Social and Economic Conditions of Student Life in Europe

Gwosć, Christoph; Hauschildt, Kristina; Vögtle, Eva Maria

doi:10.3278/6001920cw

Cited by 10 publications

(1 citation statement)

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“…In this sense, important circumstances are age, family background, whether students are already employed, etc. Monitoring the psychological-social dimension of student mobility has become increasingly important in recent years and is the focus of this study (Orr, 2011).…”

Section: Adaptation Of Students To the Dynamics Of Social And Technol...mentioning

confidence: 99%

The use of digital technologies for positive economic benefit in the preparation of students

Alina,

Donéeová,

Kislingerová

et al.

International Scientific Conference INPROFORUM

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The article deals with the interdisciplinary approach of interested social sciences (in particular, economics, social work, sociology, pedagogy, etc.) when introducing digital technologies into the educational process of students going on a practical internship. At the same time, the investment process of human capital appreciation in the preparation of students is looked at here.In the empirical part of the contribution, the need to introduce digital technologies into teaching is presented not only in connection with the process of human capital appreciation, but also from the point of view of the country's social issues.

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Section: Adaptation Of Students To the Dynamics Of Social And Technol...mentioning

confidence: 99%

The use of digital technologies for positive economic benefit in the preparation of students

Alina,

Donéeová,

Kislingerová

et al.

International Scientific Conference INPROFORUM

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“Bologna Digital”—Actively Shaping the Digital Transformation in European Higher Education

Orr¹,

Rampelt

Knoth

2020

European Higher Education Area: Challenges for a New Decade

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Digital transformation will impact the European Higher Education Area (EHEA) and could contribute to developing a new vision for the Bologna Process and for higher education in Europe and beyond. In recent years, research on European and national levels has shown increasing attention being paid to digitalisation and digital transformation by higher education leadership. The 2015 and 2018 Ministerial Communiqués also clearly emphasised the importance of the topic for the EHEA. Yet, a strategic integration of digitalisation into higher education policy and practice remains hard to find. This is for two main reasons: (1) because although digitalisation is often seen as a technical innovation, it must, in fact, be a social innovation for it to have any impact and (2) because higher education as a field of practice, especially in Europe, is a multi-layered system where strategic impact is only possible if all layers are broadly following the same objectives. With reference to policy theory, the authors conjectured that reducing goal conflict and practice ambiguity would help to facilitate a more integrative digital policy and practice. With this aim, the authors launched a White Paper in 2019 to facilitate broad agreement on the potential of digitalisation within the Bologna framework. This contribution provides an interim evaluation of the initiative and its next steps. In this, it provides a reflexive review of how practitioners and researchers in the field might hope to influence policymaking and practice in the area of digitalisation.

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What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

Sanderson

Kessel

Chen

2022

Univ Access Inf Soc

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Purpose Students in higher education are a diverse group comprising people with different backgrounds and abilities. Regulations require that digital learning materials and platforms employed in higher education accommodate this diversity. Furthermore, they require faculty members to have an understanding of universal design and digital accessibility, as well as practical knowledge of how to make learning materials and courses accessible for more students. The goal of this research is to gain insight into the status of such knowledge among faculty members. Methods The research presented in this paper involved a qualitative study. Semi-structured interviews were conducted with 35 faculty members employed in higher education institutions (HEIs) in Norway and Poland. The participants worked in the computer science and engineering disciplines. The data was analysed using thematic analysis, and two main themes and six sub-themes were identified. Results We found that most participants lack sufficient understanding of digital barriers and assistive technologies. Very few were aware of legislation and guidelines related to universal design. Most importantly, the majority lack practical knowledge on how to make digital learning materials and courses accessible. Furthermore, the solutions they propose for addressing the barriers are intuitive and only encompass barriers that are easy to recognise and identify. Conclusion The findings indicate that there is a gap between legislation and implementation in practice when it comes to making digital learning materials accessible in higher education. The lack of knowledge among faculty members shows that training is necessary to increase understanding and practical knowledge, and HEIs should prioritise this in strategies and action plans going forward.

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Social and Economic Conditions of Student Life in Europe

Cited by 10 publications

References 0 publications

The use of digital technologies for positive economic benefit in the preparation of students

The use of digital technologies for positive economic benefit in the preparation of students

“Bologna Digital”—Actively Shaping the Digital Transformation in European Higher Education

What do faculty members know about universal design and digital accessibility? A qualitative study in computer science and engineering disciplines

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