bologna Process’ aimed to make higher education more attractive to students from other parts of the world and to facilitate intra-European mobility; however, many other activities are needed to stimulate mobility, and the Bologna Process pursues many other objectives. It remains to be seen whether supra-national and national policies and institutional strategies will continue to opt for wide-ranging cooperation based on mutual trust or whether the ‘competition paradigm’ will determine the scene.  相似文献   

6.
欧洲学分互认体系(ECTS)于1989-1990学年开始推行。其最初目的是根据欧共体"伊拉斯莫"计划,对学生流动转学期间的学习给予认可,学生将获得经由ECTS认证的学分和一个ECTS等级,这些学分和等级可以使学生流动期间就读学校的成绩获得母校的认可。"用户手册"是欧洲学分互认体系的解释性文件。该系统的核心是,学分的授予是建立在所完成的学习任务和通过考试所获得的学习成绩上的。本演讲将详细介绍ECTS系统,以及它目前在49个国家和地区之间作为转换与累积学分体系的作用。  相似文献   

7.
This article is a reprint of the explanatory memorandum of a proposal formulated by the Commission of the European Communities for the establishment of a mobility scheme intended to enable students, teachers, and researchers to participate in education and training programmes similar to those in the Community. A principal goal is to develop links between central and eastearnn Europe and such . European Community programmes as ERASMUS, COMETT, LINGUA, and SPES. The indicative calendar presented assumes that the scheme will be in operation as of the 1990‐1991 academic year.

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8.
This article argues in favour of strong student information and counselling services in order to increase the rate of success of such international student and faculty exchange programmes as those of the ERASMUS Programme. After focussing on the role of guidance counsellors and the rate of participation in ERASMUS Programmes in selected European countries, the author turns to a specific examination of the Greek situation. She concludes with a plea not only for Improved informational services in the countries concerned but also for efforts to make the information available more target‐specific.  相似文献   

9.
Reviews     
The Philosophy of Higher Education Commitment to Higher Education
The Idea of Higher Education
Diverse Experiences Making Sense of Experiential Learning: Diversity in Theory and Practice
Improving the Process of Learning Helping Students to Learn: Teaching, Counselling and Research
The Nineties' Battle of the Curriculum First Degree. The Undergraduate Curriculum, Geoffrey Squires
Wandering Scholars Learning in Europe: The ERASMUS Experience - A Survey of the 1988S9 ERASMUS Students  相似文献   

10.
In this paper we describe a successful exchange programme between a number of European technological institutions in the fields of Automatic Control and Computer Science which has existed for nearly a decade. Although the programme started initially through a research interaction between the professors, it now has major student exchange and teacher exchange components. The programme has been financed partly by the participating institutions and partly from EEC funds (ERASMUS, ESPRIT, Stimulation action etc.).  相似文献   

11.
The aim of this article is to analyse political rationales for promoting student mobility in Europe and discuss these in the light of individual experiences of mobile students. Since the creation of the ERASMUS programme in 1987, student mobility in Europe has been the subject of unusual political promotion. More recently, in the context of the Bologna process, the goal of increasing student mobility has been reaffirmed by various higher education actors. Student mobility is thought to be both a component of the European Higher Education Area and one of its outcomes. Beyond this apparent widespread acceptance, we examine, on the one hand, underlying legitimating ideas and rationales that accompanied the institutionalisation of student mobility by the European Commission and a regional French authority. We also discuss the extent to which drives for mobility and outcomes at the individual student level are in line with the political perceptions and expectations of the above‐mentioned institutional actors.  相似文献   

12.
Die Auslandsaktivitäten der Fachhochschulen in der Bundesrepublik Deutschland auf studentischer Ebene kann man in die vier Kategorien: Praxisse-mester, Sprachintensivkurse, Studien- und Prüfungsleistungen sowie Studienabschlüsse gliedern, denen sich mehrere Merkmale zuordnen lassen, die für die Förderungswürdig-keit der Programme bedeutsam sind. Aus der Fülle unterschiedlicher Austauschprogram-marten erfolgt das Vorstellen des Reutlinger sowie des Osnabrucker Modells mit dem gemeinsamen Merkmal ‘Doppelqualifikation von zwei national anerkannten Hochschul-graden’.

Structure of Joint-study-programmes in the Federal Republic of Germany and Great Britain. Academic links for students of Fachhochschulen are mainly structured in four categories: industrial training, intensive language courses, examinations, national degrees. The following six characteristics can be attributed to the above mentioned categories: activity with academic or national recognition; activity on an obligatory or voluntary basis; activity that can be done within the normal 4 years period of study or which causes a prolongation of study; activity that works reciprocally; activity with the chance of becoming a normal study course; activity on a binational or even multinational basis. These six characteristics are important for students to be eligible for scholarship through the ERASMUS Bureau or other organisations. Out of the plenty of different joint-study-programmes, which are classified by the categories mentioned, the ‘Reutlinger and the Osnabrücker models’ are presented as courses with double qualifications.  相似文献   


13.
大学生国际流动对人力发展和全球理解的贡献   总被引：5，自引：0，他引：5  
在高等教育国际化的进程中 ,大学生国际流动已经从无组织或自发的行为进入到有组织的形式 ,并且也已经成为各国经济竞争的一个重要方面。本文考察了全球范围内大学生流动的趋势 ,并重点以欧盟的依拉斯玛斯计划为例 ,分析了大学生国际流动的重要作用 ,以及阻碍大学生国际流动的因素与可能的解决方案。研究表明 ,大学生国际流动有助于人力的发展和全球的相互理解 ,应当进一步推动大学生的国际流动。  相似文献   

14.
Kris Clarke 《Compare》2005,35(4):479-494
In the autumn of 2004, an interdisciplinary social science course entitled Remembering, Forgetting and Forgiveness: Justice and Reconciliation from the National to the International was offered to undergraduate students at the University of Tampere, Finland. The course had 49 students from 10 different countries on three continents. A large portion of the students were on international exchange through the European Community Action Scheme for the Mobility of University Students (ERASMUS) programme. The objective of the course was to explore the role of social memory and justice in the process of reconciliation on many different levels. Learning activities aimed to initiate discussions on cross‐cultural understandings of how to overcome violations and forgive or forget. Among the cases explored were child abuse, the massacres in Kosovo, the South African truth commissions and the Finnish civil war. A variety of teaching methods were utilised in the course. Cooperative learning methods were emphasised. Students engaged in group work activities and discussions and listened to a wide range of guest lecturers from diverse disciplines. The evaluation of students was based on individual learning portfolios constructed by students.

This paper focuses on how a multicultural education was constructed through the pedagogy of the course, along with discussions with students who assessed their own learning process and perspectives. The theme of the course was judged by students to be very interesting and important, but the role of creative learning methods was viewed as equally significant. Exchange students, in particular, appeared willing to take greater risks in learning during their year abroad. The development of new approaches to learning could thus be an important element of internationalising efforts by universities. Finally, sensitive issues, such as contested collective social memory and complex reconciliation efforts, are best approached through cooperative learning methods that emphasise dialogue.  相似文献   


15.
Abstract

In the framework of their first SOCRATES/ERASMUS applications in 1996, institutions of higher education in Europe were asked to formulate and submit a European Policy Statement (EPS) expressing the managerial and strategic thrust of their European goals and activities for which they wanted to receive support. As this was a new exercise for many institutions, especially from countries in which mission statements are not the rule, the resulting EPSs often contained a number of inconsistencies with regard to institutional strategies and policies and with regard to the relationship between institutional and European goals and policies. The contribution discusses typical problems of the strategic management of internationalisation processes at higher education institutions by presenting results of an analysis of these EPSs. It also draws some conclusions regarding implications for future developments in the context of institutional management of change and the concept of the learning organisation.  相似文献   

16.
欧盟“伊拉斯谟计划”及其意义   总被引：1，自引：0，他引：1  
伊拉斯谟计划作为欧盟(欧共体)推动的欧洲国家间的大学生流动计划,为我们提供了了解欧洲高等教育跨国合作的一个独特视角。本文通过阐述伊拉斯谟计划的实施背景、目前情况以及相关评估,指出了欧盟在该计划之外致力于推动高等教育国际化的新举措。  相似文献   

17.
Historically DEUS (Danish Enterprise University System) grew out of a number of distance learning projects in various educational sectors, i.e. both open university degree courses and tailor-made continuing and training courses. The DEUS TraiNet is recognised as a UETP (University Enterprise Training Partnership) by the COMETT programme. It is a network of universities, organisations and Danish companies established with a view to promote collaboration between industry and higher. education institutions. DEUS partners are engaged in a number of international projects including COMETT, ERASMUS and the DELTA-programme. DEUS is a fill sponsor of EuroPACE.  相似文献   

18.
Asia and Europe have long influenced each other by means of international trade, technology transfer, and foreign policy. Today, Asian countries are searching for more competitive answers in an increasingly competitive world. Educational mobility among countries, especially between Asia and Europe, is the key to unlocking the answer. To achieve the desired educational mobility requires bilingualism (English as the common medium for learning and instruction) and quality education with internationally recognized diplomas and degrees in higher education. A future Asian/European Credit Transfer System is imminent and possible with the implementation of ERASMUS ECTS (European Credit Transfer System) and UCTS (UMAP Credit Transfer System) frameworks. The path to success hinges on the application of knowledge management and risk management to this international challenge for improved educational management. By this means, the prospects for greater understanding and greater economic potential and prosperity can be achieved for both Asian and European nations.  相似文献   

19.
In the framework of their first SOCRATES/ERASMUS applications in1996, institutions of higher education in Europe were asked toformulate and submit a European Policy Statement (EPS) expressingthe managerial and strategic thrust of their European goals andactivities for which they wanted to receive support. As this wasa new exercise for many institutions, especially from countries inwhich mission statements are not the rule, the resulting EPSs oftencontained a number of inconsistencies with regard to institutionalstrategies and policies and with regard to the relationship betweeninstitutional and European goals and policies. The contributiondiscusses typical problems of the strategic management ofinternationalisation processes at higher education institutionsby presenting results of an analysis of these EPSs. It also drawssome conclusions regarding implications for future developments inthe context of institutional management of change and the conceptof the learning organisation.  相似文献   

20.
Academic mobility is up and running in the European Community. Beyond its borders, there are sign3 that non‐EC countries also do not want to be left out of what seems to be an important development. Hand on the heels of the Joint Study Programmes (1976‐1986), ERASMUS and COMETT have been launched albeit with limited budgets. Will their resources be sufficient to meet growing demand? What are the prospects for non‐Community countries that want to participate?.

This article assumes that the momentum for mobility will be greater than the resources available or predicted to meet it and that complementary strategies will have to be sought for and found if a great wave of enthusiasm for cooperation across borders is not to be frustrated. It describes the Council of Europe's recent initiatives in promoting transfrontier regional university cooperation, in various forms, and sees in them possible models for developing exchanges between regions on a modest flexible ad‐hoc basis.  相似文献   


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