Wyniki wyszukiwania - Biblioteka Nauki

1

Is Erasmus going green? The carbon footprint of European academic mobility and sustainability policies of European universities

100%

Gabrielczak P. , Sokołowicz M. E.

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nr 1

9-27

EN

The European Union has promoted academic mobility for almost half a century. A side effect of that has been a growing carbon footprint, as most academic mobility in Europe is done by air. Based on mobility data for 2014−2020, we analysed its spatial distribution and identified dominant destinations. Juxtaposing these results with research on higher education institutions’ environmental measures and policies, we have identified that the willingness to reduce the carbon footprint is emerging yet tenuous, and more declarative than actual. We recommend more decisive steps to reduce air travel within Europe, outlining the possibilities for carbon footprint reduction without harming European academic mobility itself.

2

Academic Mobility Projects Management: Challenges for Ukrainian Professional Education

88%

Zabolotna O.

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nr 4

46-51

EN

The article is devoted to the academic mobility projects management on the example of Pavlo Tychyna Uman State Pedagogical University in the Erasmus Mundus Projects, namely, EMINENCE and EMINENCE II. It has been pointed out that modern university is a constantly developing system possessing a hidden potential for innovations. Thus, the significance of international projects has been justified as they are the way for using the opportunities. And they have also been considered the means of funding research through collaboration and academic mobility. The description of EMINENCE and EMINENCE II has been given. The author stresses that the EMINENCE idea is that only through multiplication and spreading of gained abroad benefits the mobility of project participants will have wider impact on the capacity of sending partners. The responsibilities of PTUSPU performing the function of Joint-Coordinator within the projects have been enumerated and commented on. It has been mentioned by the author that twenty four representatives of PTUSPU have participated in the academic mobility hosted by European Universities. The statistical information illustrating the above given information has also been presented. The levels presupposed by the system of preparing for managing international projects have been listed, namely cultural, organizational, management and economic level. The characterization of each of these levels has been given. Different project phases such as pre-selection, selection, mobility and post-mobility periods have been described. In terms of description of the selection stage, the panels of EMINENCE Selection Committee along with their responsibilities have been listed. The number of challenges associated with international projects management, faced by Ukrainian professional education has been mentioned and emphasized.

3

The psychological and pedagogical conditions of the cultural intelligence’s development of the of future psychology teachers in the multicultural environment of the university

63%

Turebayeva B.

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nr 3

141-160

EN

The problem of development of cultural intelligence of future psychologists as a necessary quality of personality in the multicultural environment of the university in modern conditions is considered. The experience of creating effective psychological and pedagogical conditions, contributing to the development of cultural intelligence of future psychologists, is presented. Purpose. Searching and using of effective psychological and pedagogical conditions of the development of cultural intelligence of the of future psychology teachers in multicultural education at the university. Methods. The following methods were used during the research: general scientific methods (study of normative, instructive and methodological documents on the problem under study, analysis and study of philosophical, psychological, pedagogical, scientific, methodological, sociological literature, systematization, comparative analysis of theoretical approaches and generalization of literature on the problem of cultural Intellect); empirical: pedagogical and psychological observation of interpersonal relations in student groups; Observation of the pedagogical process, questioning, conversation, analysis of students' work, studying and summarizing the experience of teaching activities, written and oral interviews. Results. Students don’t know enough about the culture of the peoples inhabiting our planet and republic. In the curriculum of the universities there are not enough disciplines that shape the personality with a general planetary consciousness (according to O. Suleimenov) with a global artistic and aesthetic culture. The modern specialist, first of all, is a citizen of the world who can speak many languages, knows the culture of the people of the world, who has a developed cultural intelligence. Because students spend a lot of time in the university, we suppose that only education can form all the necessary skills. Internationalization of education can develops a person’s ability to live in a society, to accept a different culture, value own traditions, transfer all the best that exists in another culture, into the life of its society. In this context, the creation of pedagogical conditions for the development of cultural intelligence of students should be purposeful, multifaceted and multidirectional, ensuring a dialogue of cultures and an integrated approach in the formation of students' self-learning, responsibility, multiculturalism, tolerance and other important qualities of a modern person.

4

"Postdokovat po světě": genderové politiky akademické mobility

51%

Červinková A.

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nr 1

49-59

EN

The mobility of scientists that is the subject of this article is part of the broad scale of flows of people, objects, and knowledge in the contemporary world. These flows occur in multiple ways: from relocation and settlement in another country, to everyday pendulating mobility back and forth across boarders. In this article, the author is concerned with academic mobility and particularly mobility tied to long-term post-doctoral fellowships. She sets out to explore the gender dimension of long-term academic mobility and observe how scientists organise their professional and personal lives around movement between academic institutions. She argues that mobility at this stage of the academic trajectory involves the production of new (re)configurations of partnerships, while at the same time the fact of being in a partnership is constitutive for establishing an academic career.