Relevant bibliographies by topics / University of Malta. University Students' Council

Academic literature on the topic 'University of Malta. University Students' Council'

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Published: 27 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "University of Malta. University Students' Council"

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McMillan, G. Steven, Bastien St-Louis Lalonde, Frank H. Bezzina, and Debra L. Casey. "Strength in small: the University of Malta’s scientific output since accession." International Journal of Innovation Science 8, no. 3 (September 5, 2016): 269–87. http://dx.doi.org/10.1108/ijis-06-2016-0008.

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Purpose The Triple Helix model of academia, government and industry posits that the university can play an important role, even an entrepreneurial one, in innovation in increasingly knowledge-based societies (Etzkowitz and Leydesdorff, 2000). No longer the “ivory tower” universities are now moving toward an entrepreneurial paradigm. The purpose of this research effort is to examine how such a migration has been accomplished in Malta with a particular focus on the changing activities of its University. Design/methodology/approach This paper uses advanced bibliometric techniques to examine the scientific output of the University of Malta. Data were downloaded from Thomson Reuters Web of Science. These data were then processed using the software packages Bibexcel and VOSviewer to produce detailed maps of the scientific activity. Findings The results were that the University has greatly expanded its scientific footprint since its 2004 accession to the European Union (EU). International collaborations and highly cited papers have gone up significantly. Research limitations/implications Only one country was examined in this effort, and further study should compare to Malta to other small EU countries. The findings suggest that while some might consider Malta’s progress modest in absolute terms, it has made significant strides from its prior-to-accession base. Practical implications The findings have been presented to the Malta Council for Science and Technology as evidence of the outcomes of their efforts. Originality/value Because Malta is the smallest member-state in the EU, little research has been done on its science base. However, the authors believe their findings could inform research efforts on other EU, and even non-EU, countries.
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Spiteri, Simeon, and Felix Maringe. "EU entrepreneurial learning: perspectives of university students." Journal of Enterprising Communities: People and Places in the Global Economy 8, no. 1 (March 4, 2014): 51–70. http://dx.doi.org/10.1108/jec-07-2013-0023.

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Purpose – This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it. Design/methodology/approach – Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK. Findings – Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study. Research limitations/implications – Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe. Practical implications – The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs. Originality/value – This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.
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Grech, Elizabeth, Anneka Pace, Tamara Attard Mallia, and Sarah Cuschieri. "Gender Trends in Healthcare and Academia—Where Does the University of Malta Stand?" Social Sciences 11, no. 10 (October 10, 2022): 463. http://dx.doi.org/10.3390/socsci11100463.

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A current and pertinent topic is that of gender studies within healthcare students and academic staff of healthcare courses. This commentary explores the feminization of healthcare studies and the extent to which women in Malta hold key roles in academia within the faculties of Health Sciences, Dental Surgery, and Medicine and Surgery at the University of Malta. Data were publicly available from the university website. Gender (male: female ratio) trends were elicited from the data representing each level of qualification as offered by each faculty, while top academic roles within each faculty were noted. As a general trend, the number of students studying healthcare courses has increased, with an increased female-to-male ratio. Yet, in academia, men still occupy top roles. Efforts should be made to cater for all races, ethnicities, genders, sexual orientations, and socioeconomic levels within the healthcare workforce to allow delivery of the best possible service.
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Zammit, David E., and Alina Kislova. "Clinical Legal Education in Malta: Learning from experience and identifying the challenges." International Journal of Clinical Legal Education 26, no. 3 (July 25, 2019): 149–76. http://dx.doi.org/10.19164/ijcle.v26i3.864.

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This paper introduces the reader to clinical legal education in Malta by: 1) outlining how the internal hybridity of the Maltese legal system and the juxtaposition of English and Continental models in Maltese legal education have influenced the development of the Law Clinic at the University of Malta; 2) describing how the Maltese clinical model operates currently; 3) reviewing the experiences of students involved in clinical work.
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Parejo Llanos, José-Luis, and Enrique Maestu-Fonseca. "The political agenda in the participation of college students in the Spanish State Council of University Students." Bordón. Revista de Pedagogía 75, no. 2 (June 30, 2023): 177–91. http://dx.doi.org/10.13042/bordon.2023.97311.

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INTRODUCTION. During the last decade, the student movement in Spanish universities has evolved from an associative and assembly-participatory based model to a system of student councils as representative bodies with a strong influence on university governance. In addition, the State Council of University Students (CEUNE) was created so student interests could be directly promoted and mediated with the government. As the highest representative student body at the national level, it has enabled its members to pursue a political agenda throughout the last decade. METHOD. The aim of this work is to reconstruct the contexts in which student university policies have developed in order to describe and analyse the evolution of the debates, agreements and disagreements that have emerged within this Council. Through discourse analysis, we triangulate information from CEUNE meeting minutes, student manifestos, media coverage and interviews with key informants. RESULTS. We discuss the role of CEUNE in influencing university policy through classic issues (scholarships and public prices) and its capacity to introduce new issues to the agenda. DISCUSSION. Lastly, we analyse whether different administrations have planned their activities in cooperation with student representatives.
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Tuncer, A. Murat. "Evaluation of University Students opinions about the quality of education in Universities and the Higher Education Council in Turkey." International Journal of Research and Scientific Innovation X, no. V (2023): 98–108. http://dx.doi.org/10.51244/ijrsi.2023.10510.

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Four hundreds eighty-six (486) university students investigated the opinions of Turkish University Students on Quality of University Education and Higher Education Council. Mostly public universities (%64.2), and they are from 34 different universities; 486 university students with an associate degree, undergraduate and graduate and postgraduate university students between the ages of 18-65 filled out the questionnaire (Tuncer 2023). There were ten questions about the Higher Education Council’s (YÖK) thoughts, university rectorate appointment and election, university, and academic autonomy. In addition, with a question about the most important critical or essential for university students, the perception of student problems was tried to be learned. As 4 out of 486 students did not complete most of the questions, they were eliminated and the evaluation was made on 482 students (Tuncer 2023) (This study was produced from the data of A.Murat Tuncer’s PhD thesis). Out of all students 62.3% women, 91.2% were single, and 57.9% of the students lived on family assistance. 61.1% of the students live on less than 3000 TL per month. 24.5% live in the dormitory, and 56.8% living with their own family. 89.1% of students assessed the performance of the Higher Education Council as not working well. 14.6% of the students considered the universities are free in Turkey. 42.5% of university students perceive university free as academic, financial, and administrative, 36.5% of the students want the university rector to be elected by voting in which all components of the university, namely students, faculty members, and administrative staff, will participate together. 80.6% of the students think that there is no equality in access to education in our country. Although the majority do not have an opinion on whether to enter the university with an exam or not, 40.6% of the students have a favorable view of the baccalaureate-style general examination test at the end of high school.43.7% of the students do not find it appropriate to give scholarships based on their exam scores. Regarding the quality of university education, 38.5% of the students are neither good nor bad, 34.9% find it high quality and 26.6% find it poor quality. The beginning of most critical problems mentioned is missing problems and the colorlessness of social life. It was also evaluated whether the students were from private and public universities and whether there were significant differences in the answers given according to the years in the university.
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Lestari. YR, Novia Yustika Tri, Utami Dyah Syafitri, and Mulianto Raharjo. "Faktor-Faktor yang Memengaruhi Keberhasilan Studi Mahasiswa IPB Jalur Ketua OSIS dengan Metode Pohon Regresi." Xplore: Journal of Statistics 11, no. 2 (June 26, 2022): 70–83. http://dx.doi.org/10.29244/xplore.v11i2.863.

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The success of IPB student's study can be seen from the achievement index obtained at the end of each semester. Meanwhile, the success rate of one's study is generally influenced by two factors, internal factors and external factors. Internal factors consist of intelligence (intellectual), physical, attitudes, interests, talents, and motivations, while external factors consist of family circumstances, school conditions, and the community environment. Therefore, this study uses the analysis method of classification and regression trees (CART) to find out what factors influenced the success of the Student Council (OSIS) university students. Regression tree it is one of the methods of classification and regression trees (CART) to perform classification analysis on both categorical and continuous response variables. Continuous response variables will produce a regression tree or hierarchical data group that starts at the root and ends with a relatively homogeneous small group. The response variable used in this study is the Achievement Index of first semester students. The results obtained from the analysis showed that there are several different variables in each class in influencing the success of the student council (OSIS) university students, but if we look further, there are two variables that are the same in influencing the success of the student council (OSIS) university students, which are variables from high school province and student study programs. This study uses secondary data from 493 IPB students track the chairman of the student council of the year 2018-2020 which is still active until now. Furthermore, the analysis of the regression tree is performed against four different models, for each of the force and the overall force by adjusting the variables available. The formation of tree regression performed 10 repetitions and the results of regression trees is taken from a tree which has the approximate value of the smallest risk. Then, the final results obtained from the analysis showed that there are several different variables in each class in influencing the success of the student council (OSIS) university students, but if we look further, there are two variables that are the same in influencing the success of the student council (OSIS) university students, which are variables from high school province and student study programs.
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Jagiełło-Kowalczyk, Magdalena, Magdalena Marcisz, Paulina Dziadkowiec, and Marcin Stopka. "Nowy ład przestrzenny miasta wielokulturowego. Valletta, Malta." Środowisko Mieszkaniowe, no. 38 (September 2022): 86–95. http://dx.doi.org/10.4467/25438700sm.22.008.16108.

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W artykule skupiono się na zdiagnozowaniu problemów społeczno-przestrzennych Malty jako kraju wielokulturowego. Badania prowadzono w oparciu o zdefiniowanie potrzeb mieszkańców kraju oraz na analizie rozwoju społeczno-przestrzennego reprezentatywnej dla Malty – Vallety. Wnioski z badań posłużyły jako punkt wyjścia do próby wytyczenia kierunków kształtowania nowego ładu przestrzennego dla miasta. Badania prowadzono w ramach współpracy Politechniki Krakowskiej z Konsulatem Republiki Malty w Krakowie. Powstały propozycje projektowe współczesnych założeń architektoniczno-urbanistycznych w stolicy Malty uwzględniające wytyczne wynikające z wniosków z przeprowadzonych badań. Propozycje te zostały przedstawione w pracach dyplomowych magisterskich studentów drugiego stopnia kierunku Architektura na Wydziale Architektury Politechniki Krakowskiej. A Multi-Cultural City’s New Spatial Order: Valletta, Malta This paper focuses on diagnosing the socio-spatial problems of Malta as a multi-cultural country. The study was based on defining the needs of the country’s citizens and an analysis of the socio-spatial development of Valletta – as a city representative of Malta. The conclusions of this investigation served as a starting point for an attempt to formulate guidelines for shaping a new spatial order for the city. The study was performed as a part of cooperation between the Cracow University of Technology with the Consulate of the Republic of Malta in Cracow. Design proposals of contemporary architectural and urban complexes in Malta’s capital that included said guidelines were drafted. These proposals were presented in Master’s thesis projects prepared by second-cycle students of the Architecture course taught at the Faculty of Architecture of the Cracow University of Technology.
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Villacampa, Carolina, and Alejandra Pujols. "Stalking Victimisation: Prevalence and Dynamics amongst Spanish University Students." European Journal of Crime, Criminal Law and Criminal Justice 25, no. 4 (November 23, 2017): 347–70. http://dx.doi.org/10.1163/15718174-02504003.

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Stalking was recently criminalised in Spain and other European countries, following the signing of the Council of Europe Convention on preventing and combating violence against women and domestic violence, despite a lack of empirical knowledge of victimisation by this phenomenon. Previous research carried out in the usa and in other European countries on victimisation by stalking with female samples has shown that young women are the most frequently victimised group. Based on those findings, research was conducted in Spain with a sample of 1,162 university students, including women and men. This paper presents the main findings of this research, determining the prevalence of stalking victimisation, the victim and stalker profiles, and the dynamics of this type of victimisation.
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Sidorov, Sergey, and Vasily Tarakanov. "Prehistory of Volgograd State University. 1971–1980." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 2 (June 2020): 128–46. http://dx.doi.org/10.15688/jvolsu4.2020.2.9.

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Introduction. The authors analyze the process of establishing a state university in Volgograd, the last university set up in the RSFSR during the existence of the USSR. Materials. This study is based on the basis of archival materials first introduced into scientific use (State Archive of the Russian Federation (SARF), Russian State Archive of Recent History (RSARH), Center of Recent History Documentation of Volgograd Region (CRHDVO)). Analysis and Results. The initial idea of the representatives of governing bodies in Volgograd region to organize a university on the basis of Volgograd Polytechnic Institute did not find support from the leadership of the country in 1971. In 1972 it was decided to start organizing a new type of higher education institution for Volgograd, that is a classic university. This idea found support in Moscow, which was manifested in the resolutions of the Secretariat of the CPSU Central Committee in 1973 and the USSR Council of Ministers and the RSFSR Council of Ministers in 1974. The necessity for creating appropriate educational and teaching resources and facilities, the manpower problem and insufficient funds led to postponing initially proposed dates for the University opening from 1974 to 1978, and then to 1980. The first admission of students in 1980 was in the building of a comprehensive school specially built for this purpose near the future University complex, the first building of which would be put into service only in 1983. The issue of the development of the young University was under the constant control of the Council of Ministers of the RSFSR for many years. Only in March 1986 it was decided to discontinue supervision over the resolution of the Council of Ministers of the RSFSR no. 561 of October 21, 1974.
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Dissertations / Theses on the topic "University of Malta. University Students' Council"

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Marks, Lori J., J. Rodefer, and C. Walker. "Careers in Special Education: Recruiting High School and University Students into the Student Council for Exceptional Children." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3566.

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Naidoo, Mogasweri. "Experiences of the University of the Western Cape student nurses who sustain needle-stick injuries during their clinical placement." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8623_1307419541.

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In this study a qualitative phenomenological approach was used because the researcher identified it as the most appropriate method to do this study. The population under study was the student nurses studying towards their BCur nursing degree at the SoN at the UWC. A purposive sample consisting of 8 respondents were selected, aged between 19 and 32. The data were collected through unstructured, in-depth interviews lasting for about 1 hour. The responses from this type of data collection provided the researcher with ̕̕rich̕̕ details of the student nurses experiences of the needle-stick injury. The core principles of Phenomenology focus on the ̕̕lived̕̕ experiences of an individual and the researcher chose the unstructured, in-depth interview to collect the data in this study because it was the most appropriate method of obtaining the data. Participation in the study was voluntary and informed consent was obtained from the respondents prior to the commencement of the study. An inductive theory was used as a framework to guide the data analysis process because through the process of analysing the data, categories and themes emerge. Findings from the study revealed the following: a needle-stick injury is considered to be a traumatic incident that students react in various ways to the traumatic incident, that several intervening factors precede the incident and lastly that the students need support following the incident.

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Fenech, Caruana Mario. "Greening the chemistry curriculum in Maltese educational institutions : the reaction of pre-university students to the introduction of green chemistry : a case study from Malta." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/10509/.

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Green chemistry is based on a set of radical ideas that overlap with the principles of sustainability and propose a modern version of chemistry that is less toxic, less hazardous, highly efficient and non-polluting. Literature suggests that green chemistry started being taught in universities but was later adapted to lower levels of education. It appears that little research has been done on the impact of green chemistry on students studying chemistry at post-sixteen. This research project is a case study investigating the reaction of a group of Maltese sixth form students to the introduction of green chemistry. It involved the design and implementation of an intervention package to introduce some basic ideas of green chemistry in the classroom and school laboratory. Data were gathered from the participants before and after the intervention through the use of questionnaires, focus groups, research diary and other documents. Similar data were also collected from a second group of students from the same cohort which did not experience the same intervention. A conceptual framework was developed to analyse the attitudinal data while an evaluation scheme was used to analyse the knowledge and understanding data. The effectiveness of the intervention package was assessed using one of the models of educational evaluation. Results of the analysis show that green chemistry raised the students’ environmental awareness and their interest in the subject, and may influence also their motivation to follow a chemistry-related career. Students were particularly interested in the practical side of green chemistry. With green chemistry students also developed a more positive perspective of chemistry. They thought that green chemistry had the potential to close the gap between a traditional curriculum and one that emphasized the impact of chemistry on society. Students strongly supported the inclusion of green chemistry in future A-level chemistry curricula.
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Lipford, Karen Denise. "A descriptive study of predicting certification and program completion success in a sample of registered nursing students." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000170.

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Thesis (Ed.D.)--University of West Florida, 2009.
Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 85 pages. Includes bibliographical references.
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Dibela, Pumza. "An investigation into the administration of the National Student Financial Aid Scheme for undergraduate students and its impact on the students' academic progress at a historically Black university." University of the Western Cape, 2018. http://hdl.handle.net/11394/6244.

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Masters in Public Administration - MPA
This study investigated the administration of the National Student Financial Aid Scheme (NSFAS) for undergraduate students and its impact on the students' academic progress at a Historically Black University (HBU) in the Western Cape Province. It therefore dealt with the students' inability to fund their university education and the challenges they experienced because of the way in which NSFAS was administered at the university. The aim of the study was to investigate how the financial assistance received from NSFAS, or a lack thereof, impacted on the students' academic progress, and ultimately, their retention and success. The objective was to arrive at recommendations that could improve the process and enable the students to concentrate on their academic studies without financial stress and agony.
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Sparkes, Joanne J. "NCTM's vision of mathematics assessment in the secondary school : issues and challenges /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47480.pdf.

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Mihályová, Jana. "Etika v reklamě." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2008. http://www.nusl.cz/ntk/nusl-221800.

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The main goal of this thesis is to determine university students’ attitudes towards ethics of advertising in the Czech Republic. In order to attain this goal, an empiric survey will be conducted among students by means of questionnaire inquiring. The theoretic part of the thesis deals generally with the concepts of ethics and advertising and their position and importance in the Czech Republic, the following part then provides examples of unethical advertisements from the Czech and foreign practices. The result of inquiring will be the establishment of the rate of tolerance or non-tolerance of respondents towards ethics of advertising in the Czech Republic and their subsequent formulation in the form of recommendations for involved groups. The thesis and its results will be submitted to the advertising agency and graphical studio GAD STUDIO s.r.o. with its registered seat in Brno. Its results will also be provided as feedback to the Czech Advertising Standards Council.
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Houston, William John. "A critical evaluation of the University Christian Movement as an ecumenical mission to students, 1967 -1972." Diss., 1997. http://hdl.handle.net/10500/16970.

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This dissertation has examined the University Christian Movement (UCM) over its turbulent five year history from 1967 to 1972 in terms of the original hopes of the sponsoring ecumenical denominations. Contextual factors within the socio-political arena of South Africa as well as broader youth cultural influences are shown to have had a decisive influence. These factors help to explain the negative reaction from the founding churches. While this is not a thesis on Black Consciousness, nevertheless the contribution of the UCM to the rise of Black Consciousness and Black Theology is evaluated. UCM is shown to be a movement well ahead of its time as a forerunner in South Africa of Black Theology, contextual theology, feminism, modem liturgical styles, and intercommunion. As such it was held in suspicion. It suffered repressive action from the government and alienation from the churches. Constant cross referencing to other organisations such as the World Student Christian Federation, the National Union of South African Students, the South African Council of Churches, the Christian Institute, and the Sllldents Christian Association, helps to locate the UCM within the flow of contemporary history. The concluding evaluation differs markedly from the report of the Schlebusch Commission by making both critical and positive judgement from the perspective of the UCM as an ecumenical mission to students.
Christain Spirituality, Church History & Missiology
M.Th. (Missiology)
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Veenkamp, Carol-Ann, Clifford C. Pitt, Carolyn Viser, Ee Kathleen Van, and Janet Catherina Wesselius. "Perspective vol. 23 no. 5 (Oct 1989)." 2013. http://hdl.handle.net/10756/251236.

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Veenkamp, Carol-Ann, Clifford C. Pitt, Carolyn Viser, Ee Kathleen Van, and Janet Catherina Wesselius. "Perspective vol. 23 no. 5 (Oct 1989)." 1989. http://hdl.handle.net/10756/277566.

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Books on the topic "University of Malta. University Students' Council"

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Council, University Students', ed. Student representation at the University of Malta: A history, 1901-1971. Msida, Malta: Kunsill tal-iStudenti Universitarji, 2011.

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Nikolaevsky, Terri. SAC 101: One hundred and one years of serving students. Toronto: University of Toronto Students' Administrative Council, 2003.

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Wright, Marion A. Oral history interview with Marion Wright, March 8, 1978: Interview B-0034, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2007.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Book chapters on the topic "University of Malta. University Students' Council"

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Slade, Bonnie, and Preeti Dagar. "Tracing Longitudinal Impact of Professor Lalage Bown: International Master in Adult Education for Social Change." In Adult Education and Social Justice: International Perspectives, 269–79. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0253-4.27.

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Adult education is recognised globally as a critical element in addressing challenges pertaining to climate justice, migration, employment, education and inequality. This chapter will explore the development, delivery, and impact of the International Master in Adult Education for Social Change (IMAESC n.d.), a European-funded joint master’s degree, that can proudly trace its lineage to the work of Prof. Bown at the University of Glasgow. IMAESC is jointly delivered by the Universities of Glasgow, Malta, Maynooth, Tallinn and the Open University of Cyprus. Students complete three mandatory mobility periods and choose between two study tracks ‘Community Engagement and Education’ or ‘Critical Issues, Policy and Curriculum’. Additionally, this two-year programme has a summer school in Malaysia (Universiti Sains Malaysia) focused on sustainability and peace studies. The first cohort of IMAESC students started in 2016 and there have been 118 graduates over the past seven years from over 60 countries. Adult Education takes place in many different sites – Vocational Education and Training (VET) institutions, higher education, community-based, workplace, and political struggle – and our students’ experiences reflect that diversity. We examine what impact IMAESC graduates have made nationally and internationally, drawing from an empirical qualitative research project, ‘Decolonising Higher Education: A case study of Erasmus Mundus master’s programme IMAESC’, undertaken in 2021-22. This research included interviews with 19 IMAESC graduates from the Global South. Through critical engagement with theory, policy and action, graduates have contributed to improving their communities, cities, civil society, nations, and international relations.
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Ignovska, Elena. "Mandatory Vaccination Against COVID-19 in Europe: Public Health Versus ‘Saved by the Bell’ Individual Autonomy." In European Union and its Neighbours in a Globalized World, 283–303. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-40801-4_18.

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AbstractThe text aims to reconcile the bioethical principles (autonomy, beneficence, non-maleficence and justice) (Beauchamp TL, Childress JF in Principles of biomedical ethics, 6th edn. Oxford University Press, 2009) with the principles used by legal institutions (primarily, the European Court of Human Rights) to evaluate possible human rights infringements due to mandatory vaccination against Covid-19 (legality, necessity, proportionality and legitimate aim) (This is the so-called ‘structural approach’ that the ECtHR follows when considering interferences of the qualified right and is also stipulated in article 26 of the Convention for the Protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (Oviedo Convention).) by National Public Health policies of the Member States of the Council of Europe. (Even more, the idea is to bring closer the methodology of teaching/learning and researching via the HELP platform of the Council of Europe in the course on Bioethics to the law students.) The trigger is to test these principles using deductive reasoning in the pioneering Austrian case of mandatory vaccination, while inductive methodology is used to evaluate how recent similar cases (such as Vavřička and Others v. Czech Republic) contributed to support the theory that next to human rights, there are also duties. Since circumstances with the pandemic are rather turbulent and constantly changing (even as this article is being written), the time factor significantly influences the conclusions drawn. Namely, the author holds the opinion that with a carefully chosen methodology and model, any severe disease that significantly threatens the individual and public health at particular time, period or might constantly be a reason to restrict individual autonomy with scientifically proven, safe and efficient vaccines. Nevertheless, regarding Covid-19, at the current time, even if the means of coercion do not include applying direct physical force (As in the case of Vavřička or in the pioneering but suspended legislation for mandatory vaccination in Austria.), they are not proportionate to the possible infringement on one’s private life and individual consent for the sake of public health, or at least not anymore.
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Thake, Anne Marie. "Work-based Learning: Perspectives of University Students and Employers in Malta." In Contemporary Studies in Economic and Financial Analysis, 35–47. Emerald Publishing Limited, 2024. http://dx.doi.org/10.1108/s1569-37592024000112a016.

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Willetts, David. "Robbins and After." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0007.

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The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.
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Willetts, David. "Getting in to University." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0013.

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Our system of university admissions is medieval—and was created in 1961 when UCAS, originally called UCCA (the Universities Central Council on Admissions, now the Universities and Colleges Admissions Services), was set up. We have a single national system of competitive application to university, based on the assumption that most students will move away from home. It is very different from the classic Continental and American model in which you go to your local college or university for a tertiary education, which is neither highly selective nor highly specialized. Nearly half of American undergraduates study at a two-year college and then obtain what we would have called an ordinary degree. If they have higher ACT or SAT scores they are more likely to start at a university providing a full four-year course from the beginning but this is still likely to be in their home state and open to students who can arrive after two years at a college. Then if they really have an aptitude for academic study and wish to specialize or need to get a professional qualification they do a postgraduate Masters course: perhaps at this point they may move out of the state. Ask an American professional where they went to university and you will be told which business or law or medical school they went to as a postgraduate. But they may well have started their undergraduate studies somewhere very different and much closer to home. And their whole time in higher education is likely to have been longer than in England. The English system by contrast is the medieval model of a young gentleman leaving home (or boarding school—meaning it would be very peculiar to return home for university) to go to Oxford or Cambridge. It has been shaped by a long history as a unitary state with very few universities and nationwide migration of students to get to them. It is so deeply embedded that the decision to set up the nationwide admissions system provoked very little discussion or challenge. So that medieval model now applies to a million English undergraduates and over a hundred universities.
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Metz, Michael V. "The Civil Rights Movement and the University." In Radicals in the Heartland, 29–31. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042416.003.0006.

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Newspaper headlines were shifting from stories of worldwide communist aggression and subversion to commentary on the civil rights movement sweeping the southern states. Televised news programs were gaining in popularity, showcasing the protests and protesters regularly on the networks’ evening broadcasts. The movement introduced sit-ins as an effective protest tool, and the tactic spread north, even to a Champaign City Council meeting, with university students involved.
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Decoopman, Clémentine, and Jennifer Lauren Napier. "The Space Generation Advisory Council." In Advances in Public Policy and Administration, 1–8. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7256-5.ch001.

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The Space Generation Advisory Council (SGAC) in support of the United Nations Programme on Space Applications is a global non-governmental, non-profit organization and network which aims to represent university students and young space professionals ages 18-35 to the United Nations, space agencies, industry, and academia. The organisation was created in 1999 at the United Nations Conference on Exploration and Peaceful Uses of Outer Space (UNISPACE III), and its members include university students and young professionals with very diverse educational and professional backgrounds, collaborating together on various projects and activities. This chapter provides a detailed description of the organization, including its mandate and scope. In particular, it outlines the benefits and importance of cross-sectorial and multi-disciplinary cooperation in the space sector, and beyond.
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Thrift, Nigel. "So what is a ‘university’? Part 2: Students, parents and other constituencies." In The Pursuit of Possibility, 72–100. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781447364849.003.0003.

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This chapter continues from Chapter 2 in surveying the different constituencies that go to make up a university, concentrating on students, parents, council and alumni. There is a substantial digression on freedom of speech.
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Lengvári, István. "The Social Composition of Medical Students at the Erzsébet University Between 1930 and 1945." In Different Approaches to Economic and Social Changes: New Research Issues, Sources and Results, 85–96. Working Group of Economic and Social History Regional Committee of the Hungarian Academy of Sciences in Pécs, 2022. http://dx.doi.org/10.15170/seshst-02-08.

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The purpose of the study. To examine the social composition of medical students of the Erzsébet University of Pécs (ETE) between 1930 and 1945 based on statistics about religion, place of birth and father/guardian occupation. To present the external processes affecting the admission of students based on the minutes of the university governing body. To present some typical individual careers of students of the examined period. Applied methods. Statistical analysis of student enrolment and diploma books. Analysis of major processes using the minutes of the medical faculty and university council meetings and literature. Presenting and categorising careers using all available archival and library data. Outcomes. Compared to the previous decade and a half, the number of medical students at ETE decreased for demographic and political reasons. The religious composition of the students changed due to measures restricting Jewish students’ university admission, and disenfranchising them. The careers examined also demonstrate how affected students tried to circumvent these measures.
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Rogatykh, Stanislav Valentinovich, and Tatiana Petrovna Golovina. "Laboratory technique and methods of expressing the concentration of solutions." In Laboratory Work Techniques and Methods of Expressing the Concentration of Solutions. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99018.

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The manual is intended for laboratory studies and the organization of independent research work of students of biological and environmental directions of universities. Can be used by teachers and students of educational institutions. Recommended for publication by the educational and methodological council of the Vitus Bering Kamchatka State University for students studying in the direction of training 06.03.01 "Biology".
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Conference papers on the topic "University of Malta. University Students' Council"

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Miñan-Olivos, Guillermo Segundo, Humberto Angel Chavez-Milla, Silvia Lourdes Vidal-Taboada, Luis Alberto Vasquez-Caballero, César Braulio Cisneros-Hilario, and Luis Marcelo Olivos-Jimenez. "Environmental awareness and water footprint in engineering university students." In 2023 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2023. http://dx.doi.org/10.1109/weef-gedc59520.2023.10343612.

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Mohobelo, Mathabo Innocentia, Peter Madindwa Mashinini, and Blessed Nxalati Mushwana. "Investigating and evaluating factors influencing undergraduate engineering students' choice of university." In 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2022. http://dx.doi.org/10.1109/weef-gedc54384.2022.9996213.

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Campbell, Anita L., and Sindiswa Ndamase. "Work-in-progress: Exploring the transition-to-university experiences of South African engineering students." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293663.

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Olorunmaiye, John A., Olalekan J. Ogunniyi, Taiwo Yahaya, Joshua O. Olaoye, and Ademola A. Ajayi-Banji. "Modes of Entry as Predictors of Academic Performance of Engineering Students in a Nigerian University." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293683.

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Mokhithi, Mashudu, Anita L. Campbell, and Jonathan P. Shock. "The relationship between mindset and academic achievement at university: A quantitative study of South African students." In 2020 IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2020. http://dx.doi.org/10.1109/weef-gedc49885.2020.9293625.

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Gqibani, S., and H. Steenkamp. "Developing a mentorship programme for 1st year engineering students: A case study at a South African University." In 2021 World Engineering Education Forum/Global Engineering Deans Council (WEEF/GEDC). IEEE, 2021. http://dx.doi.org/10.1109/weef/gedc53299.2021.9657350.

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Odgers, J., and D. Kretschmer. "Combustion Engineering at Laval University." In ASME 1989 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/89-gt-21.

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In 1966 Professor Dr. A. F. Schlader conceived the idea of introducing some form of research project on combustion engineering as an addition to the existing thermodynamics and heat transfer opportunities offered to graduate students. With help from the university and the National Research Council, he was able to establish a laboratory capable of testing a single combustion chamber (atmospheric inlet conditions) and another laboratory containing a small test rig for water flow visualisation. In 1968 the mechanical engineering department was augmented by the addition of a full-time professor to do research and teach combustion. For five years the teaching was limited to graduate courses, and at the same time, the laboratories were gradually being extended and improvements made, particularly with respect to instrumentation. A major step was taken by the introduction of a course at the undergraduate level, and some five years after this, an additional undergraduate course was added as well as a complementary course on instrumentation. Laval University is one of few Canadian universities which offer a selection of undergraduate courses pertinent to combustion. All the undergraduate courses are ‘choice’, and the enrollment is generally from 10 to 35 students per course. On the retirement of Prof. Schlader a new professor was engaged. The expansion of the laboratories and their facilities continued to evolve such that they have become accepted as being of international stature. Initially almost all the work was concerned with gas turbine combustion, but of recent years several fundamental studies using laboratory flames have been carried out, and work has been done on automobile engine combustion and even some furnace work and the combustion of oil spills.
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Miltuze, Anika, and Sanita Litiņa. "Students’ digital competence: A scoping review of measuring instruments." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.21.

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In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.
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Valtins, Karlis, Igors Tipans, and Anita Straujuma. "BUILDING MEANINGFUL RELATIONSHIPS WITH UNIVERSITY ALUMNI." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-153.

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Innovation economy demands new skills and competences, creates the need to repeatedly and regularly improve one's knowledge and skills, therefore the link must be maintained between labor market requirements and higher education offer. As solution to above mentioned problems strategy proposes that educational and cultural education institutions should become the centers of social networking, in the management of which parents, teaching staff, students, as well as wider local community, including entrepreneurs, representatives of professional and sectoral associations, participate and co-operate. There is a particular emphasis on the need to develop programs of voluntary mentors. In year 2013 colleges and universities in the United States raised 33.80 billion USD in total voluntary support (Council for Aid to Education report, 201410). Alumni donations constitute almost one third of all the amount raised. In UK higher education institutions received GBP 657 million in cash income as philanthropic support in year 2103-14. This experience proves that keeping meaningful contact with alumni is a long term strategy and eventually results not only in intellectual cooperation but also a substantial source of financing. Alumni engagement activities have proved to be an effective tool providing life-long learning for alumni, experience exchange between experienced alumni and young alumni and students as well as, in the long-term, financial support for the universities by alumni and their companies. Two solutions are being discussed in this paper - ICT platform and alumni association. Paper is based on the Riga Technical University's example, EXTEND project case studies also publicly available statistics/data.
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Kuriakose, Rangith Baby. "Quality of Doctoral Education in South Africa: The Perspective of Doctoral Students at a University of Technology." In 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2022. http://dx.doi.org/10.1109/weef-gedc54384.2022.9996265.

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Reports on the topic "University of Malta. University Students' Council"

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
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Dominican Republic and Mexico: Promote condom use by emphasizing personal benefits. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1001.

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Consistent and correct use of the male condom is a critical measure for preventing STI-related morbidity and mortality, yet condom use remains low worldwide and researchers have made limited progress in identifying positive factors that facilitate regular condom use. From 2001 to 2003 the Population Council explored the behavior of individuals who use condoms successfully. Findings on factors that facilitate or impede successful use could be used to develop more effective condom promotion strategies in family planning and STI prevention programs. The projects used qualitative data from successful condom users within three categories: male and female factory workers; male and female high school and university students; and female sex workers and their male clients. Researchers screened successful condom users through a 75-point scale that assessed the frequency and effectiveness of condom use as well as positive and negative experiences with condoms. Studies in the Dominican Republic and Mexico showed that regular condom users obtained personal benefits, including a sense of security. As noted in this summary, condom promotion initiatives should emphasize the positive aspects of condom use and make condoms available through alternative venues.
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