<p>Cilj. Cilj disertacije je razvoj pro&scaron;irive softverske platforme za upravljanje kurikulumom u internacionalizovanom visokom obrazovanju koja doprinosi razvoju zajedničkog jezika u istraživanju kurikuluma, a da se pri tome ne ograniče lokalne zajednice prakse istraživanja kurikuluma pozicionirane u nacionalno-specifične obrazovne kontekste, odnosno da se pokaže da je moguće primeniti postojeće međunarodne standarda, pro&scaron;irene eventualnim dodatnim zahtevima, u visoko&scaron;kolskom sistemu Republike Srbije.<br />Metodologija. Kao osnova za modeliranje metapodataka kojima se opisuju kurikulumi u internacionalizovanom visokom obrazovanju kori&scaron;ćeni su međunarodni standardi MLO-AD i MLO ECTS IP/CC za predstavljanje obrazovnih prilika. Za predstavljanje metapodataka kori&scaron;ćene su OWL ontologije. Za razvoj sistema kori&scaron;ćena je iterativna metoda razvoja softvera, a implementacija je izvr&scaron;ena kori&scaron;ćenjem programskih jezika Java i Python, XML tehnologije, tehnologije veb servisa i tehnologije Semantičkog Veba. Verifikacija modela metapodataka i sistema za upravljanje kurikulumom je izvr&scaron;ena na realnom studijskom programu akreditovanom na na Fakultetu tehničkih nauka u Novom Sadu.<br />Rezultati. U ovoj disertaciji ostvareni su sledeći rezultati:<br />Predložen je model podataka za upravljanje kurikulumom u internacionalizovanom visoko&scaron;kolskom obrazovanju baziran na konceptu obrazovne prilike kao osnovne jedinice za upravljanje kurikulumom, uz oslonac na standardne modele metapodataka za predstavljanje obrazovnih prilika u Evropskoj oblasti visokog obrazovanja.<br />Predložena je ma&scaron;inski čitljiva reprezentacija modela putem sintakse dovoljno ekspresivne za implementaciju modela i sama implementacija modela u obliku OWL ontologije.<br />Predložena je formalna, ma&scaron;inski čitljiva reprezentacije obrazovnih ciljeva koja omogućuje proveru konzistentnosti kurikuluma.<br />Predložena je softverska arhitektura platforme čija je prednost mogućnost jednostavnog pro&scaron;irivanja novim servisima, uključujući i integraciju sa drugim sistemima.<br />Ograničenja istraživanja/implikacije. Osnovno ograničenje teorijskog okvira kojim se razvoj platforme pozicionira u internacionalizovano istraživanje kurikuluma je &scaron;to postojeća praksa upravljanja kurikulumom jo&scaron; uvek odstupa od proklamovanih smernica. Implikacija je ograničena mogućnost da korisnici u punoj meri koriste platformu. Ograničenja predloženog modela odnose se na potrebu njegovog pro&scaron;irivanja zarad zadovoljavanja specifičnih potreba krajnjih korisnika. Implikacija je potreba da se ulože dodatni napori za zadovoljavanje specifičnih potreba korisnika. Ograničenja u delu ma&scaron;inski čitljive reprezentacije su direktna posledica postojećih ograničenja tehnologija Semantičkog Veba u domenu semantičke ekspresivnosti i performansi. Implikacije su ograničena mogućnost kontekstualno zavisnog opserviranja kurikuluma i ograničena mogućnost praktičnog kori&scaron;ćenja reprezentacije modela zbog problema performansi aplikacija Semantičkog Veba.<br />Praktične implikacije. Krajnja namena ovog modela je unapređivanje semantičke interoperabilnosti u Areni Evropskog Visoko&scaron;kolskog obrazovanja putem tehničkog mapiranja informacija o kursevima i drugim obrazovnim prilikama na interoperabilnu specifikaciju obrazovnih prilika. Platforma ima sledeće moguće praktične primene:<br />Ogla&scaron;avanje kurseva.<br />Posredovano prijavljivanje (brokerski servis) za uče&scaron;će u obrazovnim prilikama,<br />Poređenje obrazovnih prilika (u odnosu na referentne repere i međusobno),<br />Evaluacija i kontrola kvaliteta akademskih obrazovnih prilika,i<br />Praćenje studentskog postignuća (Transcript of Records, ToR).<br />Originalnost/vrednost. Originalan doprinos nauci je sledeći.<br />Artikulisanje teorijskog okvira istraživanja kojim se razvoj platforme za upravljanje kurikulumom u internacionalizovanom visokom obrazovanju pozicionira u internacionalizovano istraživanje kurikuluma i koncept obrazovne prilike usvaja kao osnovna jedinica za upravljanje kurikulumom.<br />Predlog modela podataka za upravljanje kurikulumom u internacionalizovanom visoko&scaron;kolskom obrazovanju baziran na konceptu obrazovne prilike kao osnovne jedinice za upravljanje kurikulumom, uz oslonac na standardne modele metapodataka za predstavljanje obrazovnih prilika u Evropskoj oblasti visokog obrazovanja.<br />Predlog ma&scaron;inski čitljive reprezentacije modela putem sintakse dovoljno ekspresivne za implementaciju modela i sama implementacija modela u obliku OWL ontologije.<br />Predlog formalne, ma&scaron;inski čitljive reprezentacije obrazovnih ciljeva koja omogućuje proveru konzistentnosti kurikuluma.<br />Predlog softverske arhitekture platforme baziran na predloženom modelu i tehnologijama Semantičkog Veba.<br />Prototipska implementacija i njena primena na studiji slučaja realnog akreditovanog studijskog programa predstavljaju verifikaciju i potvrdu praktične vrednosti predloženog modela i softverske arhitekture platforme.</p> / <p>Purpose &ndash; The aim of the dissertation is the development of extensible software platform for managing internationalized curriculum in higher education. The platform contributes to the development of shared curriculum study language which does not limit the local educational practices. The solution proposed in this dissertation is in accordance with the national- specific educational context as well as existing international standards and is fully applicant to the higher education system of the Republic of Serbia .<br />Design/methodology/approach &ndash; The platform is based upon the international standards MLO -AD and MLO ECTS IP / CC that represent learning opportunities. The standards are implemented as OWL ontologies. The system was developed by using iterative software development methods , and the implementation is done by using Java and Python programming language , XML technologies, Web services and Semantic Web technologies. The verification of the metadata model and the system in whole is carried out on an accredited degree program in the Faculty of Technical Sciences in Novi Sad.<br />Findings. In this dissertation, following results were achieved:<br />&bull; The data model for managing curriculum in internationalized higher education based upon the concept of learning opportunities and relying on the standardized metadata model for representing the learning opportunities in the European higher education area was proposed.<br />&bull; The machine readable representation of the model was adopted. The syntax is expressive enough for the implementation of the model. The model was implemented as a set OWL ontologies.<br />&bull; The formal, machine readable representation of educational objectives which allows formal curriculum evaluation and consistency check is proposed.<br />&bull; The extensible platform for managing curriculum in the internationalized higher education is proposed.<br />Research limitations / implications &ndash; The main limitation of the theoretical framework that is the basis of the platform is that existing educational practice often is not consistent with the contemporary findings of the curriculum theory. The implication of this fact is limited ability for users to make full use of the platform. Limitations of the proposed model are related to the need for its extensions that should satisfy the specific needs of the end users. The implication of this limit is the need to make additional efforts to meet the specific needs of the users. Limitations concerning the machine-readable representations of the model are a direct consequence of the limitations of existing Semantic Web technologies in the domain of semantic expressiveness and performance. The implications are limited possibility of contextually dependent observation of the curriculum and the limited possibility of practical use of the model representation due to the performance problem present in the Semantic Web applications.<br />The practical implications. The main purpose of this model is to improve semantic interoperability in the European higher education area through the mapping of the information on courses and other educational opportunities onto the interoperable specification of learning opportunities . The platform has the following practical applications:<br />&bull; Course advertising.<br />&bull; Mediated enrollment (brokerage services) to learning opportunities,<br />&bull; Comparison of learning opportunities (relative to the reference benchmarks and each other),<br />&bull; Evaluation and quality control of academic learning opportunities , and<br />&bull; Monitoring of student achievement (Transcript of Records, ToR) .<br />Originality/value &ndash;The scientific contribution of this dissertation are following:<br />&bull; Articulating the theoretical framework necessary for the development of the platform for curriculum management in internationalized higher education.<br />&bull; Development of the data model based upon the concept of the learning opportunities.<br />&bull; Proposing the machine-readable representation of the model through syntax expressive enough for the implementation of the model and the actual implementation of the model in the form of OWL ontologies.<br />&bull; Proposing a formal, machine-readable representation of educational objectives, which allows curriculum consistency check.<br />&bull; Proposing the software platform based on the proposed model and the Semantic Web technologies.<br />The proposed platform was verified by implementing a prototype and applying it to the case study of an accredited degree program held at the Faculty of Novi Sad.</p> / null

The thesis examines the process of implementation of an accredited study program into practice. The theoretical part provides a brief excursion into the history of teacher education, which highlights the difficult journey in search of a suitable model of teacher education. The formation processes of teacher education are characterized by constant changes, which were not always properly thought out. These tendencies unfortunately do continue to the present day. Currently, the Czech education policy is largely influenced by European educational policy, which is aiming at unification. One of the unifying elements is the accreditation process, which should improve the quality of the study programs offered by European universities. Question is whether such standardization process leads to the improvement of teacher education or not, which is discussed in the second part of my theses where. I examined how two university departments implement Accreditation-Commission-approved program of study in practice. Based on the collected data I can state that the accreditation documents give the schools a framework, but the actual implementation depends largely on the strength of the management of the department and modus operandi of the individual members of the department. Interviews with staff departments also...

Esta investigação insere-se na linha de pesquisa Sociedade, Economia e Estado do Programa de Pós-Graduação em Integração da América Latina e tem como principal objetivo estudar o novo modelo educacional de ensino superior da União Européia e discutir sua implantação na América Latina. Inicialmente, é feito um breve relato sobre a expansão do sistema educacional superior na Europa e sua associação aos interesses econômicos. Apresentamos o processo de convergência do Ensino Superior europeu, denominado Processo de Bolonha, seus níveis de formação (graduação, mestrado e doutorado), suas propostas de mobilidade estudantil e profissional e seu sistema de equivalência de créditos. O estudo volta-se, então, para a América Latina, focalizando sua integração - essencialmente econômica - e a sua formação universitária. Após essa contextualização, define-se competência e, em seguida, Pedagogia por Competências, estratégia pedagógica preconizada por Bolonha por meio do projeto Tuning (União Européia) e de seu correspondente Tuning América Latina, para atender aos interesses do setor produtivo. Esses projetos se propõem a determinar pontos de referência para as competências genéricas e específicas de cada curso universitário e de cada disciplina curricular. É realizada análise da Pedagogia por Competências voltada para a competência profissional, sua utilidade e sua efetividade social, no contexto analítico de um processo de convergência educacional continental em andamento. Verifica-se que nas últimas décadas a União Européia está introduzindo a formação profissional como interesse estratégico para o desenvolvimento organizacional. A América Latina se esforça para seguir o mesmo percurso. A principal consequência é a adoção, em larga escala, de uma política de ensino superior profissionalizante em detrimento de uma formação social humanista e crítica. A proposta é a adoção de uma Pedagogia por Competências alinhada à formação integral dos indivíduos, dando respaldo a uma educação, crescimento econômico e desenvolvimento social sustentáveis. / This study is part of the research line Society, Economy and State of the Post Graduate Program of Integration in Latin America and its main objective is to discuss the new educational model implemented in the European Union and speculate about its deployments in Latin America. To contextualize the study is made a brief report of the expansion of higher education system and its association with the productive sector. We present the convergence of European higher education system, called Bologna Process, their levels (graduation degree, masters and PhD), their proposals for professional and student mobility and its system of equivalence of credits. The study turns to Latin America, its integration - mainly economic - and its higher education system. Following this context, competence is defined. Afterwards is defined Pedagogy based on Competencies, the teaching strategy recommended by Bologna through the Tuning project (European Union) and its corresponding Tuning Latin America, to attend economic interests. These projects are designed to determine points of reference for generic and specific competencies for the careers and its curricula. During the last decades the European Union is introducing vocational training as a strategic interest for organizational development. Latin America follows the same route. The main consequence is the widespread adoption of a higher education policy that does not consider the social and humanistic basis. The proposal is to adopt a Pedagogy based on Competencies that supports a long-lasting and sustainable education, economic growth and social development.

Esta investigação insere-se na linha de pesquisa Sociedade, Economia e Estado do Programa de Pós-Graduação em Integração da América Latina e tem como principal objetivo estudar o novo modelo educacional de ensino superior da União Européia e discutir sua implantação na América Latina. Inicialmente, é feito um breve relato sobre a expansão do sistema educacional superior na Europa e sua associação aos interesses econômicos. Apresentamos o processo de convergência do Ensino Superior europeu, denominado Processo de Bolonha, seus níveis de formação (graduação, mestrado e doutorado), suas propostas de mobilidade estudantil e profissional e seu sistema de equivalência de créditos. O estudo volta-se, então, para a América Latina, focalizando sua integração - essencialmente econômica - e a sua formação universitária. Após essa contextualização, define-se competência e, em seguida, Pedagogia por Competências, estratégia pedagógica preconizada por Bolonha por meio do projeto Tuning (União Européia) e de seu correspondente Tuning América Latina, para atender aos interesses do setor produtivo. Esses projetos se propõem a determinar pontos de referência para as competências genéricas e específicas de cada curso universitário e de cada disciplina curricular. É realizada análise da Pedagogia por Competências voltada para a competência profissional, sua utilidade e sua efetividade social, no contexto analítico de um processo de convergência educacional continental em andamento. Verifica-se que nas últimas décadas a União Européia está introduzindo a formação profissional como interesse estratégico para o desenvolvimento organizacional. A América Latina se esforça para seguir o mesmo percurso. A principal consequência é a adoção, em larga escala, de uma política de ensino superior profissionalizante em detrimento de uma formação social humanista e crítica. A proposta é a adoção de uma Pedagogia por Competências alinhada à formação integral dos indivíduos, dando respaldo a uma educação, crescimento econômico e desenvolvimento social sustentáveis. / This study is part of the research line Society, Economy and State of the Post Graduate Program of Integration in Latin America and its main objective is to discuss the new educational model implemented in the European Union and speculate about its deployments in Latin America. To contextualize the study is made a brief report of the expansion of higher education system and its association with the productive sector. We present the convergence of European higher education system, called Bologna Process, their levels (graduation degree, masters and PhD), their proposals for professional and student mobility and its system of equivalence of credits. The study turns to Latin America, its integration - mainly economic - and its higher education system. Following this context, competence is defined. Afterwards is defined Pedagogy based on Competencies, the teaching strategy recommended by Bologna through the Tuning project (European Union) and its corresponding Tuning Latin America, to attend economic interests. These projects are designed to determine points of reference for generic and specific competencies for the careers and its curricula. During the last decades the European Union is introducing vocational training as a strategic interest for organizational development. Latin America follows the same route. The main consequence is the widespread adoption of a higher education policy that does not consider the social and humanistic basis. The proposal is to adopt a Pedagogy based on Competencies that supports a long-lasting and sustainable education, economic growth and social development.

O estudo situou-se no campo da educação superior latino-americana, em perspectiva comparada com a europeia. Teve como objetivo analisar o Projeto Tuning América Latina, de forma a discutir a assimilação de alguns dos elementos do Processo de Bolonha na América Latina, assim como investigar a correlação desta política educacional com a noção de pedagogia das competências, questionando-se a função da educação superior na sociedade capitalista atual. O método adotado foi o da pesquisa bibliográfica e documental, de abordagem qualitativa, e desenvolveu-se no eixo de pesquisa da educação e trabalho tendo, por um lado, o trabalho enquanto princípio educativo, devido a seu caráter formativo, e por outro, a educação, enquanto ação humanizadora. Como contexto amplo, o estudo considerou a atual fase do capitalismo, nomeada de acumulação flexível, e a relação da educação superior com a formação do profissional polivalente por meio de uma Pedagogia das Competências. O Processo de Bolonha, nessa conjuntura, surgiu como política pública inserido na União Europeia, tendo como objetivo fim a ampliação da vantagem competitiva do bloco em termos de educação superior e a internacionalização de seu modus operandi. Como exemplo, verificou-se o projeto Tuning Educational Structures in Europe, surgido na Europa em 2000, cujo alinhamento às orientações de Bolonha e ao discurso das competências é importado à América Latina sem grandes alterações por meio do Projeto Tuning América Latina. Este, objeto da pesquisa, dispôs de duas fases, de 2004 a 2007 e de 2011 a 2013, sendo conduzido por um conjunto de universidades e concretizando-se na publicação de um elencado de relatórios. Uma das considerações do estudo foi que os Projetos Tuning funcionam como políticas concretizadoras do Processo de Bolonha, que apoiado na crença na sociedade do conhecimento, esforça-se na colocação da Europa enquanto produtora do conhecimento mundial, chamada de estratégia para a Europa do Conhecimento. Outra consideração admitiu que o Projeto Tuning América Latina objetiva agir como metodologia para compatibilizar e comparar as formações superiores, com vistas à transnacionalização dos currículos e à formação de mão-de-obra em nível internacional. Neste sentido, a principal conclusão da pesquisa foi que o Projeto Tuning América Latina possui ressonâncias do Processo de Bolonha e orienta-se no discurso da Pedagogia das Competências, visando à colaboração na sustentação do sistema capitalista por meio de uma educação superior voltada às demandas do mercado. / The study involved the area of Latin American higher education, in a comparative perspective with the european. It is aimed to analyze the Tuning Latin America Project, discussing the assimilation of some of the elements of the Bologna Process in Latin America, as well as investigates the correlation of this educational policy with the notion of pedagogy skills, questioning the role of higher education in the current capitalist society. The method used was the bibliographical and documentary research, qualitative approach, and developed in the research axis of education and labor, on the one hand, works as an educational principle, due to its formative, and on the other hand, the education while humanizing. How broader context, the study considered the current phase of capitalism, named flexible accumulation, and the relationship of higher education with the formation of polyvalent professional through a Pedagogy of Skills. The Bologna Process, at this juncture, emerged as a public policy inserted in the European Union, aiming to end the expansion of competitive advantage of the block in terms of higher education and the internationalization of their modus operandi. As an example, there was the project Tuning Educational Structures in Europe, emerged in Europe in 2000, whose alignment with the guidelines of Bologna and the discourse of skills is imported to Latin America without major changes through the Tuning Latin America Project. The research object had two phases, from 2004 to 2007 and from 2011 to 2013, being driven by a set of universities and realizing on the publication of a part listed reports. One of the considerations of the study was that the Tuning Projects work as assured policies of the Bologna Process, which supported the belief in the knowledge society, strives in getting Europe as a producer of world knowledge, strategy call for the Europe of Knowledge. Another consideration admitted that the objective Tuning Latin America Project act as a methodology to match and compare the higher education, with a view to globalization of curricula and training of skilled manpower internationally. In this sense, the main conclusion of the research claims that the Tuning Latin America Project has the Bologna Process resonances and oriented in the discourse of the Pedagogy of Skills, in order to collaboration in support the capitalist system by facing higher education market demands.

O estudo situou-se no campo da educação superior latino-americana, em perspectiva comparada com a europeia. Teve como objetivo analisar o Projeto Tuning América Latina, de forma a discutir a assimilação de alguns dos elementos do Processo de Bolonha na América Latina, assim como investigar a correlação desta política educacional com a noção de pedagogia das competências, questionando-se a função da educação superior na sociedade capitalista atual. O método adotado foi o da pesquisa bibliográfica e documental, de abordagem qualitativa, e desenvolveu-se no eixo de pesquisa da educação e trabalho tendo, por um lado, o trabalho enquanto princípio educativo, devido a seu caráter formativo, e por outro, a educação, enquanto ação humanizadora. Como contexto amplo, o estudo considerou a atual fase do capitalismo, nomeada de acumulação flexível, e a relação da educação superior com a formação do profissional polivalente por meio de uma Pedagogia das Competências. O Processo de Bolonha, nessa conjuntura, surgiu como política pública inserido na União Europeia, tendo como objetivo fim a ampliação da vantagem competitiva do bloco em termos de educação superior e a internacionalização de seu modus operandi. Como exemplo, verificou-se o projeto Tuning Educational Structures in Europe, surgido na Europa em 2000, cujo alinhamento às orientações de Bolonha e ao discurso das competências é importado à América Latina sem grandes alterações por meio do Projeto Tuning América Latina. Este, objeto da pesquisa, dispôs de duas fases, de 2004 a 2007 e de 2011 a 2013, sendo conduzido por um conjunto de universidades e concretizando-se na publicação de um elencado de relatórios. Uma das considerações do estudo foi que os Projetos Tuning funcionam como políticas concretizadoras do Processo de Bolonha, que apoiado na crença na sociedade do conhecimento, esforça-se na colocação da Europa enquanto produtora do conhecimento mundial, chamada de estratégia para a Europa do Conhecimento. Outra consideração admitiu que o Projeto Tuning América Latina objetiva agir como metodologia para compatibilizar e comparar as formações superiores, com vistas à transnacionalização dos currículos e à formação de mão-de-obra em nível internacional. Neste sentido, a principal conclusão da pesquisa foi que o Projeto Tuning América Latina possui ressonâncias do Processo de Bolonha e orienta-se no discurso da Pedagogia das Competências, visando à colaboração na sustentação do sistema capitalista por meio de uma educação superior voltada às demandas do mercado. / The study involved the area of Latin American higher education, in a comparative perspective with the european. It is aimed to analyze the Tuning Latin America Project, discussing the assimilation of some of the elements of the Bologna Process in Latin America, as well as investigates the correlation of this educational policy with the notion of pedagogy skills, questioning the role of higher education in the current capitalist society. The method used was the bibliographical and documentary research, qualitative approach, and developed in the research axis of education and labor, on the one hand, works as an educational principle, due to its formative, and on the other hand, the education while humanizing. How broader context, the study considered the current phase of capitalism, named flexible accumulation, and the relationship of higher education with the formation of polyvalent professional through a Pedagogy of Skills. The Bologna Process, at this juncture, emerged as a public policy inserted in the European Union, aiming to end the expansion of competitive advantage of the block in terms of higher education and the internationalization of their modus operandi. As an example, there was the project Tuning Educational Structures in Europe, emerged in Europe in 2000, whose alignment with the guidelines of Bologna and the discourse of skills is imported to Latin America without major changes through the Tuning Latin America Project. The research object had two phases, from 2004 to 2007 and from 2011 to 2013, being driven by a set of universities and realizing on the publication of a part listed reports. One of the considerations of the study was that the Tuning Projects work as assured policies of the Bologna Process, which supported the belief in the knowledge society, strives in getting Europe as a producer of world knowledge, strategy call for the Europe of Knowledge. Another consideration admitted that the objective Tuning Latin America Project act as a methodology to match and compare the higher education, with a view to globalization of curricula and training of skilled manpower internationally. In this sense, the main conclusion of the research claims that the Tuning Latin America Project has the Bologna Process resonances and oriented in the discourse of the Pedagogy of Skills, in order to collaboration in support the capitalist system by facing higher education market demands.

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.

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

The aim of this thesis is to obtain a deeper understanding of students’ approaches to musical knowledge as it is distributed through one-to-one tuition in higher music education (HME). With a cultural-psychological perspective according to Bruner, the project was designed as a longitudinal, qualitative study of eight students in the performance program that concludes with a Bachelor of Arts degree in music. Two main musical genres were represented: Western classical music, and jazz and contemporary music. The students had one-to-one tuition on violin, classical guitar, saxophone and electric guitar, and were observed at three consecutive lessons per semester during one academic year. Many-sided data were collected: video recordings of instrumental lessons, semi-structured interviews with students and teachers, and the participants’ diary notes in connection with the observed lessons. In the analysis, the students’ approaches to knowledge of music cultural tools were focused. The results show that the students use three main approaches in relation to one-to-one tuition: adaptation, reflected navigation and indifference. These approaches vary and overlap, and are connected to the local cultural situations that are being studied, as well as to differences by instrument and genre. The different strategies used by the students are discussed in relation to apprenticeship in higher music education, and in relation to the consequences for students’ musical learning and knowledge development. The results are also connected to the Bologna process and the development of research-based teaching in HME. Methodological considerations and suggestions for further research are put forward. / Genom projektet, Instrumenatlisters musikaliska kunskapsutveckling. Finansierat av Vetenskapsrådet / Genom projektet, Vem äger lärandet? Finansierat av Myndigheten för nätverk och samarbete inom högre utbildning

Esta dissertação tem por tema a reforma da educação superior implantada na Alemanha, após o processo de Bolonha. A partir do contexto europeu de discussões sobre um projeto de construção da Europa do Conhecimento através do denominado processo de Bolonha, procurou-se investigar como ocorreu a reforma nas universidades de um modelo que já fora uma referência mundial, o modelo humboldtiano de educação superior. Os métodos empregados para a compreensão do processo europeu e da reforma alemã foram análises de conteúdos dos principais documentos relacionados aos encontros de ministros europeus, ao governo federal alemão, aos Estados, aos reitores e às universidades. Pode-se constatar ao longo do estudo que o sistema de educação superior alemão percebeu o seu tradicional modelo como inadequado frente às transformações sociais do final do século XX. Na medida em que avançaram as discussões internas e externas à Alemanha sobre a educação superior foi sendo substituído o modelo tradicional pelo novo modelo de ciclos do Processo de Bolonha, preservando-se a autonomia das instituições universitárias alemãs. / This dissertation is focused on the reform of higher education located in Germany, after the Bologna process. From the European context of discussions on a project to build the Europe of Knowledge through the so-called Bologna process, this study tried to investigate how occurred a broad reform in universities of a model that was already a world reference, the Humboldtian model of higher education in Germany. The methods employed for understanding the process of European and German reforms were analysis of content of key documents related to meetings of European ministers, the German federal government, the states, the rectors and universities. It can be seen throughout the study that the traditional model of higher education in Germany, with the social transformations of the end of the twentieth century, did not meet the demands of a more global society, having been gradually replaced by new structures for higher education. Despite the changes, they occurred within the maintaining the autonomy of universities.