Topic
Socrates programme
About: Socrates programme is a research topic. Over the lifetime, 27 publications have been published within this topic receiving 544 citations.
Papers
TL;DR: In this article, the authors reviewed the relationship between internationalisation and national higher education policies in Europe and found that there were few structured relationships developed at the national level, and that increasingly, economic rationales define internationalisation policies and efforts, both at the institutional and national level.
Abstract: A study conducted in 1996 on the relationship between internationalisation and national higher education policies in Europe showed that there were few structured relationships developed at the national level. Furthermore, it was found that, increasingly, economic rationales define internationalisation policies and efforts, both at the institutional and national level. Finally, it was suggested that internationalisation is expected to become a more important factor in the definition and development of national higher education policy. This article will review two questions. First, whether the international dimension has indeed become more important in national higher education policy in the last five years, and if so, why? And second, whether the identified trend of growing economic interests related to internationalisation goals has, in fact, persisted, and why? How does this affects higher education policy at the national level? These questions will be answered on the basis of evidence gathered in the final evaluation of the SOCRATES I (1995-2000) programme and a survey undertaken on the follow-up of the 1999 Bologna Declaration. The article will show that, whereas the SOCRATES programme has only had a very limited impact on system-level change, the Bologna Declaration has been a major push for the recognition and integration of the international dimension in national higher education policy. Furthermore, it will demonstrate that the economic rationale for internationalisation has indeed gained in importance over the last five years. But also that countries vary to a large extent with respect to their economic aims and interests and the instruments they use. Finally, questions are raised concerning the possible effectiveness of the Bologna process in the wider context of the globalisation of the higher education market.
122 citations
Book•
1 Jan 2005
TL;DR: The project behind this book has been carried out with the support of the European Community in the framework of the Socrates programme as mentioned in this paper, and the authors of this book are the authors themselves responsible for sole responsibility lies with the authors and the Commission is not responsible for any use that may be made of the information contained in the book.
Abstract: The project behind this book has been carried out with the support of the European Community in the framework of the Socrates programme. It should be noted that sole responsibility lies with the authors and that the Commission is not responsible for any use that may be made of the information contained in the book.
98 citations
TL;DR: In this article, the final report of the Engineering Synergy Group, which examined the "tuning" of engineering education (EE) into European higher education, has been presented, with a focus on five areas: mathematics, geology, business, history, and educational sciences.
Abstract: The ‘Bologna process’ is promoting fundamental changes throughout European higher education. Education ministers appear determined to reach, by 2010, a significant convergence of the national educational systems. This implies the necessity of adapting curricula in terms of structures, contents, learning attributes, learning tools and assessment methods. The EC ‘Tuning’ project was set up in order to investigate the feasibility of this process on the basis of ‘available experience and recent developments in several of the Member states… particularly from previous and on-going European co-operation in the context of the Socrates programme’. The Tuning project, initially aimed at five areas only (mathematics, geology, business, history, educational sciences), was later extended to other areas, including engineering: synergy groups were formed for this purpose. This paper summarizes the final report of the Engineering Synergy Group, which examined the ‘tuning’ of engineering education (EE) into European highe...
61 citations
TL;DR: The paper examines the impact that new technology has had upon the rhetoric, theory and practice of trans-national educational collaboration within Europe and looks at some of the models generated within the ODL action.
Abstract: The paper examines the impact that new technology has had upon the rhetoric, theory and practice of trans-national educational collaboration within Europe. The paper first looks very generally at the way e-learning has become a strong part of the educational rhetoric of the EU. Some of the different models found in the literature for describing online courses and teaching and learning approaches used within distance education are then described. These models, however, for the most part apply to courses that are offered by single generally specialist distance education providers. In contrast, the ODL/Minerva projects supported by the European Commission's Socrates programme are relatively unusual in that they have as a starting point a consortium of trans-national partners engaged in a common educational venture. Consequently, the second part of the looks at some of the models generated within the ODL action. This is followed by descriptions of the work of three ODL projects, each of which differ in orientation and approach. It is argued that the dimensions on which the three projects most significantly differ are not so much according to the models already described in the first part of the paper but is more related to their assumptions about how comparative knowledge is viewed and the kind of discourse from which knowledge and learning is generated and the dialogical practices used to support this.
45 citations
TL;DR: Salford University led and coordinated a thematic network known as C 5 U, which involved a consortium of seven European universities as discussed by the authors, which identified how universities had contributed to, and benefited from, the creativity of their city-region for socially inclusive wealth creation.
Abstract: Salford University led and coordinated a thematic network known as C 5 U, which involved a consortium of seven European universities. This was part of a European University Association (EUA)/Socrates programme of work known as 'Creativity in Higher Education'. The aim was to understand how universities were increasingly seeking to be creative in their relationships with their cities and regions. The consortium identified how universities had contributed to, and benefited from, the creativity of their city-region for socially inclusive wealth creation. Success occurs when both the university and their partners have a high commitment to working together through creative leadership, and through the implementation of 'virtuous knowledge sharing' - a two-way, deep and iterative discussion, rather than the traditional one-way technology transfer typical in university reach-out. As a result of their deliberations, the C 5 U partners have suggested a new model for those engaged universities wishing to embrace their creative city-regions to the full - styled as 'Universities for Modern Renaissance'. The characteristics of such universities are discussed in some detail in the paper.
37 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2019 | 1 |
| 2012 | 1 |
| 2008 | 4 |
| 2007 | 2 |
| 2005 | 3 |
| 2004 | 1 |