An international view of British higher education

The first part of this paper examines the aims of a comparative approach to the study of systems of higher education - borrowing, generating political pressure, and achieving a better understanding of one's own system - and its value in formulating a national purpose for higher education. In the second part, various major international trends and tensions are analysed in relation to higher education in Britain. Finally, the problem of actual internationalisation of higher education systems is discussed with particular regard to the implications of British entry into the European Economic Community.This paper has been presented to the conference A National Purpose for Higher Education held under the sponsorship of the University of London Institute of Education, March 28/29, 1972 in London. Its first section is an abridged version of part of a paper prepared by the author for and published by ICED (Cerych, 1973).     

International dimension in postgraduate education (aerospace engineering)

A consortium of seven universities and two polytechnics is developing an international postgraduate degree programme consisting of course modules and directed research to train effective leaders in aerospace engineering. The programme's initial funding is a jointly awarded grant from government funding agencies in both the USA and the EU (DGXX II, European Commission, Agreement No. 98-00-USA-0010-00, US Department of Education, DUNS No. 00-743-1505). The purpose of the Masters programme is to train effective leaders for aerospace engineering development, by developing both their professional capabilities and their understanding of the operation of global markets. Course content and management structure is currently under development. This programme comprises the formation of an International Master of Science (IMS) Degree Programme in Aerospace Engineering. Under the IMS programme, qualifying students at each participating university will assemble a personalized degree programme, choosing course and project modules from among the partner universities. Approximately one-third of each student's chosen modules will be taken in overseas institutions. The IMS Degree Programme will include both coursework and research project work in aerospace engineering. Students begin the exchange programme in the year 2000, and the first degrees will be conferred in the year 2001. The project was successfully introduced to the European Forum for continuing Engineering Education in 1999 (Smrcek and Horner 1999, The 4th European Forum for Continuing Engineering Education, Trondheim, Norway).     

The anti-Lagrangian equations: A missing network description

The explicit topological formulation of dynamic equations in terms of scalar functions for RM (M-memristor) networks, called the anti-Lagrangian equations, is introduced. In general, two scalar functions are needed to set the anti-Lagrangian equations. The differential operators acting on these functions bear a certain anti-symmetry relationship with respect to the operators occuring in the standard Lagrangian equations for LC networks. The well-known stationary principles for pure R networks, as well as new quasi-stationary principles for pure M networks are shown to emerge naturally from anti-Lagrangian equations. The form of transformation of variables leaving the form of equations invariant is also studied.     

The role of cognitive competence in the art museum experience

The gap between the potential for works of art in museums to offer unique experiences, and the actual outcomes of visitor encounters, highlights the importance of the cultural competence of museum visitors. However, when applied to museum visiting, cultural competence should be primarily treated as perceptual and cognitive—one needs to exercise the perceptual activities that works of art require in order for a museum visit to register as some form of satisfying experience. The main part of the paper is devoted to discussion of some aspects of the perceptual basis of cultural competence required for perception of works of art—the problem of attention, the misplaced dichotomy of ‘museum viewing’ versus ‘everyday perception’, and the problem of defining the current cognitive style. It is argued that one of the greatest challenges to the museological profession is the problem of how to engage the complex issues of perception, vision and subjective experience more properly in the museological discourse, so that they can be reflected in theories of presentation and interpretation.     

Block-and-break generation of microdroplets with fixed volume

We introduce a novel type of droplet generator that produces droplets of a volume set by the geometry of the droplet generator and not by the flow rates of the liquids. The generator consists of a classic T-junction with a bypass channel. This bypass directs the continuous fluid around the forming droplets, so that they can fill the space between the inlet of the dispersed phase and the exit of the bypass without breaking. Once filled, the dispersed phase blocks the exit of the bypass and is squeezed by the continuous fluid and broken off from the junction. We demonstrate the fixed-volume droplet generator for (i) the formation of monodisperse droplets from a source of varying flow rates, (ii) the formation of monodisperse droplets containing a gradation of solute concentration, and (iii) the parallel production of monodisperse droplets.     

Some Cornerstones in the Development of a Contextual Action Theory of Career and Counselling

In this article we review severalissues that contribute to the contextual actiontheory of career and counselling. This theoryis based on the notion that career isconstructed through the intentionalgoal-directed actions of persons and thatcounselling is a process that involves bothaction and career. The development of thistheory has relied on several criticaldiscussions, including vocation asrelationship, hermeneutics and phenomenology,methodological diversity, interpretation andnarrative, action theory, emotional processes,joint career development projects, thequalitative action-project method, includingthe self-confrontation interview,contextualizing career counselling, socialconstructionism and family projects. Whenconsidered together, these issues contribute toa substantial and integrated view of career andcounselling.     

Higher Education Reform in the Czech Republic: A Personal Testimony Regarding the Impact of Foreign Advisers

The author, a Czech émigré scholar, reflects both on his return to his homeland, after the 1989 Velvet Revolution, as an advisor to the Czechoslovak Ministry of Education, Youth, and Sports, and in general, on the question of the influence of foreign (Western) advisors in the countries of Central and Eastern Europe undergoing transition. His initial experience was that of a foreign advisor, given his background and the number of years of absence from his homeland. In addition to delivering lectures on the reform of education, he took part in the setting up of TEMPUS programmes and in preparing the 1992 OECD review of Czech and Slovak higher education. Then later, as a returned Czech academic more than as a foreign advisor, he contributed to the elaboration of the 1995-1996 review of the whole educational system of the Czech Republic. His general conclusion is that the work of foreign advisors can be valuable if the given advisors really understand the local environment and the language; however, there may be some time lag as to the adoption of their recommendations.     

Interdisciplinarity in vocational guidance: an action theory perspective

In addressing the issue of interdisciplinary research in vocational guidance, twelve propositions important for understanding the vocational guidance process as joint, goal-directed action are presented. They address the encounter between client and counsellor leading to relational ethics, the relevance of everyday action theory and methods for the analysis of goal-directed processes as joint actions, projects, and careers. Research on the school-to-work transition illustrates this conceptualisation and analysis. Links to other disciplines concerned with vocational guidance are identified.     

The Slovak Ethical Education Project

This article describes the history, conception, structure and implementation of the Ethical Education Project which has been introduced into primary and secondary schools throughout Slovakia in a major initiative of the post‐communist state. Central features of the project include its emphasis upon ‘pro‐social’ values, and its developmental character.