Relevant bibliographies by topics / Central European University

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Central European University'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Central European University"

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Pelczynski, Zbigniew. "THE CENTRAL EUROPEAN UNIVERSITY." International Sociology 7, no. 1 (1992): 115–17. http://dx.doi.org/10.1177/026858092007001010.

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Laczó, Ferenc. "The Tragedy of Central European University." Current History 119, no. 815 (2020): 83–88. http://dx.doi.org/10.1525/curh.2020.119.815.83.

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The splendid new campus in downtown Budapest will in all likelihood feel eerily quiet in the coming years—a forcibly abandoned cathedral that was devoted to our precarious belief in an open and argumentative future.
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Baskerville, Stephen. "Academic Freedom and the Central European University." Academic Questions 32, no. 2 (2019): 257–62. http://dx.doi.org/10.1007/s12129-019-09793-6.

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Burquel, Nadine. "University—Enterprise Cooperation in Central and Eastern Europe." Industry and Higher Education 12, no. 1 (1998): 10–16. http://dx.doi.org/10.1177/095042229801200102.

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This paper highlights the main findings of a study carried out within the framework of the European Commission's Tempus programme on university–enterprise cooperation in Central and Eastern Europe. The study was launched in 1996 by the Commission with the technical assistance of the European Training Foundation and developed with the European Centre for Strategic Management of Universities (ESMU) and the Slovak Tempus Office. The author presents the results of desk research on a sample of Tempus projects, and sets out the conclusions and recommendations to policy makers, to project promoters and to the Tempus programme. She describes the nature of university–enterprise cooperation projects in Central and Eastern European countries, showing the active role of individuals, development agencies, local authorities and various interface structures. However, she points out that university–enterprise cooperation is still confronted by major constraints linked to people (the vision of the university, the place of university–enterprise cooperation in that vision, the lack of initiatives and skills to develop it) and to systems (the internal management structure of universities, the hierarchical positioning of university representatives, the legal framework and degree structure which impact on agreements between universities and enterprises).
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Bergen, Doris L. "Growing Up with Central European History." Central European History 51, no. 1 (2018): 23–25. http://dx.doi.org/10.1017/s0008938918000298.

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Central European History (CEH) was the first scholarly journal I really got to know, and for more than thirty years, it has been important to me in all kinds of ways. I first encountered CEH as a Master's student at the University of Alberta, where my primary supervisor was the extraordinary Annelise Thimme, author of highly original works on Hans Delbrück, Gustav Stresemann, and the Deutschnationale Volkspartei. The discipline of history was new to me, and although I had taken some interesting undergraduate classes on early modern and modern history at the Universities of Saskatchewan and Munich, I had no idea about historiography, professional networks, or academic publishing. I probably did not even understand what the term Central Europe meant.
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Gal, Susan, Martin Schulze Wessel, Geneviève Zubrzycki, et al. "A Protest Letter in Support of the Central European University." Anthropology News 58, no. 3 (2017): e410-e413. http://dx.doi.org/10.1111/an.438.

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Lubamersky, Lynn. "Women in History—Women's History: Central and Eastern European Perspectives. Eds. Andrea Pető and Mark Pittaway. Central European University History Department Working Paper, no. 1. Budapest: Central European University, 1994. 153 pp. Tables. Paper." Slavic Review 54, no. 4 (1995): 1118–19. http://dx.doi.org/10.2307/2501479.

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Pospíšilová, Tereza. "Transnational Philanthropy and Nationalism: The Early Years of Central European University." Monde(s) 6, no. 2 (2014): 129. http://dx.doi.org/10.3917/mond.142.0129.

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Jarausch, Konrad H. "Central European Historyat Fifty: Notes from a Longtime Fan." Central European History 51, no. 1 (2018): 12–22. http://dx.doi.org/10.1017/s0008938918000055.

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In the mid-1960s, a small delegation of graduate students went to Theodore S. Hamerow's office at the University of Wisconsin—Madison. Noting that theJournal of Central European Affairshad ceased publication in 1964, James Harris, Stanley Zucker, and I asked our advisor why there was no academic journal dedicated to German history, a new field that had been developing rapidly. What could we do to create such an organ? The otherwise placid Hamerow wrinkled his brow and angrily asked who had put us up to this initiative! When we answered that this was just our idea, he relaxed and told us that he was the chair of a committee charged by the Conference Group for Central European History with doing just that, namely, founding such a new journal. Douglas A. Unfug of Emory University had already put in a bid, in fact, andCentral European Historystarted to appear in 1968. By using a variation of the previous name, the journal hoped to pick up prior subscribers and avoid being identified by its title with the erstwhile enemy—Germany.
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Mali, Franc. "The Eastern European Transition." Industry and Higher Education 12, no. 6 (1998): 347–56. http://dx.doi.org/10.1177/095042229801200604.

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University–industry–government relations are in a period of transition in Eastern and Central Europe. This transformation is a complex and multidimensional historical and social process. Eastern and Central European countries are being forced to make structural shifts not only in regard to the collapse of communist regimes, but also in relation to the worldwide changes in the production, dissemination and application of scientific knowledge. This article is concerned with the barriers which are preventing a more rapid transformation of the university research system in the region. Key problems include: a dramatic decline in the resources dedicated to R&D at the national level; rigid separation of the different components of the R&D system; the concentration of research outside the universities; and the influence of traditionalist lobby groups which do not understand the role of the modern university. There is also insufficient awareness among academics about issues relating to intellectual property, too much reliance in industry on the linear model of innovation, and an inadequate recognition among political decision makers that universities must now organize new forms of cooperation with industry, as well as with society in general. Against this background, the paper makes it clear that the institutional restructuring of academic research and its cooperation with industry in transitional post-communist countries is far from concluded.
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Dissertations / Theses on the topic "Central European University"

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Grözinger, Elvira. "Harriet Pass Freidenreich: Female, Jewish, and Educated. The Lives of Central European University Women / [rezensiert von] Elvira Grözinger." Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2009/3967/.

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rezensiertes Werk: Freidenreich, Harriet Pass: Female, Jewish, and educated : the lives of Central European university wome. - Bloomington [u.a.] : Indiana Univ. Press, 2002. - XXII, 296 S. : Ill., Kt. (The modern Jewish experience) ISBN 0-253-34099-3
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Hilding, Jana. "Education as a matter of security in Hungary : a case study of official statements by prime minister Viktor Orbán in 2017." Thesis, Försvarshögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-8749.

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This paper examines the securitization of education in Hungary during 2017 according to the statements of prime minister Viktor Orbán in official speeches published on the Hungarian government’s website. This quantiative examination combines the methods of discourse analysis, taking off from the works of Ernesto Laclau and Chantal Mouffe, partially extended with the comments of Marianne Winther Jørgensen and Louise Phillips, with the Copenhangen School’s dictum on securitization being performed through a speech act. It is argued that securitization can be used in examining the sudden changes in the Amendments to the Law on National Higher Education (education policy), a combination which is not a traditional proceeding in security research. The findings of the paper show on one hand Hungary’s shifting role within the European Union (EU) as a more, respectively less, independent member depending on the topic being discussed, and on the other that the principal referent objects in a security discourse is the Hungarian nation, with Central European University (CEU) as the particular target to the changes, essentially being accused to be part of an illegal network sponsored by George Soros with the aim to facilitate illegal migration (sic!), which from a securitization move perspective therefore legitimizes immediate action by the Hungarian government.
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Marshall, Anne. "Ngaparti-ngaparti ecologies of performance in Central Australia : comparative studies in the ecologies of Aboriginal-Australian and European-Australian performances with specific focus on the relationship of context, place, physical environment, and personal experience. /." View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040804.155726/index.html.

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Loos, Helmut. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Schröder, 1997. https://ul.qucosa.de/id/qucosa%3A15153.

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Loos, Helmut, Eberhard Möller, and Klaus-Peter Koch. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig : in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Gudrun Schröder Verlag, 2015. https://ul.qucosa.de/id/qucosa%3A16112.

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Loos, Helmut, Eberhard Möller, and Klaus-Peter Koch. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig : in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Gudrun Schröder Verlag, 2013. https://ul.qucosa.de/id/qucosa%3A16126.

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Loos, Helmut, and Klaus-Peter Koch. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig : in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Gudrun Schröder Verlag, 2016. https://ul.qucosa.de/id/qucosa%3A16177.

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Loos, Helmut. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig : in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Gudrun Schröder Verlag, 2017. https://ul.qucosa.de/id/qucosa%3A32286.

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Loos, Helmut. "Musikgeschichte in Mittel- und Osteuropa: Mitteilungen der internationalen Arbeitsgemeinschaft an der Universität Leipzig : in Zusammenarbeit mit den Mitgliedern der internationalen Arbeitsgemeinschaft für die Musikgeschichte in Mittel- und Osteuropa an der Universität Leipzig." Gudrun Schröder Verlag, 2018. https://ul.qucosa.de/id/qucosa%3A70688.

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Mizerová, Eva. "Absolventi vysokých škol na trhu práce zemí střední a východní Evropy." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-10578.

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The diploma thesis is focused on the situation of university graduates in Central and Eastern European (CEE) countries. The main objective of the thesis is to analyse opinions, attitudes and expectations of today's university graduates in the CEE region, with focus on the Czech Republic, Croatia, Hungary, Romania and Slovakia, and then, based on this analysis, to define recommendations for companies. This analytical part is preceded by a general definition of relationship between university graduates and companies, concentrating particularly on their recruitment, as well as description of labour market and system of tertiary education in CEE countries. Furthermore, education policy of European Union and its influence on development of tertiary education systems in the region is also mentioned.
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Books on the topic "Central European University"

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Female, Jewish, and educated: The lives of Central European university women. Indiana University Press, 2002.

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Library, University of Toronto. Newspapers from Central and Eastern Europe in the University of Toronto Library. Petro Jacyk Central and East European Resource Centre, University of Toronto Library, 2000.

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J, Szabo Franz A., ed. Legacy of empire: Treasures of the University of Alberta's Central European library collection. University of Alberta Libraries, 2008.

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Katalin, Keserü, Szegedy-Maszák Zsuzsanna, and Baranowa Anna, eds. Text and image in the 19-20th century art of Central Europe: Proceedings of the international conference organized at the Eötvös Loránd University of Budapest, September 21-22, 2009. Eötvös Univ. Press, 2010.

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1941-1996, Jennings Ronald C., Demiryürek Mehmet 1971-, Tayhani İhsan 1951-, Ağayev Elnur, and Lefke Avrupa Üniversitesi, eds. Osmanlı ve Cumhuriyet dönemi Türk tarihi: I. Uluslararası Lefke Avrupa Üniversitesi Tarih Kongresi (6-9 Nisan 2011) = Turkish history of Ottoman and Republic period : 1st International European University of Lefke History Congress (6-9 April 2011) : bildiri kitabı. Lefke Avrupa Üniversitesi, 2011.

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M, Cienciala Anna, East Central European Center (Columbia University), and Piłsudski Institute of America, eds. Reflections on Polish foreign policy: Proceedings from a conference sponsored by the East Central European Center, Columbia University and the Józef Piłsudski Institute for Research in the Modern History of Poland : 17 November 2005. Columbia University Scool of International and Public Affairs, 2007.

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author, Szelényi Katalin 1974, ed. Global citizenship and the university: Advancing social life and relations in an interdependent world. Stanford University Press, 2011.

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A European affair: Memoirs. R. Spencer, 2007.

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Bosco, Andrea, and Massimiliano Guderzo, eds. A Monetary Hope for Europe. Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-966-5.

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A Monetary Hope for Europe. This book studies the euro in a global perspective and opens a new series edited by the Jean Monnet European Centre of Excellence of the University of Florence, Verso l’unificazione europea. Most of the chapters have been written by economists who met and discussed their diverse views at a multi-disciplinary conference organized by the Centre in May 2013 under the title The euro and the struggle for the creation of a new global currency: Problems and perspectives in the building of the political, financial and economic foundations of the European federal government. The list of contributors also includes historians as well as European and international law academics. Their essays have been revised on the basis and against the backdrop of an ongoing crisis of both the euro and the whole European project in the last years and months. The volume aims to provide useful data and interpretations to improve knowledge on the euro and the European Union in their economic, historical, juridical and political perspectives.
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Discourses and strategies: The role of the Vienna school in shaping Central European approaches to art history & related discourses. Peter Lang Edition, 2013.

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Book chapters on the topic "Central European University"

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Harbord, John. "A European Model for Writing Support." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_2.

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Doroholschi, Claudia Ioana, Dumitru Tucan, Mădălina Chitez, and Otto Kruse. "Introduction: Understanding Academic Writing in the Context of Central and Eastern European Higher Education." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_1.

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Holicza, Peter. "Regional Mobility in Europe: The Importance of CEEPUS Based on Hungarian Evidence." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_6.

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Abstract The Central European Exchange Programme for University Studies (CEEPUS) was founded more than 25 years ago with the aim of supporting the strategic role of the region by academic and further cooperation among the Central, Eastern and Balkan States of Europe. Its framework covers mobility grants for students and teachers within academic networks designed to operate joint programmes and degrees. The importance and impact of CEEPUS are less researched and highlighted compared to the European Union flagship Erasmus Programme, but its results and potential made a comeback to international political agendas and are an actual topic on policy forums. The current scheme is secured only until 2025. Therefore, this research intends to support decision and policymaking processes for future planning by presenting the outcomes of programme participation and necessary changes for improvement and to answer whether the CEEPUS is still needed besides the Erasmus+ and other mobility programs. Hungary is among the founders and one of the most important member states considering the allocated grants, the number of professional networks and mobilities—that make the processed sample representative and valuable.
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Sutinen, Seppo, Pekka Lassila, and Ulla-Maija Karjalainen. "OUPA — Pathology Data Management System of Oulu University Central Hospital." In Medical Informatics Europe 85. Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-642-93295-3_116.

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Börjesson, Mikael, and Pablo Lillo Cea. "World Class Universities, Rankings and the Global Space of International Students." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_10.

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AbstractThe notion of World Class University suggests that this category of universities operates at a global and not national level. The rankings that have made this notion recognised are global in their scope, ranking universities on a worldwide scale and feed an audience from north to south, east to west. The very idea of ranking universities on such a scale, it is argued here, must be understood in relation to the increasing internationalisation and marketisation of higher education and the creation of a global market for higher education. More precisely, this contribution links the rankings of world class universities to the global space of international student flows. This space has three distinctive poles, a Pacific pole (with the US as the main country of destination and Asian countries as the most important suppliers of students), a Central European one (European countries of origin and destination) and a French/Iberian one (France and Spain as countries of destination with former colonies in Latin America and Africa as countries of origin). The three poles correspond to three different logics of recruitment: a market logic, a proximity logic and a colonial logic. It is argued that the Pacific/Market pole is the dominating pole in the space due to the high concentration of resources of different sorts, including economic, political, educational, scientific and not least, linguistic assets. This dominance is further enhanced by the international ranking. US universities dominate these to a degree that World Class Universities has become synonymous with the American research university. However, the competition has sharpened. And national actors such as China and India are investing heavily to challenge the American dominance. Also France and Germany, who are the dominant players at the dominated poles in the space, have launched initiative to ameliorate their position. In addition, we also witness a growing critique of the global rankings. One of the stakes is the value of national systems of higher education and the very definition of higher education.
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Shadymanova, Jarkyn, and Sarah Amsler. "Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_9.

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AbstractBetween 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.
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Lusek, Joanna, and Horst Doležal. "Jewish Students from Silesia Studying at the Medical Faculty of Vienna University in the Years 1850–1938 According to the Records Regarding University Promotion and Requirements." In Jewish Medicine and Healthcare in Central Eastern Europe. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92480-9_10.

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Chitez, Mădălina, Roxana Rogobete, and Alexandru Foitoş. "Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_34.

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Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).
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Knoll, Paul W. "Literary Production at the University of Cracow in the Fifteenth Century." In The Development of Literate Mentalities in East Central Europe. Brepols Publishers, 2004. http://dx.doi.org/10.1484/m.usml-eb.3.4354.

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Moraru, Camelia, Mihaela Aluaş, Andrei Kelemen, et al. "Academic Writing at Babeş-Bolyai University. A Case Study." In University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95198-0_4.

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Conference papers on the topic "Central European University"

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Ambroziak, Lukasz. "Determinants of trade in value added: the case of the Central and Eastern European Countries." In University for Business and Technology International Conference. University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.242.

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"University-Affiliated Technology Parks in Central Europe: An Effective Development Concept?" In 10th European Real Estate Society Conference: ERES Conference 2003. ERES, 2003. http://dx.doi.org/10.15396/eres2003_160.

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Kudryavtsev, Ilya. "Teaching digital electronics and microprocessors in a University." In the 12th Central and Eastern European Software Engineering Conference in Russia. ACM Press, 2016. http://dx.doi.org/10.1145/3022211.3022217.

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PRUGBERGER, Tamás, and Róbert ROMÁN. "CENTRAL EUROPEAN ISSUES RELATED TO THE PROTECTION OF THE INTERESTS OF EXECUTIVE EMPLOYEES IN THE LIGHT OF EURO-ATLANTIC LAW." In 12th International Conference of J. Selye University. J. Selye University, Komárno, Slovakia, 2020. http://dx.doi.org/10.36007/3754.2020.335.

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Bogoy, Yury A., Anatoly V. Voronin, Dmitry G. Korzun, Alexandr V. Borodin, Alexandr S. Kolosov, and Mikhail A. Kryshen. "Programming for open platforms at universities: Experience of joint activity of Petrozavodsk state university and Nokia university cooperation program." In 2009 5th Central and Eastern European Software Engineering Conference in Russia (CEE-SECR 2009). IEEE, 2009. http://dx.doi.org/10.1109/cee-secr.2009.5501163.

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SCUTARIU, Adrian-Liviu. "Particularities and Trends of Tourism in the Central and Eastern Part of European Union." In The 14th Economic International Conference: Strategies and Development Policies of Territories: International, Country, Region, City, Location Challenges, May 10-11, 2018, Stefan cel Mare University of Suceava, Romania. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.78.

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Rataj, Malgorzata, and Joanna Wojcik. "Are we ready to use mobile devices in higher education? A case study from a central-eastern European university." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274102.

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Hubáček, Martin, Jaromír Čapek, and Iva Mertová. "Comparison of map reading skills and geographical knowledge of future officers and geography teachers." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-5.

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Map reading is an important skill of the human population which varies from person to person depending on the age, education and many other circumstances. It is expected that some groups of adult population have higher skills in this area. Soldiers, architects, geography teachers and others belong to this group of people. The skills in reading paper maps are disappearing in current digital world. This is also observed in the case of students of the University of Defense in Brno. 228 students were tested in map reading and geographical knowledge of the Czech Republic to verify this fact. The examination of the map reading skills took place over a standard topographic map at a scale of 1 : 25 000 from the production of the Geographic Service of ACR. Testing of geographical knowledge of the Czech Republic was focused on drawing the map of district towns, rivers and geomorphological units of the Czech Republic. The results confirmed the initial assumptions about the decreasing level of these skills. In addition, there were also significant differences between individual groups of students caused mostly because of previous education as well as the currently studied specialization. The same testing was done on students of the Faculty of Education of Masaryk University in Brno to confirm these conclusions. This group of students achieved worse results in map reading, but on the other hand, they have better knowledge of the geography of the Czech Republic.
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DORGAN, Viorel, Viorica CALUGHER, and Ecaterina LUNGU. "Strengthening the Partnership between the University and Graduates: Realities and Challenges." In 3rd Central & Eastern European LUMEN International Conference – New Approaches in Social and Humanistic Sciences | NASHS 2017| Chisinau, Republic of Moldova | June 8-10, 2017. LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.nashs2017.17.

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10

Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Reports on the topic "Central European University"

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Hurlburt, Harley E., E. J. Metzger, Jay F. Shriver, and Bruce W. Hundermark. A Comparison of Wind Stresses Derived from Archived Operational European Centre for Medium-Range Weather Forecasts 1OOO-mb Winds and Florida State University Pseudo Stresses over the Tropical Pacific Ocean, 1981-1993. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada369825.

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