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Bridging the prosperity gap in the EU : The social challenge ahead
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Taking an interdisciplinary approach, the authors invaluably pinpoint both overarching problems and possibilities associated with the social dimension of European integration. Prominent researchers of economics, law and political science tackle this complex issue, providing new solutions within their respective fields of expertise. Illustrating the importance of cohesion, this book is vital for those interested in comparative European studies, from backgrounds in public and social policy, law and economics.
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- Bakardjieva Engelbrekt, Antonina, 1963-, et al.
(författare)
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The EU’s Role in Fighting Global Imbalances
- 2015
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Bok (refereegranskat)abstract
- The EU’s Role in Fighting Global Imbalances looks at the role of the European Union in addressing some of the greatest challenges of our time: poverty, protectionism, climate change, and human trafficking. Contributions from ten leading scholars in the fields of economics, law, and political science provide in-depth analyses of three key dimensions of EU foreign policy, namely: the internal challenges facing the EU, as its 28 member countries struggle to coordinate their actions; the external challenges facing the EU on the global arena, in areas where global imbalances are particularly pervasive, and where measures taken by the Union can have an important impact; and the EU´s performance on the global arena, in the eyes of other key actors. Based on a broad and interdisciplinary understanding of the concept of global imbalances, this book argues that these challenges follow from pervasive global imbalances, which at root are economic, political, and legal in character.
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- Mårtensson, Katarina, et al.
(författare)
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Developing a Quality Culture through the Scholarship of Teaching and Learning
- 2011
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Ingår i: Higher Education Research and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 30:1, s. 51-62
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Tidskriftsartikel (refereegranskat)abstract
- The critical features of a strategy to promote improved teaching and learning are explored in this article from a socio-cultural perspective in a research-intensive institution. The paper presents theoretical underpinnings and implications as well as an empirical case study of such a strategy and its seemingly successful results. The strategy builds on scholarship of teaching and learning beyond individual development, and aims at cultivating a culture of continuous improvement of teaching and student learning. The case study describes a number of co- ordinated, and interrelated activities at various institutional levels to support the strategy. The results are discussed in terms of academic engagement. Important aspects such as academic freedom, professional identity and leadership are also discussed.
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- Roxå, Torgny, et al.
(författare)
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Scholarship of Teaching and Learning as a strategy for institutional change
- 2007
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Ingår i: [Host publication title missing].
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Konferensbidrag (refereegranskat)abstract
- Scholarship of Teaching and Learning (SoTL) is discussed as a strategy for institutional improvement of teaching and learning. Engagement in SoTL could be an individual enterprise focusing external networks including conference presentations and journal publications. This strategy could lead to development and improved teaching for the individual but not necessarily contribute to the development of the local institution. An alternative strategy is to engage in networks with colleagues sharing the same context. We argue that this could lead to institutional change and that an institution needs an increasing proportion of individuals choosing this approach if long-term change and development is to be achieved. Academic teachers are also researchers and aware of the importance of a theoretical base in scholarly work. This might make them hesitate to engage in SoTL. It is important that the theoretical level is realistic so that a high enough proportion of teachers engage in local scholarly work within teaching and learning. We argue that if SoTL is used as an institutional strategy the use of theory should be monitored within the local context. We present an institutional strategy including several activities supporting SoTL. Academic developers work to promote good practices, support scholarly dialogues both horizontally and vertically among practitioners within the institution, and monitor the use of theory to increase the engagement of teachers. The academic developers fulfil an act of balance monitoring the use of theory – ensuring high engagement and at the same time gradually raising the theoretical level of the local SoTL.
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