Changing Doctoral Education at the University of Maribor

The paper gives an overview of changes in the European Higher Education Area regarding the Doctoral studies, and outlines the steps that the University of Maribor undertook to renovate the Doctoral studies in line with the Salzburg principles and Principles of Innovative Doctoral Education.

Missions and evaluation criteria of doctoral studies in Electrical and Information Engineering in the frame of European Higher Education Area

2009 EAEEIE Annual Conference ◽

10.1109/eaeeie.2009.5335455 ◽

2009 ◽

Cited By ~ 1

Author(s):

Olivier Bonnaud

Keyword(s):

Higher Education ◽

Evaluation Criteria ◽

Doctoral Studies ◽

Information Engineering ◽

European Higher Education

Analysis of the Integrated Implementation of the Manufacturing Engineering Subject in Engineering Degrees at the Malaga University

Materials Science Forum ◽

10.4028/www.scientific.net/msf.759.1 ◽

2013 ◽

Vol 759 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

L. Sevilla ◽

M.J. Martín ◽

F. Martín ◽

F.J. Trujillo ◽

C. Bermudo

Keyword(s):

Higher Education ◽

Student Satisfaction ◽

Manufacturing Process ◽

Negative Effects ◽

Manufacturing Engineering ◽

In this paper the integrated implementation of the Manufacturing Engineering subject in all new engineering degrees at the University of Malaga is analyzed, within the European Higher Education Area (EHEA) framework. After identifying the methodology used by Department of Engineering Manufacturing Process and the problems generated in its development, the robustness of the designed organization system is justified. This methodology has successfully overcome the negative effects of multiple changes made to the delivery of the first edition of this subject. Additionally, the methodology developed has generating a significant level of student satisfaction by comparison with near departments and overall university.

The Degree In Tourism At University Of Extremadura: Are Its Specific Competencies Being Highly Valued By Firms And Professionals?

Journal of International Education Research (JIER) ◽

10.19030/jier.v10i5.8984 ◽

2014 ◽

Vol 10 (5) ◽

pp. 307-312

Author(s):

Francisco Javier Ortega-Rossell ◽

Esteban Perez-Calderon ◽

Patricia Milanes-Montero

Keyword(s):

Higher Education ◽

Labor Market ◽

Tourism Studies ◽

The University ◽

Academic Year

In 2008, the University of Extremadura adapted their degrees in tourism in order to offer from the academic year 20092010 a full education in this area within which students can receive the European Higher Education Area (EHEA) Degree in Tourism.The current framework for higher education, characterised by a more open offering, has, as its main aim, a greater rapprochement of the competencies and skills achieved by students and those that are demanded by the labor market and society in general. Because of this, the paper examines whether these new degrees will provide the expected results. The methodology used consists of a questionnaire distributed among the main institutions and professionals from Extremadura about specific competencies of Tourism studies.

Adaptación de los estudios de magisterio al EEES: las TIC en los nuevos planes de estudio

Edutec Revista Electrónica de Tecnología Educativa ◽

10.21556/edutec.2011.36.405 ◽

2011 ◽

pp. a169

Author(s):

Rosario Isabel Herrada Valverde ◽

Gabriel Herrada Valverde

Keyword(s):

Higher Education ◽

Teacher Training ◽

Preservice Teacher ◽

Information And Communication Technologies ◽

Communication Technologies ◽

Adaptation Process ◽

Information And Communication ◽

Este artículo analiza el proceso de adaptación de los antiguos títulos de Maestro a los nuevos Grados adaptados al Espacio Europeo de Educación Superior en las universidades públicas españolas y, en particular, la presencia de asignaturas relacionadas con las Tecnologías de la Información y la Comunicación. El análisis de los datos recopilados muestra como este proceso ha dado lugar a una dispersión de la presencia de estas asignaturas dependiendo de cada universidad y especialidad.Adaptation of teacher training degrees to the EHEA: ICT in the new study plansAbstractThis paper analyzes the adaptation process of the old preservice teacher degrees to the new ones adapted to the European Higher Education Area, in particular, about the presence of subjects related with Information and Communication Technologies. The analysis of the collected data shows that this process has involved dispersion in the presence of these subjects according to the university and speciality.

Modelos docentes de los profesores universitarios

Teoría de la Educación Revista Interuniversitaria ◽

10.14201/3256 ◽

2009 ◽

Vol 19 ◽

Author(s):

Bernardo Gargallo López ◽

Amparo Fernández March ◽

Miguel Ángel Jiménez

Keyword(s):

Higher Education ◽

Constructivist Learning ◽

The Other ◽

Educación Superior ◽

University Professors ◽

Teaching Models ◽

Educacion Superior ◽

RESUMEN: El objetivo fundamental de este trabajo era precisar los modelos docentes de los profesores universitarios para corroborar si se ajustaban a los requerimientos del espacio europeo de educación superior (que preconiza un modelo centrado en el aprendizaje con dominio de competencias pedagógicas). Encontramos dos modelos, uno centrado en el aprendizaje y otro centrado en la enseñanza, y otros dos modelos intermedios. Un grupo de profesores (alrededor de un 48% de la muestra de 326 profesores) se encuadraba en el modelo centrado en el aprendizaje, de corte constructivista, y se subdividía en dos grupos, uno de ellos más centrado en el aprendizaje y con más habilidades docentes. También encontramos otro grupo (alrededor del 52% de los profesores), centrado en la enseñanza y que utilizaba metodologías tradicionales. Este grupo también se subdividía en otros dos, uno más tradicional y con menos habilidades docentes que el otro. Estos resultados reclaman la atención de los gestores universitarios y el diseño de ofertas racionales de formación que ayuden a los profesores a adquirir las competencias pedagógicas necesarias.ABSTRACT: The main objective of this work was to specify the teaching models of university professors in order to find out whether they meet the requirements of the European higher education area (which upholds a learning-centred model with pedagogical competencies). We found two models, one of them learning-centred and the other one teaching-centred, with two intermediate models. A group of professors (around 48% of the sample of 326 professors) fitted with the constructivist learning-centred model, and this group was subdivided into two, one of them more learningcentred and with more teaching and assessment abilities than the other. We also found another group (around 52% of the professors), teaching-centred and which used traditional methodologies. This group was also subdivided into two, one of them more traditional and with less teaching and assessment abilities than the other. These results demand the attention of the university managers and also the design of rational offers of training that help the professors to acquire the necessary pedagogical competencies.SOMMAIRE: L'objectif fondamental de ce travail était de préciser les modèles d'enseignement des professeurs universitaires pour corroborer s'ils étaient adaptés ou pas aux exigences de l'espace européen d'éducation supérieur (qui préconise un modèle centré sur l'apprentissage avec la maîtrise de compétences pédagogiques). Quatre modèles ont été trouvés. L'un est centré sur l'apprentissage, l'autre sur l'enseignement, avec deux modèles intermédiaires. Un groupe de professeurs (autour de 48% d'un échantillon de 326 professeurs) était encadré dans le modèle centré sur l'apprentissage, de type constructiviste et subdivisé en deux sous-groupes, l'un plus centré sur l'apprentissage et possédant des habilités d'enseignement et d'évaluation plus poussées que l'autre. Un autre groupe devprofesseurs a été trouvé (environ 52% de l'échantillon), centré sur l'enseignement et utilisant des méthodologies traditionnelles. Ce groupe était aussi subdivisé en deux sous-groupes, l'un plus traditionnel et avec moins d'habilités d'enseignement que l'autre. Les dirigeants universitaires devraient tenir compte de ces résultats et l'offre rationnelle de formation des professeurs devrait viser l'acquisition de ces compétences pédagogiques nécessaires.

Design Of The Accounting Course Focusing On The Development Of Competences

Journal of International Education Research (JIER) ◽

10.19030/jier.v7i5.6112 ◽

2011 ◽

Vol 7 (5) ◽

pp. 15-22

Author(s):

Adelaida Ciudad-Gomez

Keyword(s):

Higher Education ◽

Student Learning ◽

Central Core ◽

University Environment ◽

Competence Training ◽

Training Activities ◽

Definition Of ◽

The aim of this work is to develop a proposal for a methodology in the university environment that enables us to design our course with an approach based on the development and acquisition of competences within the framework of the European Higher Education Area (EHEA), allowing a transition from a model focused on teaching to a model focused on student learning. This means, after having established the competences to be acquired by the student during our course, designing the activities that must be undertaken in order to achieve them, so that the central core of our work is made up of three sequential steps: a) selection and definition of the generic and specific competences to be acquired during our course, b) inclusion of competence training activities and distribution amongst the topics of the course, and c) the procedure for the assessment of competences.

La acción tutorial académica en pequeños grupos: Una experiencia educativa con estudiantes universitarios

Revista Electrónica Educare ◽

10.15359/ree.20-2.21 ◽

2016 ◽

Vol 20 (2) ◽

pp. 1

Author(s):

Vladimir Essau Martínez-Bello ◽

Ángela Martínez.Rojas

Keyword(s):

Higher Education ◽

Teacher Training ◽

Ad Hoc ◽

Positive Assessment ◽

Analysis Of Results ◽

The University ◽

Academic Year

This study establishes three objectives. The first, describe the main characteristics of a tutorial action program developed within an academic subject in a Faculty of teacher training. The second, determine the level of appraisement of the degree of importance given by students to a group of transversal skills and the kowledge level related to the research methodology during the tutorial action. The third, discuss the role of the tutorial action at the university in the new European Higher Education Area. The experience was developed in the academic year 2014-2015. Thirty six students participated and constructed two ad-hoc questionnaires. Four elements can be highlighted from the analysis of results: the interaction between participants, the perceived organization and the tutorial action methodology, the positive assessment to the development of skills related to research, and the development of critical attitude. As conclusion, it is considered that showing the process of construction and development of the tutorial action as an alternative experience in higher education and teacher training subjects, can help to clarify alternative pedagogical mechanisms to facilitate communication and participatory processes consistent with the new European Higher Education Area.

Global Considerations in Entrepreneurship Education and Training - Advances in Business Strategy and Competitive Advantage ◽

Acquiring Competencies Through Teamwork Activity

10.4018/978-1-5225-7675-4.ch003 ◽

2019 ◽

pp. 41-56

Author(s):

Esteban Pérez-Calderón ◽

María Pache-Durán ◽

Beatriz Rosado-Cebrián ◽

Jorge M. Prieto-Ballester ◽

Patricia Milanés-Montero

Keyword(s):

Higher Education ◽

Financial Management ◽

Crucial Aspect ◽

Generic Competencies ◽

Graduate Employability ◽

Employability is a crucial aspect of the European Higher Education Area. Thus, the overriding aim of curricula is the integration of knowledge (specific competencies) and personal/ occupational skills (generic/ transversal competencies). The teamwork competency is important in achieving the goal of graduate employability. Applied to the case of the financial management subject at the University of Extremadura (Spain), this study analyses the assessments of a group of students and a group of teachers of the use of teamwork activity in the acquisition of knowledge and generic competencies. The findings, both for students and teachers, lead to recommend that the centres quality committees advise the use of teamwork in subjects which do not yet apply this learning methodology.

Interlinguistics and Esperanto studies at universities

Language Problems & Language Planning ◽

10.1075/lplp.32.3.06fie ◽

2008 ◽

Vol 32 (3) ◽

pp. 269-279 ◽

Cited By ~ 1

Author(s):

Sabine Fiedler

Keyword(s):

Higher Education ◽

Bologna Process ◽

Winter Semester ◽

European Universities ◽

Cycle System ◽

The University ◽

University Of Leipzig ◽

The Bologna Process

The Bologna process aims to create a European Higher Education Area by 2010, in which university studies are comparable and compatible and degrees more transparent. Its priority is the introduction of the three-cycle system Bachelor — Master — Doctorate. At the University of Leipzig a project was launched to connect the implementation of the new structures with the establishment of a programme in interlinguistics and Esperanto studies. In the winter semester 2007/2008 a compulsory-optional module with the title Universal Languages was taught, consisting of a weekly lecture, seminar and a language course Esperanto. It was an initiative of the Gesellschaft für Interlinguistik e.V. and financially supported by the Esperantic Studies Foundation. The paper reports on the structure, contents and results of the module and draws conclusions for similar initiatives at other European universities.

TENDENCIES OF DOCTORAL EDUCATION INNOVATIVE DEVELOPMENT THROUGH EUROPEAN HIGHER EDUCATION AREA

Pedagogical Sciences ◽

10.32999/ksu2413-1865/2020-92-16 ◽

2021 ◽

pp. 96-102

Author(s):

Fast O.L.

Keyword(s):

Higher Education ◽

Educational Policy ◽

Doctoral Education ◽

Research Work ◽

Educational Process ◽

Teaching Staff ◽

Innovative Development ◽

Young Researchers

The article is devoted to the European educational policy analysis in the context of the PhD candidates training quality insurance. The aim of the study was to theoretically substantiate the main trends in the innovative development of doctoral education in the European Higher Education Area at the present stage.The methodology of the study is based on a systematic approach to the analysis of educational policy, which regulates the training of the applicants for degrees equivalent to PhD in the European Higher Education Area. The methodological principles, the observance of which is provided by the research, include: objectivity, complexity, disclosure of contradictions of the studied subject, interdisciplinary, cultural conformity. Among the theoretical and empirical research methods prevail the following: analysis, synthesis, modelling, comparison,generalization of individual provisions of scientific approaches to substantiate the leading idea of the study, observation of the educational process, content analysis, statistical analysis.The study found that educational policy in the European Higher Education Area and the European Research Area revolves around quality priorities, both in research by young researchers and in teaching. Among the key trends in the innovative training of the candidates for degrees equivalent to PhD, the following are highlighted: flexible institutionalization of organizational structures of higher education at the PhD level; priority of the research component in the preparation of the applicants for scientific degrees; innovative practices of scientific guidance; career growth and mobility of young researchers as strategic objectives of doctoral education; diversification of trajectories of financial support of the PhD candidates’ research.Through the period of the national educational policy reforming according to European standards, it is important to take into account the identified trends in doctoral education (eighth level of the National Qualifications Framework) and key indicators for assessing its quality, which are most commonly practiced in higher education institutions in the EU: PhD candidates’ publications, progress in writing a research work, the qualification level of the teaching staff, etc.Key words: doctoral education, educational policy, tendencies of training PhD candidates, European Higher Education Area, Council for Doctoral Education of the Association of European Universities. Cтаттю присвячено аналізу європейської освітньої політики щодо забезпечення якості підготовки здобувачів наукових ступенів, еквівалентних PhD. Метою дослідження сталотеоретичне обґрунтуван-ня основних тенденцій інноваційного розвитку докторської освіти у Європейському просторі вищої освіти на сучасному етапі.Методологія проведеного дослідження ґрунтується на системному підході до аналізу освітньої полі-тики, що унормовує підготовку здобувачів наукових ступенів, еквівалентних PhD, у Європейському просторі вищої освіти. До методологічних принципів, дотримання яких передбачене дослідженням, віднесено: об’єктивності, комплексності, розкриття суперечностей предмета, що вивчається, міждис-циплінарності, культуровідповідності. Серед теоретичних та емпіричних методів дослідження прева-люють такі як: аналіз, синтез, моделювання, порівняння, узагальнення окремих положень наукових підходів для обґрунтування провідної ідеї дослідження, спостереження за освітнім процесом, кон-тент-аналіз, статистичний аналіз.За результатами проведеного дослідження з’ясовано, що освітня політика у Європейському просто-рі вищої освіти та Європейському дослідницькому просторі вибудовується навколо пріоритетів якості і у дослідженнях молодих дослідників, і у викладанні. Серед ключових тенденцій інноваційної підго-товки здобувачів наукових ступенів, еквівалентних PhD, виокремлено такі як: гнучка інституалізація організаційних структур вищої освіти рівня PhD; пріоритетність дослідницького складника у підго-товці здобувачів наукових ступенів; інноваційність практик наукового керівництва; кар’єрне зростання та мобільність молодих дослідників як стратегічні завдання докторської освіти; диверсифікація траєк-торій фінансової підтримки досліджень здобувачів наукових ступенів.На етапі наближення вітчизняної освітньої політики до європейських стандартів важливо врахо-вувати виявлені тенденції розвитку докторської освіти (восьмий рівень Національної рамки кваліфі-кацій) та ключові індикатори оцінки її якості, які найчастіше практикуються у закладах вищої освіти у ЄС: наукові публікації здобувачів наукових ступенів, еквівалентних PhD, прогрес у написанні науко-вої кваліфікаційної праці, кваліфікаційний рівень професорсько-викладацького складу тощо.Ключові слова:док торська освіта, освітня політика, тенденції підготовки здобувачів наукових ступенів, Європейський простір вищої освіти, Рада з докторської освіти Асоціації європейських університетів.