European Space For Higher Education Research Articles

The teaching of Radiology in other university studies

After the implementation of the European Space for Higher Education, the contents of the Radiology and Physical Medicine Area that were taught in the Medicine Degree have also been incorporated into the new degrees of Dentistry, Nursing, Physiotherapy, Podiatry, and, to a lesser extent, Pharmacy, Occupational Therapy, Logopedia, and Biomedical Engineering As a whole, the basic concepts of radiology and radiological protection are taught in Murcia in 5 different degrees with a total of 52.5 ECTS credits, participating in the training of 1219 students each academic year. This incorporation in the new degrees has tripled the number of subjects in which undergraduate teaching is taught, and doubled both the number of ECTS credits and the number of undergraduate students to whom it directs its training work. Thus, given the possible creation of new university degrees in the near future (Diagnostic Imaging and Radiotherapy Technicians), it would be necessary to involve a greater number of accredited professionals, from different specialties, and to optimize teaching resources (bibliography, material teacher, clinical cases, etc.,) for its usefulness in the different subjects that share similar contents.

La enseñanza de la Radiología en otros estudios universitarios

After the implementation of the European Space for Higher Education, the contents of the Radiology and Physical Medicine Area that were taught in the Medicine Degree have also been incorporated into the new degrees of Dentistry, Nursing, Physiotherapy, Podiatry, and, to a lesser extent, Pharmacy, Occupational Therapy, Logopedia, and Biomedical Engineering As a whole, the basic concepts of radiology and radiological protection are taught in Murcia in 5 different degrees with a total of 52.5 ECTS credits, participating in the training of 1,219 students each academic year. This incorporation in the new degrees has tripled the number of subjects in which undergraduate teaching is taught, and doubled both the number of ECTS credits and the number of undergraduate students to whom it directs its training work. Thus, given the possible creation of new university degrees in the near future (Diagnostic Imaging and Radiotherapy Technicians), it would be necessary to involve a greater number of accredited professionals, from different specialties, and to optimize teaching resources (bibliography, material teacher, clinical cases, etc.) for its usefulness in the different subjects that share similar contents.

Editorial Special Issue on Governance: International Journal of Film and Media Arts

In 2017, the Rome Declaration signaled the EU pledge to work towards a ‘Union where young people receive the best education and training and can study and find jobs across the continent. In that same year the Commission set out the vision of the European Education Area (EEA) as a genuine common space for quality education and lifelong learning across borders for all. Further acknowledgment of the key role higher education plays in the future of Europe occurred with the publication of the “Council Resolution on a strategic framework for European cooperation in education and training towards the European Education Area and beyond (2021-2030)” in February 2021 (2021/C 66/01). In order to attain this European Education Area and the related European Space for Higher Education, many actions have since then been designed and implemented, of which one of the most important is the “European Strategy for Universities” that aims to support the higher education sector in adapting to changing conditions and strengthen cooperation across borders. One of the key initiatives of this European Strategy for Universities is the “European Universities” initiative. Since 2020, this initiative has been supporting 44 Alliances of European Higher Education institutions (HEIs) in which approximately 340 HEIs take part, in reaching higher levels of cooperation and integration.

HIGHER EDUCATION DEVELOPMENT TRENDS IN UKRAINE: VALUES OF EDUCATION IN GLOBAL AND NATIONAL DIMENSIONS

The authors conducted an analytical review of trends in the development of higher education in the perspective of integration into the European scientific and educational space. The trends in the development of modern higher education in Ukraine are determined by the desire of our state to integrate into the globalized European space. Understanding them in the national and global dimensions, we note two dominant positions, which can be presented both as a result and as a mechanism of this development: digitalization of education, the unconditional values of which are the development of the social capital of the students of education, their technical and technological competence, mastering the IT educational environment; internationalization of education. Its axiological component is extrapolated through the system of higher education of Ukraine that is understandable for the international community, which is achieved through integration with the European space of higher education and research space, ensuring competitiveness and strengthening the potential of higher education. In addition, it is obvious that modern social, political, and economic realities, transformational processes in the state education system, also significantly change established views regarding the professional level and personal qualities of a graduate of an educational institution. There is no doubt that thier level of preparation must meet international standards that formulate the requirements of competitiveness not only in the labor market of Ukraine, but also in other foreign countries. A modern university graduate must demonstrate not only the variability of knowledge, show interpersonal empathy and tolerance for any diversity, but also have developed prognostic and reflective skills, possess multicultural and inclusive competences, demonstrate professional mobility. The specialist must also be a part of the era of digitalization, which will enable competitiveness at the global level.

Аналіз національного рівня інтернаціоналізації вищої освіти: приклад України

It is shown that the internationalization of higher education attracts significant attention of researchers and participants of higher education space. It is emphasized that the internationalization of higher education is a multilevel phenomenon and covers supranational, continental, national, institutional, and individual levels. The national level of internationalization of higher education is analyzed in detail. The organizational strategies of the national level of internationalization, which are implemented through national policies and programs are considered. It emphasizes that national level involves policies related to education, science and technology, culture, trade, social development, employment, foreign relations, migration, industry, and the programs can be seen as the way policy is translated into action. Important rationales driving internationalization at the national level are revealed. It also considers the approaches to internationalization at the national level, which describe the dominant features of the general ways that a country has decided to proceed with internationalization. It is shown that Ukraine has significant achievements in internationalization of higher education and in integration into the world and European higher education space due to the implementation of the Bologna reform and European reform in higher education management and governance, gets new opportunities for higher education through current international scientific and educational projects and projects of cooperation with international organizations.

COMPETÊNCIAS DOCENTES NO ENSINO SUPERIOR: O QUE NOS DIZ A LITERATURA?

El nuevo modelo de universidad inspirado en los principios del espacio europeo de educación superior ha supuesto un cambio en los roles del profesorado, pasando de transmisor a facilitador de aprendizajes, e incidiendo en el papel del estudiante como protagonista del proceso educativo. Ello supone incorporar el enfoque competencial en la formación universitaria, al considerar que llevar a cabo una enseñanza de calidad implica que el profesorado de enseñanza superior debe tener competencias personales, formativas, de investigación y pedagógicas que le permitan desempeñar su función docente eficazmente. Este trabajo tiene por objetivo la identificación de las competencias pedagógicas más relevantes para favorecer el desarrollo de habilidades, valores y aptitudes profesionales y personales en los estudiantes, con la finalidad de que puedan hacer frente a diferentes situaciones en su labor profesional. Para ello, realizamos una revisión de la literatura a niveles nacional e internacional, a partir de la cual planteamos el diseño de un instrumento en función de las competencias más relevantes: 1) conocer y comprender; 2) saber hacer; y 3) saber ser.

Results of the Post-Soviet Transformation of Higher Education

The article uses the socio-cultural methodology and comparative studies to examine the results of the transformation of national higher school systems in the former USSR on the eve of the post-Soviet thirtieth anniversary. It is established that over the past decades of the post–Soviet transformation, the higher school of 15 States of the former USSR has gone through two main stages: the first was primarily a stage of structural changes, and the second was integration into the European higher education space. A classification of the realities of organizational orientation of higher education systems is proposed, dividing them into westernized (the Baltic countries, Ukraine, Georgia, Moldova, Azerbaijan, Uzbekistan, Kyrgyzstan), systems with specific educational balances (Russia, Kazakhstan, Belarus, Armenia), and outsider countries (Turkmenistan, Tajikistan). It is shown that during this period unique cases of transformation of national higher schools emerged. They evolved from divergence in the direction of convergence through E-education and global unification. The purpose of the study was to show that in the near future post-Soviet structures of higher education will have to respond primarily to universal post-industrial challenges based on the identification of stages of higher education evolution.

ЄВРОПЕЙСЬКА СИСТЕМА ЗАБЕЗПЕЧЕННЯ ЯКОСТІ ВИЩОЇ ОСВІТИ: ДОСВІД РЕСПУБЛІКИ ПОЛЬЩА

The article deals with the coverage of the quality provision system of higher education in the European educational space. It is emphasized that the idea of creating the systems of quality provision for education appeared in the late 20th century. It is generalized that in 1999 provision of the quality of education was one of the six main goals identified in the framework of the Bologna Process to promote European cooperation in the sphere.In the process of considering the problem of quality of education and the emergence of the idea of creating its internal provision systems, it was emphasized that the main strategic goal of the process was to create a single European space for higher education. It was found out that this process was initiated with such measures as the approval of unified degrees, introduction of the two-tier system of higher education and credit transfer system ECTS, promotion of students’ academic mobility, as well as cooperation in developing and making decisions that ensure high quality of higher education.The authors state that the quality of educational activity and the quality of educational services in higher education institutions in pedagogical education is treated as training of specialists in accordance with the objective and expected results of the educational process.Having examined in more details the complex processes concerning the internal quality provision system of higher education on the example of Ukraine’s neighbour, a member of the European Union - the Republic of Poland, we found out that education quality provision systems in Polish universities are not innovative nowadays. The quality of education in Polish higher education institutions is assessed in two ways. Firstly, using internal quality provision systems, which are a set of regulations of governmental agencies for higher educational institutions. Secondly, the external system is presented by the Polish Accreditation Commission, which is an independent institution that statutory tasks are to assess the quality of education in the field of education. In addition, the Ministry of Science and Higher Education of the Republic of Poland carries out legislative activities and regulates financial instruments that allocate funds to provide universities with high quality education.

Voz de los estudiantes de magisterio respecto a sus avances en las competencias comunicativa y digital con “Affective e-learning+”

La revisión bibliográfica evidencia el desfase entre las expectativas del Espacio Europeo de Educación Superior y los logros alcanzados, tanto en la competencia comunicativa como digital, sobre todo por la ausencia de una formación previa de tipo transversal, tanto en los centros educativos como en línea. Se parte de cuarenta y seis narrativas autobiográficas de los estudiantes que cursaron el programa, utilizando un proceso de análisis inductivo que generó dos metacategorías: “valoración del desarrollo del programa” y logros alcanzados en el mismo”. Para ello se utilizó la “Teoría fundamentada” y el software informática NVivo-12Plus. Los resultados muestran que el programa ha generado interacción entre los estudiantes participantes, calificando la experiencia de interesante por lo aprendido y la interacción en el desarrollo de la competencia comunicativa y digital. Del mismo modo, ponen de manifiesto la transversalidad de las actividades propuestas, especialmente: “creación y mantenimiento de un blog” Y “realización de un video sobre privacidad en la red”, que incidieron, respectivamente en 7 y 6 de las unidades de competencia propuestas, así como la flexibilidad del curso, superando los problemas de espacio y tiempo. Los estudiantes valoran el curso como “experiencia positiva”, aludiendo a que los aspectos afectivos han potenciado su orientación al aprendizaje y a la interacción. Los estudiantes reconocen carencias iniciales en su formación en ambas competencias que el curso en línea les ha permitido superar, así como la utilidad didáctica del mismo para su futuro profesional. The literature review evidenced a lack of congruence between the expectations of the European Space for Higher Education and the achievements reached. This was as much the case for communicative competence as it was for digital competence and was mostly due to the lack of prior teaching of transversal skills, both in educational centres and online. A process of inductive analysis based on forty six autobiographical narratives of students enrolled on the program, produced two meta-categories: “evaluation of program development” and “achievements of the program”. To achieve these outcomes “grounded theory” and the information software NVivo- 12Plus were used. Results suggest that the program led to an interaction between participating students. Participation in the program is therefore of interest due to the learnings provided and the interaction that is evident in the development of the communicative and digital competence. In the same way, outcomes show the transversality of the proposed activities, especially: “creation and maintenance of a blog!” and “development of a video about privacy online”, which influenced the proposed competence units in 7 and 6, respectively (table 1). Further influences were found on course flexibility and overcoming time and space problems. Students rated the course as a “positive experience”, alluding to affective aspects which had enhanced their inclination towards learning and interaction. The students recognised initial weaknesses in the training of both competences made available to them through the online course. Further, they noted the didactic utility of the program with regards to their professional future.

System of quality assurance of the activity of the national agency for quality assurance of higher education and independent institutions for evaluating and ensuring the quality of higher education

Recently, the problems of higher education and its quality support have been actively discussed. The problem of the quality of higher education is significant for Ukraine's accession to the European space of higher education and the development of an erudite nation. The issue of standardization of the quality of higher education institutions, which set certain educational tasks and train the necessary specialists, is relevant. Ensuring the quality of higher education is a criterion and requirement of modernity, a crucial principle of the Bologna Declaration and the state educational policy of European countries. We consider it necessary to pay attention to the functions, mechanisms and tools of work, staffing, rather than the number of established agencies. The establishment of a National Agency for Quality Assurance in Higher Education is a positive path. National Agency has gradually become an independent body of professional public control over the quality of higher education.

Basic directions of activities of Russian universities to enter the European higher education space

Basic directions of activities of Russian universities to enter the European higher education space

European vector of sustainable development of economic and management education in the institute of engineering in the conditions of restructuring

The study is based on the realities of the state and prospects for the development of the national higher education system during the period of active integration processes into the European Higher Education Space and the European Research Space. The analysis of the following aspects is carried out: the current state of the Ukrainian education system, the actions of the Ministry of Education and Science of Ukraine to develop cooperation with international organizations in various areas, in particular, to promote innovation and entrepreneurship in Ukraine, which is especially relevant for the industrial region - Zaporizhzhia region, which concentrates such strategic sectors of the Ukrainian economy as metallurgy, mechanical engineering, electricity. It is emphasized that the legislation of Ukraine on education sets such a goal - development, effective functioning of the education quality assurance system in Ukraine, implementation of a constant and consistent process of improving the quality of education and it is noted that the development strategy of Zaporizhzhia National University (hereinafter ZNU) is to develop and consolidate leading positions aimed at training highly qualified specialists, development of scientific research, increasing the role of the innovative component in the activities of ZNU and its integration into the European and world educational space. It is proved that the restructuring of higher education institutions in Ukraine helps to increase the efficiency of their operation. The changes that took place in the process of joining the Zaporizhzhia State Academy of Engineering (hereinafter ZSIA) to ZNU and as a result of the creation of a structural unit - Engineering Educational and Scientific Institute (hereinafter EESI), which has a non-faculty structure and consists of fifteen departments of different areas of training, are analyzed. The article substantiates the strategic advantages of the project of joining ZSIA to ZNU, which made it possible to diversify the educational programs of Bachelors and Masters educational levels in economics and management with the aim of curricula modern updating and further training of highly qualified specialists for industrial regions, in particular for industrial enterprises, in the fields of mechanical engineering, electric power and small and medium-sized businesses serving "large" industrial enterprises in the region. The results of work on improving the quality of higher education in EESI ZNU in the areas of non-formal and informal education, academic mobility, dual education, creating unique learning conditions for privileged categories of students and students with special needs, further integration of economic and managerial education in engineering education are analyzed.

Gamificación, estrategia compartida entre universidad, empresa y millennials

<p>Los rasgos culturales de los millennials, el desarrollo de la tecnología y el cambio de concepción del proceso de formación del alumnado, impulsado por el Espacio Europeo de Educación Superior, han sido determinantes en el desarrollo y evolución de los juegos en la docencia universitaria. La gamificación está relacionada con el desarrollo de habilidades, la motivación y el compromiso del estudiante. El trabajo tiene como objetivo aportar evidencias de los beneficios de la gamificación en el itinerario formativo de los estudiantes de Administración y Dirección de Empresas. Para ello se han seleccionado dos experiencias distintas por las competencias que se trabajan y por el valor añadido que aportan. En el primer caso, el trabajo presenta evidencia empírica de la mejora de la calificación final de los estudiantes que han participado en la experiencia de gamificación. Los beneficios de la segunda experiencia son de distintos tipos y alcanzan a alumnado, universidad y empresa. El éxito de ambas experiencias se debe a su adaptación a los rasgos culturales de los millennials, cuyo proceso de aprendizaje está condicionado por la tecnología y por otros rasgos identificados en la literatura. La segunda experiencia da respuesta a la necesaria colaboración universidad-empresa y la generación de redes.</p>

EDUCATION ON INTELLECTUAL PROPERTY IN THE HIGHER EDUCATION SYSTEM OF UKRAINE: PROBLEMS AND TASKS

In article experience of Ukraine in statement of knowledge of intellectual property in the higher education system is traced. Approaches are investigated that were put by the governments of the country at different stages of reform of the higher education. The experience of national universities in the training of intellectual property professionals and the general knowledge of these issues are analyzed.The problems of providing the national economy with intellectual property experts are determined. It concerns as cancellation in the course of the last reform of the higher education of a possibility of the introduction of education on intellectual property within specific categories. The negative effects of the cancellation of intellectual property courses in higher education are also assessed. Such situation doesn’t contribute to the enhancement of creative and inventive activity, the ability to evaluate the own results in the perspective of their protection by the mechanisms of intellectual property. It is emphasized that enhancing the culture of respect for intellectual property rights and protection of intellectual property rights can be ensured in the process of obtaining general knowledge in this sphere.The author concludes that the development of an innovative society based on the support of the nation's intellectual capital presupposes a high level of training of experts of the different specialties and the directions involved in the innovation process at any of its stages, which should be promoted by the national education system.Gaining knowledge on intellectual property in higher education contributes with creative conditions for building a society that understands the value of their own achievements and the benefits that can be obtained through innovation and uses of the rights to results of own creativity. It will contribute to the activation of innovation and commercialization, professional provision of instrumental use the intellectual property rights as a targeted component of innovation policy, better ensure of protection of intellectual property rights.At the same time, acquiring intellectual property knowledge by students of various specialties, acquiring intellectual property competences in the higher education system will facilitate the integration of education with science and production with the aim to prepare competitive human capital for high-tech and innovative development of Ukraine, self-realization of the personality, ensuring requirements of society, labor market and the state in qualified professionals. It will also facilitate to the international integration and integration of Ukraine's higher education system into the European higher education space and the European research space. At the same time, the achievements and progressive traditions of the national higher education have to be maintained and develop. Such education should support the development of a creative style mentally among young people who are capable to create and solve complex interdisciplinary tasks, to respond effectively and in a timely manner to the existing public request.

330.4: Knowledge transfer and leadership in organ donation from Europe to China: KeTLOD project.

Background: KeTLOD is an Erasmus+ project that succeeded in designing of the first postgraduate program in organ donation (OD) in China; customized to the needs of Chinese health care professionals and in accordance with the guidelines of the European Space for Higher Education. The learning strategy was developed in collaboration with 3 European Universities. KeTLOD program was implemented in Jiao Tong University and Second Military Medical University Shanghai, Hospital Capital Medical University, Kunming University, Wuhan University, Nanchang University, Guangxi University of Chinese Medicine. Methods: The project was implemented in three main phases: Design: based on the result of the diagnosis study (DD) in where “Donation activity”, “Existing & Specific training needs” and “Online feasibility &University requirements” were assessed. Development: KeTLOD training was done in two stages: 1) Train the Trainers (TxT) a blended program (online and face to face) addressed to future Chinese trainers. 2) the 1-year postgraduate program (PP) KeTLOD of 25 ECTS credits (625 hours). The program employs blended learning methodology (local and international seminars, online training and traineeships). Pre- and post-training tests, self-assessing activities, and traineeship activity charts were used to evaluate the students. Follow up: the program was assessed by using qualitative and quantitative tools questionnaires, rubrics and interviews. Results: DD showed a lack of academic training in the beneficiary Chinese universities. 22 Chinese trainers completed the TxT and 144 students, selected on specific criteria, followed the PP. 64% of all the students succeeded to complete the program. 21 (3 per university) local seminars were performed. The average grade the students achieved was 8.76 out of 10. The online training successfully was performed by 80% of the students with an average grade of 7.75. The international seminar was completed by 72% of the students with an average grade 8.64. Simultaneously to the OT, students’ traineeships and dissertations research were finalized. Conclusions: KeTLOD program is a new subject on health discipline curricula in China following the European ECTS system in organ donation field.

Higher Education Systems in Russia and Belarus: A Comparative Approach

Citation: Titarenko L. (2019) Higher Education Systems in Russia and Belarus: A Comparative Approach. Mir Rossii, vol. 28, no 4, pp. 112–127. DOI: 10.17323/1811-038X-2019-28-4-112-127
 The modernization of higher education in Russia and Belarus is still topical, despite the numerous changes already made to the higher education systems (HES) of both countries in the post-Soviet period. This article shows the similarities and differences in the practice of developing HES in Russia and Belarus. The analysis is based on statistical materials, an analysis of the literature in both countries, survey data, and in-depth interviews conducted by the author with higher education experts in Belarus in 2018.
 The starting point for both countries was the Soviet model of higher education. Over time, each country developed this heritage in its own way. Despite the existence of common features in the organization and management of higher education, today this sphere in Belarus is characterized by more centralized management than in Russia. Centralization finds expression in the greater uniformity of educational programs, university practices, and decision-making.
 The article shows that in Russia the regionalization of higher education is proceeding at a faster pace, manifested in the active attraction of foreign students. In Belarus this process has a similar vector, but is progressing more slowly. Internationalization has several directions (European, Eurasian, Asian). Neither country wants to give up national priorities in the integration into the European space of higher education, while the implementation of the Bologna principles is higher in Russia. Regardless of changes in the architecture of higher education, the problems of its quality and student motivation remain on the agenda.
 The Belarusian centralization of the HES slightly differs from the Russian one. Both countries are searching for answers to similar global challenges—answers which are suitable for their national socio-economic and political conditions. Russia and Belarus are objectively interested in changes in their HES which will contribute to the effective development of their countries.

Constructing academic identity in the European higher education space: Experiences of early career educational researchers

This exploratory paper presents insights from a qualitative interview-based study of the academic identity-building among a group of early career researchers working in the field of education across the European higher education space. Set against a policy background framed by the initiatives in European higher education and research policy, geared towards a production of a mobile, entrepreneurial researcher in pursuit of ‘valuable’ knowledge, the respondents’ narratives reveal individual complexity, but also emerging patterns of professional identification.We identify the traditional academic values of creating and sharing knowledge validated by an epistemic community, and pursuing autonomy and collegiality in research, as still dominant, however, find these interacting with the demonstration of a strong proactive, entrepreneurial spirit, and a lack of institutional attachment. The narratives indicate the availability of supportive, encouraging communities as being of high significance, and contest the notions of Europeanisation and the utility of geographic mobility in researchers’ identities. The paper discusses different types of academic identification driven by value orientation and social attachment that emerged from the early career researchers’ interviews, alongside pervasive issues around mobility raised in most narratives, and concludes with suggestions for further study.

“Sustainability of Information” as a New Subject in University Degrees in Business Management and Administration: Reporting of Non-financial Information — Spanish Case

The implementation of curricula of degree, within the framework of the European space of higher education (EEES) has been a substantial change in University learning. The student spent acquire knowledge, competencies, being considered as “an identifiable and measurable set of knowledge, attitudes, values and skills related that allow satisfactory performance in real-life situations of work, according to the standards used in the occupational area” (Van-der Hofstadt & Gómez, 2013, p. 30). More specifically, we talk about generic skills, which are the cognitive, social, emotional and ethical (initiative, effort with the quality, liability, etc.) of transferable character that constitute “knowledge be” in vocational training of the University; and specific competencies in the various degrees and disciplines, allowing to specify functions and professional profiles to form. The degree of management and business administration, general objective is to train professionals and experts in the knowledge and use of processes, procedures, and practices employed in organizations. This overall objective implies to consider the interrelationships between the different parts of the Organization and its relationship with the environment. Studies administration and business management are aimed at learning theories, models and tools applicable to the processes of decision and management organizations. According to the book white of the title of the degree in economics and business, published by the national agency of evaluation and quality, distinguish between specific objectives in the field of knowledge and specific objectives in the field of competences and skills. Focusing on the latter, and in accordance with the Subject Benchmark Statements of General Business and Management, published by the Quality Assurance Agency for Higher Education in the United Kingdom, the specific objectives in the field of skills and abilities that we focus the work would empower the student to it raise the ethical exercise of the profession, assuming social responsibility in decision-making. In this environment, it is necessary to consider the implementation of the 2014/95/EU Directive on disclosure of non-financial information and information on diversity of certain large companies and certain groups resulted in the publication of the Royal Decree 18/2017, of 24 November, whereby amending the commercial code, the consolidated text of the Capital Companies Act approved by Royal Legislative Decree 1/2010 of 2 July and the law 22/2015, 20 July audit of accounts , in the field of non-financial information and diversity. This new disclosure requirement for companies leads us to consider the need to introduce a transversal subject in the curricula of students in economics and management and business administration studies, in order to acquire the skills necessary in the European Higher Education Area (EHEA), to produce the new business reports.

O espaço europeu de educação superior (EEES) para além da Europa

Discutir o Espaço Europeu de Educação Superior (EEES) e o Processo de Bolonha é muito importante para compreendermos a dinâmica de como este processo influencia mudanças e reformas na Educação Superior nas demais regiões do mundo. Para o caso específico de como a influencia desse processo se desenvolve no ensino superior da América Latina, realidade a qual estamos inseridos, se torna ainda mais importante conhecer a visão de pesquisadores de diferentes países latino-americanos sobre as repercussões deste processo. É neste sentido que foi elaborada a obra “O espaço europeu de educação superior (EEES) para além da Europa: apontamentos e discussões sobre o chamado processo de Bolonha e suas influências”, publicada pela Editora CRV (Brasil) em coedição com a Editora CLACSO (Argentina), em agosto de 2015. Organizado pela Professora Dra. Maria de Lourdes Pinto de Almeida juntamente com os Professores Altair Alberto Fávero e Afrânio Mendes Catani o livro tem o objetivo de, segundo os próprios organizadores, por meio de 9 capítulos, apresentar diferentes pontos de vista sobre os impactos do Processo de Bolonha na educação Superior da América Latina. Para tanto os capítulos tecem discussões sobre o papel da educação superior latino-americana frente à conformação do EEES decorrente do Processo de Bolonha.

Depósito y lectura de una tesis doctoral: una encrucijada de trámites procedimentales. Una aproximación al marco normativo de la Universidad de Málaga

Since the provisional deposit of a doctoral thesis until the day of reading and defense before the Court, takes place a stage in which the investigative function is parked to give way to the task of the citizen who has to give due fulfillment to the corresponding procedure. The new bases fruit of the important role that is assigned to the doctorate as intersection between the European Space of Higher Education and the European Area of Investigation, together with the implementation of the electronic procedures, make appropriate a set of reflections that constitute the object of this work