Interlinguistics and Esperanto studies at universities

2014 ◽  
Vol 38 (3) ◽  
pp. 292-303 ◽  
Author(s):  
Frederico Gobbo
Keyword(s):  
Financial Support ◽  
Language Teaching ◽  
Language Planning ◽  
Bologna Process ◽  
Research And Education ◽  
The Bologna Process

After 2010, following the Bologna process and the so-called ‘Gelmini reform’, universities in Italy were subjected to deep changes in administration, in research and education. The course in ‘Language Planning and Planned Languages’ was established in 2011–2012, under the initiative of the Istituto Italiano d’Esperanto and with the financial support of the Esperantic Studies Foundation, as a follow-up of the course in ‘Interlinguistics and Esperantic Studies’ offered by Prof. Emeritus Fabrizio A. Pennacchietti in the preceeding 15 years. This article reports on the structure, content and results of the course in its first three academic years, with a special attention to the methodological innovations in language teaching which were utilized in the class, and which might be useful for similar initiatives in other universities in Europe and abroad.

How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process

2018 ◽  
Vol 18 (2) ◽  
pp. 158-180 ◽  
Author(s):  
Katja Brøgger
Keyword(s):  
Higher Education ◽  
Block Structure ◽  
Bologna Process ◽  
National Context ◽  
Education Standards ◽  
Policy Documents ◽  
Soft Governance ◽  
The Bologna Process ◽  
Communication Paths

Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-oriented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of the reform. Centring on the movement from political agendas within the Bologna Process to the implementation in a national context using Denmark as a case, the paper tracks the transformation from an input- and content-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufactured through the infrastructure of the Bologna Process consisting of communication paths, standardisation and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting.

scholarly journals Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials

e-TEALS ◽  
2015 ◽  
Vol 6 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Nic Hurst
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Language Teaching ◽  
Bologna Process ◽  
English Language Teaching ◽  
Training Courses ◽  
The University ◽  
The Bologna Process ◽  
Pre Service Teacher

Abstract Understanding what the use of a coursebook implies is at the heart of any consideration of how ELT instruction in Portugal operates and, as such, should also be central to any pre-service teacher education. Since the curricular reorganization prompted by the ‘Bologna Process’, the Faculty of Letters, the University of Porto (FLUP) has included within its ‘Masters in English and other Foreign Language Teaching’ course (Mestrado em Ensino de Inglês e de Alemão / Francês / Espanhol no 3.º ciclo do Ensino Básico e no Ensino Secundário) an optional, one semester subject called the “Production of Didactic Materials”. This talk will demonstrate and discuss how, in this case, training student teachers to develop a criteria based framework for evaluating FL teaching materials, and applying that same framework, can be considered a way of re-focusing the traditionally, largely theoretical, lecture-based training courses typical of the Portuguese paradigm.

scholarly journals The Graduate Tracking and Attainment Model at the University of Pécs

2020 ◽  
Vol 4 (2) ◽  
pp. 247-261
Author(s):  
NORBERT SIPOS ◽  
GABRIELLA KURÁTH
Keyword(s):  
Bologna Process ◽  
Training And Education ◽  
Higher Education System ◽  
New Graduates ◽  
Role Of The State ◽  
The University ◽  
The Bologna Process

The aim of this study is to provide an overview of the Hungarian higher education system facing changes since 1990. The three major challenges are: the decreasing number of students enrolling since the ‘golden age’ ended; the Bologna-Process and its influence since its introduction in 2006 and the uncertainty about the future role of the state in educational finance. The institutions have to take these changes and the effects on their situation into account and they need to flnd a way to benefit from them. Thanks to Graduate Follow-Up System (GFS) research, they can measure the new graduates performance on the labour--market, their job-related satisfaction levels and possibilities, and furthermore they can have direct information about employers’ expectations, first of all on the level of working skills. This information can be used for the creation of a different approach of how to think about the students and which services could be offered to them. In the following analysis we use data from research conducted in the last three years at the University of Pécs.The focused energy and resource investment is more effective if it is based on specific training and education packages offered within the Alumni framework. It can increase the results of an even more successful Alma Mater service; furthermore it can improve the self-identification of the institution, therefore it is important to have a long-term strategy.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals Anti-adhesion Gel versus No gel following Operative Hysteroscopy prior to Subsequent fertility Treatment or timed InterCourse (AGNOHSTIC), a randomised controlled trial: protocol

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
S van Wessel ◽  
T Hamerlynck ◽  
V Schutyser ◽  
C Tomassetti ◽  
C Wyns ◽  
...  
Keyword(s):  
Live Birth ◽  
Financial Support ◽  
Controlled Trial ◽  
Reproductive Age ◽  
Fertility Treatment ◽  
Control Group ◽  
Women Of Reproductive Age ◽  
Operative Hysteroscopy ◽  
Randomised Controlled

Abstract STUDY QUESTIONS Does the application of anti-adhesion gel, compared to no gel, following operative hysteroscopy to treat intrauterine pathology in women wishing to conceive increase the chance of conception leading to live birth? WHAT IS KNOWN ALREADY Intrauterine adhesions (IUAs) following operative hysteroscopy may impair reproductive success in women of reproductive age. Anti-adhesion barrier gels may decrease the occurrence of IUAs, but the evidence on their effectiveness to improve reproductive outcomes is sparse and of low quality. STUDY DESIGN, SIZE, DURATION This multicentre, parallel group, superiority, blinded and pragmatic randomised controlled trial is being carried out in seven participating centres in Belgium. Recruitment started in April 2019. Women will be randomly allocated to treatment with anti-adhesion gel (intervention group) or no gel (control group). Sterile ultrasound gel will be applied into the vagina as a mock-procedure in both treatment arms. The patient, fertility physician and gynaecologist performing the second-look hysteroscopy are unaware of the allocated treatment. Power analysis, based on a target improvement of 15% in conception leading to live birth using anti-adhesion gel, a power of 85%, a significance level of 5%, and a drop-out rate of 10%, yielded a number of 444 patients to be randomised. The baseline rate of conception leading to live birth in the control group is expected to be 45%. PARTICIPANTS/MATERIALS, SETTING, METHODS Women of reproductive age (18–47 years), wishing to conceive (spontaneously or by fertility treatment) and scheduled for operative hysteroscopy to treat intrauterine pathology (endometrial polyps, myomas with uterine cavity deformation, uterine septa, IUAs or retained products of conception) are eligible for recruitment. Women may try to conceive from 3 to 6 weeks after receiving allocated treatment with follow-up ending at 30 weeks after treatment. If the woman fails to conceive within this timeframe, a second-look hysteroscopy will be scheduled within 2–6 weeks to check for IUAs. The primary endpoint is conception leading to live birth, measured at 30 weeks after randomisation. The secondary endpoints are time to conception, clinical pregnancy, miscarriage and ectopic pregnancy rates, measured at 30 weeks after receiving allocated treatment. The long-term follow-up starts when the patient is pregnant and she will be contacted every trimester. STUDY FUNDING/COMPETING INTEREST(S) This work is funded by the Belgian Healthcare Knowledge Centre (KCE). The anti-adhesion gel is supplied at no cost by Nordic Pharma and without conditions. Dr. Tomassetti reports grants and non-financial support from Merck SA, non-financial support from Ferring SA, personal fees and non-financial support from Gedeon-Richter, outside the submitted work. None of the other authors have a conflict of interest.

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