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Displaying results 1 to 8 of 8.

  1. Tuning Educational Structures in Europe: Reference Points for Design and Delivery of Degree Programmes in Gender Studies
    Contributor: Pető, Andrea (Herausgeber); Waaldijk, Berteke (Herausgeber)
    Published: 2010
    Publisher:  SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V., Mannheim ; Publicaciones de la Universidad de Deusto, Bilbao

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    Source: Union catalogues
    Contributor: Pető, Andrea (Herausgeber); Waaldijk, Berteke (Herausgeber)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9788498303742
    Other identifier:
    DDC Categories: 300; 370
    Other subjects: (thesoz)Geschlechterforschung; (thesoz)Frauenforschung; (thesoz)Europa; (thesoz)Hochschulbildung; (thesoz)Hochschullehre; (thesoz)Professionalisierung; Gender Studies; Teaching and Learning; Women's Studies
    Scope: Online-Ressource
    Notes:

    Preprint
  2. Teaching Gender at the Central European University: Advantages of Internationalism Bucharest
    Author: Pető, Andrea; Dezső, Dóra
    Published: 2011
    Publisher:  SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V., Mannheim

    Abstract: The paper explores gender teaching at the Central European University (CEU), particularly investigating, through this case, the ways in which gender-related topics can be incorporated into higher education curricula. These authors consulted... more

     

    Abstract: The paper explores gender teaching at the Central European University (CEU), particularly investigating, through this case, the ways in which gender-related topics can be incorporated into higher education curricula. These authors consulted institutional documents and databases, to look into the CEU "gender regime" (Connell, 1987), and they also conducted semi-structured interviews with University faculty and students, to reflect perceptions on the gender dimension in higher education teaching and research. The authors have found that CEU's unique international character provides ample space to teaching gender both by way of the autonomous Gender Studies Department and via integrating gender into other fields of study. Institutional strategic commitment has been identified in gender mainstreaming higher education curricula, as the key to further development, which might materialize in gender-conscious hiring processes, and in providing 'gender expert consulting,' for example. It is

     
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    Source: Union catalogues
    Contributor: Grünberg, Laura (Herausgeber)
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    DDC Categories: 300; 370
    Series: From Gender Studies to Gender IN Studies: Case Studies on Gender Inclusive Curriculum in Higher Education
    UNESCO-CEPES: Studies on Higher Education
    Other subjects: (thesoz)Geschlechterforschung; (thesoz)Hochschulbildung; (thesoz)Hochschullehre; (thesoz)Curriculum; (thesoz)Gender Mainstreaming; (thesoz)Gleichstellung; (thesoz)Ungarn; Gender Studies; Teacher Education
    Scope: Online-Ressource, 103-145 S.
    Notes:

    Preprint

    begutachtet

    In: Grünberg, Laura (Hg.): From Gender Studies to Gender IN Studies: Case Studies on Gender Inclusive Curriculum in Higher Education. 2011. S. 103-145. ISBN 978-92-9069-197-6
  3. Assessing the development of entrepreneurial competencies
    Author: Almeida, Fernando
    Published: 2020
    Publisher:  SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V., Mannheim

    Abstract: Entrepreneurship can be perceived as an individual's ability to identify opportunities, and to develop solutions that create innovative solutions for society. It can be a business, a project or even a movement that generates real change and... more

     

    Abstract: Entrepreneurship can be perceived as an individual's ability to identify opportunities, and to develop solutions that create innovative solutions for society. It can be a business, a project or even a movement that generates real change and impact on people's daily lives. What defines an entrepreneur is his/her behavior and attitudes and not personality traits or any other innate characteristics. It is not possible to predict which individuals have an entrepreneurial profile, but we can work on developing the skills that are necessary to become an entrepreneur. Therefore, this view assumes that entrepreneurial skills can be developed through education and life experiences. The teaching of entrepreneurship is a theme that has generated considerable interest in higher education institutions. Several programs have been proposed. Currently, it is necessary to evaluate their effectiveness, considering multiple perspectives. Only through the evaluation of the performance of these courses

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    DDC Categories: 330
    Other subjects: (thesoz)Unternehmertum; (thesoz)Kompetenz; (thesoz)Innovation; (thesoz)Hochschulbildung; (thesoz)Interdisziplinarität; entrepreneurial competencies; approach; multidisciplinary
    Scope: Online-Ressource
    Notes:

    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: Technology transfer: innovative solutions in Social Sciences and Humanities (2020) ; 65-67
  4. Comparing the relationship between vocational and higher education in Germany and France
    Contributor: Powell, Justin J. W. (Mitwirkender)
    Published: 2009
    Publisher:  WZB, Berlin

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  5. Coloniality in the German Higher Education System: Implications for Policy and Institutional Practice
    Author: Unangst, Lisa; Martínez Alemán, Ana M.
    Published: 2021
    Publisher:  SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V., Mannheim

    Abstract: This article focuses on the public German higher education sector as a site upon and through which coloniality is enacted. This status quo indicates exclusionary effects and merits interrogation. We briefly discuss the history of German... more

     

    Abstract: This article focuses on the public German higher education sector as a site upon and through which coloniality is enacted. This status quo indicates exclusionary effects and merits interrogation. We briefly discuss the history of German colonialism to understand how coloniality pervades higher educational structures in the German context today. Two proposals addressing coloniality in German higher education are made: the development of structures centering diverse faculty and the support of ethnic and identity studies

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    DDC Categories: 900; 370; 301
    Other subjects: (thesoz)Bundesrepublik Deutschland; (thesoz)Kolonialismus; (thesoz)Hochschulbildung; (thesoz)Hochschulpolitik; (thesoz)historische Entwicklung; (thesoz)Identität; (thesoz)Ethnologie; (thesoz)Postkolonialismus; Germany; colonialism; coloniality; diversity; higher education; identity
    Scope: Online-Ressource
    Notes:

    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: Social Inclusion ; 9 (2021) 3 ; 142-153
  6. Fostering the Next Generation of Sustainability Professionals - Assessing Field-based Courses in a Sustainability Science Graduate Program
    Author: San Carlos Arce, Ricardo Omar; Yoshida, Yuki; Kudo, Shogo
    Published: 2017

    Abstract: A growing number of educational programs in sustainability science has paralleled the rise of the field itself. The educational approach of these programs follows the problem-driven, interdisciplinary, and transdisciplinary nature of the... more

     

    Abstract: A growing number of educational programs in sustainability science has paralleled the rise of the field itself. The educational approach of these programs follows the problem-driven, interdisciplinary, and transdisciplinary nature of the field itself. However, its effectiveness has yet to be systematically evaluated. Similarly, while ad-hoc evaluation schemes have attempted to monitor the quality of the educational programs, there is no standard method that accounts for the particularities of sustainability science programs. This study thus addresses the need for an assessment of the problem-driven approach of educational programs in sustainability science. We have conducted student self-assessments of field courses in the Graduate Program in Sustainability Science (GPSS-GLI) at The University of Tokyo, which positions its field courses at the center of its curriculum. The self-assessments were based on five key competencies identified as particularly important for sustainability p

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    oai:gesis.izsoz.de:document/59294
    DDC Categories: 370
    Other subjects: (thesoz)Nachhaltigkeit; (thesoz)Wissenschaftsdisziplin; (thesoz)Interdisziplinarität; (thesoz)Transdisziplinarität; (thesoz)Hochschulbildung; (thesoz)Curriculumentwicklung; (thesoz)Schlüsselqualifikation; (thesoz)Theorie-Praxis; (thesoz)Feldforschung; competencies; fieldwork evaluation; sustainability professional; sustainability science
    Scope: Online-Ressource
    Notes:

    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: Challenges in Sustainability ; 5 (2017) 1 ; 52-61
  7. Thai Doctoral Students' Layers of Identity Options Through Social Acculturation in Australia
    Author: Nomnian, Singhanat
    Published: 2018

    Abstract: An increasing number of international students in Australian higher education have inevitably increased linguistic and cultural diversity in the academic and social landscapes. Drawing upon Bronfenbrenner’s (1979) bio-ecological systems... more

     

    Abstract: An increasing number of international students in Australian higher education have inevitably increased linguistic and cultural diversity in the academic and social landscapes. Drawing upon Bronfenbrenner’s (1979) bio-ecological systems theory and Pavlenko and Blackledge’s (2004) identities in multilingual contexts, this study explores how Thai doctoral students adopt certain identity options during their societal acculturation while studying and living in Australia. Based on a group of nine Thai doctoral students’ interview transcripts, the findings reveal three intricate and complex layers of their identity options, namely, assumed identity as Asian people, imposed identity as ‘Non-Native-English’ speakers (NNES), and negotiable identity as Thai ethnic people. This study potentially sheds some light for future empirical and longitudinal research regarding NNES international students’ social acculturation in different multilingual settings in order to support NNES students’ academ

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    oai:gesis.izsoz.de:document/62795
    DDC Categories: 370; 301
    Other subjects: (thesoz)soziale Herkunft; (thesoz)Student; (thesoz)Hochschulbildung; (thesoz)soziale Integration; (thesoz)Thailand; (thesoz)Identifikation; (thesoz)Akkulturation; (thesoz)Australien; (thesoz)Mehrsprachigkeit; Identity Options; Higher Education; Thai Doctoral Students
    Scope: Online-Ressource
    Notes:

    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: ASEAS - Austrian Journal of South-East Asian Studies ; 11 (2018) 1 ; 99-116
  8. Managing ethnic diversity in Javakheti: two European models of multilingual tertiary education
    Author: Dafflon, Denis
    Published: 2006

    Abstract: Die Region Samtskhe-Javakheti in Georgien wird von einer großen Anzahl ethnischer Gruppen armenischen Ursprungs bewohnt, deren 'erste' Sprache armenisch oder russisch ist. Zudem leben kleinere Gruppen russischer Dukhobors, Griechen und... more

     

    Abstract: Die Region Samtskhe-Javakheti in Georgien wird von einer großen Anzahl ethnischer Gruppen armenischen Ursprungs bewohnt, deren 'erste' Sprache armenisch oder russisch ist. Zudem leben kleinere Gruppen russischer Dukhobors, Griechen und Georgier in Javakheti. Neben der sprachlichen und kulturellen Vielfalt zeichnet sich die Region, die zu den ärmsten Gebieten des Landes gehört, durch eine sehr bescheidene zukünftige Wirtschaftsentwicklung aus. Vor diesem Hintergrund befasst sich der Beitrag mit zwei Fragen: Wie kann die Auswanderung der jungen gebildeten Generation verhindert werden? Wie kann der georgische Staat die ethnische Diversität in der höheren Bildung verbessern und das Bildungsangebot für Studenten nationaler Minderheiten attraktiv gestalten? Zur Untersuchung der Aufgabe angemessener Hochschulbildung werden erfolgreiche Lösungsansätze aus zwei Ländern mit ähnlichen Problemen herangezogen. So haben öffentliche und private Institutionen der tertiären Bildung in Mazedonien un

     
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