Journal articles on the topic 'Industry and education – Germany'
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Winter, H. "Integrating Universities and Industry—A German Approach." Proceedings of the Institution of Mechanical Engineers, Part B: Management and engineering manufacture 202, no. 1 (February 1988): 9–17. http://dx.doi.org/10.1243/pime_proc_1988_202_041_02.
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Starting from a list of topics which were suggested by the Institution of Mechanical Engineers this paper surveys the situation at German technical universities in the field of mechanical engineering. The details of teaching and research activities described here refer to the Institute for Machine Elements, Technical University of Munich, but the principles of the organization and the structure are mostly comparable with corresponding institutes at other universities in the Federal Republic of Germany. The following subjects will be discussed: 1. The organization of German technical universities, in particular the Institute's structure of a Faculty of Mechanical Engineering. 2. Undergraduate courses in engineering based on ‘vocational’ education; the means to ensure an education of approximately equal academic standard at different universities. 3. Machine element teaching at undergraduate level; efforts to ensure an equal level of knowledge in this field. 4. The structure and funding of postgraduate engineering research centres and institutes. For example the relationship between the Gear Research Centre (FZG) and the gearing and transmission industry in Germany will be discussed. 5. A summary of the research carried out at the FZG (gears, clutches, tribology)
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Cheese, John. "Sourcing Technology—Industry and Higher Education in Germany and the UK." Industry and Higher Education 7, no. 1 (March 1993): 30–38. http://dx.doi.org/10.1177/095042229300700108.
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With pressures on companies to tap into a seemingly ever-expanding range of relevant technologies, sourcing issues and the appropriate mix between in-house R&D and external sources more specifically have become key management challenges. This article looks first at the approaches adopted by large German and UK companies based on the results of interview surveys. It then examines the national structure for innovation support in Germany, looking particularly at the position of universities and polytechnics in the network, drawing comparisons with the UK scene to highlight some of the problems. Finally, the author describes the Faraday Programme as a specific UK proposal to address some of the difficulties in industry-university interaction, emphasizing the more general principles it embodies.
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Liu, Ruiyuan. "A Comparative Study of Vocational Education in China and Germany." Barnard Education Review 1, no. 2 (December 15, 2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.
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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.
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von Landsberg, Georg. "Higher Education and Industry in the Federal Republic of Germany." European Journal of Education 20, no. 1 (1985): 31. http://dx.doi.org/10.2307/1503002.
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Zhalezka, B., and V. Siniauskaya. "DUAL EDUCATION IN THE SPHERE ОF AUTOMOTIVE INDUSTRY." Экономическая наука сегодня, no. 11 (June 5, 2020): 151–56. http://dx.doi.org/10.21122/2309-6667-2020-11-151-156.
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This paper is devoted to the consideration of one of the innovative direction in higher education – dual education, which is especially acceptable in the sphere of automotive industry higher education. Role of the automotive industry enterprises in the educational process of technical higher education institutions is revealed. Examples of the dual education best practices in Germany and Ukraine are shown. Perspectives of dual education development in the Republic of Belarus are investigated, the experience of its elements using in different Belarusian higher educational establishments is shown. Possibility of dual education implementation in Belarusian National Technical University is substantiated, including their realization within international educational projects.
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Samokhval, Olesia. "Development of tourism education in german-speaking countries of Western Europe: process components and their characteristics." Osvitolohiya, no. 7 (2018): 59–64. http://dx.doi.org/10.28925/2226-3012.2018.7.5964.
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The process of tourism education development in German-speaking countries of Western Europe, in particular Germany, Austria and Switzerland is exemined in the article. It is noted that the scientific novelty of the study deals with the analyzes of the process of tourism education development in general economic contex of the development of tourism industry in the countries classified in the lingvo-ethnographic category «German-speaking countries». The object of the study is to outline the aspects of scientific and pedagogical research, to study and analyze the socio-economic processes of the tourism education development in Germany, Austria and Switzerland, to describe the historical preconditions for the development of current tourism education in German-speaking countries of Western Europe as a categorical integrity. The main components of the process of tourism education development in German-speaking countries, in particular: economic, institutional, disciplinary and normative, are defined and characterized. It was stated that the components of the process of tourism education development are closely interconnected and interdependent, that makes it impossible to study as a separate phenomenon. The development of one component provokes changes in other one, creating a chain reaction that builds a coherent picture of the process of tourism education development in German-speaking countries of Western Europe. It is defined that the inception of tourism education at university level took place in the middle of the 20th century evidenced by the establishment of higher education institutions with the programms in tourism. The intensity of popularizing the tourism education in Germany, Austria and Switzerland took place at the end of the 20th and early 21st centuries, starting a new period in the developing process of tourism education, that is marked by globalization of innovation and information.
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Goebel, Viktoria. "Intellectual capital reporting in a mandatory management report: the case of Germany." Journal of Intellectual Capital 16, no. 4 (October 12, 2015): 702–20. http://dx.doi.org/10.1108/jic-02-2015-0011.
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Purpose – The purpose of this paper is to investigate the relationships of company characteristics to intellectual capital (IC) reporting in a mandatory management report. Based on the relevant regulation in Germany, IC components of the mandatory management report can be characterised as being partially required, partially recommended and partially voluntary. Design/methodology/approach – A content analysis of 428 group management reports of listed German companies was conducted for required, recommended and voluntary IC reporting. To investigate the relationship of certain company characteristics to IC reporting, this study conducted a regression analysis considering company returns, size and industry. Findings – The findings show that structural capital dominates total IC reporting in Germany. This observation is in contrast to prior literature, in which relational capital has been found to be most frequently reported. However within the sub-group of voluntary IC reporting in German companies, relational capital has the highest proportion. The regression results show that company returns show no effect on IC reporting, but size and industry group are significantly related to IC reporting. Research limitations/implications – The findings indicate that IC reporting requirements and the relatively stringent German regulatory recommendations influence corporate IC reporting behaviour. The findings provide a basis for further discussion by standard setters regarding the extent to which requirements and recommendations on individual IC components seem to encourage IC reporting. Originality/value – This study utilises the unique research setting in Germany with a mandated management report to distinguish between required, recommended and voluntary IC reporting.
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Khrapach, Dmytro, and Hanna Krasylnykova. "Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 8–15. http://dx.doi.org/10.2478/rpp-2019-0023.
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Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.
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Yevtodyeva, M. "Employment and Education Policy in Germany in the Context of Digitalisation and “Industry 4.0” Development." World Economy and International Relations 66, no. 11 (2022): 50–59. http://dx.doi.org/10.20542/0131-2227-2022-66-11-50-59.
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The article is devoted to the study of tools to regulate the evolution of the labour market and educational sphere in Germany in connection with digitalization and the development of the “Industry 4.0”. These issues have been studied insufficiently both at the country and cross-country levels, since most of the scientific literature deals mainly with economic and technological aspects of digital transformation, while the role of public policy and the formation of the “digital environment” (including human resources and education) are given much less attention. The paper highlights key features of Germany’s digital strategy, such as the development of cyber-physical systems, IT security, and the reliance on public-private partnerships in the course of digitalization. It also analyzes a wide range of projects, initiatives and programs in the field of regulation of the labour market and education, on the basis of which the German Federal Government provides a solution to the most pressing problems and challenges for the country’s digitalization. According to the findings of the White Paper “Labour 4.0” by the Federal Ministry of Labour and Social Affairs and of a number of experts in labour market of Germany, these challenges include: the lack of the qualified specialists in MINT professions (Mathematik, Informatik, Naturwissenschaften, Technik), specialists with digital skills and knowledge of information and communication technologies; shortcomings in the development of education and digital environment, in particular low levels of technical equipment of schools and other educational institutions; the negative impact of demographics and migration problems on the labour market and employment.
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Shinn, Terry. "The Impact of Research and Education on Industry." Industry and Higher Education 12, no. 5 (October 1998): 270–89. http://dx.doi.org/10.1177/095042229801200502.
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This paper provides a comparative analysis of the relationship of science and technology research capacity and the development of education systems to industrial performance. In an exploration which maps developments over the last 150 years, the author takes as his subjects for study six countries – three with outstanding industrial achievement (Germany, Japan, and the USA) and three whose growth has been less impressive (England, France, and Russia/USSR). Although, the author argues, industrial performance is on the whole not linked directly either to research or education, he finds a strong association between economic development and the ways in which various policies and systems have allowed research and education to interact with industry. The analysis points up what have historically proved to be either positive or inhibiting mechanisms in the promotion of industrial innovation. The paper concludes by placing this analytical review in the context of the future development of industry–research–education interactions and a critical summary of key contemporary theories concerning the sociology of innovation.
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Brandau, Daniel. "Peenemünde Contested." Journal of Educational Media, Memory, and Society 14, no. 1 (March 1, 2022): 98–127. http://dx.doi.org/10.3167/jemms.2022.140106.
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Given Peenemünde’s ambivalent military and technological history, from rocket development during the Nazi period to East German naval and air bases during the Cold War, its musealization was considered both a chance and challenge during the region’s deindustrialization in the 1990s. Local residents’ support of veteran engineers promoting an apologetic view of Nazi rocketry was met with bewilderment. However, a space park project and anniversary event were spearheaded by government and industry representatives, turning a regional affair into an international controversy. The article analyzes the function of memory work and the remembrance of technological progress in rural northeastern Germany before and after German reunification. Based on archival sources and interviews with former officers and museum advocates, it traces the Peenemünde museum project through a history of ideological and biographical caesurae, enthusiasm, political promises, and socioeconomic despair.
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Schmidt, Axel, Dirk Köster, and Jochen Strube. "Climate Neutrality Concepts for the German Chemical–Pharmaceutical Industry." Processes 10, no. 3 (February 25, 2022): 467. http://dx.doi.org/10.3390/pr10030467.
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This paper intends to propose options for climate neutrality concepts by taking non-German international experiences and decisions made into account. Asia-Pacific and Arabic countries do have already same lessons learned by large-scale projects with regard to economic evaluations. Quite a few conceptual studies to generate the climate neutrality of the chemical–pharmaceutical industry in Germany have been published recently. Most of the studies differ even in magnitude but do not refer to or evaluate the other ones. These are all first theoretical feasibility studies. Experimental piloting is not far developed; only few and only stand-alone parts are operated, with no overall concepts. Economic evaluation is missing nearly completely. Economic analysis shows a factor 3 more expensive green technologies. Even if a large optimization potential of about 30% during manufacturing optimization is assumed as significant, cost increases would result. To make green products nevertheless competitive, the approach is to increase the carbon-source cost analogue, e.g., by CO2/ton taxes by around EUR 100, which would lead to about factor 3 higher consumer prices regarding the material amount. Furthermore, some countries would not participate in such increases and would have benefits on the world market. Whether any customs-duties policy could balance that is generally under question. Such increasing costs are not imaginable for any social-political system. Therefore, the only chance to realize consequent climate neutrality is to speed up research on more efficient and economic technologies, including, e.g., reaction intensification technologies such as plasma ionization, catalyst optimization, section coupling to cement, steel and waste combustion branches as well as pinch technology integration and appropriate scheduling. In addition, digital twins and process analytical technologies for consequent process automation would help to decrease costs. All those technologies seem to lead to even less personnel, but who need to be highly educated to deal with complex integrated systems. Research and education/training has to be designed for those scenarios. Germany as a resource-poor country could benefit from its human resources. Germany is and will be an energy importing country.
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Gardner, Michael. "Baden-Württemberg's Science Policy." Industry and Higher Education 4, no. 2 (June 1990): 113–18. http://dx.doi.org/10.1177/095042229000400207.
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This article deals with links between higher education and industry in Baden-Württemberg, West Germany, which has seen considerable progress in scientific infrastructural developments in recent years. R&D policy forms an integral part of a comprehensive approach to restructure society. The Research Institute for Applied Knowledge Processing is discussed as an example of regional developments and also to illustrate the controversial aspects that might ensue from an accelerated alignment of industry and higher education.
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Carr, Christopher. "Productivity and Skills in Vehicle Component Manufacturers in Britain, Germany, the USA and Japan." National Institute Economic Review 139 (February 1992): 79–87. http://dx.doi.org/10.1177/002795019213900106.
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This article investigates international productivity differentials in one industry over the last 10 years, and the impact of skills differences. In 1981-3 interviews were held with Chief Executives and other personnel down to the level of the shop floor, in 56 matched vehicle component manufacturers in Britain, Germany, the USA and Japan. In 1989-90 further, more limited, interviews were carried out in 22 British and 23 German vehicle component manufacturers to gauge the effects of past differences and to investigate more recent progress. Findings suggest that substantial progress on manning levels and labour flexibility has resulted in some narrowing of the productivity gap against Germany, but a large gap remains against Japan. It is suggested that Britain may need to look to the Japanese skills model, emphasising high standards of basic education and vigorous programmes aimed at continuous employee development.
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Ibragimov, Farkhad Elshan Ogli. "Development of Iranian-German Relations in 2010-2020 (Problems and Prospects)." Вопросы безопасности, no. 4 (April 2022): 34–42. http://dx.doi.org/10.25136/2409-7543.2022.4.39069.
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The subject of the study is Iranian-German relations in 2010-2020. The object of the research is the development of relations between Iran and Germany. The author of the work examines in detail such aspects of the topic as the history of the development of relations between Iran and Germany, the Joint Comprehensive Plan of Action, which directly affects Iran's relations with the world community, in particular with the European Union. Particular attention is paid to the role of Germany as a strategic partner of Iran. Germany has traditionally been seen as Iran's closest partner in Europe, although its policy towards Iran during the so-called nuclear crisis of the 2000s largely followed the example of Washington due to Germany joining the latter's power diplomacy. The main conclusions of the study are: The future of German-Iranian relations will depend on a number of international, regional and domestic factors, the development of which is difficult to predict with any certainty; besides Germany, the positions of Great Britain and France in relation to Iran matter to a lesser extent; Iran's geopolitical attractiveness, along with Iran's willingness to welcome Germany as an active player in the Middle East and the Persian Gulf, as well as pressure from the country's economic groups to develop trade relations with Iran, encourage Germany to take the lead in European foreign policy towards Iran ; With the start of nuclear talks in 2013, Berlin played a positive role in the negotiations that culminated in the nuclear deal in July 2015. Since then, close cooperation has been established both in industry and in the field of education; The scientific novelty of the study lies in the fact that the results of the study can be applied in the strategic planning of international relations with Iran.
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French, Tracey, and Petra Püchner. "Entrepreneurship — An Objective for Education." Industry and Higher Education 13, no. 6 (December 1999): 372–75. http://dx.doi.org/10.5367/000000099101294708.
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This special issue of Industry and Higher Education comprises a selection of papers based on presentations at the international conference on ‘Entrepreneurship – an Objective for Education in Europe’ held in Stuttgart, Germany, on 8–10 June 1999. In the context of the need to establish an entrepreneurial culture within European education systems and research institutes, the conference was organized to provide participants with an opportunity to debate the various ideas and approaches either in practice or under consideration in Europe and in other countries. In this introductory article, the authors report on the main views that emerged in the course of the conference and summarize the recommendations formulated to help develop a European policy on entrepreneurship.
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Стрілець, Олександр. "PROFESSIONAL TRAINING OF FUTURE SKILLED WORKERS OF THE MACHINE-BUILDING INDUSTRY BY DUAL FORM OF EDUCATION." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 54–61. http://dx.doi.org/10.32835/2223-5752.2019.18.54-61.
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The paper focuses on the necessity of substantiating the essence and structure of the professional training of future skilled workers by the dual form of education. In the context of the formulated goal, an analysis of the concepts of “essence”, “structure” and “professional competence” is carried out. On the basis of the results of analysis and generalization of scientific researches, it has been established that the professional training of future skilled workers of the machine-building industry by the dual form of education should be assessed by motivational, cognitive, action-related and reflexive criteria. The structure of professional training of future skilled workers of the machine-building industry by the dual form of education is presented in the form of four interrelated components: valuable-motivational, innovational-cognitive, professional-action-related, reflexive-estimated. The model of the dual form of education in Germany is described. It has been determined that the interaction between vocational schools in Germany and employers at the individual and institutional level is considered to be one of the most effective tools for developing a system of vocational education. The author carries out a theoretical analysis of pedagogical sources of philosophical, educational, methodological, psychological, pedagogical literature and scientific works of domestic and foreign researchers, normative and legal documents; modeling (synthesis), comparison, classification, systematization and generalization of theoretical and experimental data. The peculiarities of updating the contents of vocational education, management of the system of vocational education, changes in the system of professional training of specialists of the machine-building industry, adaptation of the ...
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Coşkun, Selim, Yaşanur Kayıkcı, and Eray Gençay. "Adapting Engineering Education to Industry 4.0 Vision." Technologies 7, no. 1 (January 10, 2019): 10. http://dx.doi.org/10.3390/technologies7010010.
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Industry 4.0 is originally a future vision described in the high-tech strategy of the German government that is conceived upon information and communication technologies like Cyber-Physical Systems, Internet of Things, Physical Internet, and Internet of Services to achieve a high degree of flexibility in production (individualized mass production), higher productivity rates through real-time monitoring and diagnosis, and a lower wastage rate of material in production. An important part of the tasks in the preparation for Industry 4.0 is the adaption of the higher education to the requirements of this vision, in particular the engineering education. In this work, we introduce a road map consisting of three pillars describing the changes/enhancements to be conducted in the areas of curriculum development, lab concept, and student club activities. We also report our current application of this road map at the Turkish German University, Istanbul.
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Majstorović, Vidosav, Radivoje Mitrović, and Žarko Mišković. "Industry 4.0 in Serbia: State of development." Serbian Journal of Management 17, no. 1 (2022): 5–14. http://dx.doi.org/10.5937/sjm17-36626.
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A new model of automation of technological systems, based on the Internet, was defined as the concept of Industry 4.0, Germany in 2011. It represents an advanced model of connecting machines and computers (cyber-physical systems - CPS), their networking (cloud computing and Internet of Things (IoT)) with the widespread use of advanced artificial intelligence (AI) in this concept. This concept is a model of smart manufacturing (SM), and today we are talking about: smart vehicles, smart highways, smart grids, smart cities, smart services, etc ... - in short, intelligent "everything and anything" (smart everything). The most important directions for Serbia in the application of Industry 4.0 include: industrial policy for Industry 4.0, education for Industry 4.0 (higher / secondary education), research for Industry 4.0, and especially applied research and readiness of SMEs for Industry 4.0, as well as the application of this model in practice. This paper presents the development and application of the Industry 4.0 model in Serbia, through the activities of the Faculty of Mechanical Engineering in Belgrade, from 2015 until today, with special reference to the application of Industry 4.0 in mining.
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Yüceol, Nazlı. "The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0." Yuksekogretim Dergisi 11, no. 3 (December 31, 2021): 563–77. http://dx.doi.org/10.2399/yod.21.617715.
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The progress of societies, their development, and their ability to compete economically depend on education. Education is both affected by changes in all these areas and affects them. The desired results from the new wave of industrial revolution called industry 4.0 can only be achieved through education as well. Industry 4.0 is the new industrial revolution that first appeared in Germany and includes applications such as autonomous vehicles, wearable technologies, artificial intelligence applications, block chain, and cloud computing systems. With the innovations brought by the revolution, it has been changing the ways of doing business and the competencies required from employees. Industry 4.0 requires university students to have new knowledge, competencies and skills before graduation, the workforce to acquire new skills, and the restructuring and transformation of higher education to achieve all of these. Thus, industry 4.0 is reshaping the future of education. This review study focuses on the connection of higher education and industry 4.0 by examining the national and international literature. It aims to present a general assessment of the steps to be taken in higher education in parallel with the requirements of industry 4.0 and the new competencies that should be acquired by graduates. It is concluded with some suggestions about what should be done regarding the international standards in order for the higher education curricula to adapt to the existing processes and changes, to train human resources in accordance with the conditions and demands of the age, what new competencies the workforce should have, and the steps to be followed regarding industry 4.0.
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Samborska, Olena. "Some Peculiarities in Training Future Masters in Technology Education in European Countries." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 126–31. http://dx.doi.org/10.1515/rpp-2017-0060.
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Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.
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Choi, Jae-Ho. "A Study of Education Reform and Industry in the West Germany in the 1960s and 1970s." Korean Society For German History 44 (August 31, 2020): 133–70. http://dx.doi.org/10.17995/kjgs.2020.8.44.133.
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Nicolaidis, Christos S., and George Michalopoulos. "Education, Industry and the Knowing—Doing Gap." Industry and Higher Education 18, no. 2 (April 2004): 101–10. http://dx.doi.org/10.5367/000000004323051877.
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This paper examines the evolutionary path of the university and its impact on the quality of education it provides to people, industry and society The authors first analyse the (Kantian) paradigm of reason, the (German Idealists') paradigm of culture and the current dominant techno-bureaucratic paradigm of excellence. They then argue that the paradigm of excellence significantly contributes to the ‘knowing-doing’ gap which causes the difficulties practitioners experience when they try to turn their tertiary knowledge into action. Finally, they argue that the knowledge creation and integration model of Nonaka and Takeuchi (1995) may help academics and practitioners to bridge the knowing-doing gap they encounter.
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Pavlica, Branko. "Migrations from Yugoslavia to Germany: Migrants, emigrants, refugees and asylum-seekers." Medjunarodni problemi 57, no. 1-2 (2005): 121–58. http://dx.doi.org/10.2298/medjp0502121p.
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Migrations from Yugoslavia to Germany have a long tradition. There have been various economic and social causes, and in some periods even political ones for that phenomenon. Taking into consideration the historical aspect and also the contemporary migration flows, the dynamics of migrations of the Yugoslav population to Germany has the following stages in its development. The first stage had begun in late XIX century and ended with the World War I. Although the overseas migration flows prevailed, yet the German agriculture and its mine industry attracted a part of the Yugoslav population. Between the two world wars mostly "Westfahl Slovenes" and Croats and Serbs from Bosnia-Herzegovina got "temporary employed" in the Rhine-Westfahl industrial area, along with several thousand Serb-Croat-Slovene agricultural seasonal workers per year. The second stage began immediately after the Second World War when most of about 200,000 citizens from the former Yugoslavia, being mostly refugees, moved from the West European to overseas countries, but some of them stayed in Germany. Involuntary migrants and refugees, however, returned in great number from Germany to Yugoslavia. At that stage non-extradition of war criminals on the part of the West occupying powers on German territory, then disregard of West German Governments of the anti-Yugoslav activities of the part of extreme Yugoslav emigration, and different interpretation of the bilateral agreement on extradition, became the essential problem in relations between SFR Yugoslavia and FR Germany. The third stage in development of migrations commenced in early 1960s. At that time, Germany and other Western countries became prominently immigrational, while since mid-1960s till 1973 economic emigrants from Yugoslavia became more and more important in the German economic space. From 1954 to 1967 migration of Yugoslav citizens had not yet been intensive and their intention was mostly to work abroad. Illegal employment was, however, prominent at that time. Due to the normalisation of political relations, re-establishment of diplomatic relations and conclusion of bilateral agreements that legally defined employment of foreign workers, since 1968 till 1973 a great number of Yugoslavs got employed in FR Germany. The contemporary migrations from FR Yugoslavia to Germany resulted from the economic and political crisis in the former SFRY as well as from the civil wars that were waged in the Yugoslav territory. FR Germany became the most important destination country of Yugoslav migrants - workers, refugees, false asylum-seekers and political emigrants. Different categories of migrants from Yugoslavia to Germany enjoy the treatment that is in accordance with the immigration policies of the German governments as well as with the degree of development of the German-Yugoslav political and economic relations, and the degree of the established co-operation in the field of legal assistance and social welfare. Migrant workers, who have legally regulated their employment and residence status, could in the future expect to gain assistance from their mother country in getting efficient protection of their rights and interests in all stages of the migration process. Numerous migrants asylum-seekers, in spite of the proclaimed international protection, share, however, the fate resulting from the politically motivated measures and actions taken by the German authorities within the arbitrary decision-making of the right and/or abuse of the right to asylum. This is the reason why as early as in late 1994 the Government of FRG announced that it would expel foreigners from the country. The remaining refugees, or actually the so-called false asylum-seekers in FR Germany, share the fate of forced repatriation. Within this category special emphasis should be placed on the attitude of the German government to the Albanians and Roma from Kosovo. At first, the Germans treated the Albanians from Kosovo as politically persecuted persons, offering them refuge. Then they declared them (and Roma also) to be false asylum-seekers and insisted on readmission - their gradual repatriation to Kosovo. Considering both positive and negative implications of the migration process, the key issue for the citizens from Serbia and Montenegro who live in Germany remains the following: maintenance of their national identity, cherishing of their mother tongue and culture, keeping up relations with their mother country, social gathering - in various associations, clubs and organisations, education in their mother tongue, what particularly includes comprehensive additional teaching for children in Serbian, as well as better information dissemination.
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Crespo, Manuel. "University-Industry Relations in France and the Federal Republic of Germany: An Exploratory Study." Higher Education Policy 3, no. 3 (September 1990): 27–32. http://dx.doi.org/10.1057/hep.1990.42.
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Lienkova, Maryna, and Irina Bulakh. "ANALYSIS OF THE CITY CONSTRUCTION NETWORK OF UNIVERSITY HOSPITALS IN GERMANY." Urban development and spatial planning, no. 78 (October 29, 2021): 327–36. http://dx.doi.org/10.32347/2076-815x.2021.78.327-336.
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The article examines the state of the urban planning network of health care institutions in Germany, in particular, university hospitals. The location of medical institutions in the context of urban settlements is analyzed using the example of specific hospitals in the country. The data obtained will serve as the basis for a proposal for the development of such a network of hospitals in Ukraine. Germany is one of the leading countries in the medical industry. Treatment in her hospitals has significant advantages, both in terms of providing quality medical services, as well as the availability of the latest equipment and a scientific approach to solving various problems. In the country, in addition to private, public university hospitals are widespread, which are not inferior to private ones, and often even ahead of all comparative qualitative indicators. German university medicine is the guarantor of a well-organized interdisciplinary diagnosis and treatment using the latest medical knowledge. The combination of education, science and medicine is a prime example of the fact that human health is at the center of the professional focus of German university hospitals. Despite the dissimilarity of all the considered hospitals, one can distinguish one characteristic common feature, which is that university hospitals collaborate with various faculties of medical universities, as well as with external research institutes - numerous regional, national and international partners. Thus, university medicine is an important engine of growth and innovation both regionally and internationally.
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Balmasova, T. A. "“New Regionalization”: Modernization of Russian Universities and Experience of Germany." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 6 (July 16, 2019): 86–96. http://dx.doi.org/10.31992/0869-3617-2019-28-6-86-96.
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The importance of the supporting universities in each region is quite high, because the main purpose of creating them is to provide an efficient cooperation between the region and the system of higher education. Through the supporting universities it is possible to solve the most pressing problems facing not only regions but also the state as a whole. The interaction between higher education and regions is associated with the strengthening of the “third mission” of universities, the implementation of which makes university a key «player» in the economic and social development of a region and introduces significant changes in the university’s relations with its partners: industry, business, government, civil society institutions. The first section of the article focuses on the identification of the main parameters of the regional activities of Russian universities as active participants in the socio-economic development of region. The second section systematizes the experience of German universities on the implementation of the «third mission» in the regional context.
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L., J. F. "ATTITUDES TO RANDOMIZED TRIALS (1970S)." Pediatrics 93, no. 6 (June 1, 1994): A44. http://dx.doi.org/10.1542/peds.93.6.a44.
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Medical education in the Protestant North West has for some time been more scientific than elsewhere. There are, however, still problems. There is resistance to the idea of randomised controlled trials in West Germany. An attempt was made to have them declared illegal. After lecturing in Germany on the value of randomised controlled trials in cardiovascular medicine, and after a rather violent discussion, I was taken aside by the chairman, who said, "Dr. Cochrane, you don't seem to understand. Controlled trials are done by the pharmaceutical industry. Gentlemen don't do them." It is difficult to interpret this particular remark, but I suspect that the feeling of shame about the Nazi medical pseudo-experimentation may be a factor.
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Murray, Emily, Susan McLeod, Jessica Biesiekierski, Ashley Ng, Sharon Croxford, Emma Stirling, Andrea Bramley, and Adrienne Forsyth. "Employability initiatives in undergraduate education and application to human nutrition: A scoping review." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (June 16, 2020): 63–80. http://dx.doi.org/10.21153/jtlge2020vol11no1art901.
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Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.
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Murray, Emily, Susan McLeod, Jessica Biesiekierski, Ashley Ng, Sharon Croxford, Emma Stirling, Andrea Bramley, and Adrienne Forsyth. "Employability initiatives in undergraduate education and application to human nutrition: A scoping review." Journal of Teaching and Learning for Graduate Employability 11, no. 1 (June 16, 2020): 63–80. http://dx.doi.org/10.21153/jtlge2020vol11no1art921.
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Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.
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Штифурак В. Є. and Самохвал О. О. "ТЕОРЕТИЧНЕ ОБҐРУНТУВАННЯ ЗМІСТОВОГО КОМПОНЕНТА ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ТУРИСТИЧНОЇ ГАЛУЗІ НІМЕЦЬКОМОВНИХ КРАЇН." Science Review, no. 4(31) (April 30, 2020): 12–19. http://dx.doi.org/10.31435/rsglobal_sr/30042020/7051.
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The research deals with the theoretical substantiation of a content component of vocational training of future specialists in tourism and analysis of the key processes of organizing higher tourism education in German-speaking countries. The article contains the pedagogical analysis of curricula for the training of future managerial staff in tourism at leading higher education institutions of Germany, Austria and Switzerland.The results of the research made it possible to establish disciplinary levels of professional formation within the system of undergraduate education leading to Bachelor degree in Tourism (Fundamentally Professional, Functionally Professional and Subject-Oriented) and of graduate education leading to Master's degree in Tourism (Object-Oriented, Practical and Applied, Scientific-Research). It is generated that a special attention in the organization of educational process is given to the quality of training. It is provided by the ability to quick adaption within the scientific and technological progress, the possession of vocational skills, the ability to use knowledge acquired in solving professional tasks; acquisition of skills and improvement of soft skills; formation of tourism industry specialist's readiness for foreign language interaction.It is proved that the background of forming the content component of vocational training of future specialists in tourism is based on a competency approach involving the construction of the education process, taking into account education guidelines, goals and content of tourism education and training.
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Peters, Hans Peter. "The credibility of information sources in West Germany after the Chernobyl disaster." Public Understanding of Science 1, no. 3 (July 1992): 325–43. http://dx.doi.org/10.1088/0963-6625/1/3/006.
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In West Germany the `information disaster' after Chernobyl offered an opportunity to study the credibility of different information sources. A representative survey conducted in May 1987 of the West German population showed that on average the Federal Government—although heavily criticized because of its information policy and risk management—was rated most credible while the nuclear industry was judged least credible. On the whole, mean credibility ratings differed surprisingly little between sources; ratings of competence and public interest orientation varied more. These variables, interpreted as the classical credibility factors `expertise' and `trustworthiness', were important predictors of credibility. But beliefs and expectations recipients posess about individual sources also appear to influence credibility.
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Rickhoff-Fischer, Iris, Christoph Schank, and Arne Ortland. "Is Corporate Social Entrepreneurship a (So Far) Missed Opportunity for Higher Education Institutions? Evidence from Germany." Sustainability 13, no. 24 (December 17, 2021): 13965. http://dx.doi.org/10.3390/su132413965.
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(1) Background: Corporate social entrepreneurship (CSE) is a young phenomenon courting recognition that is attracting increasing attention in academia and corporate practice. Nevertheless, it has rarely found its way into the curricula of higher education institutions (HEI), which raises the question of the concept’s potential for further development in the realm of academic teaching; (2) Our study is based on a mostly qualitative research design consisting of expert interviews, focus groups, and a low-standardized survey; (3) Results: Corporate social entrepreneurship is seen as having strong potential to enrich education at institutions of higher learning, to establish new forms of teaching, and to bridge the gap between higher education and society; (4) Conclusions: Although our results indicate industry need and student demand for competent corporate social entrepreneurs, German HEIs have not yet integrated CSE-specific education into their curricula. However, the required competences are covered by CSE-related fields of study, which hampers the holistic education of CSE learners. A CSE curriculum needs to cover core CSE concepts as well as key competences, and the engagement of quadruple helix stakeholders requires an adjustable and transversal approach of curriculum development.
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Marzano, Gilberto, and Andris Martinovs. "TEACHING INDUSTRY 4.0." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 69. http://dx.doi.org/10.17770/sie2020vol2.4833.
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Industry 4.0 is a term that was introduced by the German government at the time of the Hannover Fair in 2011 in relation to an initiative brought forward to support German industry in addressing future challenges. It refers to the 4th industrial revolution, in which disruptive digital technologies, such as the Internet of Things (IoT), robotics, virtual reality (VR), and artificial intelligence (AI), are exercising a notable impact on industrial production.Industry 4.0 takes the emphasis on digital technology of recent decades to a whole new level with the help of interconnectivity through the Internet of Things (IoT), real-time data access, and the introduction of cyber-physical systems.This paper focuses on the design of an educational module for higher education mechatronics students. Introducing Industry 4.0 into a mechatronics curriculum will reinforce the integration of student competences in flexible and rapid manufacturing. The module includes notions of machine learning and deep machine learning, which are essential in robotics and behavioral robotics and closely interact with control theory. The results of a pilot training activity in the field are also illustrated and discussed.
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Tsyhanenko, O. I., and Ya V. Pershehuba. "Modern pedagogical approaches to the organization of teaching the ecology of sports in institutions of higher education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(159) (January 30, 2023): 142–46. http://dx.doi.org/10.31392/npu-nc.series15.2023.1(159).34.
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It is very relevant and timely to conduct an analysis of modern pedagogical approaches to solving such an urgent problem as the organization of teaching the ecology of sports in higher educational institutions (universities) that are engaged in education for the sports industry, both in Ukraine and abroad. This applies primarily to the National University of Physical Education and Sports of Ukraine and the University of Bayreuth in the Federal Republic of Germany, where sports ecology is taught. The purpose of the study: consideration and analysis of modern pedagogical approaches to teaching in higher education institutions (universities) the provisions of sports ecology for the training of specialists who would have the appropriate knowledge, skills and competences both in relation to sports and sports ecology for the implementation in practice of the provisions of the concept of sustainable development of sports, which is primarily aimed at preserving the good state of the environment in the practice of sports activities. Research methods: used methods of theoretical analysis of scientific literature: generalization, formalization, abstraction, synthesis, which are used in ecology and sports ecology. Research results and conclusions. An analysis of promising modern pedagogical approaches that can be used in the organization of teaching the ecology of sports in institutions of higher education, which are engaged in education for the sports industry, has been carried out. The prospects of applying modern pedagogical approaches to the organization of sports ecology education in higher education institutions engaged in sports are determined.
Conclusions are made that the organization of teaching on the ecology of sports is very timely and relevant and must be implemented in higher education institutions engaged in sports. Conclusions are made that the organization of teaching on the ecology of sports is very timely and relevant and must be implemented in higher education institutions engaged in sports. Two pedagogical approaches can be used to organize the teaching of sports ecology in institutions of higher education (universities) that provide education for the sports industry. The first pedagogical approach is based on the development of interdisciplinary programs for teaching the ecology of sports (Federal Republic of Germany). The second pedagogical approach (Ukraine) is based on the teaching of sports ecology at the second (master's) level of higher education in the specialty 017 «Physical culture and sport», specialization «Sports management», profile direction «Sport ecology». The choice of a specific pedagogical approach to teaching the ecology of sports in a higher education institution can be determined by the higher education institution itself, taking into account its features and specialization. At the same time, the second pedagogical approach to the organization of teaching ecology of sports is, in principle, more suitable for universities of physical culture and sports of Ukraine than the first, as it provides an opportunity to conduct continuous environmental education.
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Mohrenweiser, Jens, and Friedhelm Pfeiffer. "Coaching Disadvantaged Young People: Evidence from Firm Level Data." Jahrbücher für Nationalökonomie und Statistik 235, no. 4-5 (August 1, 2015): 459–73. http://dx.doi.org/10.1515/jbnst-2015-4-508.
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Summary In Germany, apprenticeship training firms currently face a shrinking number of qualified schoolleavers because of smaller birth cohorts and an increasing proportion of school leavers aiming for higher education. This paper investigates whether a programme that supports firms to train disadvantaged youth can reduce recruiting difficulties in apprentice training firms. Based on unique firm-level data from the metal and electronic industry in Baden-Württemberg from 2010 to 2013, we apply instrumental variable and difference-in-difference estimations and find no significant short-term causal impact of the programme.
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Hofmann, Susanne. "The Baupiloten: building bridges between education, practice and research." Architectural Research Quarterly 8, no. 2 (June 2004): 114–27. http://dx.doi.org/10.1017/s1359135504000156.
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With the exciting period of construction following German reunification now over, German post-war reconstruction has finally come to an end. For a brief period, reunification enlivened the building market with great visions, but now the demand for architecture and employment in the construction industry has sunk dramatically.
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Reum, Nicolas. "Qualification practices of companies in the electronics Industry against the background of qualification problems in selected regions of Germany, Poland and the Netherlands." Journal of Vocational Education & Training 72, no. 4 (October 1, 2020): 620. http://dx.doi.org/10.1080/13636820.2020.1771102.
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Kohnová, Lucia, Ján Papula, and Nikola Salajová. "Internal factors supporting business and technological transformation in the context of Industry 4.0." Business: Theory and Practice 20 (March 15, 2019): 137–45. http://dx.doi.org/10.3846/btp.2019.13.
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Radical changes resulting from the Fourth Industrial Revolution strongly affect industrialized European countries. In particular, due to the new technologies that are characteristic of Industry 4.0, it will be essential for companies to make the necessary changes and achieve competitiveness through the implementation of these technologies. In order for companies to be able to make radical changes and innovations, they need to secure all the supporting areas in their organization. This research paper is focused on comparison of companies from Slovakia, Czech Republic, Austria, Germany and Switzerland in the context of readiness for Industry 4.0. This research was part of a research project, while data were collected in the period of 2015–2016. We have analysed companies from selected countries based on 7 areas which are closely interconnected with the business transformation and technology transformation coming from Industry 4.0. The main analysed questions focused on areas such as employee education and training, organizational culture, strategy, or organizational processes, that will be most affected by radical changes in the environment. Research has highlighted the differences between countries as a result of long-standing cultural differences, but at the same time identified the unified influence of the ongoing global debate on the need for technological innovation. With Slovak and Czech companies being below stronger innovators in the maturity of education systems, we strongly advise considering partnering in education which can bring valuable information to businesses that want to take on the wave of innovation.
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Kondratyev, V. V., M. F. Galikhanov, F. T. Shageeva, P. N. Osipov, and L. V. Ovsienko. "Regional Development: New Challenges for Engineering Education (SYNERGY-2021 Conference Results Review)." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 12 (January 4, 2022): 111–32. http://dx.doi.org/10.31992/0869-3617-2021-30-12-111-132.
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The article summarizes the results of the plenary session of the international network conference “Regional development: new challenges for engineering education – SYNERGY-2021”, held at Kazan National Research Technological University from October 19 to 20, 2021. The forum which brought together representatives of universities and industrial enterprises of Russia and abroad was devoted to the issue of training engineers for the petrochemical industry. Among the participants were representatives of international societies for engineering education, ten national research universities and seven supporting universities of PJSC Gazprom, state authorities and industrial enterprises of Tatarstan. It was possible to observe the work of the plenary session in real time via the Internet in all the supporting universities of Gazprom. The event was organized by the Ministry of Science and Higher Education of the Russian Federation, the International Society for Engineering Pedagogy (IGIP), the Association of Engineering Education of Russia (AIOR), as well as the Ministry of Industry and Trade of the Republic of Tatarstan and Kazan National Research Technological University. Gazprom PJSC became the general sponsor. In total, the conference gathered more than 450 participants (380 online and 85 in person) from 40 universities in Russia, the USA, Great Britain, Germany, Portugal, Finland, Poland, Kazakhstan, Belarus, Armenia, Latvia, and Estonia. Representatives of 7 industrial enterprises spoke, 77 reports were made.
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Kraft, Martin, Heinz Bernhardt, Reiner Brunsch, Wolfgang Büscher, Eduardo Colangelo, Henri Graf, Johannes Marquering, et al. "Can Livestock Farming Benefit from Industry 4.0 Technology? Evidence from Recent Study." Applied Sciences 12, no. 24 (December 14, 2022): 12844. http://dx.doi.org/10.3390/app122412844.
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The term “Agriculture 4.0” emerged from the term “Industry 4.0” like amany other “4.0” terms. However, are Industry 4.0 technologies and concepts really applicable to agriculture? Are the benefits that Industry 4.0 brings to industrial use cases transferable to livestock farming? This paper tries to answer this question for the three dominant sectors of livestock farming in Central Europe and Germany: Poultry, pig fattening, and dairy farming. These sectors are analyzed along with the eight most relevant Industry 4.0 benefits. The results show that only part of the Industry 4.0 benefits are relevant for livestock farming in a similar manner as in industrial production. Due to basic differences between industrial and livestock farming use cases, some of the benefits must be adapted. The presence of individual living animals and the strong environmental impact of livestock farming affect the role of digital individualization and demand orientation. The position of livestock farming within the value chain minimizes the need for flexibilization. The introduction and adoption of Industry 4.0 concepts and technologies may contribute significantly to transforming agriculture into something that may be called Agriculture 4.0. Technologies are indispensable for this development step, but vocational education and open-mindedness of farmers towards Industry 4.0 is essential as well.
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Reif, Andreas, Bernhard T. Baune, Jürgen Deckert, Georg Juckel, Sarah Kittel-Schneider, Tilo Kircher, Johannes Kornhuber, Rainer Rupprecht, and Michael Bauer. "Rationale, Mission and Vision for a National Centre of Affective Disorders in Germany." Pharmacopsychiatry 55, no. 02 (December 17, 2021): 65–72. http://dx.doi.org/10.1055/a-1697-5854.
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AbstractAffective disorders are common, complex disorders representing one of the major challenges to global health in the 21st century. To mitigate the burden of disease, substantial public health efforts need to be undertaken since research on the causes and adequate treatment requires multidisciplinary approaches. These should integrate translational, and clinical research, aided by technological advancements in collecting and analysing comprehensive data. Here we present the rationale, concept, mission and vision of the recently founded National Centre of Affective Disorders (NCAD) in Germany. NCAD founding partners build on their previous successful cooperation within the German Research Network for Mental Disorders funded by the Federal Ministry of Education and Research (BMBF). They form an internationally pre-eminent network of integrative excellence, leading in science and contributing significantly to the improved care of affective disorder patients. The partners will provide complementary structures and innovative methods across the entire translational continuum from bench to clinical and real-world settings. The vision of the NCAD is to foster cross-disciplinary research from basic neuroscience to public mental health by close translational collaboration between academia, non-university research institutions, and international partners, including industry, to deliver cutting-edge research, innovative clinical services and evidence-based training to young clinicians and scientists. The mission is to accomplish research in a highly translational manner, especially with respect to clinical studies in a trans-sectoral way. This approach aims to ensure continuous improvement in the treatment and care provided to patients and an interdisciplinary environment for high-level research and education in affective disorders.
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Pisano, Raffaele. "SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 4–10. http://dx.doi.org/10.33225/pec/13.55.04.
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What about science, society and education in the history? In the 19th century Europe the figure of the scientific engineer is emerging. In Paris the Grandes Écoles were founded, where the most distinguished mathematicians of the time taught to students and drew up treaties. and Joseph–Louis Lagrange (1736–1813) and Gaspard Monge (1746–1818) were among the first professors of mathematics at École Polytechnique (1794), a military school for the training of engineers. In 1794 the École Normal of Paris was also born, in 1808, the École normale supérieure Paris was founded, a school that had as its goal the training of teachers of both science and humanities. On this model, with a Napoleonic decree of 1813, it was established the first foundation of the Scuola Normale in Pisa. The attention of the French mathematicians toward applications was therefore, at least in part, due to the need of educational institutions to train technicians for the new state. Such an attitude is not found in Germany, the country that in the nineteenth century was with France at the forefront of European mathematics. On the one hand, great importance was attributed to purely theoretical disciplines, such as number theory and abstract algebra, on the other hand the natural philosophy aim to frame in the same theory at all the physical disciplines. In Germany a great engineering school eventually developed which become dominant in Europe. But interaction between scientists and engineers has existed since ancient times: e.g., for the study of prototypes and machines for the society. Questions might be: when, why and how the tension between mathematics, physics, astronomy, gave rise to a new scientific discipline, the modern engineering? What is the conceptual bridge between sciences researches and the organization of technological researches in the development of the industry?
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Clarke, Linda, and Melahat Sahin-Dikmen. "Unions and the green transition in construction in Europe: Contrasting visions." European Journal of Industrial Relations 26, no. 4 (October 1, 2020): 401–18. http://dx.doi.org/10.1177/0959680120951705.
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The construction industry, responsible for 40 percent of European Union (EU) end-use emissions, is targeted as a major area of transformation particularly through the Energy Performance of Buildings Directive requiring nearly zero energy building (NZEB). Through a case study approach, union responses to EU strategy on the implementation of energy efficiency standards are evaluated in Denmark, Germany, Italy and UK (Scotland), presenting a varied picture, from minimal acknowledgement to broad support along the lines of ecological modernization to radical transformation. Radical appraisals of the industry and its exploitative and high-carbon practices are rare, though engaging with the employment and vocational education and training (VET) implications. The article presents a labour-centred alternative to a technical-driven transition agenda, focusing on how the labour process needs to change in a sector dominated by small firms, self-employment, a fragmented labour process and often low levels of VET.
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Bevzenko, Volodymyr, and Yurii Tsvirkun. "THE LAW OF PUBLIC CONSTRUCTION IN THE COUNTRIES OF THE EUROPEAN UNION: EXPERIENCE OF GERMANY AND ECONOMIC AND LEGAL DIMENSION OF ITS CREATION IN UKRAINE." Baltic Journal of Economic Studies 8, no. 5 (December 30, 2022): 70–76. http://dx.doi.org/10.30525/2256-0742/2022-8-5-70-76.
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The subject of the study. A new public administration system in Ukraine should be created through administrative reform. The existing system of public administration in Ukraine remains generally inefficient, with an eclectic mix of institutions inherited from the Soviet era and new institutions formed during Ukraine's independence. It is argued that the rapid development of modern social relations naturally causes and is conditioned by the continuous transformation and progress of various sectors of public and state life. Scientific and technological progress, informatization and updating of production methods cause an objective need to revise and adopt fundamentally new legislation, study and implement advanced forms of organization of social relations. It is clear that the construction industry is a component of the national economy, which requires meaningful legal regulation, does not stay away from modern social and state development. The complexity and significance of the construction industry, its multifaceted nature require, in particular, the study and implementation of perfect regulatory mechanisms developed by developed countries with highly developed economies, strong and perfect standards of functioning of the state apparatus, legislation. Methodology. The national construction legislation was reviewed in comparison with the experience of the Federal Republic of Germany. It is concluded that the review of the institutional architecture of the construction industry of the Federal Republic of Germany, the basic principles of the formation of German public construction law as a factor of the modern economy, its progressive forms and methods has been carried out. The content of this branch of public law, its impact on economic processes in the state, the formation and change of the main economic indicators are assessed. The conclusion is made about the objective connection between the state and development of national legislation, in particular construction legislation, and the degree of economic development of the state. The purpose of the study. By choosing the strategic path of institutional and fundamental reforms, Ukraine also implements the best legal and state experience of modern progressive states with developed democracy, state-building and law-making, developed economy. In the field of law and law-making, improvement of legal education and science the experience of the Federal Republic of Germany has proved its perfection, efficiency and progressiveness for Ukraine. German public construction law is not the only area that has become a model for domestic public law and legislation, in particular, it is worth mentioning the German experience of administrative procedure law and legislation, which was used in the adoption of the Code of Administrative Procedure of Ukraine, and administrative procedure law and legislation, which was the basis for the preparation of the Law of Ukraine "On Administrative Procedure". Thus, the time-tested and experienced German administrative and legal theory has become one of the prerequisites for the creation and development of national branches of public law, including the law of public construction. The economic and legal dimension of public construction law in Ukraine is that the construction industry is a productive sector of the economy, the efficiency and successful functioning of which depends on a simultaneous set of factors, including, in particular, the availability and completeness of national construction and administrative and procedural legislation, the development of the theory of public construction law, transparency and validity of the activities of administrative bodies in the field of construction. Conclusion of study. It is concluded that the new branch of national special administrative law – publicc construction law of Ukraine is manifested in three dimensions: the substantive dimension of national public construction law and the prerequisites for its formation and further development; European (foreign) experience of legal regulation of public construction; economic and legal dimension of its creation in Ukraine.
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Imbert, Clément, and Reynold John. "Transition from master craftsman to engineering degree." South Florida Journal of Development 2, no. 2 (May 17, 2021): 1277–87. http://dx.doi.org/10.46932/sfjdv2n2-012.
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There is a great need for Master-Craftsmen who are highly valued in industry locally but are not afforded the same recognition as in Germany, so in order to encourage more applicants a bridging progression to a Bachelor’s degree should be devised. There are several paths to the education of engineers. Traditionally students of engineering attend secondary school from which they matriculate to a tertiary institution. In many countries candidates may opt to do an Associate degree articulating to a Bachelor’s degree. However, in some countries, it is possible to become an engineer without a traditional degree, usually in a more practically-oriented apprenticeship programme. In Britain for example, such candidates complete National Vocational Qualifications (NVQs) in engineering while working at a company. NVQs typically range from Level 1 to Level 8, Levels 6 and 7 being equivalent to Bachelor’s and taught Master’s degrees respectively. In Germany, there is also an alternative qualification to the Bachelor’s degree, the more practically-oriented Meister (Master-Craftsman in English), both of which are equally recognized and respected professionally and are both pegged at Level 6 in the 8-Level German National Qualifications Framework (NQF). The MIC Institute of Technology has adopted a Master-Craftsman programme which is accredited by the German Chamber of Crafts and Trades. Candidates have to first complete the (trimester) Journeyman programme comprising three years, about 50% of which comprise industrial attachments/internships. Successful Journeyman graduates can progress to the Master-Craftsman qualification by completing an extra (trimester) year of study. This paper deals with the progression of Master-Craftsman graduates, through advanced placement, in a Bachelor of Technology programme. The Master-Craftsman curricula have to be mapped against a typical Bachelor of Technology programme to determine the gaps in mathematical, theoretical and other areas and mechanisms to fill any gaps.
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Niketta, Reiner. "Rock musicians in Germany and ideas for their promotion." Popular Music 17, no. 3 (October 1998): 311–25. http://dx.doi.org/10.1017/s0261143000008576.
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In the field of scientific research on popular music there are a number of studies of the reception of rock music and various sociological analyses of the music industry, but there are few studies of rock musicians themselves. The empirical musician studies that do exist tend to use qualitative data analysis and to pursue limited research interests. There is thus work on the formation of rock bands (Jones and Harvey 1980; Schäffer 1996), on cover bands (Groce 1989), on group processes and structures (Groce and Dowell 1988; Tennstedt 1979), on female musicians (Groce and Cooper 1990) and on amateur musicians (Clemens 1983). Studies with standardised questionnaire and quantitative data analysis are rarer (but see Wills and Cooper 1988; and in Germany, Dollase, Rüsenberg and Stollenwerk 1974; Ebbecke and Lüschper 1987; Niketta 1986; Niketta, Niepel and Nonninger 1983; Weber 1990). The problem of these studies is their narrow database, and so I want to report here on a research project designed to provide empirically well-founded but broad-based evidence of the situation of rock musicians in West Germany. The research was undertaken in order to inform strategies for promoting rock music making in Germany (see Zickenheiner 1988). It was financed by the Federal Ministry for Education and Science and the Secretariat for Common Cultural Activities, in co-operation with the Centre for Music and Communication Technology, Wuppertal. The original project report was published in 1993 (Niketta and Volke 1993).
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Tetiana, PIESHKOVA, and VOROBIOVA Oksana. "COMMUNICATIVE STRATEGIES IN GERMAN-LANGUAGE INDUSTRY TEXTS AND THEIR TRANSLATION." Humanities science current issues 4, no. 56 (2022): 207–12. http://dx.doi.org/10.24919/2308-4863/56-4-35.
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Kapera, Izabela. "Motives and expectations of students from Ukraine with respect to higher education in Poland in the field of tourism." Turyzm/Tourism 27, no. 1 (June 30, 2017): 17–21. http://dx.doi.org/10.18778/0867-5856.27.1.10.
Full textAbstract:
The purpose of the research is to analyze the motivation and expectations of students from Ukraine with respect to higher education (HE) in the field of tourism. A survey questionnaire was created to be used by a target group in order to obtain their views. Research has shown that the main motive (60%) for studying in Poland was the desire to study and work at the same time. In reality HE students combined degree study and work in even more cases, and 58% of the work involved the tourism industry. Almost half of the students surveyed intend to remain in Poland following graduation. Those who expressed a desire to leave for other countries most often identified Spain and Germany. At the same time, most stated that they would like to work in professions associated with tourism including work in travel agencies and hotels.
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Deissinger, Thomas, and Philipp Gonon. "Stakeholders in the German and Swiss vocational educational and training system." Education + Training 58, no. 6 (July 11, 2016): 568–77. http://dx.doi.org/10.1108/et-02-2016-0034.
Full textAbstract:
Purpose – The purpose of this paper is to compare stakeholders’ roles in Germany and Switzerland when it comes to promoting innovation in the dual apprenticeship model. In both countries, the relevant stakeholders who represent the various occupations and, in a more narrow sense, the social partners, actively shape vocational education and training (VET) reforms. They represent the area of public educational policy, besides governments, political parties and the public, who, in both countries, appreciate the decisive role of apprenticeships for youth education, employment and social stability. Thus, the broad consensus of the relevant stakeholders is crucial in order to keep apprenticeship systems alive. Both countries face challenges related to academisation, which means, that the Gymnasium (high school) and higher education now are even more the first option for parents than in former times. On several levels German and Swiss policy makers try to strengthen VET paying tribute to and trying to cope with these developments. Design/methodology/approach – The paper is situated in the field of comparative VET research. Based on policy documents and findings from research the paper analyses the discourse and perspectives related to VET reforms. The authors deliberately focus on two countries, Germany and Switzerland, which share a great deal of common features in relation to VET, nevertheless developed different measures in order to cope with the pressure of increasing the ratio of students in higher education. The comparative paper looks at the topical reform discourse and taken measures and the specific culture of apprenticeships in the two countries by focusing on those stakeholders, which, besides governments, are crucially involved in the system. The paper draws its insights from the VET policy debate and from both national policy documents and national and international expert publications in the field of VET. A strong focus is given to the emerging new environment of the VET system. Methodologically, the paper draws from an institutional view on VET, which is being discussed broadly in comparative research, since VET systems with a “dual system”, such as the two discussed here, may be categorized as “state-steered market models”, “occupation-based qualifications styles”, “collective skill formation systems” or specific realizations of “transition systems”. All these categories refer to the observation that in these societies it is not the state alone, who defines the structure of the respective VET system, but non-state stakeholders are capable of influencing VET policy and VET reform in a substantial and visible way. Findings – In both countries, Germany and Switzerland, the importance and value of VET is based on an overall consensus, shared by all relevant actors. The basis of this consensus is that the dual system so far successfully opened and should continue to open career paths in industry. Apprenticeships undoubtedly are cornerstones of economic welfare in these countries and can be associated with low youth unemployment rates. A supplementary aspect in the last years however is the political will that VET should also have some kind of link with higher education. Despite some interesting reform measures ambivalences cannot be ignored: against what could be called “academic fallacy” the importance of a highly qualified workforce, trained in non-academic fields, and the future of this kind of skill formation have become major topics and concerns in both societies. Originality/value – This paper is comparing two similar cases, Switzerland and Germany, in VET in order to profile reform alternatives. Furthermore the actors beyond state are highlighted as important element for reform in VET education.