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By Doina Verdes
Technical University Of Cluj-Napoca,Romania
And Claudia Semeraro
University Of Genoa, Italy
The Attractiveness of European Universities
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Because:- are not at home!- are located in the cities with history and cultural
tradition;- the mobility in a foreign university is a challenge to
prove your self that you can study and live abroad- it is a way to have an academic experience - it is an intercultural experience- is a way to study and communicate in a foreign language
Why are Or should be attractive European universities for students from non EU countries and vice versa ?
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To add more answers we can have: - a quick look at the aims of the Bologna Process for the establishment of a European higher education area – EHEA- to study the problem from the student perspective- and to make a view on two examples of good practice in the field of European and international student mobility
To add more answers
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European Higher Education Area - EHEA
adoption of a three-cycle structure Bachelor – Master - Doctorate introduction of the European Credit Transfer and
Accumulation System (ECTS) the provision of the Diploma Supplementthe recognition of joint degreesthe introduction of national qualifications
frameworks and the development of quality assurance in higher education.
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A Student Perspective
500 milion citizens500 milion citizens
Cultural & historical
centre
Cultural & historical
centre
Political and
economic institution
Political and
economic institution
One of the largest markets in the world
One of the largest markets in the world
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A study period in Europe, what should you expect?
“United in Diversity”
A wide range of choice
High intra-European student mobility
International environment
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Who will you meet?
Age and gender
Mainly < 25 years old
Higher percentage of women
Prevalently non-married
Average age
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Where will you live?
Depending on your destination: Private flat
More independence More expensive Housworking!
Student house Less expensive than private flats Fun with friends Less privacy
Parents Cheap No houseworking Less independenceERASMUS MUNDUS FASTQUAD PROJECT -NOVOSIBIRSK MEETING ,22-25 SEPTEMBER 2010
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TYPE OF ACCOMMODATION
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Level of satisfaction with material well-being by accommodation form
Students who are (very) satisfied with their material well-being living with parents/relatives vs. their counterparts maintaining own households
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Share of students fluent in two foreign languages (in%)
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Language ability and foreign study-related experience
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MAIN CONCERNS ABOUT STUDYING ABROAD
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Study hard…Study hard… …and beyond that?…and beyond that?
Different education system
Foreign language
New approach to the topics
Join a student association
Learn more about EU culture
Field trips in interesting locations
…more and more…
What will you do?
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In Sum, studying in Europe means…
Meeting a lot of young people
Living in a private flat or a student hall
Sharing experiences with other students
engaged in mobility
Learning a new language
Improve oneself
Chance of finding good jobs
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The good practice in European studies: the LLP - ERASMUS – Intensive Program
ATELIER: “CONCEPTION DES ESPACES DE TRAVAIL, SANTÉ, CONFORT ET PREVENTION
DES RISQUES// WORK PLACE DESIGN, HEALTH, SAFETY AND RISK PREVENTION
2006-200928263-IC-1-2005-1-FR-ERASMUS-IUPC-7
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University of Technology from Compiegne, FranceEcole Superieure d’Architecture, Clermont-
Ferrand, FranceTechnical University of Cluj-Napoca, RomaniaThe University Politehnica Bucharest, RomaniaChalmers University – Gotheborg
Partners
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WORKSHOP - France 2007Ecole Superieure d’Architecture de Clermont-Ferrand
Grands Atelieres de l’Isle d’Abeau
Subject: the wood industry
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WORKSHOP Sweden 2008Chalmers University - Gotheborg Medichus Lillhagsparkens -
Äldreboende
Subject: Elderly Persons Buildings
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Workshop – Romania 2009Universitatea Politehnica Bucharest, Technical University of
Cluj-Napoca
The car industry
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Persons participating to the project:180 Students and 10 teachers
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The Objectives
To make students, teachers, companies and institutions share knowledge and experience between various countries of Europe and to create a common frame of reference concerning the assessment of risks in work and the design of work places.
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development have been in two phases based on the heuristic pedagogy namely:
Methodology of the project
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GOALS
VISITS AT THE SITE
DEBRIEFEXPERT
LECTURES
The 1st Stage of the project
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The 2nd Stage of the project
CREATIVITY PROJECTS
BRAINSTORMINGMULTIDISCIPLNAIRE
GOALS
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The knowledges acquired
ConceptualisationIdentification, recognition, anticipationRisk matrixEngineering designDesign processesHow to build a model at scale 1Controls (risk reduction measures) Evaluation (assessment)
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Skills devloped
To interpret a concept and to represent it graphicallyTo realize and to artifact itTo identify the requirements for a given function of abuildingTo identify the reality hazard recognitionTo work in an interdisciplinary and international teamTo practice a foreign languageTo have intercultural exchange
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The competences
To design the work place in accordance with performances for:
- special functions of the building and technology- the structure of building in accordance with the
safety of work places- the risks management at the local work place
level and at the global technological process and building
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Recognition of the student work in the project
The subject is a new discipline which is not exactly the same in all the syllabus of participating schools or faculties;
The number of didactical hours was 48/week (very intensive!) for student and teacher; the duration of the workshop was two weeks;
The students acquired 5 ECTS credits for the subject “industrial design” (Mechanical Engineering) or the equivalence with the subject “practical training” or “architectural design” at the level admitted by the specific syllabus (Architecture, Electrical engineering, Civil engineering).
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Problems in organising the student mobility and didactical activity:
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The dissemination
The dissemination by Media (radio, TV, press)The presentation of the project to conferences The valorisation of the results in writing new
project to make a Curriculum for a modulus of learning at the European level to be implemented to the participating institutions
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Some of the fifteen models
elaborated by the students durring the
three workshops
Cluj-Napoca, Romania
Göteborg, Sweden
Grands Ateliers, l’Isle d’AbeauFrance
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The reflection
My basic idea is that for every person, in his and her culture and specific situation, other people and cultures provide a possibility for reflection and change, and that it is also a possibility to learn.
Elisabeth Birgison - Vice-Rector of Chalmers University, Sweden
Workshop, February 2008
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Example of good practice in international mobility
Tempus Project
N.I.R.O.A.Network of International Relation Offices
in AzerbaijanJan. 2008/Dec. 2010
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N.I.R.O.A partners:
From EU: University of Genoa (I) University of Siegen
(D) University of Nice (F) Thechnical University
of Athens (GR) University of
Budgoszcz (PL)
From Azerbaijan: Azerbaijan Medical
University Odlar Yurdu University Azerbaijan State Oil
Academy Qafkaz University
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N.I.R.O.A. purposes:
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N.I.R.O.A. outcomes
Successful training of the administrative staff
The IROs are open and working
International agreements between Azeri and European partners
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N.I.R.O.A. outlook
A first group of 12 students visited the Faculty of Medicine in Genoa for a two-weeks traineeship
A follow-up project will be submitted, aiming at establishing similar IROs in other countries
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