DOCSLIB.ORG

Quality Assurance Policies in the European Higher Education Area: a Comparative Case Study Joanna Maria Jezierska University of Nevada Las Vegas

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Quality Assurance Policies in the European Higher Education Area: a Comparative Case Study Joanna Maria Jezierska University of Nevada Las Vegas UNLV Theses/Dissertations/Professional Papers/Capstones 1-1-2009 Quality assurance policies in the European Higher Education Area: A comparative case study Joanna Maria Jezierska University of Nevada Las Vegas Follow this and additional works at: http://digitalscholarship.unlv.edu/thesesdissertations Part of the Higher Education and Teaching Commons Repository Citation Jezierska, Joanna Maria, "Quality assurance policies in the European Higher Education Area: A comparative case study" (2009). UNLV Theses/Dissertations/Professional Papers/Capstones. Paper 460. This Dissertation is brought to you for free and open access by Digital Scholarship@UNLV. It has been accepted for inclusion in UNLV Theses/ Dissertations/Professional Papers/Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. QUALITY ASSURANCE POLICIES IN THE EUROPEAN HIGHER EDUCATION AREA: A COMPARATIVE CASE STUDY by Joanna Maria Jezierska Bachelor of Arts College of International Business and Foreign Languages Warsaw, Poland 1983 Master of Arts Pedagogical University ‘J. Kochanowski’ Kielce, Poland 1989 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy Degree in Higher Education Leadership Department of Educational Leadership College of Education Graduate College University of Nevada, Las Vegas December 2009 Copyright by Joanna Maria Jezierska 2010 All Rights Reserved THE GRADUATE COLLEGE We recommend that the dissertation prepared under our supervision by Joanna Maria Jezierska entitled Quality Assurance Policies in the European Higher Education Area: A Comparative Case Study be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Educational Leadership Bob Ackerman, Committee Member Gerald Kops, Committee Member Vicki Rosser, Committee Member LeAnn Putney, Graduate Faculty Representative Ronald Smith, Ph. D., Vice President for Research and Graduate Studies and Dean of the Graduate College December 2009 ABSTRACT Quality Assurance Policies in the European Higher Education Area: A Comparative Case Study by Joanna Maria Jezierska Dr. Robert Ackerman, Examination Committee Chair Associate Professor of Educational Leadership University of Nevada, Las Vegas European tertiary education became an important topic of the main leaders of the world academia a decade ago, when 29 European countries voluntarily signed the Bologna Declaration of 1999. This intergovernmental European initiative of educational reform, known as the Bologna Process, defines a common framework for higher education systems, and encourages the development of quality assurance within and between institutions of higher education. The purpose of this dissertation was to examine the implementation process of quality assurance policy, The Standards and Guidelines for Quality Assurance in Higher Education, in two European countries: the United Kingdom and Poland, including the quality assurance policy adaptation process on national level, modifications, and its impact on changes in national education systems and institutions in both countries. The institutional quality assurance policies of the University of Cambridge and Uniwersytet Jagieloński were evaluated and discussed here as well. iii This qualitative research followed a single comparative case study design with embedded multiple units of analysis guided by Fischer’s theoretical framework for policy evaluation. The researcher presented a detailed quality assurance policies’ analysis by utilizing event mapping, content analysis, and modified for this study, the Complementary Analysis Research Method Application (CARMA) as the data instruments. By examining and comparing the quality assurance policies, and their implementation processes, the researcher provided a broad perspective of different approaches to educational reform in European countries, their obstacles and successful initiatives. The study unfolded a picture of a regular, secure, and momentarily resistant approach in the UK, as one of the initiators of the reform, compared to Polish fast paced movement, as a participant, towards the European Higher Education Area. Despite diverse approach and progress made in each examined case, both countries still demonstrate a need for more proceedings and changes, especially on a national level. By evaluating the aforementioned policies in further detail, the quality assurance’s significance was emphasized as a link that connects all remaining objectives of the Bologna Process, and set the background to harmonize diverse education systems in institutions of higher education in Europe, and, what has been already explored, in other countries world-wide. iv TABLE OF CONTENTS ABSTRACT……. .............................................................................................................. iii ACKNOWLEDGMENTS ............................................................................................... viii LIST OF ACRONYMS ...................................................................................................... x LIST OF TABLES ............................................................................................................. xi LIST OF FIGURES .......................................................................................................... xii CHAPTER ONE INTRODUCTION .................................................................................. 1 Background ........................................................................................... 4 Quality Assurance in Higher Education in Europe ............................... 4 Statement of the Problem ...................................................................... 6 Theoretical Framework ......................................................................... 9 Research Questions ............................................................................. 11 Definitions of Terms …………………………………...……………11 Limitations .......................................................................................... 15 Significance of the Study .................................................................... 15 Summary ............................................................................................. 16 CHAPTER TWO SETTING THE CONTEXT ................................................................ 17 Forces that Brought Europe and the European Higher Education Together .............................................................................................. 17 European Integration ........................................................................... 17 The European Union ........................................................................... 19 Internationalization, Europeanization, and Globalization of Higher Education ............................................................................................ 22 Discussion on Educational Reforms in Higher Education in Europe . 23 Discussion on the Bologna Process .................................................... 24 The Bologna Process of 1999 ............................................................. 25 The Bologna Declaration’s Principles ................................................ 40 Accreditation and Quality Assurance Issues in the Bologna Process . 41 Quality Assurance in the European Higher Education Area .............. 44 Three Levels of Quality Assurance in the European Higher Education ............................................................................................................. 47 Accreditation Process on National Level in the European Higher Education Area .................................................................................... 51 Higher Education in the United Kingdom History ............................. 55 Steps in the Implementation of the Bologna Declaration’s Principles in England ............................................................................................... 68 University of Cambridge ..................................................................... 82 History................................................................................................. 82 University of Cambridge Today ......................................................... 83 v Higher Education in Poland History ................................................... 85 Current Tertiary Education System in Poland .................................... 88 Expansion ............................................................................................ 89 Steps in the Implementation of the Bologna Declaration’s Principles in Poland ............................................................................................... 100 Uniwersytet Jagieloński History ....................................................... 112 Current University ............................................................................ 114 CHAPTER THREE METHOD AND ANALYTIC PROCESS ..................................... 119 Part One - Method ............................................................................. 120 Theoretical Framework …………………………………………….120 Research Questions ………………………………………………...124 Research Design …………………………………………………....125 Case Study Method ……………………………………………..….128 Identification of Cases Selection of Institutions ............................... 129 Data Sources and Collection Procedures .......................................... 130 Data Analysis ...................................................................................
Load more

Recommended publications
  • Laboratorio Sulla Qualità Delle Istituzioni Universitarie
    Laboratorio sulla qualità delle istituzioni universitarie Rapporto per la Fondazione Cariplo a cura di Marino Regini Università degli Studi di Milano Dipartimento di Studi del Lavoro e del Welfare (DSLW) e Italian Centre for Research on Universities & HE Systems (UNIRES) Contributi di: Gabriele Ballarino, Sabrina Colombo, Fiammetta Corradi, Loris Perotti INDICE 1. Introduzione 2. Internazionalizzazione: le strategie adottate in Europa e le soluzioni praticabili in Lombardia 3. Formazione alla ricerca: l’organizzazione del livello post-graduate in Europa e il caso lombardo 4. Regno Unito: strategie di internazionalizzazione e formazione alla ricerca 5. Germania: strategie di internazionalizzazione e formazione alla ricerca 6. Olanda: strategie di internazionalizzazione e formazione alla ricerca Appendice I: i nove atenei studiati A. University of Warwick B. University of Manchester C. University of Liverpool D. Ruprecht-Karls-Universität Heidelberg E. Albert-Ludwig Universität Freiburg F. Konstanz Universität G. Universiteit van Amsterdam H. Universiteit Utrecht I. Universiteit Leiden Appendice II: le schede per la rilevazione dei dati Riferimenti bibliografici NOTA. Il presente rapporto di ricerca dal titolo “Laboratorio sulla qualità delle istituzioni universitarie” fa parte di un progetto più ampio su “La qualità del sistema d’istruzione lombardo. Misurazioni, confronti internazionali e proposte”, commissionato al Dipartimento di Studi del Lavoro e del Welfare (DSLW) e al Centro Interdipartimentale di ricerca su Lavoro, Formazione e Welfare (WTW) dell’Università di Milano, che comprende anche i sotto-progetti su: 1) Valore di segnalazione del voto di diploma e grading standard nelle scuole secondarie superiori; 2) La produttività e l’eccellenza scientifica delle università lombarde; 3) Fondazioni e promozione dell’eccellenza nel sistema educativo: esperienze di successo nel Regno Unito e negli USA.
    [Show full text]
  • International Students Pursuing Higher Education
    DEPARTAMENTO DE EDUCACIÓN COMPARADA E HISTORIA DE LA EDUCACIÓN FACULTAD DE FILOSOFÍAY CIENCIAS DE LA EDUCACIÓN UNIVERSIDAD DE VALENCIA INTERNATIONALISATION IN HIGHER EDUCATION: A COMPARATIVE VIEW OF CROSS-BORDER TYPES 1 & 2 EDUCATION AND THEIR IMPACT ON DEVELOPING AND DEVELOPED COUNTRIES Jacqueline M. Taylor Trabajo de Investigación del Programa de Doctorado 120F. Director: Dr. Luis Miguel Lázaro Lorente Valencia, mayo de 2014 2 ACKNOWLEDGEMENT The journey has been longer than initially anticipated, and certainly a memorable one. Embarking on this journey was made possible when the Department of Comparative Education and the History of Education accepted my letter of application. Thus, I express my gratitude for having had the opportunity to pursue my studies within the department and by extension, the University of Valencia. The journey has been both challenging and very rewarding due to all the persons who have made this a worthwhile experience. I begin by expressing thanks to Dr. Luis Miguel Lázaro Lorente for having accepted to be director of my Doctoral thesis. His ongoing encouragement to publish articles and to co-author a chapter, as well as his administrative assistance in providing the necessary documents required of the department for the renewal of my student visa annually is greatly appreciated. I am also grateful for the interest in my progress shown by each person in the Secretary Office of the department, Dr. Joan Marie Senet and Dr. Maria Jesús Martinez Usarralde throughout the years. I also wish to thank all my classmates, especially Ana Garcia, who has enriched my international student experience. I would like to thank my all friends who have encouraged me along this trajectory; but special thanks to Noemi Martinez, Loida Sanchez, Danny Moreno and David Guaita who have been with me on this journey from the beginning and who have been most encouraging and very supportive when I needed it most.
    [Show full text]
  • Jagiellonian University
    NJUsletter ISSN: 1689-037X TWO PRESIDENTIAL VISITS 69 SPRING/ SUMMER RECTORIAL ELECTIONS 2020 IN RESPONSE TO COVID-19 JAGIELLONIAN UNIVERSITY Faculty of Law and Administration Faculty of Philosophy Faculty of History Faculty of Philology Faculty of Polish Studies Faculty of Physics, Astronomy and Applied Computer Science Faculty of Mathematics and Computer Science Faculty of Chemistry Faculty of Biology Faculty of Geography and Geology Faculty of Biochemistry, Biophysics and Biotechnology Faculty of Management and Social Communication Faculty of International and Political Studies Faculty of Medicine Faculty of Pharmacy Faculty of Health Sciences Founded in 1364 3 16 faculties campuses 35,922 students, including 4,743 international, over 90 nationalities PhD students Each = 2,000 students = International students 2,356 94 158 8,342 study specialities employees, including programmes 4,509 academics USOS data as of 31.07.2020 In this issue... UNIVERSITY NEWS 2 French President Emmanuel Macron visits the Jagiellonian University Editor: 4 Education means being a complete person JU International 2 Relations Office – Maltese President lecturing at JU 4 6 New JU authorities © Dział Współpracy 7 100th Anniversary of Pope John Paul II’s Międzynarodowej UJ, 2020 birth Publications Officer: FEATURES Agnieszka Kołodziejska-Skrobek 9 JU in touch with the world 10 Coimbra Group 3-Minute Thesis Language consultant: 11 UNA.TEN Maja Nowak-Bończa 6 INTERNATIONAL RELATIONS Design: Dział Współpracy 14 UNA EUROPA 1Europe kick-off meeting Międzynarodowej UJ 16 International Students 2020 Gala 17 Polish-Brazilian botanical co-operation Translation: 19 DIGIPASS in Amsterdam Agnieszka Kołodziejska-Skrobek 20 From an ex-native speaker: On Becoming Polish 11 Edited in Poland by: Towarzystwo Słowaków STUDENT LIFE w Polsce www.tsp.org.pl 21 Bonjour – Hi.
    [Show full text]
  • Transatlantic Relations and Security Governance
    THE TRANSATLANTIC RELATIONSHIP AND THE FUTURE GLOBAL GOVERNANCE ISSN 2281-5252 WORKING PAPER 41 | OCTOBER 2014 Historically, the system designed to ensure largely as a consequence of Europe’s modest international security has its roots in the evo- hard power and lack of strategic cohesion. On lution of the European-centred the contrary, if centripetal dynamics balance of power into the prevail, the Europeans can make transatlantic-promoted use not only of their indi- liberal order. Because vidual assets to address the liberal order functional threats is so depend- such as terrorism ent on Western and regional crises (US) power, but also exploit the emerging Transatlantic Relations the soft power multipolar- potential of the ity undeni- and Security Governance EU, whereby ably poses a US power gains challenge to greater out- it. Yet, even reach and im- the most res- pact. Because US tive among power is still so the non-West- Riccardo Alcaro and strong and the US- ern powers such European partnership as China and Rus- Ondrej Ditrych still enduring, the capac- sia have a stake in its ity of transatlantic relations endurance, meaning that to shape security governance multipolarity is not intrinsically in- has not vanished. Multipolarity has compatible with the liberal order. If centrifu- made the use of that capacity a more compli- gal dynamics prevail, the transatlantic ability cated exercise, but not necessarily a less effec- to shape security governance will diminish, tive one. THIS PROJECT HAS RECEIVED FUNDING FROM THE EUROPEAN UNION’S SEVENTH FRAMEWORK PROGRAMME FOR RESEARCH, TECHNOLOGICAL DEVELOPMENT AND DEMONSTRATION UNDER GRANT AGREEMENT NO 612782 Transatlantic Relations and Security Governance Riccardo Alcaro and Ondrej Ditrych* EU US Governance International security Multipolarity Introduction “Governance” is a term of recent conceptualisation.
    [Show full text]
  • List of Participants to The" European Research and Innovation Days
    Ref. Ares(2019)6364717 - 15/10/2019 List of participants to the" European Research and Innovation Days” organised by the DG RTD in 24-26 September 2019 in Brussels cy_name Academy of Finland Vinnova ENEA Transport & Environment Scotland Europa Sciensano UCA Imtech ECOWAS Center for Renewable Energy and Energy Efficiency (ECREEE) European Commission EASME SPF Mobilité et Transport Innovate UK CEA LIST Universcience - Cite des sciences et de l'industrie Estonian Research Council ANSES ERTRAC Eupati.be Universiteit Antwerpen BusinessEurope Ceva Santé Animale Cleantech Scandinavia FFG - Austrian Research Promotion Agency Universtiy of Surrey, Surrey Space Centre EU-LIFE Ministry of Science, Innovation and Universities National Secretariat for Science, Technology and Innovation Saxony Liaison Office Brussels Academy of Finland / Business Finland Glasgow City Council Artech International BVBA Central Fisheries Research Institute DNV GL Estonian Liaison Office for EU R&I Oulu University Hospital Luxinnovation Maestro Design & Management Trinity College Dublin Bmvit World Fair Trade Organization Europe LEITAT Technological Center COST Association ITENE European Patients Forum EASE Red Cross Denmark Portugal Social Innovation Takeda ECTRI Vinnova CNRS - Institut Curie University of Limerick CSIC-IETcc UFZ Helmholtz Center for Environmental Research French National Research Agency CITY OF ROTTERDAM Cannabis Europe PSB-VIB CDTI - Ministry of Science, Innovation and Universities INNAXIS Foundation CDTI IPT - Polytechnic Institute of Tomar Business
    [Show full text]
  • Participation of Students with an Immigrant Background in European Higher Education
    Participation of students with an immigrant background in European Higher Education Contents Chapter 1 Introduction .........................................................................................................................................1 1.1 The EQUNET report in context ......................................................................................................................... 2 1.2 A focus on immigration .................................................................................................................................... 3 Chapter 2 Factors influencing the chances of immigrant and non-immigrant groups to access Higher Education in the EU countries ................................................................................................................................5 2.1 Language .......................................................................................................................................................... 7 2.2 Social background ............................................................................................................................................ 9 2.3 Educational aspirations .................................................................................................................................. 11 2.4 Legal status ..................................................................................................................................................... 13 2.5 Gender ...........................................................................................................................................................
    [Show full text]
  • Zastoupení Univerzit V Bruselu
    ZASTOUPENÍ UNIVERZIT V BRUSELU duben 2018, verze_4 Seznam vypracovala kancelář CZELO (projekt LTI17010) za účelem poskytnutí přehledu o univerzitách, které mají své zastoupení či kancelář v Bruselu. Obsah 1. Asociace zastupující univerzity ........................................................................................................ 2 2. Konference rektorů…………………………………………………………………………………………………………………………7 3. Podle zemí ....................................................................................................................................... 7 Belgie ................................................................................................................................................... 8 Dánsko ................................................................................................................................................. 8 Francie ................................................................................................................................................. 9 Japonsko .............................................................................................................................................. 9 Kypr...................................................................................................................................................... 9 Německo ............................................................................................................................................ 10 Nizozemsko ......................................................................................................................................
    [Show full text]
  • 2 – College Affairs the College Year
    ST ANTONY’S COLLEGE RECORD 2009–2010 Designed and produced in the Development Office at St Antony’s College © The Warden and Fellows of St Antony’s College, 2010 Contact information: St Antony’s College, Oxford, OX2 6JF Tel – 01865 284 700 www.sant.ox.ac.uk CONTENTS 1 – Overview of the College The College.................................................................................................... ........... 1 The Fellowship.......................................................................................................... 3 The Staff.................................................................................................................... 8 2 – College Affairs The College Year....................................................................................................... 10 From the Bursar......................................................................................................... 11 The Graduate Common Room................................................................................... 13 The Library................................................................................................................ 20 The St Antony’s–Palgrave Series.............................................................................. 21 3 – Teaching and Research African Studies.......................................................................................................... 22 Asian Studies............................................................................................................
    [Show full text]
  • Report of the Secretary-General to the Board of Governors of The
    Schola Europaea / Office of the Secretary-General Ref.: 2019-01-D-65-en-3 Orig.: FR Report of the Secretary-General to the Board of Governors of the European Schools for the year 2018 Approved by the Board of Governors of the European Schools at its meeting on 9-12 April 2019, in Athens This report refers to the following documents - Facts and figures on the beginning of the 2018-2019 school year in the European Schools (Ref. 2018-10-D- 17-en-3) - Report on school failures and repeat rates in the European Schools – 2018 (Ref. 2018-09-D-26-en-2) - Statistical report on educational support and on the integration of pupils with special educational needs into the European Schools in the year 2017-2018 (Ref. 2018-11-D-32-en-4) - ICT Report 2018 (Ref.: 2018-02-D-17-en-3) + Annex: Report of the IT-PEDA Working Group (Ref. 2019-02- D-16-en-1) - Report on the European Baccalaureate 2018 (Ref. 2018-09-D-12-en-6) - Annual Report of the financial controller for the year 2018 (Ref. 2019-02-D-25-en-3) - Annual Activity Report - art. 103.6 Financial Regulation 2017 (Ref. 2019-03-D-1-en-2) - Policy on enrolment in the Brussels European Schools for the 2019-2020 school year (Ref. 2018-12-D-14-en- 2) - Fact sheets on Accredited European Schools (Ref. 2018-11-D-21-en-2) – Updated in November 2018 - Multi-annual and annual plan 2019 of the Office of the Secretary-General of the European Schools (Réf.
    [Show full text]
  • Tätigkeitsbericht Für Die Jahre 2015 – 2017
    TÄTIGKEITSBERICHT FÜR DIE JAHRE 2015 – 2017 Direktoren Prof. Dr. Armin von Bogdandy Prof. Dr. Anne Peters Heidelberg 3 INHALTSVERZEICHNIS cc) Richterauswahl zu EGMR und EuGH ............................................................................... 31 dd) Corte costituzionale und BVerfG als gegenläufige Typen ................................................... 31 ee) Unionsrecht und abstrakte Normenkontrolle in Italien ...................................................... 32 ff) Autorität des EuGH dank institutionellem Recht ................................................................. 32 gg) Die Leitentscheidung ....................................................................................................... 33 hh) Solidaritätskonflikte in der Eurozone vor Gericht .............................................................. 34 ii) Gesetzgebungsauftrag aus Straßburg? ............................................................................... 35 jj) BVerfG und US Supreme Court: ein systemtheoretischer Vergleich..................................... 35 I. STRUKTUR UND GLIEDERUNG DES INSTITUTS ������������� 17 kk) The Greek Judiciary ........................................................................................................ 36 A. Struktur und Tätigkeitsschwerpunkte .................................................................................. 18 ll) Challenges of the Judiciary in the XXI Century .................................................................... 36 B. Büro Berlin .............................................................................................................................
    [Show full text]
  • Neue Bücher, Neue Aufsätze
    Bibliothek Neue Bücher, neue Aufsätze 57. Jg. Nr. 6 Juni 2018 Recht R1 Staatsrecht 1 R2 Verwaltungsrecht – Verwaltung – Kommunalpolitik 4 R3 Recht allgemein – Rechtspflege – Zivilrecht 6 R4 Strafrecht 8 R5 Wirtschaftsrecht 9 R6 Internationales Recht – Europarecht – Europäische Union 10 Politik P1 Parlament – Wahlen 13 P2 Politik allgemein – Politische Willensbildung – Parteien 15 P3 Innenpolitik – Landeskunde 21 P4 Außenpolitik – Entwicklungspolitik 23 P5 Verteidigung 26 Gesellschaft G1 Sozialpolitik – Sozialversicherung 29 G2 Gesellschaft – Bevölkerung 30 G3 Gesundheit – Sport 33 Wirtschaft W1 Wirtschaft allgemein – Wirtschaftspolitik 35 W2 Finanzen – Geld – Kredit 37 W3 Mittelstand – Unternehmen – Verbraucher 41 W4 Landwirtschaft 42 W5 Arbeit – Gewerkschaft 42 W6 Außenwirtschaft – Wirtschaftsintegration 43 Infrastruktur, Ressourcen und Technologie I1 Raumordnung – Städtebau – Verkehr 44 I2 Medien – Kommunikation – Datenverarbeitung 46 I3 Energie – Technologie – Naturwissenschaft 49 I4 Umwelt – Naturschutz 50 Geschichte, Wissen und Kultur K1 Bildung – Wissenschaft 53 K2 Geschichte – Zeitgeschichte 54 K3 Kirche – Religion – Philosophie 57 K4 Kultur – Literatur 58 ISSN 0931-3397 Dieses Verzeichnis informiert monatlich über eine Auswahl neuerworbener Bücher sowie neuer Aufsätze in Zeitschriften, Jahrbüchern und Sammelwerken. Die angezeigten Titel sind über den Bibliothekskatalog im Intranet zur Ausleihe bestellbar. Falls sie elektronisch vorliegen, können sie über den Bibliothekskatalog direkt als Volltext abgerufen werden. T.: 32626 Staatsrecht
    [Show full text]
  • Elenco Associazioni Network DIRI
    Qualificazione Denominazione Acronimo Scopo Sede Sito istituzionale giuridica Founded in 1985 and formally constituted by Charter in 1987, the Coimbra Group is an association of long-established European multidisciplinary universities of high international standard. The Coimbra Group is committed to creating special academic and cultural ties in order to promote, for the benefit of its members, internationalisation, academic collaboration, Coimbra Group CG excellence in learning and research, and service to society. It is also the purpose of the Group to influence European Bruxelles Associazione https://www.coimbra-group.eu/ educational policy and to develop best practice through mutual exchange of experience. IAU brings together its Members more than 130, for reflection and action on common priorities. IAU is an indipendent bilingual ( English end French ), non-governemental organization. It acts as the global voice of higher education to International Association of UNESCO and other international higher organizations, and provides a global forum for leaders of institutions and IAU Paris Associazione https://www.iau-aiu.net/ Universities associations. Its services are avaliable on the priority basis to members but also to organisations, institutions and authorities concerned with higher education, as well as to individual policy and decision-makers, specialists, administrators, teachers, researchers and students. The Utrecht Network encourages contacts among universities and the surrounding community or regions, in the area of academic, educational, social and technological developments. Utrecht Network Utrecht Network Utrecht Associazione http://www.utrecht-network.org/ Since it came into existence the Network has worked toward a number of objectives. In the future these activities will be continued on the same footing.
    [Show full text]