Home About us Contact
|
Home About us Contact | ||
|
|
||
European Universities (european + university)
Selected AbstractsThe governance and performance of universities: evidence from Europe and the USECONOMIC POLICY, Issue 61 2010Philippe Aghion Summary We test the hypothesis that universities are more productive when they are both more autonomous and face more competition. Using survey data, we construct indices of university autonomy and competition for both Europe and the United States. We show that there are strong positive correlations between these indices and multiple measures of university output. To obtain causal evidence, we investigate exogenous shocks to US universities' expenditures over three decades. These shocks arise through the political appointment process, which we use to generate instrumental variables. We find that an exogenous increase in a university's expenditure generates more output, measured by either patents or publications, if the university is more autonomous and faces more competition. Exploiting variation over time in the ,stakes' of competitions for US federal research grants, we also find that universities generate more output for a given expenditure when research competitions are high stakes. We draw lessons, arguing that European universities could benefit from a combination of greater autonomy and greater accountability. Greater accountability might come through increased reliance on competitive grants, enhanced competition for students and faculty (promoted by reforms that increase mobility), and yardstick competitions (which often take the form of assessment exercises). --- Philippe Aghion, Mathias Dewatripont, Caroline Hoxby, Andreu Mas-Colell and André Sapir [source] Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK)EUROPEAN JOURNAL OF EDUCATION, Issue 2 2005ABDULAI ABUKARI Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it could be conceptualised. It further reflects on how two European universities understand and implement lifelong learning and the implications for European regional educational policies in view of the knowledge society. [source] The Thin End of the Wedge: Foreign Women Professors as Double Strangers in AcademiaGENDER, WORK & ORGANISATION, Issue 3 2008Barbara Czarniawska The impetus for this study was an observation that many of the first women to obtain chairs at European universities were foreigners. Our initial attempt to provide a statistical picture of this proved impossible, because there were numerous problems deciding the contents of such concepts as ,first', ,university professor' and ,foreigner'. We have therefore focused on four life stories. It turns out that being a ,double stranger', a woman in a masculine profession and a foreigner , is not, as one might think, a cumulative disadvantage. Rather, it seems that these two types of strangeness might cancel out one another, permitting these women a greater degree of success than was allowed their native sisters. This situation however, provides little psychological comfort, hence the metaphor of the wedge: opening the doors but suffering from double pressure. [source] Why Australian History MattersHISTORY COMPASS (ELECTRONIC), Issue 1 2003Carl Bridge I have been teaching Australian history to students in the University of London on and off over the last fifteen years. Most of the class are young Britons, and there is a scattering of exchange students from other European universities, the Americas and Asia. It is a perennially popular subject and I often wonder why? One answer, better than it seems at first sight, is the mountaineer's: ,because it is there'. But there are certainly some things that attract students to Australian history more than others. There is a fascination with the exotic and the natural wonders. Students are particularly interested in the Aboriginal past and culture. And they are curious to explore what European and other immigrants and their descendants have achieved when they have a chance to invent a society de novo. There is also an interest in how a country of predominantly European traditions has negotiated its position permanently anchored as it is in Pacific Asia. As our London students all study Australian history along with courses on the histories of other countries and movements, there is also considerable opportunity for comparative work, and this offers perspectives that do not naturally occur to historians studying Australia from within. [source] Changes in Nursing Education in the European UnionJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2006Adelaida Zabalegui Purpose: To provide an overview of changes in nursing education in the European Union (EU) within the framework of the Bologna Declaration, signed in 1999 by the European ministers of education, and to describe specific efforts and changes in Spain. Organizing Constructs: (a) the Bologna Declaration process, its recent reforms in all disciplines including nursing, and perspectives on future developments; (b) the Tuning Project, designed and carried out by a group of European universities to meet the challenges posed by the Bologna Declaration; and (c) efforts in a group of Spanish universities to promote higher education in nursing. Findings and Conclusions: These changes promote enhanced academic recognition, professionalism in nursing education, and graduates' competencies in practice in most European countries by specifying the undergraduate nursing degree as the minimal entrance level for practice and master's and doctoral programs for further career development. [source] | ||||||||||