Teilw. zugl.: Bremen, Univ., Diss., 2008 u.d.T.: (Ver-)Ordnung der Freiheit? - Zur institutionellen Verfassung von Politiknetzwerken zwischen "Dauerreflexion" und "stählernem Gehäuse"

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The aim of this thesis is analysing the way in which second-generation Eritreans in Bologna re-construct their Eritrean identity. The originality of the thesis is the fact that this type of research has not been done in Bologna yet: Bologna is a multicultural city where its left-wing tradition has appreciated cultural differences differently from other cities in Italy, such as Milan.To reach the aim of the thesis I interviewed some second-generations Eritreans who were born and grew up in Italy. I also used some previous researches that have been conducted in Italy and abroad about the re-creation of second-generation Eritreans’ identity. The whole research is framed in a theoretical framework, which is composed by the definition of four concepts that are useful for the research; these concepts are: culture, identity, nation, and, diaspora.According to this study, there are many ways in which second-generation Eritreans shape their identity in Bologna. The main ways in which second-generation Eritreans shape their Eritrean identity in Bologna are: the encounter with other Eritreans, their parents’ roots, the language, and the holiday trips back to Eritrea.

This diploma thesis deals with topic of Bildung as tradition of ideas, it's predecessors and followers. In first part thesis provide terminological background to correctly grasp the wide of term Bildung. This is because the term is handed differently by different thinkers. The second part concentrates on genesis and evolution of tradition of Bildung. This part starts with J. A. Comenius and his humanist opinions about nature of world, continues with I. Kant and his ethical and pedagogical ideas to W. von Humboldt and J. H. Newman. These two thinkers are presented as two main figures of Bildung tradition in nineteenth century. Third part is concerned about shifts and changes that terms knowledge and education underwent in twentieth century. The third part deals with theories of T. W. Adorno and K. P. Liessmann which are built around topic of crisis of knowledge in contemporary world.

In 1999, France, Germany, the United Kingdom and Italy jointly signed the Bologna Declaration and proposed to establish an open European Higher Education Area (EHEA). The Bologna Process promoted the integration of higher education in Europe, and counteracted the integration of European politics and economy. Currently, 48 countries have joined the Bologna process. The influence of the Bologna process has also developed from Europe to other countries in Asia, Africa, and North America. The Bologna Process has established six goals at the beginning: credit system, degree system, student mobility, lifelong learning, quality assurance and European research area. From 1999 to 2000, the Bologna Process has accomplished these goals and put forward a plan for the new decade. The dissertation takes 2010 as the node and divides the Bologna Process into policy objectives and policy subjects through the policy network analysis framework, and analyze the correlation between policy subjects through the neo-functionalism. The result shows that the Bologna process will further deepen its goals in the next decade and attract more countries to join in the context of globalization. However, due to differences in economic and political backgrounds, there will be an differentiate integration based on their own...

Professional communication programs must be aware of the complexities and nuances of contemporary global communication and adapt their instruction to reflect these realities. Thus, there is a need for research efforts in global communication that provide insight into this type of communication. This dissertation is a study of the language of collaboration and cooperation in professional and global contexts. Using Burke’s theories of identification and terministic screens, cooperation theory, activity theory, and a brief historical perspective on the European Union, I conducted a rhetorical analysis of Bologna Process documentation to study how this large and diverse membership is evolving and moving toward identification. Specifically, I explored the answers to three questions: How were the common goals of the Bologna Process rhetorically developed in the ministerial communiqués? In what ways was the goal of democracy or equal representation demonstrated in the documentation? How did members negotiate between self-interest and the best interests of the group? In professional communication where specificity and clarity often dominate conversations regarding effective writing, the Bologna Process demonstrates the opposite. Vague terminology is one of the most noticeable rhetorical aspects of the ministerial communiqués. Preliminary readings may deem such documents as political documents intended to deceive readers or mask accountability, but further analysis into the rhetorical situation of the Bologna membership indicate vague terminology can be seen as a way of giving members ownership of the Process and investing in the welfare of the group. Further analysis also indicates that vague terminology and document hierarchy can create a democratic environment by encouraging social connections. Because working groups must continually reinterpret the language in the ministerial communiqués, the abstract and ambiguous terms in the communiqués invites participation from all members to debate and discuss the language from a standpoint of self-interest as well as the group’s interest. Effective collaboration and cooperation may not always be the result of clear directives as is often taught in professional communication courses. Instead, the Bologna Process documentation demonstrates that vague terminology may be a rather effective strategy for diplomacy and for encouraging democracy, especially with diverse multinational group members.

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AbstractThe purpose of this essay is to extend our knowledge about Educational Science and internationalization in higher education. At the beginning of our studies we were informed that the International Student Council offered the possibility to write an essay about Internationalization on home ground at Malmö University. We found the subject very interesting and started to discuss how we could plan the essay. The point with our work was to investigate and clarify how Internationalization at Home (IaH) is implemented at some of the programmes at Malmö University. We have collected information about how selected groups of students at Malmö University understand internationalization in their education. We have selected student groups from professional programmes primarily aiming for the Swedish job market. We have made the following conclusions from our survey:Most of the students:- are informed about internationalization at Malmö University- think international competence is important for the career-don’t choose to study abroad even if they take it into consideration- don’t know the concept of IaH- wish the information about internationalization should be easier to obtainWe looked after and selected literature about IaH and some theoretical literature about social processes. We wanted to provide a better knowledge for the work of the International Office at Malmö University. Finally, we presented the results in an international conference. The results of the essay were that most of students at Malmö University agreed that internationalization of higher education is very important and wanted by students. The students understand that IaH is a great concept in the reforming process of education.

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Mit dem vorliegenden Band „Nach Bologna: Praktika im Studium – Pflicht oder Kür? Empirische Analysen und Empfehlungen für die Hochschulpraxis“ von Wilfried Schubarth, Karsten Speck und Andreas Seidel wird die Reihe „Potsdamer Beiträge zur Lehrevaluation“ unter neuem Titel und veränderter inhaltlicher Schwerpunktsetzung fortgeführt. Die Umbenennung in „Potsdamer Beiträge zur Hochschulforschung“ versteht sich als ein Schritt hin zu einer thematischen Öffnung der Reihe für die verschiedensten Felder der Hochschulforschung. Der vorliegende Band widmet sich einem der zentralen Reformziele von Bologna: der Frage des Praxis- und Berufsbezugs und dabei insbesondere den Praxisphasen im Studium. Mit der Bologna-Reform werden im bildungspolitischen Bereich sehr vielfältige strukturelle und inhaltliche Ziele verfolgt. Das Ziel dieses Bandes besteht deshalb darin, empirische Forschungen zu Praxisbezügen und Praxisphasen im Studium vorzustellen, diese in den Kontext aktueller Debatten um Studienqualität und Studienreform zu stellen sowie Folgerungen für die Gestaltung von Praxisphasen abzuleiten. Inhaltliche Schwerpunkte bilden das BMBF-Forschungsprojekt ProPrax und die Praxisphasen im Lehramtsstudium. Die Beiträge dieses Bandes gehen aus einem gleichnamigen Workshop hervor, der am 1. Oktober 2010 in Potsdam stattfand. / The present conference volume „Beyond Bologna: Internship in studies – obligation or option? Empirical analysis and recommendations on the praxis of higher education“ by Wilfried Schubarth, Karsten Speck and Andreas Seidel is part of the serial “Potsdamer Beiträge zur Lehrevaluation” which is actually renamed as “Potsdamer Beiträge zur Hochschulforschung“. The new title supports modified focal points for research and provides opportunities for several fields of higher education research. The volume focuses on the practical relevance and the development of professional skills in academic studies as one of the central intentions of the Bologna Process. This Reform involves a variety of structural and content-related intentions in the field of educational policy. The aim of this conference volume is therefore to present empirical research with regard to practical relevance and internship in academic studies. It is linked to the current debate concerning quality of academic studies as well as the higher education reform in general and draws conclusions for the practical implementation of academic internships. The ProPrax research project, founded by the BMBF, and its first results as well as internships in teacher education are main issues of this volume. The contributions result from the correspondent Potsdam conference on October 1st 2010.