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DIETER BLANCK 《European Journal of Engineering Education》1992,17(1):59-65
After a brief glance backward at the development of the European Study Course EMS with double qualification (of the national acknowledged awards Bachelor of Engineering and Diplomingenieur FH) the three main parts of this course at the home institution, at the host institution and in industry are described. It is shown that high calibre students get the chance of acquiring three nationally acknowledged degrees within four years. Some of the main problems that arise from the language barrier, in the field of pedagogies and the academic recognition especially in keeping the ‘equivalence equation’ are made clear. At the end an evaluation of international joint study programmes for undergraduates with reference to defined criteria of growing complexity is given in the form of a diagram. 相似文献
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The current study investigated whether the quality of school anti-bullying policies allows the drawing of any conclusions about the extent of bullying problems in schools. That is, do schools with a more detailed anti-bullying policy have lower rates of bullying? A total of 2377 children in primary schools (six year olds/year two: 1072; eight year olds/year four: 1305) were individually interviewed using a standard interview about bullying experiences. A detailed content analysis scheme that closely followed the core whole-school intervention approach was carried out on a total of 34 schools: 24.5% of the children reported being directly victimised very frequently and 45.9% reported being relationally victimised frequently or very frequently. No correlation between the content and quality of anti-bullying policies and the prevalence of direct bullying behaviour was found. Conversely, an inverse relationship was found for relational bullying behaviour: schools with the most detailed and comprehensive anti-bullying policies had a higher incidence of relational bullying and victimisation behaviour. Inspection of school anti-bullying policies per se provides little guide to the actual amount of direct bullying behaviour in schools. 相似文献
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DIETER BLANCK 《European Journal of Engineering Education》1990,15(1):37-43
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
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A subset of the items of both forms of the Peabody Picture Vocabulary Test (PPVT) was administered to a sample of 452 fourth-, fifth- and sixth-grade students. This sample of students was randomly divided into two equal subgroups. Item difficulty indices were calculated for each of the two subsamples for each of the two forms of the test. Data obtained from the first subsample were used to evaluate the published ordering of items of Forms A and B of the PPVT and to reorder the items according to the empirically derived item difficulties. The second subsample was used as a cross-validation sample to evaluate the empirically derived reordering of items. The results of the cross-validation of the reordering indicate a substantial and significant increase in the validity of the item orderings for this subset of items on both forms of the PPVT. Therefore, this new ordering may yield a more accurate estimate of the intelligence of average and above students in the fourth-, fifth-, and sixth-grades than the present, published ordering of items. 相似文献
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This article presents empirical results of explorative case studies that examine whether the New Public Management mechanisms have improved the academic performance of PhD education in selected German and European economics departments. Our data rely on document analyses of organisational variables and in-depth semi-structured interviews with professors in Germany and several European countries. We propose a typology of departments along their PhD production technology and suggest that organisational improvements should look at the processes through which new professional standards gain acceptance in departments and at the means by which long-term incentive problems of collective action in a department are solved. 相似文献
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DIETER SEITZER 《European Journal of Engineering Education》1999,24(2):139-149
It is argued that cooperation between partners from research, university and industry has matured to an extent that certain functions have turned out to be inevitable characteristics of technology transfer. The functions are described. They can be provided by a market of services with a certain culture of quality based on competition which efficiently distributes limited resources under fast progress of technology. 相似文献
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DIETER SEITZER 《European Journal of Engineering Education》1987,12(3):219-223
Personal views, remarks about SEFI as an organisation and trends in engineering education are the items presented in the paper. SEFI—if it did not exist it would have to be invented immediately because it contributes to the infrastructure of Europe. ‘Richesse de la culture’ is a European characteristic and, as a consequence, educational systems are different, and should be developed further to capitalise on their advantages and eliminate their drawbacks. The first decade of SEFI was that of a club of enthusiastic engineering educators, the next one should bring the transition to a society with its potential impact on a European scale. Engineering education, to day more than ever, faces permanent technological change. Continuing education, therefore, becomes more important, but initial education should be enhanced by involving students in research, by introducing more choices, for instance to include nontechnical subjects and by training innovative, flexible and communicative behaviour to make technology better understood to the public. 相似文献
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DIETER BLANCK 《European Journal of Engineering Education》1989,14(3):263-272
The characteristics of the European ‘EMS’ course are presented, namely the entrance qualifications, its aims, the structure of its curricula, the eligibility of enrolled students with respect to scholarships, its efficiency in the direction of ‘Europe-capable’ technical education, the possibilities of gaining further British national degrees, as Master of Science (MSc) and Doctor of Philosophy (PhD), and the results reached up to now. In the academic year 1987/88, seven out of eight EMS-students from Osnabriick were in a position to get the Bachelor degree with good results at their first attempt. Furthermore it turned out that this way of engineering education will be the right one for a European career. The final condition of a fully developed system of binational European study courses is characterized as follows: the Fachhochschule Osnabriick together with their counterparts in France, Great Britain and Spain will offer three binational European study courses with double qualification and national graduation within the normal study period of four years. With the help of the ‘Credit Transfer System’ the examination regulations would allow capable students to get a qualification with three national degrees of three partner institutions. 相似文献
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