Stefanie Schwarz – författare

In the US, the university administration runs its own office of “insti- tional research” in order to base its decisions on systematic information. Furthermore, higher education research can rely on a relatively stable academic basis if study programmes on higher education exist. Again, this is most frequently the case in the United States. Finally, governments and other macro-societal actors sometimes have their own offices or institutes of policy research and prepare the policies of the actors they report to. In addition, research on higher education can be institutionalized in a - riety of ways. Often, research institutes on higher education are quite visible. They were established as specialized research units within or outside insti- tions of higher education; but no common institutional basis can be observed for this type of institution across the countries. Third, the major themes of research on higher education also differ - tween countries. It has frequently been said that in European countries it was more prone to analyse macro-societal issues of higher education, whereas in the US it tended to study the inner life of higher education institutions, s- dents, and the teaching and learning processes.

This book provides readers with a profound, up-to-date analysis of most recent developments in higher education institutions worldwide. The internationally acclaimed group of authors provide an in-depth analysis of the structure of the field of higher education research, and provide practical examples of the founding and managing of higher education institutes in the United States, Europe, Latin America, Africa, and Australia. The topic of training in higher education researchers is widely discussed. A cross-national comparison demonstrates the different training modes of higher education institutes and programmes for young scholars who plan a career in higher education. The volume will be of relevance to all higher education researchers, administrators, policy makers, and graduate students who work in the field of higher education.

This volume presents a rich account of the development of accreditation and evaluation in 20 European countries. The authors are leaders in the field and they have cooperated in this effort by writing richly different, often deep and insightful analyses of the situation in their country. The two editors have added a synopsis detailing the main trends, and sketching commonalities as well as contrasts in the developments across Europe. The book shows how accreditation is becoming a main mechanism in the steering of higher education all over Europe. The book is unique in its analysis of forces driving towards the spread of different models of accreditation in the emerging European Higher Education area. Readers will obtain an up-to-date picture of the state of affairs of accreditation in the framework of evaluation activities in Europe. They will gain an understanding of why accreditation and evaluation systems have evolved the way they have, and subsequently, they will obtain more realistic views on potentialities for European comparability and cooperation in this area.

This volume presents a rich account of the development of accreditation and evaluation in 20 European countries. The authors are leaders in the field and they have cooperated in this effort by writing richly different, often deep and insightful analyses of the situation in their country. The two editors have added a synopsis detailing the main trends, and sketching commonalities as well as contrasts in the developments across Europe. The book shows how accreditation is becoming a main mechanism in the steering of higher education all over Europe. The book is unique in its analysis of forces driving towards the spread of different models of accreditation in the emerging European Higher Education area. Readers will obtain an up-to-date picture of the state of affairs of accreditation in the framework of evaluation activities in Europe. They will gain an understanding of why accreditation and evaluation systems have evolved the way they have, and subsequently, they will obtain more realistic views on potentialities for European comparability and cooperation in this area.

Studienarbeit aus dem Jahr 2025 im Fachbereich Weltgeschichte - Altertum, Note: 1.7, Ruhr-Universitat Bochum (Historisches Institut), Sprache: Deutsch, Abstract: Diese Seminararbeit untersucht, inwiefern Augustus mit seinem Kaisertum zentrale Merkmale und Elemente hinterlie, die Karl der Groe spater bewusst aufgriff und neu interpretierte. Augustus eignet sich hierfur besonders, da er als erster romischer Kaiser grundlegende politische und symbolische Strukturen etablierte. Anhand von Quellen wie der "e;Res Gestae Divi Augusti"e; und Einhards "e;Vita Karoli Magni"e; wird analysiert, welches Erbe Augustus hinterlie und wie Karl der Groe dieses Erbe im Mittelalter transformierte und auch wie sie sich grundlegend unterschieden. Aktuelle Forschungen zeigen, dass Karl der Groe auf romische Vorbilder zuruckblickte und dabei ein neues Modell fur eine legitimierte Herrschaft entwickelte. Die vorliegende Arbeit verfolgt einen vergleichenden Ansatz, der zwei zentrale Kaisergestalten, Augustus und Karl den Gro en, hinsichtlich ihrer Herrschaftskonzeption und symbolischen Selbstinszenierung gegenuberstellt. Die Analyse erfolgt in drei Schritten: Zunachst werden die strukturellen Grundlagen beider Herrschaften einzeln dargestellt. Danach wird ihre symbolischen Ausdrucksformen wie Munzpragung, Architektur und Ritual analysiert und abschlie end folgt ein Fazit

In the US, the university administration runs its own office of “insti- tional research” in order to base its decisions on systematic information. Furthermore, higher education research can rely on a relatively stable academic basis if study programmes on higher education exist. Again, this is most frequently the case in the United States. Finally, governments and other macro-societal actors sometimes have their own offices or institutes of policy research and prepare the policies of the actors they report to. In addition, research on higher education can be institutionalized in a - riety of ways. Often, research institutes on higher education are quite visible. They were established as specialized research units within or outside insti- tions of higher education; but no common institutional basis can be observed for this type of institution across the countries. Third, the major themes of research on higher education also differ - tween countries. It has frequently been said that in European countries it was more prone to analyse macro-societal issues of higher education, whereas in the US it tended to study the inner life of higher education institutions, s- dents, and the teaching and learning processes.