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1
Horváth, Attila, and Ottó Mihály. "Globalization of education and Eastern Europe." Prospects 20, no. 2 (June 1990): 145–54. http://dx.doi.org/10.1007/bf02196316.
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Ozkok, Zeynep. "Financing Education in Europe: The Globalization Perspective." Economics & Politics 29, no. 1 (October 13, 2016): 69–90. http://dx.doi.org/10.1111/ecpo.12085.
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Van der Wende, Marijk. "Reframing Global Engagement." International Higher Education, no. 90 (June 6, 2017): 10. http://dx.doi.org/10.6017/ihe.2017.90.9807.
Повний текст джерелаАнотація:
Globalization has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Higher education has opened up to the world and become more engaged at the global level. But how will this process continue with the current backlash against globalization in Europe and the United States, and what will be the impact of other major geopolitical trends such as the rise of China?
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Van der Wende, Marijk. "Reframing Global Engagement." International Higher Education, no. 90 (June 6, 2017): 10–12. http://dx.doi.org/10.6017/ihe.2017.90.9996.
Повний текст джерелаАнотація:
Globalization has strongly influenced higher education during the last decades. As in many other sectors, this has generated contradictory outcomes. Higher education has opened up to the world and become more engaged at the global level. But how will this process continue with the current backlash against globalization in Europe and the United States, and what will be the impact of other major geopolitical trends such as the rise of China?
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Papadakis, Nikos Eystathios, and Maria Drakaki. "Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability." Advances in Social Sciences Research Journal 8, no. 12 (December 19, 2021): 105–11. http://dx.doi.org/10.14738/assrj.812.11377.
Повний текст джерелаАнотація:
Globalization and increasing internationalization of Higher Education has clearly resulted in a persistent demand for the further transformation of Higher Education Institutes (HEIs), towards competitiveness and contribution to development. What is actually in stake is the employability, while another key issue is the harmonization with the economy and the labor market. That raises, of course, a lot of issues concerning the gradual transformation of the Higher Education and the relation between Higher Education and Society at Large. Globalization has affected all the abovementioned, which is crystal clear in large scale initiatives, in Europe, such as the “Bologna Process” and the subsequent development of the European Higher Education Area, in the case of Europe. Given all the abovementioned, the present article mainly focuses on the European trends, transformations and initiatives in Higher Education, related to HEIs’ active and potential contribution to economic development and the enhancement of graduates’ employability and skills.
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UVALIC´-TRUMBIC´, STAMENKA. "Globalization and Opportunities for Development in Higher Education in South East Europe." Higher Education in Europe 28, no. 3 (October 2003): 315–16. http://dx.doi.org/10.1080/0379772032000119964.
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Green, Andy. "Education and globalization in Europe and East Asia: convergent and divergent trends." Journal of Education Policy 14, no. 1 (January 1999): 55–71. http://dx.doi.org/10.1080/026809399286495.
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Ibe, Patrick Ik, ANGELA CHEKWUBE EKOH-NWEKE, and AUGUSTINE OBELEAGU AGU. "The Influence of Globalization on National Education Policies in Nigeria." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 807–19. http://dx.doi.org/10.31686/ijier.vol8.iss8.2590.
Повний текст джерелаАнотація:
Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.
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Першукова and Oksana Pershukova. "Global English as a mean of intercultural communication and its influence on the development of multilingual education in Europe." Modern Communication Studies 2, no. 4 (August 20, 2013): 25–30. http://dx.doi.org/10.12737/815.
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The article deals with the analysis of the important scientific papers on the problems of multilingualism in Europe from the point of view of the impact of globalization of English as a means of intercultural communication. The author gives an analysis of the factors of globalization processes that actualize the problem of development and determine the characteristics of the modern multilingual education.
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Isaac N. Obasi and Akinpelu O. Olutayo. "Globalization, the Bologna Process and African Universities: Limits and Contradictions of Market-oriented Higher Education Reforms." Journal of Higher Education in Africa 7, no. 1-2 (May 30, 2009): 159–87. http://dx.doi.org/10.57054/jhea.v7i1-2.1606.
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One of the greatest challenges posed by neo-liberal capitalist globalization is com- petitiveness. The birth of the Bologna Process in 1999 and the launching of the Erasmus Mundus in 2004 were serious attempts by Europe to make its higher education one of the most competitive systems in the world. Both initiatives were aimed at enhancing the compatibility and comparability of European higher education among its members as well as its attractiveness to other regions of the world. The implementation of the Bologna Process has, however, exposed the limits and contradictions of market-oriented higher education reforms. The experience of Europe has shown that neo-liberal higher education reforms under globalization can be manipulated as dictated by the exigencies of national interests. Europe has declared higher education a public good to be made equally accessible to all and to remain a public responsibility. This paper contends that Africa has a lot to learn from the implementation of the Bologna Process. Furthermore, the paper raises policy concerns about the implications of the implementation of the Erasmus Mundus so far from 2004 to 2008, as some evidence suggests that the students benefiting from the Erasmus Mundus programme may end up being part of the brain drain rather than brain gain for Africa. This would therefore hinder rather than promote African development, which the programme ostensibly aims at achieving. Consequently, the paper recommends that policy-makers in Africa should be weary of attempts to use the Bologna Process and the Erasmus Mundus programme as a subtle and new launching pad promoting the brain drain in Africa. The paper also calls on Africa political leaders to uphold the Accra Declaration on GATS and the Internationalization of Higher Education in Africa (2004), a policy that would greatly help to check the excesses of neo-liberal higher education reforms under globalization.
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Helms, Robin Matross, Laura E. Rumbley, and Lucia Brajkovic. "Higher Education Diplomacy in Transatlantic Relations: A US Perspective." European Foreign Affairs Review 24, Special Issue (August 1, 2019): 99–118. http://dx.doi.org/10.54648/eerr2019021.
Повний текст джерелаАнотація:
From the US perspective, transatlantic relations in higher education have long been characterized by both strong affinities and substantial differences. The affinities turn on a series of perceived shared values between US and European higher education institutions. Diverging perspectives in relation to higher education in the United States and in Europe can be seen in relation to such matters as the degree to which higher education may be considered a public or private good, and with respect to questions of who should shoulder the costs of education. In the contemporary context, the forces of globalization serve to both foster and complicate transatlantic diplomatic engagement via higher education, as both competition and collaboration are elevated by globalization’s dynamics. Meanwhile, recent nationalistic and xenophobic political and social developments in both the US and across Europe represent major challenges to international and national dynamics and to diplomatic engagement via higher education. Ultimately, however, common support for democratic principles and practices seems to position the transatlantic relationship on privileged ground. We argue that there is an urgent need today for a dynamic ‘knowledge diplomacy’ movement by the higher education sectors on both sides of the Atlantic, as a means to ensure the sustainability of longstanding partnerships and to provide the framework for rational, mutually enriching debates to deal constructively with national and cultural differences across the Atlantic.
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Suzuki, Shin'ichi. "Roles of Comparative Education Revisited: Tasks and Prospects." Policy Futures in Education 1, no. 2 (June 2003): 234–47. http://dx.doi.org/10.2304/pfie.2003.1.2.4.
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This article relates to an international workshop on comparative education at the Catholic University of Leuven, Belgium, in October 2002. The workshop was prepared, organized and managed by Shenyang Normal University, China and KUL. The main theme was Comparative Education between East Asia and Western Europe, and most participants from Western Europe showed a keen interest in the relationship between globalization and the newly emerging ethno-centered nationalism. On the other hand, most Chinese delegates from Shenyang, an expanding city in the northeast of China, were concerned with the urgent tasks of development of quality education and some crucial issues thereof, such as teacher education innovation, examination reforms, curriculum development, lifelong learning and so forth. What was common to all participants was an increasing interest in the expanding knowledge society as a whole.
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Tronchet, Guillaume. "Internationalization Trends in French Higher Education: An Historical Overview." International Higher Education, no. 83 (December 2, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2015.83.9089.
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For many policy makers in France, internationalization of higher education is a new subject. But people have short memories. They have forgotten—or simply do not know—that French universities were pioneers and leaders in internationalization between the end of the 19th and the middle of the 20th century, before being outshone by the United States and some other countries in Europe. Faced with today’s challenges of globalization, it is time for French universities to reclaim their own history.
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Смит, Наталья, and Natalya Smit. "Academic mobility: a tool of globalization of education or a challenge for russian higher education?" Services in Russia and abroad 8, no. 7 (December 10, 2014): 0. http://dx.doi.org/10.12737/7484.
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In this paper we propose to consider how globalization affects education, as radical reforms associated with the transition to innovative technologies and principles of the globalization of the labor market in Western civilization affect the emerging economies, in particular to Russia, what is happening now in higher school in the context of globalization, how universities respond to changes in the external environment, how they change their programs, approaches to learning. The author deals with the universalization and individualization of education, defines the role of the Bologna process, its architecture in the modernization programs and levels of education in the Russian Federation and the influence of various international and independent foundations in Russia’s integration processes in a common economic and social space in Europe. On the example of the design and implementation of the dual degree program the author provides details of how the integration processes are taking place in the Russian State University of Tourism and Service, through which instruments carried out are academic exchanges and research. The article analyzes the compatibility of curricula, practice-modular programs, the feasibility of the use of innovative teaching technologies, interactive teaching methods, and competence-based approach to labor market requirements. On the basis of the author´s survey it’s highlighted what problems arise in the implementation of dual degree programs, what the benefits and difficulties of students and teachers are in the process of participation in international academic mobility.
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Janmaat, Jan Germen. "Nation Building, Democratization and Globalization as Competing Priorities in Ukraine's Education System*." Nationalities Papers 36, no. 1 (March 2008): 1–23. http://dx.doi.org/10.1080/00905990701848317.
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One of the greatest challenges currently facing the new states in Central and Eastern Europe is educational reform. After obtaining independence in the early 1990s, these states were confronted with the immense task of transforming an outdated centralized education system, which was aimed at delivering a loyal communist workforce, into a modern system that would be much more responsive to consumer demands and would recognize and further individual talent. The immensity of the undertaking lies in the fact that three discourses make simultaneous demands on the education system: nation building, democratization and globalization.
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Yan, Shufeng, and Marleen Brans. "European Approaches to MPA Education: Convergence and Divergence." Chinese Public Administration Review 3, no. 1-2 (March 2005): 43–56. http://dx.doi.org/10.22140/cpar.v3i1.2.56.
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This paper sheds lights on the experiences of MPA education in Europe concerning its key characteristics, major approaches, and the extent of convergence and divergence in the areas of MPA teaching, research and international cooperation. In a broad perspective, it gives an overview of the development of the European MPA education in the context of globalization and Europeanization for the past 15 years. Specifically, it takes University of Leuven the “European Masters of Public Administration” program as a case study. It mainly argues that there is a strengthening and convergent need and trend of international cooperation of MPA education not only among European universities but also with universities beyond the border of Europe. Despite the convergent priority of internationalization, the divergent approaches to MPA education under the different administrative cultures and financial situations pose challenges to the international cooperation of MPA education.
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Yan, Shufeng, and Marleen Brans. "European Approaches to MPA Education: Convergence and Divergence." Chinese Public Administration Review 3, no. 1/2 (November 4, 2016): 43. http://dx.doi.org/10.22140/cpar.v3i1/2.56.
Повний текст джерелаАнотація:
This paper sheds lights on the experiences of MPA education in Europe concerning its key characteristics, major approaches, and the extent of convergence and divergence in the areas of MPA teaching, research and international cooperation. In a broad perspective, it gives an overview of the development of the European MPA education in the context of globalization and Europeanization for the past 15 years. Specifically, it takes University of Leuven the "European Masters of Public Administration" program as a case study. It mainly argues that there is a strengthening and convergent need and trend of international cooperation of MPA education not only among European universities but also with universities beyond the border of Europe. Despite the convergent priority of internationalization, the divergent approaches to MPA education under the different administrative cultures and financial situations pose challenges to the international cooperation of MPA education.
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Grishina, Natalia, Elena Kargovskaia, and Viktoriia Kuznetsova. "Challenges and Prospects for Dialogue between Europe and Latin America in Higher Education: Towards a System of Global Interuniversity Cooperation." Международные отношения, no. 3 (March 2023): 35–46. http://dx.doi.org/10.7256/2454-0641.2023.3.43956.
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The article analyzes the challenges and prospects for cooperation between Europe and Latin America in the field of higher education. The aim of the paper is to identify the potential for interregional dialogue in the context of globalization. The methodology used is a comparative analysis of higher education systems in Europe and Latin America. As a result, it is shown that despite the Europeanization of Latin American education, there are still significant differences that need to be taken into account when transferring European experience. The priorities for further interaction - creation of a common educational space and scientific-innovative networks - are outlined. The results can be useful for developing a strategy of internationalization of education. The novelty lies in the systematic comparison of approaches to the modernization of higher education in the two regions. The conclusion is made about the need for effective coordination and search for optimal formats of dialogue between Europe and Latin America for the formation of a global educational space.
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Agbo, Seth A., and Natalya Pak. "Globalization and Educational Reform in Kazakhstan." International Journal of Educational Reform 26, no. 1 (January 2017): 14–43. http://dx.doi.org/10.1177/105678791702600102.
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Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative, universities are mandating the English language as the language of instruction in graduate programs. This article is a case study of language reforms in a major university in Kazakhstan. The study investigated the implications of the English as the language of instruction policy in higher education and examined the challenges posed by the policy on faculty, students, and administrators. The findings indicated that the efficacy of the current reforms is bounded by the limits of the higher education traditionalism and the long-established educational value orientations in Kazakhstan. As a result, to become competitive globally, universities must develop new attitudes and organizational structures as well as improve current practices based on developing national identity.
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Benites, Rodolfo. "Globalization and change in higher education. The political economy of policy reform in Europe." European Journal of Higher Education 8, no. 4 (April 2, 2018): 456–59. http://dx.doi.org/10.1080/21568235.2018.1458967.
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Mikheeva, Natalya F. "Globalization and Multiculturalism in the European System of Education." Journal of Siberian Federal University. Humanities & Social Sciences 10, no. 1 (January 2017): 67–73. http://dx.doi.org/10.17516/1997-1370-0007.
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Sina, Inga, Aija Sannikova, and Fawad Sajjad. "Brand of European Higher Education Institution as a Key Factor for Foreign Students." Marketing and Management of Innovations, no. 3 (2020): 181–94. http://dx.doi.org/10.21272/mmi.2020.3-13.
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This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of brands of European Higher Education Institutions as a key factor for foreign students. The globalization of education processes and the creation of a united European education area have increased foreign students' interest to study in Europe.Increasing unemployment, poverty, inconsistency in education, economic problems, political instability, low job opportunities, and unsafe environment are the undeniable reasons for young students to explore higher education opportunities in foreign countries. The main purpose of the research is to describe the factors affecting foreign students' choice ofEuropean Higher Education Institutions and provide information on the factors, which are of great importance. For achieving the aim, the previous research and scientific literature are studied, and a survey is conducted using a questionnaire. Investigation of the topic of brands of European Higher Education Institutions as a key factor for foreign students in the paper is carried out in the following logical sequence: the study of previous research and scientific literature and analysis of the survey results. Methodological tools of the research methods are the creation of a database of respondents, a survey on the factors impacting the choice of Higher Education Institutions in Europe by foreign students and analysis and interpretation of the survey results using nonparametric tests. The object of research is the field of Higher Education in Europe, and the subject of the research is consumer choice in Higher Education in Europe. The paper presents the results of an empirical analysis on brands of European Higher Education Institutions as a key factor for foreign students. It showed that four groups of factors – regional, political financial, and educational – play a significant role in the choice of European Higher Education Institutions by foreign students. The research empirically confirms and theoretically proves that the most significant role in the choice of Higher Education Institutions in Europe for all level of students – Bachelor's, Masters and Doctors - play educational factors, the least significant role – political factors. The results of the Kruskal-Wallis H test show that there are statistically significant differences in the assessment of the role of factors in choosing the place of studies in Europe in different levels of study programs. The results of the research can be useful for decision-makers in Higher Education Institutions in Europe when working out different student attraction strategies, thus increasing the number of students and competitiveness. Keywords foreign students, globalization, Higher education, International Business Administration, students' choice.
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Winter, Marian, and Volker Kessler. "23 years of South-North partnership within theological education." Scandinavian Journal for Leadership and Theology 10 (April 11, 2023): 262–76. http://dx.doi.org/10.53311/sjlt.v10.79.
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In our globalized world, cross-cultural and inter-continental partnerships are becoming the norm, making bridge-building an essential element for achieving long-term success. We use the cooperation of over 20 years between Unisa, South Africa, and GBFE, Northern Europe, as a case study. GBFE is a network of thirteen colleges within Europe. This cooperation is unique because the stronger partner is from South Africa. This reverse asymmetry is in some sense post-colonial. In this paper, we analyze the question: “What are the benefits and the challenges of a South-North cooperation within theological education? Where is bridge-building essential for the long-term success of the partnership and what can be learned for other partnerships in reflecting on the bridges that were built in this example?” For analyzing this partnership, we make use of the metaphors of “bridge-building” and “swinging bridges”: Firstly, a swinging bridge between South Africa and Northern Europe; secondly, bridge-building between theory and practice, between academia and church; thirdly, bridge-building between different denominations and traditions. The case study is embedded into a general discussion about decolonization and the globalization of theological education.
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Hrustic, Hasiba. "Serbia and geoeconomic globalization." Zbornik Matice srpske za drustvene nauke, no. 132 (2010): 25–40. http://dx.doi.org/10.2298/zmsdn1032025h.
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Serbia takes part in the process of the economic globalization through the process of economic convergence towards Europe. Currently this economic convergence with the EU nations represents the most important aspect of the economic globalization for Serbia. Otherwise, the national states, regardless of their size, can influence the economic globalization, if they have the national strategy for the regionalization, harmonization, and governance of the global processes. Serbia has opportunities to be an important world oil and gas crossroads. For Serbia it is interesting not only what will happen with oil and gas sector in the future, but also what kind of (geo)politics will follow it. Moreover, as a modern transport 'backbone', Corridor 10 might at the same time stimulate the development and connection of the remaining Serbian road and railway infrastructure with the neighborhood, as well as the entire economy as a whole. The reform agenda is comprehensive and neglecting important challenges such as creating institutions will result in deeper crises in the future. Growth will only take place if the society creates the institutions and policies that encourage innovation, investment, and education. The rise in competitiveness of the Serbian economy is becoming increasingly important for at least two reasons - one being the expected EU accession, and the other being the persistent high current account deficits and increased foreign debt jeopardizing macroeconomic stability. Serbia does not have the luxury of postponing this work on longer-term issues.
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Machitadze, Elisabed, and Guranda Chelidze. "Issues on Teaching Area Studies in Georgia." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 2 (December 29, 2019): 19–25. http://dx.doi.org/10.22333/ijme.2019.14003.
Повний текст джерелаАнотація:
Today, influence of globalization can be apparently seen in the spheres of politics, economics, culture and education. The countries are not able to isolate from one another anymore. Globalization influences social systems, institutes, communication sphere and this clearly shows that this process impacts the higher education as well. Changes in teaching of different discipline were put on agenda. Collapse of the Soviet Union, gaining of independence by Georgia, geopolitical position of Georgia, diplomatic contacts made, all these have increased the role of Georgia as an independent actor on international arena. Since that time, Georgia gradually became part of the global processes. Thus, in the 21st century, against the background of globalization and dialogue of civilizations, Georgia faced new challenges. The country has to take its position in the contemporary world. Today, implementation of the proper policies would determine our prospects, both, in short and long run. Goal of the research is to investigate the issue of education of the proper professionals against the background of such challenges. Today, regarding its political, economic and cultural relationships, Georgia increasingly needs highly qualified professionals in the spheres of regional studies and area studies. Mostly we imply gaining of wide knowledge about the European and oriental countries and generalization of this knowledge in the process of inter-country relationships development. Today we regard that due consideration of the experience of foreign countries is of great significance to adjust modernization and globalization to the historical and cultural traditions of our country. In this respect, it is important to study history and current situation of the Europe and Near East, Georgia has great traditions of this. As for the Europe, together with teaching Western European languages, it is desirable to develop teaching of European studies in interdisciplinary context, as this responds to the globalization challenges. Georgia’s active participation in Bologna Process, internationalization of education processes provide good opportunities, with respect of improvement of teaching of cross-cultural studies, though together with education, expansion of scientific researches, conducting of interdisciplinary studies is of significance as this would allow introduction of the new approaches, provide opportunity of training of the highly qualified and competitive professionals. In addition, teaching of cross-cultural studies should become more pragmatic to ensure its contribution to the state building.
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Бурукина, Ольга, Olga Burukina, Наталия Караулова, and Nataliya Karaulova. "Competitiveness of the contemporary small university in Europe." Universities for Tourism and Service Association Bulletin 11, no. 3 (September 15, 2017): 26–37. http://dx.doi.org/10.22412/1999-5644-11-3-3.
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nfluenced by the deepening globalization processes on the one hand and by the intensively developing information and communication technologies on the other, the contemporary European higher education system has been obtaining new traits which distinguish it from the previous development paradigms (1.0 and 2.0). The new higher education system 3.0 formed within the European Higher Education Area (EHEA) is developing under the conditions of harsh competition both within the national higher education systems and in the global higher education environment. These factors are taken into consideration by supporters of the Bologna Process, trying to strengthen the competitiveness of the European higher education system with all possible means. The authors have researched the phenomenon of the small university and conducted sociological surveys aimed at investigating competitive strategies of European small universities, elaborated to ensure their competitiveness and sustainability in EHEA and on the global market of educational services. The undertaken research has resulted in a preliminary conclusion that the complicated problems of small universities’ competitiveness cannot be effectively solved without both cognitive and procedural changes at every level – that of small universities’ administration, employers and students. The research has also resulted in identified advantages and effective strategies aimed at increasing competitiveness of small universities in Finland and France. The authors have analyzed the good practices and successful experience of increasing competitiveness of Finnish and French small universities and generalised them as recommendations intended for small universities’ administration and other stakeholders.
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Kosenchuk, Yuliia, Iryna Androshchuk, Nataliia Bakhmat, and Olha Kosenchuk. "Current trends in school reform in the Republic of FINLAND." Revista Amazonia Investiga 12, no. 61 (February 28, 2023): 61–68. http://dx.doi.org/10.34069/ai/2023.61.01.7.
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School education in Finland is considered to be one of the most progressive in Europe, so using the experience of local teachers is a relevant task for the study. The article aims to characterize the main modern trends of school education reform in Finland, based on the main globalization vectors of education system development. The study uses theoretical methods of scientific knowledge. The results analyze the main aspects of Finnish education reforming (tendencies of independence, consistency, flexibility), digitalization of Finnish school education, emphasis on practicality, personality-centered approachof learning. The conclusions note that a fundamental aspect of the Finnish education system reform is the autonomy and autonomy of teachers.
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Teichler, Ulrich. "The changing roles of the university and non-university sectors of higher education in europe." European Review 6, no. 4 (October 1998): 475–87. http://dx.doi.org/10.1017/s1062798700003628.
Повний текст джерелаАнотація:
For many years, different patterns of the higher education system existed in various European countries. The patterns were not stable in each country, because pressures for upgrading of the ‘less noble’ sector tended to be strong. Altogether, it was justified, however, to characterize the situation in Europe as a ‘persistence of variety’. Many theories helped to explain a coexistence of inclinations for common approaches or specific options of individual countries. Most recently, though, pressures for convergence seem to have grown in Europe. Although the European Union advocates a respect for variety, some countries tend to adapt themselves to anticipated trends. In addition, efforts are undertaken in various European countries to adapt the programmes and institutions to an Anglo-Saxon model in order to preserve or strengthen their position in the wake of internationalization and globalization.
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Hobrough, John. "Modelling Higher Education in Eastern and Central Europe since Perestroika." Industry and Higher Education 18, no. 4 (August 2004): 267–77. http://dx.doi.org/10.5367/0000000041667529.
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Since perestroika there have been many changes in Central and Eastern Europe. The states of the region have regained the opportunity to establish partnerships within the European Union. Higher education development has enabled increased communication and opportunities for staff and students. Greater interaction has resulted in a greater mobility of people and ideas, supported by the increased use of information and communications technology. A key factor in the globalization of higher education has been the freedom from the ideological constraints that existed before the break-up of the Soviet Union. This paper traces the changing face of higher education in Central and Eastern Europe through a comparison of models using Dynamic Concept Analysis (DCA), drawing on survey responses from Russia, Byelorussia, Central Asia, Bulgaria and Latvia. The survey gathered positive and negative perceptions of change, which were then analysed in focus group discussions. The models produced provide a framework for the interpretation of higher education systems, and suggest a transition model for further development in an increasingly global education market. In this context, the new autonomous nature of higher education institutions in the region is strongly related to scholarship and selection, while their continuing orientation towards teaching creates opportunities for skills development, thus enhancing graduate employability and services to the community, improving the ‘socialization’ of students and ensuring the sustainability of the institution.
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Zaiats Ruslana. "ACMEOLOGICAL CONCEPT OF PROFESSIONAL EDUCATION DEVELOPMENT IN THE CONDITIONS OF INTEGRATION AND GLOBALIZATION OF THE EUROPEAN SPACE." World Science 3, no. 1(53) (January 31, 2020): 15–18. http://dx.doi.org/10.31435/rsglobal_ws/31012020/6905.
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The preconditions for the acmeological concept of the development of vocational education in the conditions of integration and globalization of the European space are the most developed directions, which are connected with a special kind of progressive development of a mature personality - the personal and professional development of the future trade and restaurant professionals. In particular, the problem of finding and defining the laws, mechanisms, conditions and factors for the development of vocational training of students of vocational education institutions to the level of highly qualified and necessary specialist in the modern integrated labor market in the context of globalization is being updated in Europe. At the same time, there are reference models for the training of future specialists, which are a systematic factor of successful personal and professional development in the conditions of introduction of modern interactive and computer technologies.
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Amthor, Ramona Fruja, and Scott Alan Metzger. "Neoliberalism, Globalization, and the American Universities in Eastern Europe: Tensions and Possibilities in ‘Exported’ Higher Education." Globalizations 8, no. 1 (February 2011): 65–80. http://dx.doi.org/10.1080/14747731.2011.544207.
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Tsekhmister, Yaroslav, Tetiana Konovalova, Bogdan Tsekhmister, Tamara Pushkarova, and Svitlana Nahorniak. "Contemporary education: globalization and transformation process under the influence of artificial intelligence." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (October 1, 2024): 3443. http://dx.doi.org/10.11591/ijere.v13i5.29016.
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This study is aimed to investigate the problem of globalization and transformation processes in contemporary education under the influence of artificial intelligence (AI) on the basis of systemic literature review, to examine AI implications in education and to outline the opportunities for AI research in future. To achieve the objective, we analyzed 159 articles published in Scopus, Web of Science Core Collection, EBSCO, PubMed, Index Copernicus, and Google Scholar databases between 2019 and 2023. The research was conducted in accordance with the PRISMA 2020 statement in four phases: reference search, selection of relevant papers, specific analysis, evaluation of publications’ contributions and preparing the review. The results show that a great number of scientific publications are related to AI research. We found that most of the articles were published in Asia, Europe, and North America in 2022. AI tools are most used while training medical students, information technologies (IT) specialists, engineers, business or management students. The analysis of publications showed that AI is used for data analytics, introduction of personalized learning, providing feedback, online learning, and automated assessment most often. We consider that AI-driven technologies currently play an important role in education and the number of publications testify that its implementations will extend in future. The study has contributions for outlining the role of AI-related tools in educational process.
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Martín Cervantes, Pedro Antonio, Nuria Rueda López, and Salvador Cruz Rambaud. "The Relative Importance of Globalization and Public Expenditure on Life Expectancy in Europe: An Approach Based on MARS Methodology." International Journal of Environmental Research and Public Health 17, no. 22 (November 19, 2020): 8614. http://dx.doi.org/10.3390/ijerph17228614.
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Background: There has been a widespread debate about the overall impact of globalization on population, not just economically, but also in terms of health status. Moreover, the current health crisis is going to force governments to review the structure of the public budget to most effectively alleviate the negative economic and health effects on the population. Objective: The aim of this paper is to analyze the relative importance of globalization and the public budget composition—specifically the participation of public expenditure on healthcare, social services and environment in gross domestic product (GDP)—on life expectancy at birth in European countries during the period 1995–2017. Methods: The Multivariate Adaptive Regression Splines (MARS) methodology was applied to analyze the socioeconomic determinants of life expectancy at birth. Results: Our findings show that globalization has no relative importance as an explanatory variable of life expectancy in European countries, while government expenditure on social protection is the most relevant followed by public expenditure on health, gross national income per capita, education level of the population and public expenditure on environmental protection. Conclusion: European strategies intended to impact on health outcome should spend more attention to the composition of public budget.
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Glowacka-Sobiech, Edyta. "Badania regionalne w historii wychowania - problemy metodologiczne." Biuletyn Historii Wychowania, no. 24 (March 18, 2019): 7–12. http://dx.doi.org/10.14746/bhw.2008.24.1.
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The article demonstrates in what way the popularity of the problems of regional studies influences the development of learning (including the history of education), local societies and, paradoxically, the evolution of global history. Additionally, the author of the article gives reasons why the regional studies are becoming more and more popular. One of the reasons, apart from globalization phenomena and the uniting of Europe, is the methodological “revolution” in the field of social sciences, which has significantly altered the research perspective of historians.
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Coleman, James A. "English-medium teaching in European higher education." Language Teaching 39, no. 1 (January 2006): 1–14. http://dx.doi.org/10.1017/s026144480600320x.
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In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.
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Marácz, László, and Silvia Adamo. "Multilingualism and Social Inclusion." Social Inclusion 5, no. 4 (December 22, 2017): 1–4. http://dx.doi.org/10.17645/si.v5i4.1286.
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This is a thematic issue on the relation between multilingualism and social inclusion. Due to globalization, Europeanization, supranational and transnational regulations linguistic diversity and multilingualism are on the rise. Migration and old and new forms of mobility play an important role in these processes. As a consequence, English as the only global language is spreading around the world, including Europe and the European Union. Social and linguistic inclusion was accounted for in the pre-globalization age by the nation-state ideology implementing the ‘one nation-one people-one language’ doctrine into practice. This lead to forced linguistic assimilation and the elimination of cultural and linguistic heritage. Now, in the present age of globalization, linguistic diversity at the national state level has been recognized and multilingual states have been developing where all types of languages can be used in governance and daily life protected by a legal framework. This does not mean that there is full equality of languages. This carries over to the fair and just social inclusion of the speakers of these weaker, dominated languages as well. There is always a power question related to multilingualism. The ten case studies in this thematic issue elaborate on the relation between multilingualism and social inclusion. The articles in this issue refer to this topic in connection with different spaces, including the city, the island, and the globe; in connection with different groups, like Roma in the former Soviet-Union and ethnic Albanians in Macedonia; in connection with migration and mobility of Nordic pensioners to the south of Europe, and language education in Scotland; and finally in connection with bilingual education in Austria and Estonia as examples of successful practices including multilingualism under one and the same school roof.
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Deacon, Bob. "Eastern European welfare states: the impact of the politics of globalization." Journal of European Social Policy 10, no. 2 (May 1, 2000): 146–61. http://dx.doi.org/10.1177/a012487.
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This article is divided into four parts. First there is a summary of the social policy of the old state-socialist regimes, some description of the legacy of social problems which they bequeathed to those making the transition to capitalism and a brief summary of the major social costs of the early years of the transition process. Second, the broad social-policy strategies of the new governments of Eastern Europe and the former USSR are reviewed as they have attempted to manage both the legacy of social problems from the past and the new social costs of transition. Third, in more detail developments in five specific fields are described: levels of public expenditure on social welfare; income maintenance policy; health and medical care; housing; and education. The article concludes by attempting to explain these changes, asking whether the policy changes have been motivated by a perceived need to reduce social provision, with a view to becoming more competitive within the global economy.
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Andjus, Vojo, and Dragoslav Stojic. "Engineering education in Serbia, problem identification and proposals for solution." Facta universitatis - series: Architecture and Civil Engineering 2, no. 4 (2002): 273–80. http://dx.doi.org/10.2298/fuace0204273a.
Повний текст джерелаАнотація:
Tins paper deals with Serbian higher education, especially in engineering, and with modern tendencies in the globalization of European engineering education based on Bologna Declaration. The main goal of this paper is to explain the existing system of engineering education in the Republic of Serbia: Scientific Universities with different Technical Faculties and Higher vocational technical schools. History of engineering education in the Republic of Serbia from the first Engineering Schools in 1846, then the Technical Faculty of Great School in 1863 and finally the University in 1905 will he presented as well as a comparative analysis of other relevant Universities (Technical) in Europe. Special focus will be done on the present state of affairs in the above-mentioned education with concrete measures for improvement of engineering education according to the actual European tendency. At the same time a necessity and a need for rapid, rational and efficient reforms and restructuring of Serbian higher education, especially in organizational, financial and educational domain, will be discussed.
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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.
Повний текст джерелаАнотація:
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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Slowinski, Joseph. "Globalization and its discontents: impact of a global system on youth and education in Central and Eastern Europe." YOUNG 7, no. 3 (October 1999): 21–39. http://dx.doi.org/10.1177/110330889900700302.
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Taatila, Vesa. "Paradigm shift in higher education?" On the Horizon 25, no. 2 (May 8, 2017): 103–8. http://dx.doi.org/10.1108/oth-06-2016-0030.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to widen the discussion about the ongoing paradigm shift in global higher education. Design/methodology/approach The paper discusses and gives examples on several major changes and potential future developments within higher education. Findings Several major changes have taken place within higher education in a short time. Financial restraints leading to shorter accountability periods, mass education and research, as well as increased competition through e-enhanced globalization, have changed the field of higher education profoundly. It simultaneously faces requirements to produce a higher level of competence, shorten the implementation periods and to offer this to an increasing number of participants with fewer resources. Thus, it should be considered if the mission of higher education institutions has changed and what that mission should be. Research limitations/implications The paper is written from a culturally limited point of view (Finland/Nordic countries/Europe) and does not rely on empirical research findings. Social implications The potential paradigm shift has major social implications globally. It may change the way we understand and operate higher education during the next few decades. Originality/value A lot of the presented ideas have been discussed before in other articles. However, the potential implications as a whole have not yet been adequately discussed in scientific processes.
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Crowther, Jim. "The contradictions of populism: reasserting adult education for democracy." Andragoška spoznanja 24, no. 1 (April 8, 2018): 19–34. http://dx.doi.org/10.4312/as.24.1.19-34.
Повний текст джерелаАнотація:
The context for this paper is the rise of populism across the UK, Europe and the US, a trend which is sweeping western liberal capitalist democracies in particular but also beyond in countries such as Turkey. Populism is used primarily as a derogatory label to demean the poor, working class groups and people with low educational attainment, as not having the experience or capacity to make wise decisions. In the UK this has led to demands for a second referendum on leaving Europe because the ‘will of the people’ was manipulated. It is also claimed that Parliament is sovereign so the decision to exit Europe should be made by its members who are better informed and can legitimately overturn the referendum decision. On the other hand, demagogues of the far right who led campaigns of disinformation and thinly veiled racist vocabulary to sway the Brexit result champion the ‘will of the people’ in disingenuous ways. If we widen our lens, there are also examples of progressive populist politics in Europe, such as Podemos in Spain, which are indicative of a counter-trend to the neoliberal model of globalization. Whilst populism is mainly used as a derogatory label, it can also be framed progressively as a response of the powerless, the poor and the ignored reacting to the limits of liberal democratic institutions in the current context. The election of Trump in the US and the Brexit result in the UK can be understood in these terms too. The repressed, overlooked or denigrated by the political and media elite, have responded at the only opportunity available to them. At the same time, the kind of social purpose adult education which aimed to engage with people in communities, on their own terms, has withered as neoliberal forms of lifelong learning and citizenship transform educational practices into ‘remoralising’ citizens to take care of themselves. In this context adult education and democracy are in crises. However, both crises can be turned towards generating productive synergies which adult educators need to connect with. This presentation seeks to explore and stimulate this debate.
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Et al., Muhammad Umar Riaz Abbasi. "The Role of Mass Communication & Globalization in Global Islamic Perspective Futuristic and Predictive Study of Modern Muslim World." Psychology and Education Journal 58, no. 1 (January 29, 2021): 874–82. http://dx.doi.org/10.17762/pae.v58i1.839.
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The analysis mainly deals with the processing of the qualitative data that is collected from the secondary method. The data analysis process involves collecting the qualitative data pertaining to the concept of globalization and mass communication. In accordance with the literature review, the data analysis would be analyzing the concept of globalization in light of Islam and its teachings. The data analysis would mainly be analyzing the literature obtained from the past research, news article and website. The data analysis would be mainly be looking for the concept of globalization and mass communication and its significance in light of the Islam perspective.[1] Hence the analysis technique is content analysis. The article mainly focused on the contemporary academic and media approach toward different modules of mass communication. The integration of the philosophical legacy of antiquity in the Islamic world was a major enabling factor in the use of philosophical tradition among Muslim intellectuals. It gave rise to figures such as al-Farabi, Ibn Sina (Avicenna), Ibn Rushd (Averroes), and others, who became well-known to mediaeval Europe as philosophers, commentators and exponents of the classical tradition going back to Plato and Aristotle. The public discourse of 'adab, grounded in philosophical and moral language and concerns, represents a significant part of the cosmopolitan heritage of ethics in Islam and reflects efforts to reconcile religiously and scripturally derived values with an intellectually and morally based ethical foundation. The Muslim philosophical tradition of ethics is therefore doubly significant: for its value in continuing and enhancing classical Greek philosophy and for its commitment to synthesizing Islam and philosophical thought.
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Bran, Florina, Marcela Antoaneta Niculescu, Victor Marian Dumitrache, and Svetlana Platagea Gombos. "The dynamics of innovation in the ex-communist countries in Europe in the context of globalization." SHS Web of Conferences 92 (2021): 04003. http://dx.doi.org/10.1051/shsconf/20219204003.
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Research background: Even if they share a similar background, the ex-communist European countries have started since the ‘90s to differentiate one from another in terms of development. Nowadays, the gaps between them are significant in many aspects of the socio-economic environment, including innovation. Measurements done by Cornell University, INSEAD, and WIPO through the Global Innovation Index give us the opportunity to compare the achievements from the last 30 years of the ex-communist countries. Purpose of the article: The purpose of this paper is to point out the major gaps between the European ex-communist countries in terms of innovation – both innovation inputs and innovation outputs – in the context of globalization, and the way the globalization fostered or suppressed the innovation. Methods: We will do a comparative analysis of the indicators that the input and output indexes are based on – regulatory environment, education, general infrastructure, credit, investment, knowledge workers, knowledge creation, knowledge impact, online creativity, intangible assets. Findings & Value added: This paper may add value to the economic and educational policies in the ex-communist countries by identifying the policies that proved their effectiveness in increasing innovation rates, policies that can be adapted and then adopted by the ex-communist countries that are less innovative.
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Holm, Nancy Graham. "Best Practices of Television Journalism in Europe: How Anglo-American On-Camera Styles Violate Cultural Values, Denmark as a Case Study." Journalism & Mass Communication Educator 60, no. 4 (December 2005): 376–89. http://dx.doi.org/10.1177/107769580506000406.
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The so-called “Bologna process” is an effort to standardize higher education in Europe. Among journalism educators in particular, the goal is a harmonization of best practices in order to establish common training protocols. Contrary to assumptions, however, best practices often conflict with cultural values. Specifically, there has been little attention paid to on-camera behavior of TV journalists. Denmark is a case study where standard Anglo-American on-camera presentation styles violate deeply held cultural values. This paper argues that cultural differences matter and have serious consequences for European TV journalism educators in the age of globalization.
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Klymchuk, Iryna. "Global imperatives of economic component development of general secondary education in Ukraine." ScienceRise: Pedagogical Education, no. 5 (44) (September 30, 2021): 11–14. http://dx.doi.org/10.15587/2519-4984.2021.241186.
Повний текст джерелаАнотація:
A literary analysis of economic issues of financing education by the state, in accordance with international law and globalization of the world economy in order to implement the right to quality education is presented. A conceptual analysis of the system of improving the financing of educational institutions in Ukraine, in particular the specifics and various mechanisms for raising funds and international cooperation of developing countries with developed countries and international programs has been conducted. In addition, the results of international assistance to Ukraine, including financial assistance at the level of general education – international charitable assistance in the form of an international project "House of Europe", within the international programs "Erasmus +" and "European Solidarity Corps" are analyzed. The international program "House of Europe" is presented, which supports creative cooperation between Ukrainian organizations, educational institutions and their partners from the EU and the UK, finances the development of cultural infrastructure and educational programs for young people. Also presented is the Erasmus + Program (2021–2027), an EU program to support and develop education, training, youth and sport in Europe. The program focuses on the social integration of young people, the environmental and digital development of developing countries, and the participation of young people in democratic life.
According to the results of joint activities within the international program / project "House of Europe", the international program "Erasmus" and the European Solidarity Corps, the most defined criteria for the quality of general secondary education are identified, namely: objective assessments of educational institutions - student performance tests, the probability of successful entry into prestigious colleges and universities after graduating from primary and secondary school; as well as subjective assessments - attendance of classes, received assessments (success), students' interest in certain training courses / programs, taught in an educational institution.
Statistics on the activities of the "ESC Summary" / European Solidarity Corps and "Erasmus +" for 2019–2020 according to the reporting "ESC Summary" / European Solidarity Corps and "Erasmus +" are presented
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ZHELANOV, DMYTRO. "HIGHER EDUCATION OF SWEDEN: EUROPEAN STANDARDS AND SCANDINAVIAN STYLE." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 126–32. http://dx.doi.org/10.15330/jpnu.6.1.126-132.
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The article analyzes certain aspects of the development of higher education in Sweden in the context of modern globalization and integration of socio-economic processes in the countries of the European Union. The article studies the position regarding the features of modern higher education, connected with its output beyond the limits of individual states and transformation into an international institution. It is proved that this circumstance determines significant achievements in the integrated development of the European higher education, leaving, at the same time, the risks of losing its national features and dropping the level of higher education in countries that are not well targeted for the welfare of the population. The necessity of taking into account the essence of these risks has been substantiated in order to increase the competitiveness of Ukrainian higher education institutions in their interrelation and cooperation with universities of Europe. The expediency of studying and introducing the best foreign experience in the national higher education system of the Scandinavian countries in particular and, namely, of Sweden, has been proved.
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McNamara, Tim. "A Two-Edged Sword." Toegepaste Taalwetenschap in Artikelen 82 (January 1, 2009): 9–19. http://dx.doi.org/10.1075/ttwia.82.02mcn.
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The last two decades have seen the growing use of assessment in the shaping of educational policy in relation to languages. The clearest examples of this in Europe and beyond are the Common European Framework of Reference for Languages (CEFR: Council of Europe, 2001) and the OECD PISA program for testing reading skills of 15 year olds in OECD member countries. What are the positive and negative impacts of such developments? What social, political and cultural values do such assessments embody? The paper examines these issues by considering the impact of PISA testing in Austria, and demonstrates how its results are interpreted within prevailing discourses on immigration and education within Austrian society. It further compares the values implicit in the PISA assessments with those implicit in the CEFR, and argues that both assessment schemes are directed at the furthering of the process of globalization.
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Juškevičienė, Anita, Tatjana Jevsikova, Gabrielė Stupurienė, and Lina Vinikienė. "STEM Teachers’ Motivation and Engagement in Teacher Professional Development and Career Advancement: A Case Study of Lithuania." Education Sciences 14, no. 7 (July 17, 2024): 780. http://dx.doi.org/10.3390/educsci14070780.
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The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many national and international initiatives have been implemented to strengthen STEM education and raise the attractiveness of the teaching profession, a shortage of teachers in general, and STEM teachers in particular, is still evident across Europe. This study aimed to identify factors contributing to attracting existing and potential teachers to careers in STEM education. Qualitative research methods were employed to study teachers’ perceived motivation, challenges, and suggestions regarding STEM teachers’ careers, competence, and collaboration development. The study revealed that the practical application of competence development initiatives significantly motivates STEM teachers, emphasizing the importance of aligning professional development with classroom implementation. These results emphasize the importance of prioritizing practical, classroom-oriented professional development and fostering a culture of collaboration in educational institutions.
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Gardner, R. M., L. C. Gatewood, R. Haux, D. Schmidt, T. Wetter, and M. W. M. Jaspers. "The International Partnership for Health Informatics Education." Methods of Information in Medicine 44, no. 01 (2005): 25–31. http://dx.doi.org/10.1055/s-0038-1633919.
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Summary Objectives: To inform the medical and health informatics community on the rational, goals, and the achievements of the International Partnership for Health Informatics Education – IPHIE, (IΦE), that was established at six universities in 1999. Methods: We elaborate on the overall goals of IΦE and describe the current state of affairs: the activities undertaken and faculty and student experience related to these activities. In addition we outline the lessons we have learned over these past six years and our plans for the future. Results: IΦE members first started to collaborate by supporting and encouraging the exchange of talented students and faculty and by establishing joint master classes for honors students. Following the success of these activities, new initiatives were undertaken such as the organization of student workshops at medical informatics conferences and a joint course on strategic information management in hospitals in Europe. Conclusions: International partnerships such as IΦE take time to establish, and, if they are to be successful, maintaining leadership continuity is critically important. We are convinced that IΦE promotes professionalism of future medical informatics specialists. There will be a continuing growth of globalization in higher education. It will therefore become increasingly important to offer educational programs with international components.