International research orientation of Swiss universities: self-regulated or politically imposed?

International openness is essential to science in small modern countries. The modernization of Swiss science and economy in the nineteenth century was promoted largely by foreigners: newly founded Swiss universities were staffed to a large extent by foreign professors, but students also came from abroad. Up to the middle of this century, the development of Swiss universities was marked by distinct successive phases of inviting in or shutting out international influence, depending mainly on changes in the political context. The international landscape of knowledge and science since the 1950s has undergone dynamic change. University structures were installed as a reaction to this dynamism. Patterns of international research orientation emerging in different universities and in the disciplinaryfields of business administration, chemistry and history are discussedin a comparative perspective.     

Entwicklung und Probleme der Lehrerbildung in der Bundesrepublik Deutschland

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Mensch und Freizeit Internationale Werktagung in Salzburg,Juli 1961

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Perceptions and intentions of secondary students in rural Australia to progress to university

ABSTRACT

This article explores four critical factors in the determining of regional and remote school students’ intentions to progress to university. Three of these factors are based on the theory of planned behaviour (TPB): students’ attitudes, the opinions of their significant others (social capital), and students’ perceptions of control. A fourth factor, students’ knowledge about university, is also examined, extending the TPB. The research model tested used the responses of a survey of 620 school students from remote and regional areas in New South Wales, Australia. Results show that students’ attitudes towards university and perceptions about social capital are the most important predictors of their intentions to progress to university. In addition, students’ knowledge about university was found to be a significant contributor to students’ attitudes and perceptions of control.     

Schools: A place of ecological learning

This article explores the concept of 'ecologisation of schools' as a form of school development and is based upon a study commissioned by the Federal Austrian Ministry of Education and Cultural Affairs. On the basis of a material and literature search on models and experiences gained from school-based environmental projects in Central Europe and in England, some quality features for an ecologisation process of schools are suggested. These features are the basis of an ecological school development programme in Austria, which is described briefly in this study.     

Forschungs- und Entwicklungsprojekte zum Thema “Electronic Commerce”

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