Implementing European Strategies in Universities: The SOCRATES Experience.

Autor/inn/en	Barblan, Andris; Teichler, Ulrich
Titel	Implementing European Strategies in Universities: The SOCRATES Experience.
Quelle	Aus: Implementing European policies in higher education institutions. Kassel: Wissenschaftliches Zentrum für Berufs- u. Hochschulforschung (2000) S. 93-106Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsprogramm; Projekt; Europäische Integration; Hochschulpolitik; Internationaler Vergleich; Analyse; Europäische Union; ERASMUS (Förderung der Mobilität von Hochschulstudenten); SOCRATES (Förderung der Schul- und Hochschulbildung); Europa; Mitteleuropa; Osteuropa; Westeuropa
Abstract	With the inauguration of the SOCRATES programme, institutions of higher education in the eligible European countries had been challenged to take a more targeted view of their European and international activities. They were required to formulate a European Policy Statement as part of their applications for SOCRATES support for student and staff mobility as well as curricular innovation with a European dimension. A Team established by the Association of European Universities (CRE) in cooperation with the Centre for Research on Higher Education and Work had analysed European policies formulated in winter 1996/97. Two years later, a second study was undertaken the results of which are presented here. The study addressed the policies and activities about one year later, i. e. after they had experienced the SOCRATES support under these new conditions and after they have had the opportunity of implementing the policy they had formulated.... The third study commissioned to CRE was to take into account the maturation process from the "old" ERASMUS towards "ERASMUS within SOCRATES" by focusing on two areas of interest. Firstly the "newcomers", i. e., the European Policy Statements drafted by insitutions of higher education in Central and Eastern Europe joining for the first time, an analysis to be done in a comparative perspective: to what extent did these EPSs differ from those coming from institutions already involved in Western Europe, for example, as regards strategic thinking, the emphasis on European policies, the role of the intitutional centre, the expectations set on SOCRATES and the activities envisaged. Secondly, an update of the situation in EU countries. (DIPF/ orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)