Academic literature on the topic 'Diversity in the workplace – European Union countries'
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Journal articles on the topic "Diversity in the workplace – European Union countries"
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Binder, Bettina, Terry Morehead Dworkin, Niculina Nae, Cindy Schipani, and Irina Averianova. "The Plight of Women in Positions of Corporate Leadership in the United States, the European Union, and Japan: Differing Laws and Cultures, Similar Issues." Michigan Journal of Gender & Law, no. 26.2 (2020): 279. http://dx.doi.org/10.36641/mjgl.26.2.plight.
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Gender diversity in corporate governance is a highly debated issue worldwide. National campaigns such as “2020 Women on Boards” in the United States and “Women on the Board Pledge for Europe” are examples of just two initiatives aimed at increasing female representation in the corporate boardroom. Several European countries have adopted board quotas as a means toward achieving gender diversity. Japan has passed an Act on Promotion of Women’s Participation and Advancement in the Workplace to lay a foundation for establishing targets for promoting women. This Article examines the status of women in positions of leadership in the United States, several major countries in the European Union, and Japan. We focus on the legal backdrop in each jurisdiction regarding gender discrimination and studies tending to demonstrate the economic benefits of gender diversity. We conclude that although important steps have been taken in the direction of narrowing the gender gap in all jurisdictions examined, progress has been slow and difficult across the board. The issue of too few women at the top will not be resolved until there is a wider acceptance that female leaders can benefit their organizations and contribute to social and economic progress. Moreover, the presence of women on corporate boards is valuable in and of itself and the status quo ought to be further challenged in international business.
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Agu, Kenneth Obinna. "Impacts of workplace cultural differences on innovation and economic growth in Europe." Studia Mundi - Economica 8, no. 1 (2021): 87–101. http://dx.doi.org/10.18531/studia.mundi.2021.08.01.87-101.
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Cultural differences and innovativeness are multi-faceted social phenomenon with innumerable manifestations. Majority of studies have indicated the positive impact of culture. There are some research findings which concluded that culture has a negative impact mainly due to language barriers of diverse cultural workforce which led to low level of communication, in turn led to low level of innovation. Hence the impact of culture on innovation and economic development is debated. Innovation takes place as an art of exercises routed into cultural view points and attitudes. With European Union struggling economies and financial crises, social integration and human capital mobility are key solutions to create innovation and innovative solutions. This study is, therefore aimed at examining the impacts of workplace cultural differences (in a form of human capital mobility) on innovation and economic growth in Europe. Accordingly, Germany, France, Belgium, and Luxembourg were purposively selected based on the higher number of diversified workforce available in companies located in these countries, in order words human capital mobility. Hence, data was collected using a questionnaire random sample of 392 employees (98 from each country) were selected. Consequently, though small portion of the respondents mentioned the negative impact of cultural diversity, the majority of the respondents and the results of the in-depth interview implied that cultural diversity brings people together and enables them to be creative and enhance their innovative performance. Mobility of skilled human capital is an attribute of culturally diverse workforce in a certain company which enable them to share knowledge and skills which in turn improve their innovative capacity. Therefore, this study concluded that cultural diversity has a significant positive impact on innovation and hence on the economic growth. But the barriers that may be seen at workplace due to cultural differences should be properly managed and prior training sessions to newly employed personnel and a platform where all the employees can get an opportunity to introduce themselves and ease their communication should be arranged.
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Munkholm, Natalie Videbaek, and Jackie Lane. "Danish and British Protection from Disability Discrimination at Work Past, Present and Future." International Journal of Comparative Labour Law and Industrial Relations 31, Issue 1 (March 1, 2015): 91–113. http://dx.doi.org/10.54648/ijcl2015006.
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Denmark and the United Kingdom both became members of what is now the European Union (EU) in 1973 and are thus equally matched in terms of opportunity to bring their anti-discrimination laws into line with those of the EU and other supra-national bodies such as the United Nations (UN) and the Council of Europe. Our investigation, based on existing reports, academic analysis and case law rulings involving alleged discrimination on grounds of disability, has revealed some major differences in the level of protection provided by each country's legislature and judicature, but also by other mechanisms that extend beyond these traditional measures, such as workplace collective agreements. While the UK has a long history of supporting people with disabilities by legislating in all aspects of society, Denmark has been at the forefront with social mechanisms, but has been reluctant to ensure equality in the labour market. However, both countries have been equally unsuccessful in ensuring opportunities for disabled workers, and consideration is given here as to whether one system of dealing with this is better than another. We conclude that neither strict regulation imposed by the EU or national governments, nor the laissez-faire method of leaving the level of protection to be decided by collective agreement is entirely satisfactory. A different perspective altogether would be to adopt the substantive diversity theory which would focus on a person's abilities and what they are able to do, and to gear society to embrace diversities, as the Danish employment agency Specialisterne has done so successfully in the case of adults with autism. Countries such as Denmark and the UK have much to learn from each other to tackle successfully this last bastion of workplace inequality.
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Fazekas, Zoltán. "Institutional effects on the presence of trade unions at the workplace: Moderation in a multilevel setting." European Journal of Industrial Relations 17, no. 2 (June 2011): 153–69. http://dx.doi.org/10.1177/0959680111400897.
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Previous research has found that the presence of a union at a workplace is an important individual-level determinant of union membership. The present article, drawing on a multilevel analysis of 21 European countries, provides further evidence which nuances the conclusions of previous studies by introducing and testing institutional moderation effects. Thus, in countries with Ghent systems, having a union at workplace is less important, since probability of membership is already very high. Conversely, if there are extension mechanisms for collective agreements there is less incentive to join a trade union, and this is not compensated even when there is an active union at the workplace.
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Ebbinghaus, Bernhard, Claudia Göbel, and Sebastian Koos. "Social capital, ‘Ghent’ and workplace contexts matter: Comparing union membership in Europe." European Journal of Industrial Relations 17, no. 2 (June 2011): 107–24. http://dx.doi.org/10.1177/0959680111400894.
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Union density still varies considerably across Europe. This cross-national diversity has inspired multiple explanations ranging from institutional to workplace or socio-demographic factors. In this comparative multilevel analysis, we combine personal, workplace and macro-institutional explanations of union membership using the European Social Survey. By controlling for individual factors, we test the cross-national effect of meso- and macro-level variables, in particular workplace representation, establishment size, Ghent unemployment insurance and a society’s social capital. We conclude that all these institutional and social contextual factors matter in explaining differences in union membership.
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Borrelli, Ivan, Paolo Emilio Santoro, Maria Rosaria Gualano, Antongiulio Perrotta, Alessandra Daniele, Carlotta Amantea, and Umberto Moscato. "Alcohol Consumption in the Workplace: A Comparison between European Union Countries’ Policies." International Journal of Environmental Research and Public Health 19, no. 24 (December 17, 2022): 16964. http://dx.doi.org/10.3390/ijerph192416964.
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Background: Alcohol use is an ever-growing phenomenon in the population, consumption data indicate that 5–20% of the European working population have serious problems related to alcohol. The use of alcohol constitutes a risk to the health and safety of workers as well as to the safety of the general population. The present work aims to address the problem of alcohol intake in occupational settings by comparatively analyzing alcohol consumption behavior within the 27 countries of the European Union. Methods: The purpose of this research is to analyze the differences between the 27 countries of the European Union in the application of measures to assess and manage the risk of alcohol intake in occupational settings. Results: An examination of the legislation and guidelines of the different countries reveals profound differences in the management of the problem of alcohol in the workplace. The discrepancy is very wide that it ranges from the complete absence of legislative restrictions on a national level in some countries to highly restrictive measures with severe sanctions in others. Conclusions: It would be appropriate—also for the purpose of ease of movement of workers within the European Community—to find shared management models useful for protecting the health and safety of workers and the general population.
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Roman, Michał, Monika Roman, and Arkadiusz Niedziółka. "Spatial Diversity of Tourism in the Countries of the European Union." Sustainability 12, no. 7 (March 30, 2020): 2713. http://dx.doi.org/10.3390/su12072713.
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The aim of the article is to present the spatial diversity of tourism in the countries of the European Union (EU). The main objective of the article can be divided into three immediate goals, each of which is to determine countries that are similar by means of: (1) accommodation base; (2) tourism traffic; and (3) tourism-related expenditures and revenues. In order to group countries, Ward’s cluster analysis method is used. The aim is verified with the use of 2017 United Nations World Tourism Organization (UNWTO) and Eurostat data. The analysis covers all EU member states. The research conducted confirms, inter alia, the key role of the accommodation base in the development of tourism in those countries.
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Bader, Veit, Katayoun Alidadi, and Floris Vermeulen. "Religious diversity and reasonable accommodation in the workplace in six European countries." International Journal of Discrimination and the Law 13, no. 2-3 (June 2013): 54–82. http://dx.doi.org/10.1177/1358229113493691.
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Robbers, Gerhard. "Diversity of State-Religion Relations and European Union Unity." Ecclesiastical Law Journal 7, no. 34 (January 2004): 304–16. http://dx.doi.org/10.1017/s0956618x00005391.
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There is no single system of state-religion relations within Europe which is equal to another. Each one is distinct. Many countries know a number of different systems within themselves, as does the United Kingdom, Germany or France. The presence of history is strongest perhaps in this field of life. Tradition and truth, emotion and identity flourish in this field. Future law on religion in Europe is best built on strong regional structures. This paper reports on three aspects of state-religion relations in Europe: What is the situation in Germany? What does the United Kingdom look like from the continent? And what about Europe?
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Vasanicova, Petra, Sylvia Jencova, Beata Gavurova, and Radovan Bacik. "Coopetition of European Union Countries within Destination Management." Journal of Tourism and Services 13, no. 24 (June 30, 2022): 71–89. http://dx.doi.org/10.29036/jots.v13i24.368.
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Coopetition has been the issue of various studies in different fields, but there is a research gap in examining coopetition within the tourism sector and destination management. This paper aims to determine whether there are internally homogeneous and externally heterogeneous groups of European Union countries regarding indicators of natural and cultural resources of the Travel and Tourism Competitiveness Index (TTCI), and thus subsequently identify the importance and possibilities of competition among countries within the tourism sector. Multidimensional scaling and cluster analysis are used to verify the research hypothesis, along with ten indicators of the fourth sub-index (Natural and Cultural Resources) of TTCI. The results of the cluster analysis led to a six-group solution. Italy, Spain, and France have the best position in terms of tourism competitiveness. The results show space for competition in the international tourism market. Even though EU countries are competitors at a global level, their cooperation could be beneficial to tourism development. The findings of this study can be helpful in planning and strategy development for tourism policymakers and destination management organizations but can also be used to develop various marketing strategies. Furthermore, cooperation between destinations will support the need for strategic flexibility in the tourism sector, as the diversity of tourism attractions will increase.
Dissertations / Theses on the topic "Diversity in the workplace – European Union countries"
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ARCARONS, Albert. "Unequal after all? : non-ethnic explanations of ethnic penalties in the labour market." Doctoral thesis, 2017. http://hdl.handle.net/1814/49844.
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Defence date: 18 December 2017Examining Board: Prof. Hans-Peter Blossfeld, European University Institute (supervisor), Prof. Fabrizio Bernardi, European University Institute; Prof. Héctor Cebolla-Boado, Universidad Nacional de Educación a Distancia; Prof. Lucinda Platt, London School of Economics and Political Science
This thesis is a collection of three empirical studies on the impact of social origin on labourmarket outcomes across migration status and ethnic-origin categories. The existence of immigrant and ethnic penalties in the labour market is a recurrent finding. Migration research has, however, drawn little upon social stratification literature, despite sharing common concerns, to explain them. In this thesis, I seek to contribute to bridging the gap between the two disciplines. I pose two overall hypotheses: (i) compositional differences in social background across ethnic-minority groups and natives are likely to explain an important part of labour market penalties; and (ii) the strength of the effect of social origin on destination and its mechanisms of transmission might differ across groups. These hypotheses are tested by first using log-multiplicative layer effect models followed by different specifications of multivariate analyses based on data from Understanding Society. The findings show that: (i) class overrides ethnicity in explaining intergenerational mobility, although the strength of the OD association differs by ethnic origin and gender; (ii) labour-force participation is a gendered process with significant differences across migration status and ethnic origin, which are partly explained by the work status of the mother-in-law transmitted through partner/spouse’s characteristics; (iii) employment penalties are explained to a large extent by parental work status, education, and age, with variation in the strength of the effect of the last two factors across ethnic origin; and (iv) some groups experience more difficulties than natives with similar class backgrounds in employment as well as access to (and stable placement in) the salariat, although education exerts a compensatory effect. I conclude by arguing that future research should investigate further within-group explanations by deepening in the role of different mechanisms of intergenerational transmission of social (dis)advantage at different levels of the labour market.
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HUNTER, Anna-Marie. "Harassment in the workplace : the case for Community intervention." Doctoral thesis, 1997. http://hdl.handle.net/1814/5531.
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URBAN, Nikolaus. "Linguistic diversity and legal determinacy? : the principle of linguistic equality in European Community law." Doctoral thesis, 1999. http://hdl.handle.net/1814/5645.
Full textBooks on the topic "Diversity in the workplace – European Union countries"
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Elisabeth, Prügl, and Thiel Markus 1973-, eds. Diversity in the European Union. New York: Palgrave Macmillan, 2010.
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Linguistic diversity and European democracy. Farnham, Surrey, England: Ashgate Pub., 2010.
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Peter, Mair, and Zielonka Jan 1955-, eds. The enlarged European Union: Diversity and adaptation. London: F. Cass, 2002.
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London Metropolitan University. Working Lives Research Institute, ed. Trade union practices on anti-discrimination and diversity: European Trade Union Anti-Discrimination and Diversity study : innovative and significant practices in fighting discrimination and promoting diversity : report. Luxembourg: Publications Office of the European Union, 2010.
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Erik, Fossum John, Magnette Paul 1971-, and Poirier Johanne, eds. The ties that bind: Accommodating complex diversity in Canada and the European Union. Bruxelles: P.I.E. Peter Lang, 2009.
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Frank, Hendrickx, and Castro Catarina, eds. Employment privacy law in the European Union. Antwerpen: Intersentia, 2002.
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Policy-making and diversity in Europe: Escaping deadlock. Cambridge: Cambridge University Press, 1999.
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1951-, Baldwin Robert, Daintith Terence, and University of London. Institute of Advanced Legal Studies., eds. Harmonization and hazard : regulating health and safety in the European workplace. London: Graham & Trotman, 1992.
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United in visual diversity: Images and counter-images of Europe. Innsbruck: StudienVerlag, 2010.
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Diversity, standardization and social transformation: Gender, ethnicity and inequality in Europe. Farnham, Surrey, England: Ashgate Pub., 2011.
Find full textBook chapters on the topic "Diversity in the workplace – European Union countries"
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Bucsa, Lavinia. "European Integration and Ethnic Mobilization in Newly Admitted Countries: The Case of the Hungarian Minority in Romania." In Diversity in the European Union, 205–20. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230104167_12.
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Kaasa, Anneli. "Culture as a Possible Factor of Innovation: Evidence from the European Union and Neighboring Countries." In Re-thinking Diversity, 83–107. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11502-9_5.
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Koralun-Bereźnicka, Julia. "Analysis of the Corporate Performance Diversity in the Selected European Union Countries." In Contributions to Management Science, 53–81. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00345-0_3.
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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.
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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Vargas Vasserot, Carlos. "Social Enterprises in the European Union: Gradual Recognition of Their Importance and Models of Legal Regulation." In The International Handbook of Social Enterprise Law, 27–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14216-1_3.
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AbstractThis chapter addresses social enterprises as a special corporate category, which in some European jurisdictions, and increasingly so after their promotion by the European Union, are provided with a specific legal framework to promote and encourage their development. The paper begins with a brief compilation of the several social enterprise concepts developed by economic doctrines both in the United States and Europe, which reveal a great diversity of approaches. This is followed by an analysis of the various documents published by the European Union, showing the increasing recognition of this business phenomenon, from the publication of the Social Business Initiative in 2011 to the recent Action Plan for the Social Economy in 2021. Finally, the results obtained from the analysis of the different European legal systems are presented, and three main models of legal regulation of social enterprises are distinguished, namely, the use of the social cooperative form, enactment of a special law, and integration into a social economy law. The chapter concludes with a table comparing the essential aspects of the regulation of social enterprises in 14 European countries.
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Tepandi, Jaak, Carmen Rotuna, Giovanni Paolo Sellitto, Sander Fieten, and Andriana Prentza. "The Technical Challenges in OOP Application Across the European Union and the TOOP OOP Architecture." In The Once-Only Principle, 141–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79851-2_8.
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AbstractThe Once-Only Principle requires the public administrations to ensure that citizens and businesses supply the same information only once to the Public Administration as a whole. Widespread use of the Once-Only Principle has the potential to simplify citizens’ life, make businesses more efficient, and reduce administrative burden in the European Union. The Once-Only Principle project (TOOP) is an initiative, financed by the EU Program Horizon 2020, to explore the possibility to enable the cross-border application of the Once-Only Principle by demonstrating it in practice, through the development of selected piloting applications for specific real-world use cases, enabling the connection of different registries and architectures in different countries for better exchange of information across public administrations. These piloting ICT systems are designed as a result of a pan-European collaboration and they adopt a federated model, to allow for a high degree of independence between the participating parties in the development of their own solutions. The main challenge in the implementation of an OOP solution is the diversity of organizations, procedures, data, and services on all four main levels of interoperability: legal, organizational, semantic, and technical. To address this challenge, TOOP is developing and testing the TOOP Reference Architecture (TOOPRA) to assist organizations in the cross-border implementation of the OOP. The paper outlines the TOOPRA users, principles, and requirements, presents an overview of the architecture development, describes the main views of TOOPRA, discusses architecture profiling, and analyses the TOOPRA sustainability issues.
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Buzzacchi, Camilla. "La solidarietà finanziaria nel contesto dell'Unione europea." In Studi e saggi, 57–80. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-591-2.05.
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The governance of financial resources in a solidaristic key characterises, in the present age, the national systems of European countries, but it is legitimate to ask whether the same is true at the level of the European Union system. The question must be approached with attention to the two sides of the financial phenomenon: that of revenue and that of expenditure. For both profiles, therefore, it is of interest to investigate the presence of solidaristic elements, starting from the assumption of the profound diversity between systems and therefore taking into account the possibility that the rate of financial solidarity found in the supranational system is of a lower degree than the domestic one; and that the manifestations of this solidarity may take on new and original connotations, destined to add to those traditionally applied in national contexts. The aim of this contribution is therefore to develop a reflection on the ways in which financial resources are raised and spending choices are made in the European system, in order to highlight the peculiar features of the mechanisms operating there and to make an assessment of the manifestations of solidarity that can be recognised.
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"The Evolution of European Union Citizenship between Unity and Diversity." In Revisiting Unity and Diversity in Federal Countries, 259–76. Brill | Nijhoff, 2018. http://dx.doi.org/10.1163/9789004367180_012.
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Rusilka, Anastasiya, Toni Di Dona, and Zayda Costa. "Determination of Workplace Coaching and Self-Actualization in the European Union, North America, and Post-USSR Countries." In New Innovations in Economics, Business and Management Vol. 3, 135–45. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/niebm/v3/5091f.
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Ginsburgh, Victor, and Shlomo Weber. "Diversity and Disenfranchisement: Applications." In How Many Languages Do We Need? Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691136899.003.0008.
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This chapter discusses applications of the fractionalization, polarization, and disenfranchisement indices introduced in Chapter 6. Fractionalization and polarization indices are used in more and more econometric studies to check how diversity affects economic outcomes. A rather large number of studies show that diversity exerts negative effects, though this also depends on whether countries are more or less democratic. Negative effects are more likely in dictatorial regimes. Recent papers point to the fact that distance-based indices often have more explanatory power than size-based indices. Disenfranchisement indices are used to examine outcomes of linguistic standardization. These were applied to examine the consequences of restricting the number of languages in some uses in the European Union.
Conference papers on the topic "Diversity in the workplace – European Union countries"
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TURCZAK, Anna. "THE VOLUME OF WOOD FOREST RESOURCES IN THE EUROPEAN UNION COUNTRIES." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.035.
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The contributions of forests to the well-being of humankind are extraordinarily vast and far-reaching. They are an important element in mitigating climate change. The aim of the paper is to determine the influence of particular factors on the diversity of the European Union countries in terms of the amount of wood forest resources compared with the country size. Two factors affecting the variable have been analysed in the paper: 1) the growing stock per 1 hectare of forest area and 2) the quotient of the forest area and the land area without inland water. Those two independent variables are directly proportional to the dependent variable, thus the higher the growing stock density and the higher the forest cover, the bigger the amount of wood forest resources of the analysed country. The causal analysis allowed to answer the question how the two factors affect the variable considered in the twenty eight countries, namely, what the direction and the strength of their influence are. The logarithmic method was used to carry out the causal analysis. The average results obtained for the entire European Union were compared with those received for each country separately and, on this basis, final conclusions were drawn. Data for 2005, 2010 and 2015 have been used for all needed calculations.
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Kozík a, Tomáš, Ivana Tureková a, Róbert Bulla b, and Terézia Bagalová a. "System of Lifelong Learning in Occupational Safety and Health in the Slovak Republic." In Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/1005.
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The area of OSH is currently widely debated issue in the European Union and also in other countries of the world. It is a given fact that the level of development of OSH standards and their application in daily life of a human is directly related to the quality of life and economic development of society. In that connection there must be interest in the educational system that perform the task of preparing the public perception of the importance of OSH in the lives of individuals and the acquisition of respect the OHS rules in work and non-work activities.Legal norms and OSH measures are very precisely elaborated. However daily experience of real life shows the low level of perception, understanding and respect for the principles of safe work and human health protection at the workplace and during free time.Authors of the report analyzes the state educational program and the curriculum framework to answer the question, whether the current education system in the Slovak Republic in relation to current legal standards and rules adequately prepares graduates of particular types of schools, to show an interest for safe conditions of work and life in healthy environment.
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Parseliunas, Eimuntas, and Saulius Urbanas. "Features of Flexible E-Learning Modules Within Geographical Information Science for Vocational Training." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59093.
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The main features and general structures of two distant learning modules within geographical information science for vocational training are presented in this paper. “European Level Developments of Flexible Learning Models within Geographical Information Science (GIS) for Vocational Training (E-GIS)” was a pilot project under the Leonardo de Vinci Community action Programme on vocational training, within Geographical Information Science (GIS), to be implemented over a three year period, 2002–05. The project will be continued in 2008–2009 under the abbreviation eGIS+. The main objectives of the project is to establish co-operation between European Universities and GIS user organisations and to develop modularised courses intended for Internet based learning, establish links of communications between the partners in the project in order to disseminate and share “best practices” in different teaching situations and for different types of students. The course modules to be developed, all together, will constitute a one-year programme within GIS. This project mainly targets full time students, private and civil service employees within the European Union, but also similar categories in non-EU countries. The outcomes of the project is high level content, new net-based pedagogic method suited for accessing target groups of great diversity as regards pedagogic traditions, access to computers and bandwidth. Cooperation between the institutions will, certainly, give higher level courses than the individual institutions could possibly themselves. “Training of Lithuanian Geographic Information Infrastructure managers” is a project supported by European Union Structural Funds and National Land Service under the Ministry of Agriculture of Lithuania Republic. The main objective of the proposed geographic information e-training system is to develop and provide the modularised Spatial Information Infrastructure courses intended for on-line based learning. This mainly will target employees of civil service and private business in Lithuania and European Union. Proposed curriculum is a set of modular courses adding up to 1.5-year part-time studies in the field of Geographic Information Science and Geographic Information Infrastructure.
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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.
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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).
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KANASHVILI, Tamar. "RELATIONSHIP BETWEEN EDUCATION AND HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.19.
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The aim of this paper is to explain the relationship between education and happiness. Are higher levels of education related to higher levels of happiness or does education rather harm our well-being by raising aspirations? The “researchers” of the ancient times were not ready to turn the question of how education and happiness are related into an empirical matter, on the other hand interest in the “the good life” is not any less present in our days as its seen from the large amount of research on the subject of happiness across a spread of various disciplines. A 2018 study using data from the European Union and World Values Surveys, which encompass data from 85 countries, showed that the connection between education and happiness is distinct from the connection between income and happiness. Furthermore, while the positive link between income and happiness tends to disappear after a specific point -educational activity and happiness seem to always go further. Veenhoven (1996) suggests that the foremost educated people within societies will only be happier as long as their education yields them a transparent status advantage. In a survey conducted by us in Georgia in 2019, it had been found that if educational activity levels are associated with higher expectations and these don't coincide with outcomes within the market, the individual will eventually feel dissatisfied and a negative relationship between education and satisfaction are going to be observed. This outcome is especially likely for people with higher levels of education who tend to figure under more competitive conditions. 1990s found by Clark and Oswald (1996), furthermore as Clark (2003) suggest that in economic downturns, emotional well-being of the higher-educated is more heavily affected since they experience bigger disutility from unemployment. Having made an even bigger investment in their human capital, these individuals also hold bigger expectations towards the task market. On the positive side, having awell-paying job is after all important, because it reduces distress induced by economic hardships, but people also derive meaning out of their professional employment which tends to be easier for those with education. Happiness refers to positive emotions (McMahon, Darrin, 2004). However, Martin Seligman's welfare theory also shows that happiness is greater than just a good mood. Happiness is having a meaning in life. A person should believe that his life is important and therefore the research hypothesis may be that an educated person will be significantly happier if he or she is in an environment where he or she is valued (Lyubomirsky, 2008). In the framework of the paper we found one of the most interesting studies which showed that eight weeks training has been shown to be more effective in reducing depression than a strong antidepressant (Kuyken, 2008). The connection between education and happiness is important for the education system. As far back as 1932, Hersey noted that a satisfied employee works better and that this construct is very important (Hersey, 1932). Based on scientific as well practical studies we can develop recommendations how to link happiness and education in the workplace- by suggesting and implementing such trainings that will help companies in process of: Managing employee stress levels; Development of talents Increase employee engagement and reduce fatigue; Assisting employees in adapting to organizational change; In the postgraduate study, in which employees from80 organizations were involved, the widespread form of education - namely training - was named as an important issue for motivation and job satisfaction. Training is not enough for job satisfaction, but it is the least that companies need to do today. Key words: Happiness, Education, Job-Satisfaction
Reports on the topic "Diversity in the workplace – European Union countries"
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Máñez Costa, Maria, Amy M. P. Oen, Tina-Simone Schmid Neset, Loius Celliers, Mirko Suhari, Jo-Ting Huang-Lachmann, Rafael Pimentel, et al. Co-production of Climate Services : A diversity of approaches and good practice from the ERA4CS projects (2017–2021). Linköping Univeristy Electronic Press, February 2022. http://dx.doi.org/10.3384/9789179291990.
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This guide presents a joint effort of projects funded under the European Research Area for Climate Services (ERA4CS) (http://www.jpi-climate.eu/ERA4CS), a co- funded action initiated by JPI Climate with co-funding by the European Union (Grant 690462), 15 national public Research Funding Organisations (RFOs), and 30 Research Performing Organisations (RPOs) from 18 European countries. This guide sets out to increase the understanding of different pathways, methods, and approaches to improve knowledge co-production of climate services with users as a value-added activity of the ERA4CS Programme. Reflecting on the experiences of 16 of the 26 projects funded under ERA4CS, this guide aims to define and recommend good practices for transdisciplinary knowledge co-production of climate services to researchers, users, funding agencies, and private sector service providers. Drawing on responses from ERA4CS project teams to a questionnaire and interviews, this guide maps the diversity of methods for stakeholder identification, involvement, and engagement. It also conducts an analysis of methods, tools, and mechanisms for engagement as well as evaluation of co-production processes. This guide presents and discusses good practice examples based on the review of the ERA4CS projects, identifying enablers and barriers for key elements in climate service co-production processes. These were: namely (i) Forms of Engagement; (ii) Entry Points for Engagement; and, (iii) Intensity of Involvement. It further outlines key ingredients to enhance the quality of co-producing climate services with users and stakeholders. Based on the analysis of the lessons learned from ERA4CS projects, as well as a review of key concepts in the recent literature on climate service co-production, we provide a set of recommendations for researchers, users, funders and private sector providers of climate services.