1,356,607 research outputs found
Recommended from our members
The Bologna Process as a policy transfer issue
No full textThe Bologna Process (BP) – a European policy initiative to make higher education degrees compatible and comparable to one another – is presented in literature from three main perspectives: incentives to join the BP, management of the BP and the BP implementation implications. The BP transfer process is discussed in literature partially and often only implicitly, and thus, it is under elaborated. The aim of this paper is to highlight research questions essential to the BP through relevant literature review of the BP and an analytic framework which is used to suggest the questions that could be answered in further research to fill in the research gap. This paper seeks to contribute to education policy scholarship by organising existing literature about the BP around three themes, by demonstrating the gap in the analysis of the BP as a policy transfer issue, and by suggesting directions for further investigation through outlining important research questions
Development of creative abilities of younger schoolchildren in conditions of institutions of additional education
No full textThe process of rapid development of the creative activity of schoolchildren requires a responsible attitude of the education system, to pedagogical conditions that should contribute to the development of the creative abilities of children.
In this article the problems of development of creative abilities of younger schoolchildren are considered. The characteristic features of the influence of institutions of additional education on the development of creative abilities of children are analyzed. It is shown that institutions of additional education play a huge role in society. The author reveals the tasks, forms and types of activity of institutions of additional education. The necessity of creating certain conditions for the education of younger schoolchildren for the development and introduction of children into creative activity has been identified and justified. The article presents methods and results of diagnosing the level of creativity of younger schoolchildren. On the basis of the study, pedagogical recommendations are highlighted that help to create conditions for the development of the creative abilities of younger schoolchildren
Recommended from our members
A growing voice of inclusion in the neoliberal context: the international policy-making level of the Bologna Process
No full textThis chapter conceptualises inclusion and neoliberalism and theorises the relationship between these two phenomena in order to contextualise the debates presented in the rest of the chapters in this book. Additionally, this chapter investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process policy documents. This chapter is informed by a thematic analysis of 26 documents, issued between 1998 and 2020. The chapter demonstrates that understanding ‘inclusion’ only with regard to lifelong learning, student-centred education and the social dimension has pitfalls – there are overlaps between these action lines and, consequently, the relationships among them are unclear. A better way of understanding inclusion in Bologna may be through considering a tight relationship between the inclusion and neoliberal discourses in the support of marginalised groups in higher education. The relationship has been evolving in relevant policy documents since 1998 which is the year that marks the preparatory Sorbonne meeting that gave life to Bologna in 1999. The inclusion discourse grew in strengths, while the neoliberal rhetoric firmly stood its ground since the beginning of the Bologna Process, while undergoing some transformations. In spite of such seemingly positive dynamic in the development of inclusion in the Bologna Process, its definition remained vague in the policy documents until 2020 as it was unclear which exact underprivileged groups were meant to be supported in the European Higher Education Area. The 2020 conference outcome documents made a significant step towards closing the gaps in our understanding of whom inclusion targets in Bologna and how to implement these inclusion ideas. The chapter highlights this achievement and also prepares the reader to problematise its reach in national contexts later in the book
Recommended from our members
Oral histories of Ukrainian refugees in English higher education
No full textIryna Kushnir and Ellis Richards find that for Ukrainian refugees English higher education is both a place of opportunity and of persistent challeng
Recommended from our members
Expanding the horizons of the referentiality approach
No full textThe referentiality approach is defined in education policy literature as a theoretical stance that advocates using four main types of mechanisms – externalisation, deterritorialisation, selfreferentiality and reterritorialisation – to provide sources of authority by national policy makers to justify education reforms. This article finds such a conceptualisation of the referentiality approach limited and puts forward the argument that this approach has scope for further development. The example of the analysis of the implementation of the Bologna Process, which is a European intergovernmental higher education policy initiative, in Ukraine is used to illustrate the prospects of the development of the referentiality approach. The argument in the article is developed on the basis of a critical analysis of the literature that uses the referentiality approach, and on the basis of empirical evidence from Ukraine. This evidence contains exemplary extracts from 10 semi-structured interviews with national policy makers, representatives from national and international organisations that deal with higher education in Ukraine, and staff members and instructors at two higher education institutions in Ukraine. Expanding the horizons of the referentiality approach is aimed to contribute to a wider and richer application of the referentiality approach in education policy research
Recommended from our members
How education helps tackle the crises the EU has been facing
No full textIryna Kushnir, senior lecturer at the Nottingham Institute of Education, Nottingham Trent University, discusses her recent research which suggests that education is emerging as a tool to tackle the variety of crises that the European Union has been facing by supporting EU integratio
Chutzpadik: A Conversation on Jewish Art, Identity, and Curatorial Agency
No full textA collaborative essay in the form of a written dialogue. part of book published to coincide with exhibition at Jewish Museum of Australia. "Chutzpah: Spirit. Recollection. Self."
In addition to the written dialogue, a further dialogue took place at the launch of the publication, which will be published online
The influence of a submicrometre antidot array on the vortex topology and the pinning mechanisms in layered superconductors
No full textGoing Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
