Search results for "Higher"

The Evaluation of Social and Professional Life Competences of University Students Through Service-Learning

2021

The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called “soft skills” have also become important, given their significant contribution to the students’ academic, personal, social, and professional develop…

Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies

1998

This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the studen…

Commenting on Written Arguments as a Part of Argumentation Skills — comparison between students engaged in traditional vs on‐line study

1992

ABSTRACT The use of computer‐mediated communication (CMC) has increased in the area of education. This article reports a study whose aim was to improve the argumentation and scientific thinking skills of university students through argumentative on‐line studying. The research problems dealt on the one hand with learning outcomes in terms of subject content and on the other hand with argumentation skills. The results were compared between on‐line students and students who studied in a traditional way. The results indicated that the traditional group got better learning outcomes than the on‐line students who, by contrast, succeeded better in the tasks of argumentation skills. The findings sug…

Argumentation Course by Electronic Mail

1997

Abstract This article examines the question of whether electronic‐mail (e‐mail) discussions provide university students with an appropriate and profitable environment for practising argumentation and critical thinking skills. An experiment in which 31 undergraduate students and two tutors engaged in argumentative e‐mail discussions is described. The discussions were related to two set books on the sociology of education. The participants’ perceptions of the discussions and of e‐mail as a study method were evaluated by means of a student questionnaire and tutor interviews. Most of the students found that the discussions included a lot of constructive critique, mutual encouragement and constr…

Students Mobility: Assessing the Determinants of Attractiveness Across Competing Territorial Areas

2016

A central question for education authorities has become ‘‘which factors make a territory attractive for tertiary students?’’ Tertiary education is recognised as one of the most important assets for the development of a territory, thus students’ mobility becomes a brain drain issue whenever there are prevalent areas that attract students from other territories. In this paper, we try to identify the most important factors that could affect student mobility in Italy. In doing that we analyse students’ flows across competing territorial areas which supply tertiary education programs. We will consider a wide range of determinants related to the socio-economic characteristics of the areas as well…

Institutional Autonomy and the Attractiveness of the European Higher Education Area – Facts or Tokenistic Discourse?

2012

In the discourse of the Bologna Process, the notion of competitiveness as the focal goal of Bologna Process, and university autonomy as one of its founding principles are consistently linked. Autonomy is framed as a precondition of competitiveness, while competitiveness is framed in terms of attractiveness of European higher education and higher education institutions. This paper examines their relationship, discussing whether there is ground for the repeated policy argument of their going hand in hand. Do the more attractive countries have higher autonomy, are the countries with higher autonomy more attractive? Or are these phenomena linked only in the simplified arguments of the policy di…

No studenta Zaķa līdz rektoram Zaķim

2000

Par Latvijas Universitātes tapšanu 1919. gada septembra preses publikācijās

2022

The author of the article is a 1st year student of the Bachelor's study program at the Faculty of Law of the University of Latvia (UL) and a scholarship holder of the University of Latvia Foundation, whose interests include historical research and public activity within the framework of patriotism. The author has carried out research on the press coverage of the founding of the UL in September 1919, when a decisive event in the history of the Latvian state - the Latvian War of Independence (1918-1920) - took place. The article provides an opportunity to learn new, innovative facts and research directions for future work by other scholarship holders of the UL Foundation or specialists in the…

Sensory Processing in Children with Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder in the Home and Classroom Contexts

2019

Avaluant la responsabilitat social universitària: el cas del centre de ciències humanes, socials i agràries de la Universitat Federal de Paraiba (Bra…

2019

espanolEl presente articulo, producido a partir de un estudio de caso, aborda la cuestion de la Responsabilidad Social Universitaria (RSU) en el Brasil. Basado en una Metodologia de Evaluacion da RSU, que busca identificar las evidencias objetivas sobre las acciones desarrolladas por las instituciones de educacion superior a partir de siete indicadores de Responsabilidad Social (inclusion social; desarrollo economico y social; defensa del medio ambiente; defensa del patrimonio y memoria cultural; defensa de la produccion artistica e defensa de la produccion deportiva y salud), se analizan las acciones concretas implantadas por el Centro de Ciencias Humanas, Sociales y Agrarias (CCHSA) da Un…