Higher education at a crossroad. The case of Estonia.

Sonst. Personen	Saar, Ellu (Hrsg.); Mottus, René (Hrsg.)
Titel	Higher education at a crossroad. The case of Estonia. Gefälligkeitsübersetzung: Die Hochschulbildung an einer Kreuzung. Der Fall Estlands.
Quelle	Frankfurt, Main: PL Acad. Research (2013), 446 S.Verfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-631-63784-5
Schlagwörter	Bildungschance; Psychologie; Bildungsangebot; Europäisierung; Nachfolgestaat; Nachsozialistische Gesellschaft; Hochschulbildung; Hochschulforschung; Hochschulpolitik; Hochschulzugang; Hochschullehrer; Hochschule; Erwachsenenbildung; Baltikum; Estland; Sowjetunion
Abstract	"In Estonia, many of the educational transitions that have taken place in developed world over decades have been condensed in just less than two decades. This book describes these transitions and addresses the current state of tertiary education from the point of views of both learners and teachers. It presents an overview of the strategy documents that steer Estonian higher education policy. The study has focused on various aspects of the learning process and learning environment. Various aspects of the teaching process were investigated from the point of view of teachers. The book has addressed the transition from higher education to the labour market. It benefits from contributions from a range of scientific disciplines, including educational sociology, educational sciences, psychology and econometrics." (publisher's description). Contents: Ellu Saar and René Mottus: Introduction: A brief overview of the Estonian higher education system and its challenges (11-26); Karmo Kroos: Estonian higher education and research strategy: a systematic review and policy discussion (27-72); Part 1. Learning at higher education institution: Karin Täht, Liina Adov, Mari-Liis Mägi and Olev Must: Does research-oriented university really have a negative effect on students' self-evaluations? (73-91); Helle Pullmann, Anu Realo, Kairi Kreegipuu, Jüri Allik, René Mottus: Fatigue does not predict academic performance among university students (92-118); Larissa Jogi, Katrin Karu and Kristiina Krabi: Experiencing learning at university: making the best of lifelong learning? (119-136); Eve-Liis Roosmaa and Auni Tamm: What makes a good classroom environment for an adult learner? Comparative perspective (137-164); Helena Metslang and Anastassia Smoreitsik: How non-native speaker students cope in higher education: a case study of ethnic minority students in Estonia (165-198); Part 2. Teaching at higher education institutions: Marvi Remmik and Mari Karm: From teaching to guiding learning: novice university teachers' concepts of teaching and learning (199-216); Krista Jaakson and Anne Reino: The impact of Estonian research, development and education policies on perceived value conflicts in universities (217-246); Liina Lepp, Mari Karm and Marvi Remmik: Supervisor's activities in supporting PhD students in the supevisory process (247-266); Einike Pilli and Kätlin Vanari: Defining the determining element of content mastery as the key aspect in congruence between learning outcomes and assessment (267-282); Kairit Tammets and Kai Pata: The trends and problems of planning outcome-based courses in elearning (283-306); Part 3. From higher education to labour market and back: Marge Unt and Kristina Lindemann: From bust to boom and back again: social positions of graduates during the last decade in Estonia (307-342); Kerly Espenberg, Aivi Themas, Jaan Masso and Raul Eamets: Why do social science graduates earn more than natural science graduates in Estonia? (343-366); Marge Unt, Kadri Täht, Ellu Saar and Jelena Helemäe: The expansion of higher education: devaluation or differentiation? The Estonian case (367-390); Kerly Espenberg, Aivi Themas and Jaan Masso: The graduate gender pay gap in Estonia (391-414); Ellu Saar, Kadri Täht, Triin Roosalu and Auni Tamm Wishing: Welcome to the nontraditional student: how institutions create barriers for returning to higher education (415-440).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2014/2