Baze teoretice si sugestii practice Ion Al. Metodologia analizei datelor in cercetarea pedagogica Adrian Vicentiu Labar Cuvint inainte de Constantin Cucos Conceputa ca un ghid de utilizare a pachetului de prog RON Management general si strategic in educatie. Ghid practic Alois Ghergut Contextul actual al descentralizarii, prin redistribuirea responsabilitatilor, a autoritat RON Informatizarea in educatie. Aspecte ale virtualizarii formarii Constantin Cucos Revolutia informatica a schimbat din temelii modelul clasic de transmitere a cunoasterii RON Psihopedagogia persoanelor cu cerinte speciale.
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Our research transcended the limitations of that restricted approach addressing a region that is in the border zone of several countries, and the institutions in the area are often slightly ignored in the re- spective mainstream national research programs. This area, at the same time, affords an excellent example of an emerging new international higher educa- tion area that comes into being as a result of the general restructuring of higher education.
In the course of the past decade we have had a good opportunity to observe how that new higher education area emerges from the common historical heritage in the border zones of the countries concerned Kozma , , Pusztai The now common educational area is undergoing major political changes, and the formerly rigid political borders are now evaporating.
Eventually, students gravitate towards two major educational centers. As it was pointed out in our former research projects Regional University 2, Further study plans among secondary school students in a border region3, TERD4 , in this area, the state borders and the borderlines of the statistical regions within the nation states do not coincide with the boundaries of the educational region.
The impor- tance of the area concerned is further increased by the fact that it is on the Eastern border of the European Union. In fact, it even stretches slightly be- yond the borders of the Union. This relatively small area well illustrates a number of challenges that the increasingly diversified European higher educa- tion system faces. The overall number of non-traditional students is on the increase all over Europe. Research projects dealing with them, however, tend to focus mostly on certain specific dimensions, providing reports about women, minority groups or those with a low cultural capital see Engler , Forray among others.
As correct information regarding the effectiveness of the new student groups is important for the decision makers of higher education, any such limitation or simplification of the examination methods of the non- traditional groups is harmful to the general efficiency of higher education. In most of the data bases, indicators such as social status, stations in the educational career of the indi- viduals or their home town are accessible. Less attention is paid, however, to the cultural and interactional diversity of the communities of students.
For researchers of Hungarian higher education, the homogeneity or heterogeneity of smaller and larger student communities did not appear to be relevant. It is, however, worth noting that a number of recently published works have made efforts to draw up a wide range of indicators in order to capture the complexity of the institutions of higher education. In this way, it is possible to identify the special characteristic features of individual institutions.
It is not possible to fully understand the regional mission of a particular institution without taking into account the appearance of regional students in the institution concerned. Reisz refers to it in our volume.
The composition of the communities within the institutions concerned and the cumulative contextual effects of those communities is therefore a highly rele- vant issue. Within the system of higher educational institutions, diversity is increasing, and the communities of students are also increasingly segmented between institutions and between faculties within the institutions.
We find it important to recognize that higher educational institutions now take into consideration the special circumstances and needs of the community of non-traditional students. The institutions must monitor the career of the students within the institution and re-structure their curricular and extra- curricular development strategies in order to integrate them into the life of the institution more efficiently. In a re-structured higher education system, however, the pressure from the social-family background of the students that is making efforts to minimize investment and their cre- dentialist norms exert a powerful pressure on the institutions.
These effects may easily make it more difficult to recognize, select and care for gifted stu- dents. Talent care institutions should not therefore limit their selection sys- tem, aiming only at students with a relatively evident intellectual edge.
Simi- larly, they should not restrict their activities to creating a certain infrastructure and material assets cf. The oft-urged closer cooperation between higher education and the labor market is made difficult by the structural discrepancies of industry in the region. In the course of our research we came to the conclusion that it is now inevitable for higher education to de- velop and implement its own efficiency indicators that are independent of the transitory and temporary processes going on in the economic environment.
Once these indicators have been established, it is necessary to create publicity for them, so that the general public as well as professionals will be familiar with, and accept, the new methods. The new indicators should reflect the efficiency of the institution and the success of the graduates, with the key elements of the system being independent of factors outside the institution. The indicators should take into account long-term effects and added educational values, re- gardless of the specific subject major the student has graduated in.
The main elements of the new indicator system are the commitment of students to do curricular and extra-curricular work, their devotion to improve their knowledge in formal and informal ways and their readiness to undertake work — work also for public good, and not exclusively personally profitable activity Pusztai The core of Jewish-Christian heritage and European values is showing soli- darity with and respect to other people.
The higher educational region con- cerned is characterized by a multitude of ethnic and religious groups. At present the institutions do not fully make capital out of the resources created by the cultural diversity.
Instead, colleges and universities tend to separate students of different ethnic groups also in extracurricular and free time activities. In our research, however, we experi- enced the positive effect of multiethnic and multiconfessional groups on vol- untary work. Informal institutional networks appear to have a positive effect on civilian attitudes as well Pusztai We observed the same connections among students as well as between students and faculty.
When analyzing the connection networks supporting the success of students, we found differ- ences between institutions and between units within specific institutions, so we believe that it would be worthwhile to invest more energy into examining and comparing various examples of good practice in student integration. Our first experience in this field suggests that higher education institutions should promote extracurricular activities which could help establish stronger and more informal connections among students and faculty.
The small student communi- ties and groups based on cultural and voluntary activity should be encouraged inside the colleges and universities. The improvement of the faculty involve- ment in student extracurricular and informal education is also needed Pusztai , Pusztai et al. Researchers of higher educational are usually complain about the fact that students in a particular region are allegedly not sufficiently mobile. As part of the traditional values of the region, local people tend to attribute great significance to family ties and community solidarity.
This bond to the local community often comes together with more al- truistic ideas about work, performance-oriented and responsible work ethics. Decision makers in the labor market should consider whether it is really worth moving this valuable and qualified work force away from their roots to more remote areas. Our introduction contains some of our conclusions that we find worthy of consideration.
We believe that the significance of our research reaches far be- yond an analysis of the processes occurring at the institutions of a specific region of education. Our intention is to offer professional discourse new as- pects and criteria for analysis that will enrich higher education research with new dimensions.
Several years of joint work established the cross-border cooperation that is now going on with the participation of the professionals of the University of Debrecen, the Uni- versity of Oradea and Partium Christian University.
The joint work serves as a foundation for the HERD project. Our present volume turns towards an analysis of the higher education of the national communities by providing a comparative analysis of Hungarian and Romanian universities. HERD research uses a wide range of methodological procedures. On the one hand researchers using qualitative methods addressed smaller target groups in order to reveal the opinions and attitudes of people involved in higher education. During the survey, con- ducted in the spring of , a total of 2, students completed the inven- tory, as we wished to reach the highest possible number of participants in higher education.
For a detailed description of data collection and sampling method please see the Introduction to Volume 3 of the HERD-series. Higher Education for Regional Social Cohe- sion. Budapest: Aula.
Educatio, Ki jut be? Who Will Enter? Belvedere Meridionale, Didakt Kft. September Just take the United States: over colleges and universities supply higher education. While many of these might be limited in scope, catering only for a small community or a specific religious group, the sheer number of alternatives remains larg- er than what a human mind can encompass. College and university rankings, as well as accreditation mechanisms, are intended to reduce complexity and criticized for reducing it too much e.
The present paper will discuss the types of data used in ranking higher education institu- tions and the way these data reproduce the social creation of prestige in the higher education community. In the second part of the paper we will classify and discuss the statistical and sociological nature of these data. We will end by comparing soft i.
Rankings and the Data they use While we have started by mentioning the overwhelming number of universi- ties and colleges, the number of different ranking systems also seems over- whelming at first site. Another well-known ranking compiled by Newsweek combines data of these two. Let us follow by shortly introducing the data material used by five of the most influential ranking schemes. Let us take a closer look at the data involved.
Half of the score originates from surveys, or is soft data, half of the score is hard data. The survey data stem from two surveys, one of academics and one of employers. The methods used in doing the surveys are presented on the web-site of the ranking system.
Resiz the world-wide subscribers to two databases: the World Scientific and the International Book Information Service. The employer survey takes place through a global online survey of em- ployers from the QS database, working partners of QS and lists of contacts that originate from participating institutions.
This last source of contacts will include mostly employers known to have received graduates from the respec- tive institutions. The questionnaire is much more complex than the academic review questionnaire including questions related to MBA recruitment and salaries, where recruitment has taken place from, in the past, the functions offered to new hires, etc. Nevertheless a similar question to that of the aca- demic peer review also exists.
Employers are asked to select from a filtered list the thirty international universities that produce the best graduates. The survey results are weighted according to the three geographical areas. The other four indicators are to be considered factual data. The citation score is based on: the total citation count for the last five years as results from the Web of Science of Thomson Reuters, Scopus of Elsevier and Google Scholar divided by full-time equivalent faculty numbers.
In the citation count was based solely on Scopus. As in the case of the THES-QS ranking there are four criteria and a number of weighted indicators that are to account for these.
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The system can't perform the operation now. Try again later. Citations per year. Duplicate citations. The following articles are merged in Scholar. Their combined citations are counted only for the first article. Merged citations.
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