THE UNIVERSITY OF THE PEOPLES OF EUROPE: WHAT IT COULD BE

Inspired by the coining together of the various countries of Europe, by the rebirth, at all levels, of interest in the common European identity, and by the growing European consensus as to the importance of the university as a major pan‐European cultural institution, the author, First Deputy Chairman of the USSR State Committee for Public Education, presents a project for the founding of a University of the Peoples of Europe. What he envisions is primarily a research institution devoted to the study of pan‐European problems of all sorts and the generalization of the solutions. The author suggests outlines of both the possible activities of such a university and of its organization. He believes that the institution should function under the auspices and with the support of Unesco.     

EVERYMAN'S UNIVERSITY ‐ UNE EPREUVE ET UNE NOUVELLE CONCEPTION DE L'ENSEIGNEMENT SUPERIEUR EN ISRAEL

Everyman's University (l'Univer‐site pour Tous) est une nouvelle institution de formation supérieure israélienne qui a été créée en 1976, afin d'introduire dans le pays des concepts d'une large disponibilité d'éducation de niveau universitaire et de formation continue pour tous.

Nous présentons ci‐dessous un article concernant cette institution védigé par Tamar Raphael pour “L'enseignement Supérieur en Europe”.     

Experiencing Multicultural Organization: The Case of Babe#st‐Bolyai University

How does a democratic country in eastern Europe undergoing transition to a market economy and pluralist democracy deal with minority claims for cultural and linguistic autonomy? The author, formerly the Rector of the Babes‐Bolyai University of Cluj‐Napoca, and currently the Minister of Education of Romania, describes the way his university dealt with such claims. The solution, resulting from a university‐wide consultation, led to the creation of Romanian, Hungarian, and German sections throughout the university, not only on its main campus, but on several branch campuses, in such a way that the university as a whole did not break up into several ethnically separate institutions but remained one institution. The result, the author argues, is illustrative of a creative switch from ethnic nationalism to civic nationalism and from historical patriotism to constitutional patriotism.     

Does Higher Education Need a Hippocratic Oath?

Taking as a starting point Eric Ashby's proposal that academic staff should swear to inculcate ‘the discipline of constructive dissent’, this paper explores the question of whether or not contemporary society's ethical expectations of higher education should be codified. Three types of relationship between the university and its communities are explored: ‘first order’, arising from the university just being there; ‘second order’, being largely structured by contracts; and ‘third’ order, between the institution and its members. This leads to discussion of partnerships, stakeholding, of governance, of the public interest and of academic citizenship. Ashby's approach to academic values is then contrasted with that of the Institute of Business Ethics and the Council for Industry and Higher Education, as well as Macfarlane's concept of academic virtues. The author concludes with a proposed set of ‘10 commandments’ for members of universities and colleges.     

A Graduate Programme in Science Education: Experiences and Suggestions

Summaries

English

The article presents an account of the personal experiences of the author during his participation in an American graduate programme in science education. The author describes the Ph.D. programme and the institution administering it i.e. the SESAME Group at the University of California at Berkeley. He outlines the important features of the programme in relation to admission requirements, course work, qualifying examination, and thesis research. This formal characterization is contrasted with his personal impression, and an attempt is made to evaluate the merits of his one‐year participation in the programme. In the final section, the possibilities and desirable modifications for an adequate adaptation of such a graduate programme in FR Germany or Europe are discussed.     

THE RÔLE OF THE INTELLECTUAL ‐ AN EXCURSION INTO SELF‐CRITICISM

Professor Johan Galtung is the Director General of the Inter‐University Centre of Post‐Graduate Studies in Dubrovnik. He is also a professor of peace studies at the University of Oslo. The article below, which has been specially written for “Higher Education in Europe”, represents the author's personal views on the problems which are, in his opinion, relevant to the development of higher education.     

A New University for the Open Society∗

The Central European University came into existence as a result of the post‐1989 political and economic changes that occurred in eastern and central Europe. It is a reflection of the emerging identity of this region in a formerly divided Europe. As this multi‐campus regional institution develops, it should evolve with the times but not turn its back on certain of the more traditional roles of universities.

     

THE UNIVERSITY OF THE PEOPLES OF EUROPE: BLUEPRINT OF AN INTERNATIONAL PROJECT

This article reviews the Soviet proposal for the establishment of a University of the Peoples of Europe. It outlines the necessary conditions and the arrangements which must be made so that serious planning can get underway. It reiterates the proposed general purposes and objectives of the university and the proposals which have been made with regard to its administrative structure, organization, and working methods. If successfully established, the University of the Peoples of Europe would not only contribute to the solution of all‐European and world problems but would serve as a milestone on the road to European intellectual integration.     

Towards the Entrepreneurial University

In 1991, a local notable from the Ma ^ oposkie voivodship of Poland created a private business school in the town of Nowy Sacz. In a period of ten years, this institution became one of the most successful private higher education institutions in Poland. Basing himself on Jerzy Dietl's seven criteria for institutional survival, the author describes the steps that he took to build up this institution and to guarantee its survival within its regional and then its national and international environments. According to the author, the steps to the survival and success of the Higher School of Business-National Louis University could serve as a blueprint for the regeneration of higher education in Poland.     

STEERING PATTERNS IN THE AUSTRIAN UNIVERSITY SYSTEM

Inspired by Burton Clark's “triangle of coor‐dination” whereby a university is steered according to its relationship to “state authority”, the “academic oligarchy”, and the “market”, the author analyses the debate going on in Austrian higher education circles today about the proper way for the universities of the country to be steered. The general proposal is to supersede the University Organization Act of 1975, which had really been a reformulation of the traditional ministerial bureaucratic centralism typical of Austrian university governance, in favour of market‐oriented and decentralized approaches with many of the functions of the Ministry of Science and Research to be handed over to a buffer organization to be created. The chances are, however, that fundamentally very little of current practice will be changed because of the strength of set patterns and because of the inner contradictions within the principal reform proposals.     

Anatomical Sciences Education Vol. 6, Issue 3, 2013 Cover Image

ON THE COVER: Medical students at the Federal University of Health Sciences of Porto Alegre, in Porto Alegre, Brazil, are viewed from the cadaver's perspective, as they interact during a session in the anatomy laboratory . In this issue of ASE, Dr. Andréa Rocha and her co‐authors discuss the launch of the university's Body Donation Program for Education and Research in Anatomy which has not only led to an increase in the number of bodies donated, but also in the number of individuals signing up to donate their bodies after death. Included in this report is a discussion of the factors that have led to this success. Photograph by Mr. Luciano A.J. Valério.     

BEYOND NEEDS ASSESSMENTS: MARKETING AS CHANGE AGENT

Editor's Note: The author of this “invited paper,” Dr. William E. Piland, is the co‐author of a textbook entitled Applied Marketing Principles. Dr. Piland holds a B.S. and M.S. in marketing and spent six years in marketing within the women's ready‐to‐wear business. Now Professor of Education, Department of Curriculum and Instruction at Illinois State University, he is a former community college faculty member, division director, dean of career education, and dean of instruction.     

Media rich, resource poor: practical work in an impractical environment

Film and media courses appear well placed to exploit technology convergence in exposing students both to practical skills and to theoretical concepts. For the University of Cape Town's (UCT) large film and media studies courses, it is impractical simply to use the technology of professionals as this would typically be too expensive to purchase and time‐consuming to run. Our approach has been to develop activities that can run with large classes in generic computer laboratories and which simulate environments and tools of the real world. Two illustrative examples, emphasising writing skills in context, involve the production of a TV news story and the development of a proposal for an educational soap opera. Using these, we reflect on our experience of integrating practical skills into the curriculum of a traditional academic institution, where these skills have a lower status and must be sufficiently flexible to accommodate changes in the higher‐status academic components. This suggests that such flexibility has to be part of the design of practical interventions and that they should additionally aim to provide a challenge to some of the more theoretical aspects of these courses. While developing one's own interventions allows for some of this flexibility to be incorporated into the design, it remains difficult for academic departments to adopt these solutions as their own, thus requiring continued involvement of the original developers to adapt to changes.     

L'ACCES A L'ENSEIGNEMENT SUPERIEUR EN NORVEGE

Les renseignements sur l'accès a l'enseignement supérieur en Norvège que nous donnons ci‐dessous s'aooordent aveo le thème de ce numéro de “L'Enseignement supérieur en Europe”. Ils reposent sur une etude de oas preparie par Kristian Ottesen de l'University d'Oslo, dans le cadre du Groupe de travail du Conseil de l'Europe sur la Diversification de l'Enseignement Tertiaire, réuni à Strasbourg du ler au 3 mars 1978.     

University Teaching Taught to Teachers

Mr. Ole B. Thomsen is one of those very rare university professors, who not only admit that even university teaching can and should be learned, but who also do something about it.

The present contribution describes the problems and ways and means for solutions. It also gives an account of two experimental courses for university teachers organized at the University of Copenhagen. In this account he carefully points out the still persisting problems and unanswered questions. Aside of his apparent gift for writing the author is obviously quite good at solving the problems caused by mislaying one's photographs.     

Engaging the ‘maximal’ intentions of the citizenship curriculum: one teacher's story

Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher – one who ‘acts against the grain’ of the inequities and injustices of the social world – this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well‐defined personal philosophies about justice and the ‘common good’ and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or ‘maximal’ intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so.     

RECENT DEVELOPMENTS IN FRENCH HIGHER EDUCATION REGARDING ACCESS TO LIFELONG EDUCATION

The following article, dealing with the problem in France of the demand for the type of higher education which would adhere to the principle of lifelong education, is based on a paper written by Violette Rey from the “Centre National de la Recherche Scientifique” in collaboration with Madeleine Brocard from the University of Rouen. The paper was presented during the CEPES Symposium on Relations between Education, Research and Production in Higher Education in Europe. (Editor's Note: The main findings and some papers prepared for this meeting were presented in the July‐September 1979, Vol. IV, No. 3 issue of “Higher Education in Europe”, pp.7‐23, and pp.33‐35.)     

Poor and Rich: Student Economic Stratification and Academic Performance in a Public Research University System

One sees various efforts in developed as well as in developing economies to seek a greater participation of lower‐income students in their nation's leading universities. Once lower‐income students do enroll in a highly selective institution, what happens to them? How well do they do academically when compared to their more wealthy counterparts? How integrated are they into the academic community and in their satisfaction with their choice and sense of support by the institution and fellow students? These are crucial questions, if and when élite universities in various parts of the world become more representative of their general population; the stated desire of most of these institution, virtually all of which are nationally funded entities that must justify their public subsidies. This paper explores the divide between poor and rich students, first comparing a group of selective US institutions and their number and percentage of Pell Grant recipients and then, using institutional data and results from the University of California, Student Experience in the Research University Survey (SERU Survey), presenting an analysis of the high percentage of low‐income undergraduate students within the University of California system; who they are, their academic performance and quality of their undergraduate experience.     

Mediamix: a Maltese experience of educational media

Joseph Mifsud is lecturer in education at the Faculty of Education at the University of Malta. He teaches courses in classroom management techniques using audio‐visual and micro‐teaching resources. He has produced videos on classroom ecology at the University of Padua in Italy and on educational management at the School of Education, Queen's University of Belfast, N. Ireland. He was also invited speaker to various media forums in Malta and in Italy. He has taken part in Council of Europe meetings and UNESCO projects on various areas of teacher training and education.