TEMPUS Projects Research Articles

Razvoj Erazmus+ programa na Univerzitetu u Prištini sa privremenim sedištem u Kosovskoj Mitrovici

After closure of Tempus, European Union programme for reform and modernization of Higher Education at the end of 2013, European Commission promoted new integrated European Union programme Erasmus+ for a period from 2017-2021, which encompassed seven various programme for education, youth and sport of previous generation. Aside from seven implemented Tempus projects, University Pristina temporarily settled in Kosovska Mitrovica, continued with successfull participation in Erasmus+ programme. Since 2015, university gained seven Erasmus+ Key Action 2: Capacity Building in Higher Education projects, which is the most significant action and represents the inheritance of Tempus programme. University also realised inter-institutional cooperation with big number of universities from European Union with whom he gained 10 International Credit Mobility projects aiming at promotion of students, academic and administrative staff mobility of this university.

Connections between scientific research and education in the field of tourism and leisure in Belarus

The development of tourism research and training for the tourism industry started in Belarus in the 1970s. This was due to the need for recreational sectors of the economy, which in turn was caused by the increasing demand for tourism and recreation on behalf of the population. Tourism research has its origins in theory of recreational geography, which was best suited to the needs of a planned economy. During the economic crisis in the 1990s, a stagnation in tourism research took place. In the early 2000s, owing to the intensification of international tourism, development of market relations and the improvement of the economy, tourism research gained new impetus. However, the methodology of recreational geography was not enough: there appeared a need for a close cooperation with foreign scientific schools and universities. The drive for mutual cooperation between Belarus and the EU in tourism science and education has resulted in TEMPUS projects. This article reviews the history of tourism development, tourism, scientific research and tourism education in Belarus. It characterizes the state tourism industry and describes the problems that could erupt with further development of the tourism business in Belarus. The analysis is based on the topics of a Doctoral thesis which has been defended in tourism in Belarus.

“New” Subjects in Mechatronics Management Education

Process – and manufacturing automation as well as robotics are currently one of the fast growing fields in automation. Advanced process control, cyber-physical systems, industry 4.0 and “advanced robots” are no longer a headline. They are in realization. As a consequence of these developments new social, ethical and human questions appear. Therefore this contribution is a first report about the continuous “modernization” of the Mechatronics Management BSc and MSc programs which are successful running at UBT. Both programs were developed in the framework of two TEMPUS projects from an international consortium from 2006 to 2009. Since that time new “buzzwords” appears. For a contemporary education of the participants these new subjects have to be included in the curricula.

Designed Diffusion? The Impact of an EU Instrument for Public Management Reform in the Western Balkans

In pursuit of the European Union’s (EU’s) agenda to promote public sector reform in countries beyond the member states, the EU has relied on softer instruments to induce domestic reforms through technical and financial support. The impact and durability of such measures are contested and the research findings are mixed. This article examines the Tempus program, a core neighborhood policy instrument the EU has used to promote public management reforms. Tempus is the oldest and most dominant instrument to modernize higher education in central and east European countries. It promotes the adoption of key managerial reforms elements. Drawing of these perspectives on policy diffusion, we analyze the relative impact of the program. Based on data from over 50 Western Balkan universities, we compare institutions deeply involved in the Tempus program and those minimally involved or non-affiliated with Tempus. Results show that Tempus projects had minimal direct effects in terms on adoption of public management reforms in the region.

Development of University Continuing Education Programs within the TEMPUS Projects

The paper presents the experience from Tempus Joint Projects aim to modernize higher education courses and institutions from Kazakhstan, Moldova, Russian Federation, Ukraine. Both projects were designed with a focus on the development of curricula in social sciences: social work and social psychology. Main activities were related with the developing new study programs on bachelor and master degree levels. In addition to this, for each beneficiary region was developed an important number of continuing education study modules. Our main objective is to offer an example for use of competence based approach in identifying educational needs for initially and continuing education.

Sustainable development, clean technology and knowledge from industry

Clean technology or clean production is the most important factor for the economic growth of a society and it will play the main role not only in the area of cleaner production, but also in sustainable development. The development of clean technology will be the main factor of the company?s strategy in the future. Each company, which wants to reach the competitive position at the market and wants to be environmentally friendly, has to accept the new approach in corporate management and the strategy of new clean technology. The main principles of clean technology are based on the concept of maximum resource and energy productivity and virtually no waste. This approach may be limited by human resources and the level of their environmental knowledge. Companies are committed to the development of the workers? skills, and thus to the improvement of the company for the full implementation of the environmental legislation and clean production concept. Based on this commitment, one of Tempus projects is designed to improve the university-enterprise cooperation in the process of creating sustainable industry in Serbia, Bosnia and Herzegovina and the Former Yugoslav Republic of Macedonia. To achieve this goal, partner universities will create special courses on sustainable industry and thus enhance the lifelong learning process and cooperation between industry and universities in the Western Balkan countries.

Questioning the role of internationalization in the nationalization of higher education: the impact of the EU TEMPUS Programme on higher education in Syria

Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the national priorities of the Syrian higher education sector, and the objectives of TEMPUS projects implemented in Syria. Based on the number of national priorities that each project meets, and the number of Syrian higher education institutions involved in each project, an innovative concept of the National Project was suggested by the authors. In accordance with this concept, the results insist on the need for more national-oriented projects in the future. Implicitly, the study shows that more positive concerns from policymakers towards the Programme in general are important for its sustainability and future impact.

The Association for Educational Assessment - Europe. An Agency for Accountability in Europe

- AEA-Europe was founded in 2000 with the main goals of improving communication among European institutions interested in educational and occupational assessment, and providing a framework within which co-operative research, development implementation and evaluation of projects involving educational assessment could be undertaken. After 10 years of successful activity, the Association has built a position that could allow it to become the protagonist of the EU's policy in the field of assessment, becoming a reference point for all its members, and playing a crucial role as an applicant for projects funded by the European Union. This article, dealing with research policy, describes the activity carried out by the Association since 2000, presents the EU's policy in research funding specifically applied to Tempus projects, and discusses how the Association could contribute to evaluation and accountability in the European Higher Education and Research Area.

Science and Technological Development: Towards the Enhancement of Endogenous Capacities—A View from the Federal Republic of Yugoslavia

Following a tour d'horizon of the development of science and science policy in former Yugoslavia, the author focuses on the application of science to development in this country after the Second World War. In particular, she examines the role of computer science in which Yugoslav scientists developed much endogenous capacity. The events following the break-up of Yugoslavia led to the isolation and the emigration of scientists, academics, and graduate students, particularly from Serbia, in the reduced Yugoslavia that remained after the break-up. During the period of sanctions, Yugoslavia was denied even the right to participate in TEMPUS projects that were underway. The TEMPUS III projects in which Yugoslavia can participate are not very helpful in rebuilding the scientific capacity of the country. The country needs assistance, possibly best given through twinning arrangements with universities in other countries, to rebuild its scientific capacity. Economic aid to rebuild infrastructures is also needed. Only when talented young scientists can look forward to a future at home will they no longer seek to emigrate.

Development of professional culture for academic staff and students by European projects

The Department of Electrical and Electronic Engineering of University of Miskolc has been involved in six European Union Tempus projects since 1991, with the objectives of upgrading academics, modernizing laboratories and introducing new curricula, courses and up-to-date teaching methods in order to approach EU university standards. Microelectronics, electrical drives in automation, mechatronics, energy engineering, PhD engineering programmes in English and telecommunications were focused by the projects. One hundred and thirtytwo Miskolc students prepared their diploma theses at EU universities and academics could spend 1100 weeks within the mobility scheme at EU universities. To enlarge the European dimension and prepare academic staff, students and engineers working in industry, two Jean Monnet projects for European integration studies were also awarded.

East-West Academic Cooperation within the Framework of Tempus-Phare Program

TEMPUS forms part of the overall program PHARE initiated by the European Union for the economic and social restructuring of the countries of Central and Eastern Europe. It has brought a historic contribution to University development in these countries, which represents a large-scale phenomenon with a considerable impact on the whole system of institutions and individuals engaged in Higher Education activity. The TEMPUS projects including Romanian partners support the national strategy promoted by the Ministry of Education for restructuring of the Higher Education in the spirit of internationalization and full academic recognition. The contribution to University development in the Central and Eastern European countries highlight the importance of pre-accession strategies to the European Union, implemented by TEMPUS-PHARE, as well as the future potential offered by SOCRATES-ERASMUS and LEONARDO DA VINCI programs.

University—Enterprise Cooperation in Central and Eastern Europe

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).

The myth of ‘expertness’: cultural and pedagogical obstacles to restructuring East European curricula

This article examines the moral and practical obstacles to pursuing large-scale pedagogical change in the Eastern bloc through a ‘West as Expert model’, highlighting the neo-imperialism inherent in this relationship. It is argued that the cultural difference in psychological traditions, social and working conditions circumscribe the extent to which Tempus projects can ‘succeed’.

Case Study: TEMPUS (Tacis) Support for the Development of the History Curriculum

SUMMARY In Russia, Uzbekistan and Mongolia, five TEMPUS (Tacis) projects were established on the basis of long experience of links with the Russian Republic of the former Soviet Union. Difficulties encountered during the implementation of the projects were more easily overcome by using a core team for all projects to facilitate the cooperation and exchange of experience between project participants. The installation of modern computing and communications equipment in an eligible country university has significantly enhanced the resources available for curriculum development. It seems likely, however, that efforts to maximize the impact of the project and its lasting value to curriculum development in the region as a whole, will be hindered by the rules governing implementation of the projects themselves.

Case Study: A Question of Agendas? Contextualizing the Limitations on Success in Romania

SUMMARY TEMPUS projects rely heavily on academic resources being freely given by the EU university partners. They may consider this to be a good ‘investment’ if it accords with their strategy of developing international partnerships in Central and Eastern Europe. But TEMPUS programmes also involve the EU universities in contractual obligations to fulfil the objective of each project. This requires good planning and cooperation between all of the partners to try to ensure cost‐efficient project outputs. But this case study shows how, at Faculty level in the ‘eligible’ university, different agendas can come into play that impede the EU universities’ ability to assist in the achievement of the objectives. These can raise critical issues about the viability of the EU universities’ continuing with a longer‐term partnership beyond that established through TEMPUS, or even of their desire to do so.

EXPERIENCES AND INSIGHTS IN A TEMPUS/TACIS PROJECT IN THE UKRAINE

The author is the Director of a TEMPUS/TACIS project on university administration linking the National Technical University of Ukraine, on one hand, and the Aachen University of Technology and the Delft University of Technology, on the other. He presents this project as the centre point of a discussion whereby he first traces the origins of the European Union TEMPUS programme and then develops a philosophy of East‐West Co‐operation. For him, it is not acceptable to expect eastern European higher education institutions to simply copy western higher education institutions but to adapt what is useful to them from the western experience to their local realities bearing in mind that higher education in the West too is undergoing transition in a number of ways. In light of this project, the author criticizes certain aspects of TEMPUS practices and suggests improvements so as to make TEMPUS projects more efficient. He also declares that in many circumstances the time limit of three years per project is insufficient.

HUNGARIAN ACADEMIC CO‐OPERATION WITH THE EUROPEAN UNION AND THE UNITED STATES

Academic co‐operation between higher education institutions in Hungary and those of western Europe, on the one hand, and those of the United States of America, on the other, are compared. Hungarian co‐operation with western European higher education, particularly the European Union countries, has been far more developed than that with the United States. The greater success and scope of co‐operation with western European higher education institutions is attributed to the comprehensiveness of the TEMPUS Programme of the European Union countries and its careful and well‐planned responses to the problems of the central and eastern European region. However, Hungarian higher education could gain a great deal from more intensive co‐operation with American higher education. Efforts should be made to encourage such co‐operation including the greater involvement of American higher education institutions in TEMPUS projects.

Running a TEMPUS Project: First Experiences

SUMMARY This paper describes the experiences gathered at Aachen University's computer science department while running one of the first TEMPUS projects. An outline of the historical background is followed by a brief introduction to the TEMPUS programme as such. The aims and goals of our project, BASCULE, are then described in more detail. Finally, we discuss the lessons we have learned.