The aim of this study is to understand how super-mobility affects EMJM students’ experiences. This is done through exploring the experiences of Euroculture students, by answering the following research question: Are there differences to find between the reflections on the experiences of Euroculture mobile and super-mobile students, in terms of Mobility Perception, Competences, and Perspective on the Future? In order to answer the research question, in-depth interviews are conducted. For the analysis, the author applies three concepts, one taken from the methodology for developing the European Higher Education Area, and two that she proposes based on the existing literature on super-mobility in education. The results show that there are significant differences in how students within the same programme get to experience it in relation to the mobility component. They also show both the positive and the more problematic effects of super-mobility on the students’ development in several dimensions.

The diploma thesis focuses on a European activity eTwinning and its implementation within the system of education. The theoretical part of the thesis introduces the activity and its main principles, as well as its goals and management. The emphasis is also put on its position within the conception of lifelong learning. The thesis presents the development of the activity since its lunch in 2005 until now, describes its original direction to be followed at the beginning as well as the gradual changes that happened during its further implementation. The practical part defines the main internet tools offered by eTwinning to its users and describes those in detail. In the last part, three eTwinning projects are presented as good practice examples from the Czech Republic. The main aim of the diploma thesis is to present the European activity in as broad context as possible and from different points of view. All the data used are based on relevant literature and other sources.

This master thesis deals with the topic of migration of the fresh graduates from Czech Republic to Germany. By means of a qualitative research the decision and reasons to migrate are presented in this thesis like a natural strategy of reaction on decline of an actual situation of young doctors in the Czech health system. The research shows an important role of the non-financial motivating factors. The central topic of research became the social status, especially the prestige and related respect. The reasons for migration are introduced with the theoretical help of the Push and pull factors theory. The understanding of the strategy of decision to migrate as a natural process is related to the theory of Exit, voice and loyalty of Albert Hirschman. The research is based on a series of semi-structured interviews with participants who intend to migrate after the graduation. Since this thesis is focused on the perspective of the main actors of the phenomenon, the migrants, it introduces the diversity of their attitudes to the reasons for migration. The main finding is the importance of the role of respect in the particular everyday situations, which is reflected in the several of ascertained types of motivating factors to migrate. The research also discovered the particular meanings of the motivational...

This dissertation comprises the first study of the poetry of the Portuguese humanist Diogo de Teive (1513-14 – c. 1569). It examines and presents a scholarly edition of the Epithalamium which Teive composed on the occasion of the marriage of Princess Maria of Portugal to Alessandro Farnese in 1565. It also critically explores the work in which the poem was published, the Epodon libri tres (Lisbon, 1565). Because both this and the Epithalamium bring together different strands of Teive’s literary work, Chapter One analyses the development of his literary career, linking it to the ideological and cultural transformations which took place in Portugal from the 1540s to the 1560s, and the author’s attempt to carve his identity and space in the Portuguese literary scene. Chapter Two explores the concepts of ‘imitatio’ and ‘mimesis’ in the Epodon libri tres, shedding light on specific aspects of the Epithalamium. In the eyes of his readers, Teive emerges as a Catholic Horace. This is achieved by means of formal imitation, ‘aemulatio’, and allusion to Horace, a process whereby Teive introduces significant and ideologically motivated differences representative of the impact of Counter-Reformation upon literary writing. The ‘aemulatio’ of Prudentius’s Peristephanon in book II is to be understood in this light. Part Two engages with Teive’s comments on questions of verbal representation in the Epodon libri tres. Chapter Three analyses the Epithalamium from a generic perspective, arguing that it presents instances of generic enrichment, and that these are an example of the appropriation of occasional poetry for the purpose of authorial self-representation. One of the instances of generic enrichment is the incorporation of a didactic passage indebted to the tradition of the ‘speculum principum’, which is analysed in Chapter Four. Part One interprets the rewriting and appropriation of Plutarch and Erasmus as authorising strategies whereby Teive represents himself as an advisor of kings in the Epodon libri tres. Part Two discusses the author’s political thought and opinions, drawing from an analysis of the Epithalamium. Finally, Chapter Five comprises the study of the transmission of the poem, its metrical analysis, edition, translation, and commentary.

Title: Priorities of EU sport policy and funding for sports Objectives: The main objective is to describe the existing methods and the resulting possibilities for the sport funding EU-level scheme. This will result in presenting a comprehensive and clear picture of all EU funding mechanisms that could be beneficial for sports. The thesis also aims to describe the issue in the context of the EU sport policy priorities development and give an overview of the Council and Commission sport-related policy activities. Methods: In this thesis, a method of analysis of legislative and non- legislative texts was used. Other documents examined were further relevant studies, publications and strategic texts. A method of synthesis was also used when the partial information gathered during the relevant meetings of Council formations, conferences and seminars was formed into a comprehensive text. Results: The result is a text that captures the development of EU sport policy priorities and offers specific recommendations for area of sports that derive from the acquired information and from analysis of EU funding schemes. Keywords: sports, funding, EU, Preparatory actions in the field of sport, sport policy, Lisbon Treaty, Erasmus+, Council, European Union, European Parliament

This study analyzes, the structure of the Erasmus Mundus scholarship program by utilizing mixed methods, and is being analyzed within the contextualized framework of the Cambodia’s Higher Education system as well as its relationship with the Erasmus Mundus scholarship program. Mixed approach has been employed for this study, combining both quantitative data to construct the social space, which acts as a backbone for interpretation, and qualitative data from interviewing the scholarship program coordinator and scholarship holders in order to investigate the recruitment process and the students’ perception respectively, presenting the macro-micro relationship that makes up the entirety of the scholarship program. Collectively inspected, the findings reveal a new contextualized result that contributes not only to the development of the Cambodia’s Higher Education, but also to its position and its students within the space of the scholarship program of Erasmus Mundus. Through the close inspection using interview method, the underlying complexity of the recruitment process of the scholarship program is illustrated, indicating a multi-layer hierarchy and multiple decision-making processes. There are also implications of oppositions between the properties of the students, signaling the diversified student body in the scholarship program. Prominent theme of the opposition in the space appears to be related to the colonial past of the Cambodia’s system as well as the differences between local and international experiences that the students possess. Students interviewed in the study, furthermore, reveal how they prepared themselves to apply for the scholarship program and to be successful candidate, which depicts their assets and strategies that can be derived from the constructed space. Unanimously the students show strong confidence and great insight of information which can be understood as the compatibilities between the recruiter of the scholarship program and the students’ assets. Finally, overall findings give a new perspective of the profile of the scholarship program within the Erasmus Mundus mobility scheme. It shows that while students are required to possess certain objectively set requirements, there are also exception cases that students who possessed lower amount of capitals can also be successful, provided that the conditions like the credentials of their degree from Cambodia, as well as minimum requirements to pass the university admission have been met, and their “motivation letter” is exceptionally well-written which shows the subjective side of the recruitment process.

This dissertation explores humanism, the rediscovery of the culture of ancient Greece and Rome, in late fifteenth- and early sixteenth-century England. It does so with reference to texts, institutional settings, and networks both within and beyond England, and examines the activities of several seemingly minor figures who have been absent from recent scholarship on the topic: John Holt, William Lily, Richard Croke, Leonard Cox, and Thomas Lupset. These figures made distinctive and original contributions to the genres in which they operated, whether the grammatical manual, educational treatise, dialogue, or philosophical meditation. They are also noteworthy for their considerable influence, whether in England or further abroad. With regard to Croke and Cox, the integration of previously unknown sources from France and Germany and overlooked ones from eastern Europe reveals that England could be an exporter and not merely an importer of humanism. Taken together, these individuals demonstrate that English humanism was more sophisticated and complex than its frequent characterisation as 'Erasmian' would suggest. In addition, this dissertation analyses the influence of humanism on two school foundations: St Paul's School and Ipswich College. It re-evaluates the portrayal of John Colet as an anti-intellectual, and understands St Paul's as a deeply personal endeavour, reflecting his desire to do better for the next generation. It establishes the depth and significance of humanism in Cardinal Wolsey's foundation of Ipswich College, hitherto accorded less importance by historians than his Oxford college. The examination of the little-known materials he published on the eve of his fall in 1529, together with reports from staff on its progress, show that he regarded it as central to his ambitious vision for England and to the creation of his own reputation as a civic humanist. This research therefore revises our understanding of a neglected period, and engages with the vexed questions at the heart of the study of humanism: how contemporaries dealt with the tension between their faith and their enthusiasm for pagan culture, and regarded the rival attractions of scholarly leisure and active public service.

Català / Français / La recerca vol ésser una eina que aporti informació sobre l’esperit obert i integrador que els representants institucionals de l’ensenyament superior europeu volen assolir amb la creació de l’EEES. La nova fita educativa es sustenta d’uns principis, intencions, directrius i interessos amb una clara definició europeista de reconeixement, convergència i mobilitat amb l’objectiu d’intentar assolir un tret distintiu i de qualitat en l’ensenyament superior europeu. El present estudi es fonamenta en una metodología qualitativa-interpretativa centrant-se per un costat en la recerca, anàlisi, descripció i interpretació de la documentació oficial que ha anat acompanyant el procés de construcció de l'EEES, comprenent els documents d’origen; la Magna Charta Universitatum, la Declaració de la Sorbona i la Declaració de Bolonya. I, els documents de desenvolupament referents a les diferents conferències ministerials europees dels responsables de l’ensenyament superior, que es dugueren a terme a Praga, Berlín, Bergen, Londres i Louvain, així com dels textos i informes de: UNESCO, ESIB, CRE, EUA, EURASHE, BFUG, ENQA, Comissió Europea, Eurydice, OCDE. Els quals precediren les reunions Ministerials i ajudaren a la seva constitució, que han anat avaluant, modificant i/o consolidant les directrius marcades per la Declaració de la Sorbona i Bolonya amb la finalitat d’assolir l’EEES. Tanamteix s’acompanya el fons documental amb la descripció, anàlisi i interpretació dels principis jurídics (i respectives sentències) que han permès i fonamentat la creació de l’EEES; la mobilitat i el reconeixement formatiu. I per un altre costat, consolidar els objectius de la recerca amb les pertinents entrevistes en profundiatat als principals autoritats, polítiques i acadèmiques que han participat de manera activa en el procés: Dr. Josep Maria Bricall (President de la Conferència Europea de Rectors i membre del Comité de Redacció de la Magna Charta Universitatum), sr. D. Jose Fernández Díaz (Secretari d'estat d'universitat i signatari per Espanya de la Declaració de Bolonya), sr. Guy Haug (impulsor del programa Erasmus i expert assessor de l'ensenyament superior per a la Comissió Europea), Dr. Domenico Lenarducci (President d'Honor de la Direcció General d'Educació de la Comissió Europea), Dr. Eric Froment (President de la Conferència Europea de Rectors i actual responsable de la dimensió Internacional de l’Agència de Qualitat AERES) i el Dr. Màrius Rubiralta (actual Secretari General d’Universitats del Govern d’Espanya). La Tesi s’acompanya de diferents esquemes històrics i d’una àmplia base documental bibliogràfica, tot intentant esdevenir una bona eina de difusió d’una millor comprensió de l'EEES i que alhora possibiliti futures línies d’investigació en aquest i d’altres àmbits vinculats. / La investigación quiere ser una herramienta que aporte información sobre el espíritu abierto e integrador que los representantes institucionales de la educación superior europeo quieren lograr con la creación del EEES. El nuevo hito educativo se sustenta de unos principios, intenciones, directrices e intereses con una clara definición europeísta de reconocimiento, convergencia y movilidad con el objetivo de intentar lograr un disparo distintivo y de calidad en la educación superior europea. El presente estudio se fundamenta en una metodología cualitativa-interpretativa centrándose por un lado en la búsqueda, análisis, descripción e interpretación de la documentación oficial que ha ido acompañando el proceso de construcción de la EEES, comprendiendo los documentos de origen; la Magna Charta Universitatum, la Declaración de la Sorbona y la Declaración de Bolonia. Y, los documentos de desarrollo referentes a las diferentes conferencias ministeriales europeas de los responsables de la educación superior, que se llevaron a término en Praga, Berlín, Bergen, Londres y Lovaina, así como de los textos e informes de: UNESCO, ESIB, CRE, EE.UU., EURASHE, BFUG, ENQA, Comisión Europea, Eurydice, OCDE. Los cuales precedieron las reuniones Ministeriales y ayudaron a su constitución, que han ido evaluando, modificando y/o consolidando las directrices marcadas por la Declaración de la Sorbona y Bolonia con la finalidad d lograr l’EEES. Así mismo se acompaña el fondo documental con la descripción, análisis e interpretación de los principios jurídicos (y respectivas sentencias) que han permitido y fundamentado la creación de l’EEES; la movilidad y el reconocimiento formativo. Y por otro lado, consolidar los objetivos de la investigación con las pertinentes entrevistas en profundidad a los principales autoridades, políticas y académicas que han participado de manera activa en el proceso: Dr. Josep Maria Bricall (Presidente de la Conferencia Europea de Rectores y miembro del Comité de Redacción de la Magna Charta Universitatum), sr. D. Jose Fernández Díaz (Secretario de estado de universidad y signatario por España de la Declaración de Bolonia), Dr. Guy Haug (impulsor del programa Erasmus y experto asesor de la enseñanza superior para la Comisión Europea), Dr. Domenico Lenarducci (Presidente de Honor de la Dirección general de Educación de la Comisión Europea), Dr. Eric Froment (Presidente de la Conferencia Europea de Rectores y actual responsable de la dimensión Internacional de la Agencia de Calidad AERES) y el Dr. Màrius Rubiralta (actual Secretario General de Universidades del Gobierno de España). La Tesis se acompaña de diferentes esquemas históricos y de una amplia base documental bibliográfica, intentando acontecer en una buena herramienta de difusión de una mejor comprensión del EEES y que a la vez posibilite futuras líneas de investigación en este y de otros ámbitos vinculados. / La recherche veut être un outil qu'aborde de l'information sur l'esprit ouvert et intégrateur que les représentants institutionnels de l'éducation supérieur européen volent obtenir avec la création de l'EEES. La nouvelle borne éducative se soutient de principes, des intentions, des directives et des intérêts avec une claire définition européenne de reconnaissance, convergence et mobilité dans le but d'essayer d'obtenir un sceau distinctif et de qualité dans l'éducation supérieure européenne. L’étude se fonde sur une méthodologie qualitative-interprétative en étant axé d'une part sur la recherche, analyse, description et interprétation de la documentation officielle qui a continué à accompagner le processus de construction de l'EEES, en comprenant les documents d'origine ; la Magna Charta Universitatum, la Déclaration de la Sorbonne et la Déclaration de Bologne. Et, les documents de développement relatifs aux différentes conférences ministérielles européennes des responsables de l'éducation supérieure, qu'ont emportée à terme à Prague, Berlin, Bergen, Londres et Louvaine, aussi bien que des textes et rapports de : UNESCO, ESIB, CRE, U.S.A., EURASHE, BFUG, ENQA, Commission Européenne, Eurydice, OCDE. Qui ont précédé les réunions Ministérielles et ont aidé à sa constitution, qu'elles ont continué à évaluer, en modifiant et/ou en consolidant les directives marquées par la Déclaration de la Sorbonne et Bologne avec la finalité d'obtenir l'EEES. De même s'accompagne le fond documentaire avec la description, analyse et interprétation des principes juridiques (et de respectives sentences) qu'ils ont permis et fondé la création de l'EEES; la mobilité et la reconnaissance formative. Et d'autre part, consolider les objectifs de la recherche avec les pertinentes entrevues en profondeur aux délégants des autorités, politiques et académiques qui ont partagé manière active dans le processus: Dr. Josep Maria Bricall (Président de la Conférence Européenne de Recteurs et membre du Comité de Rédaction de la Magna Charta Universitatum), sr. D. Jose Fernández Díaz (Secrétaire d'État d'université et signataire par l'Espagne de la Déclaration de Bologne), Dr. Guy Haug (promoteur du programme Erasmus et expert de conseil de l'enseignement supérieur pour la Commission Européenne), Dr. Domenico Lenarducci (Président d'Honneur de Direction Générale d'Éducation de la Commission Européenne), Dr. Eric Froment (Président de la Conférence Européenne de Recteurs et actuel responsable de la dimension Internationale de l'Agence de Qualité AERES) et le Dr. Màrius Rubiralta (actuel Secrétaire Général d'Universités du Gouvernement de l'Espagne). La Thèse est accompagnée de différents schémas historiques et d'une étendue base documentaire bibliographique, en essayant d'arriver dans un bon outil de diffusion d'une meilleure compréhension de l'EEES et qui à la fois facilite de futures lignes de recherche dans celui-ci et d'autres domaines liés.

柔性權力一詞已是大家耳熟能詳的名詞，透過公眾外交方式增進跨文化間的理解並培養國際化人才已逐漸成為時代潮流，公眾外交運用的途徑多元，但總不脫以柔性權力資源促進跨文化間理解的原則，歐盟2004年開始實施「伊拉斯莫斯世界」(Erasmus Mundus) 計畫，旨在提昇歐洲高等教育品質及促進與非會員國的合作、吸引更多第三國學生及學者赴歐交流，讓歐洲成為教育卓越中心的代表，該計畫的實施可看出歐盟從歐境內高等教育的整合、促進歐洲各國文化的理解到向全世界推廣其教育理念、文化資源的努力，本研究以伊拉斯莫斯世界計畫為例，探討歐盟如何憑藉此計畫發揮歐盟的柔性權力資源以吸引更多世界各地人民赴歐求學，進而達到歐洲認同的影響力。 / With the increasing influence and visibility of “soft power” over recent years, it becomes ever more important to understand how to exercise such power effectively. One of the key instruments of soft power is public diplomacy. In Europe, public diplomacy is viewed as the number one priority across a whole spectrum of issues; therefore, the European Union (EU) is regarded as a model of how to utilize soft power. Launched in 2004, the Erasmus Mundus programme is considered to be a part of the EU’s public diplomacy. Erasmus Mundus is a cooperation and mobility programme in the field of higher education. The aim of the programme is to promote European higher education, and to improve and enhance the career prospects of students. The programme also aims to promote intercultural understanding through cooperation with third countries, in order to contribute to the sustainable development of higher education in those countries, in accordance with EU external policy objectives. This study examines how the EU employs public diplomacy by means of the Erasmus Mundus Programme.

The topic of this thesis is study abroad. The theoretical part presents knowledge about the process of adaptation in a new country and its culture; then it deals with acculturative and coping strategies, culture shock and its determinants and also reverse culture shock, which takes place after arrival home form a foreign country. It also introduces the age group of participants on study abroad (21 {--} 26 years old) from the developmental psychology point of view. Then it describes the already known correlation relationships between personality characteristics and some aspects of long term stays abroad. Finally, it outlines a personality profile of the ideal person for a long term study abroad. The research part informs the reader about knowledge we have found out from 3 research questionnaires that were completed by students before, during and after the experience of study abroad, and also knowledge we have gained thanks to interviews with the students. The main research areas are the following: the personality profile, changes of chosen characteristics that have taken place due to the experience of the study abroad, motivation, expectations and their fulfillment, process of culture shock and reverse culture shock.