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La mobilitat universitària és una acció central en l’estratègia d’internacionalització de moltes universitats a Europa. També a Catalunya, les universitats estan cada cop més interpel·lades per complir els requisits de la internacionalització, cosa que suposa una pressió per facilitar intercanvis –de persones i comunicatius– transnacionals. Les investigacions sobre l’impacte que això té en l’ús lingüístic en la recerca universitària són molt escasses. A més, la majoria dels estudis existents se centren en la comunicació científica formal, com ara publicacions i altres divulgacions acadèmiques. Tot i que la recerca és un àmbit clau per a les universitats, ja que és sovint presa com a mesura de qualitat i competitivitat de la institució, els documents oficials de política lingüística de les universitats catalanes fan poca referència als usos lingüístics en recerca, o s’hi refereixen de manera superficial. En aquest estudi de cas mostrem com dos grups de recerca situats en una universitat catalana afronten la internacionalització de la recerca pel que fa a la seva política lingüística: gestió lingüística, pràctiques lingüístiques i creences sobre la llengua.

Smartphones have become a ubiquitous element of modern life, especially among the young. This study characterizes and differentiates the use of smartphones among university students according to their gender. A total of 1,089 students from a Mexican public university participated. A questionnaire was administered that assessed the history of smartphone use, current use in various situations, and indicators of excessive use. Mann-Whitney and Chi-square tests were performed and the Bayes factor was calculated. Results showed that women spend more time using their phones for messaging and social networking. Women also experience more visual problems and musculoskeletal discomfort associated with excessive phone use. Conversely, men more frequently use their phones in the bathroom and while driving. The results suggest the need for interventions and awareness campaigns to promote healthy smartphone habits. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyses the prior knowledge and perception of Sustainable Development Goals among students of the Master's degree in Secondary Education. It sets out the design, validation and implementation of an ad hoc research instrument (the survey) applied to a sample of 726 students from different Spanish universities. The results showed a lower degree of integration of social development goals in the compulsory stages of education, but a slight increase at university level. In relation to gender and age variables, no significant differences were found by gender, but non-significant differences were found by age, with people under 30 years old showing greater knowledge of social development goals. It is concluded that the student body has a lack of training with regard to social development goals at all levels of education, which shows the need to increase their study in the curriculum of future teachers. [ABSTRACT FROM AUTHOR]

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Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Warum sie für Universität, Gesellschaft und den mündigen Menschen wichtig ist, kann die Theologie gut begründen und greift dabei auf soziologische, philosophische, kulturanthropologische, historische, psychologische und bildungstheoretische Hintergründe zurück. Gleichwohl hat sich die Wirkung solcher Begründungsskizzen als sehr kurzreichweitig erwiesen. Das Erklären nach außen hin, warum Theologie wichtig ist, führt nicht dazu, dass Rektorate oder gesellschaftliche Akteure besorgt sind bezüglich eines Rückbaus der Theologie an Universitäten. Auch der Rückgang der Zahl der Studieninteressierten bleibt davon unberührt. Offenkundig ist das Problem nicht in der theoretischen Selbstmodellierung des Faches zu suchen, vielmehr wird die Theologie als Wissenschaft nicht so erlebt, wie es ihre Wissenschaftstheorie und ihre gesellschaftliche Selbstbegründung erwarten ließen.Daher ist es notwendig, einen Blick auf die Wahrnehmung von Theologie in der Gesellschaft zu werfen. Dabei zeigt sich, dass unterbestimmt ist, wer „Religion“ im öffentlichen Diskurs repräsentiert: Welche Rolle kommt dabei Kirche, Theologie und erkennbar religiösen Personen zu? Umgekehrt ist zu fragen, wie die Theologie dieses „Außen“ des öffentlichen Diskurses wahrnimmt und wie sie ihre eigene(n) Rolle(n) darin professionell ausgestaltet. Mit dieser Verhältnisbestimmung von Außen- und Innensicht lassen sich Bedarfe ausmachen, von denen die Zukunft der Theologie an staatlichen Universitäten abhängt, und Wirkfaktoren identifizieren, um diese Bedarfe zu beeinflussen.

The aim of the study was to carry out a diagnosis of the self-assessment of teacher digital competence (TDC) by the teaching staff at the Universidad de Nariño (Colombia), in order to obtain relevant data for decision-making around teacher training plans and programs in the use and deployment of digital technologies. For this diagnosis, a descriptive study was carried out with quantitative data collected using a COMDID-A questionnaire. The results were analysed to obtain levels of self-perceived TDC development in four dimensions, and its relationship with variables such as gender, age, experience or type of employment. The results indicate a medium level of TDC, with a higher self-perception in the didactic, curricular and methodological dimension and a lower level in the relational, ethical and safety dimension. The discussion analyses the relationship between TDC and different characteristics of the group of teachers, and the importance of these aspects in taking decisions regarding teacher training plans. [ABSTRACT FROM AUTHOR]

This study aims to discover the views of researchers in the field of social sciences working in areas relating to education of the importance of social networks in scientific dissemination. For this purpose, the study population was taken as the totality of researchers who have published scientific content in academic journals indexed in Scopus or Web of Science (WoS) in the last five years (2016-2020), through quantitative research executed between September 2021 and January 2022. The results show a scenario of scientific dissemination through social networks in which there is still a significant percentage of researchers who do not use or have a positive perception of the importance of this type of current digital communication resource, as well as low levels of scientific dissemination. In conclusion, the study shows the need to ensure a scientific context, at the level of social science researchers, aimed at improving the motivation and culture of dissemination of research projects, and to promote the intensive use of social networks. [ABSTRACT FROM AUTHOR]

Based on the self-determination theory and the theory of social interdependence, various developmental trajectories (increase, decrease) can be derived for the social integration of students. The role played by social negotiation as a constructivist form of teaching-learning (positive, negative effect) cannot be clearly deduced from the reference theories as well. Findings to date do not yet allow clear conclusions to be drawn regarding the related effect patterns. Therefore, the present study aims to investigate the development of students' social integration and the influence of social negotiation on it. The analyses rely on a nationally representative sample of n = 7,619 students at a university in Germany (NEPS data set) and cover the time span between the 3rd and 5th semester in a longitudinal design. True-Intra-individual-Change Models were applied to tap intra-individual social integration trajectories predicted by constructivist teaching. The results indicated that social integration decreased slightly over the course of one year (d = .08). Constructivist teaching showed significant positive effects on the level of social integration (intercept) and no effect on the development of social integration (change). The results are discussed in terms of theoretical models regarding group formation processes. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Language Learning in Higher Education is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Report: Zeitschrift für Weiterbildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital education for geotechnical engineering: current status and further developments Digital teaching tools and materials have been used at universities (of applied sciences) for several years and open up new ways for higher education. However, depending on the type and intended quality, the creation of these teaching materials can be very time‐consuming and mean a lot of extra work for teachers. In a collaborative project to produce teaching videos for geotechnical field and laboratory experiments, the authors of this paper have experienced that a collaborative approach across university borders for the production of teaching materials has many advantages. Inspired by this collaboration, the authors of this report conducted a survey among German‐speaking geotechnical engineering chairs at (technical) universities and universities of applied sciences. After three semesters of mostly digital or hybrid teaching due to the Corona pandemic, one aim of this survey was to capture the use of digital teaching materials in the field of geotechnical engineering. Another goal was to initiate a network in which geotechnical engineering professors can exchange information on teaching topics and jointly create and use (digital) teaching materials. This article presents the authorś collaborative teaching project and the results of the survey conducted. Moreover, it reports on the first activities of the new network. [ABSTRACT FROM AUTHOR]

Die Heidelberger Bibliotheca Palatina galt zu Beginn des 17. Jahrhunderts neben der Biblioteca Apostolica Vaticana als die bedeutendste Bibliothek Europas. Nach der Eroberung des reformierten Heidelberg durch katholische Truppen wurde die Bibliothek 1623 in den Vatikan überführt, wo ihr größter Teil noch heute verwahrt wird. Der Aufsatz schildert in einem ersten, historischen Teil das Schicksal der Palatina zu Beginn des Dreißigjährigen Krieges. Der zweite Teil beschreibt das zehnjährige Digitalisierungsprojekt der Universitätsbibliothek im Vatikan, durch das die wertvollen Handschriften der Palatina virtuell für Heidelberg zurückgewonnen wurden.

Die gesamtgesellschaftlichen Umstellungsprozesse im Kontext von Digitalisierung und Digitisierung haben längst und umfassend auch die traditionelle Konzentration auf den papiernen Text als Gegenstand geisteswissenschaftlichen Studierens und Forschens sowie die Anleitung von Lern- und Rezeptionsprozessen in der Präsenzlehre erfasst. Dieser Transformationsprozess ist durch die Covid-19-Pandemie weniger erzeugt denn intensiviert worden. Augenfällig ist in jedem Fall der Bedarf an fachwissenschaftlich und technisch professionell aufbereiteten digitalen Lehr‐Lern‐Materialien, um in diesem Wandel die wissenschaftlichen Standards akademischer Lehre zu behaupten und weiter zu verbessern. Der Beitrag zeigt am Beispiel des Modellprojekts KoLidi (Kollaborative Literaturgeschichte digital und interaktiv) der Universitäten Bielefeld, Paderborn und der Bergischen Universität Wuppertal die Möglichkeiten digitalen Lehren und Lernens innerhalb eines traditionell buchzentrierten und lektüreintensiven Fachs auf. Das Projekt stellte einen breit gelagerten Versuch zur hochschuldidaktisch und fachwissenschaftlich qualifizierten Aufbereitung von Seminaren im digitalen Raum auf Basis der technischen Möglichkeiten von Lernmanagementsystemen (LMS) dar. Im Zentrum des Beitrags stehen die digitale kollaborative und interaktive Gestaltung von Rezeptions‐ und Textproduktionsprozessen sowie die in digitale Formate ‚übersetzte‘ Lese‐ und Schreibbegleitung. Abstract (english): Processes of digitization and digitalization fundamentally transform our societies. More precisely, they have long since comprehensively impacted the traditional focus on paper-printed texts as a commodity of studies and research in the humanities. Furthermore, they have largely affected learning and reception processes in faceto-face classroom situations. Less has this transformation been generated by the Covid-19-pandemic than it has become visible through it. Needs for professionally prepared digital teaching and learning materials have become obvious, in order to maintain and further improve the scientific standards of academic teaching in digital times. For disciplinary subjects, like literary history, that traditionally focus on books and large amounts of more or less analogue readings this has become an urgent challenge. Using examples from the pilot scheme KoLidi (‘Kollaborative Literaturgeschichte digital und interaktiv’, which roughly translates into ‘Collaborative and Interactive Approaches for Digital Literary History), this article presents well working ways of digital mediation of German-language literary history. The project was carried out conjointly by scholars from the universities of Bielefeld, Paderborn and Wuppertal. It is an effort to set up a didactically and technically qualified digital working environment and study materials at university level within a Moodle-based learning management system. The paper focuses, on the one hand, on digital, collaborative and interactive processes of reception and textual production as well as their designs. On the other hand, it discusses how reading and writing scenarios can be converted into digital formats and how students are best supported in reading and writing processes.

In this article, we address the field of gender-based violence (GBV) at the Universidad de la República (UdelaR, Uruguay), specifically the processes for pressing charges that are beginning to be governed by new regulations on actions in cases of violence, harassment and discrimination at the UdelaR. By means of a qualitative methodological strategy, we conduct a documentary analysis of the current regulations governing the formal processes for filing claims as well as the UdelaR/Inmujeres-Mides diagnostic reports from a gender perspective. We then reflect on the non-performativity of the processes for reporting situations of GBV at the UdelaR through eight dimensions that make the problem more complex: frameworks of recognition, peace of mind, bureaucratization, evidence, privatization, revictimization, invisibilization and obturation. We discuss allegation procedures as feminist pedagogies that support the need for further enunciation of the inequalities and violence present at Udelar. [ABSTRACT FROM AUTHOR]

Policies to address inequality between men and women in science and technology began to enter the Catalan political agenda after the change of government in 2003, when the first tripartite government was formed in the Generalitat of Catalonia. This article is a review of the most important government actions in Catalonia until 2022 in the field of women’s and equality policies in science. We emphasise that this development has been modest and limited as few specific initiatives have been developed and few new political actors or structures have been created or consolidated. We argue that the strategy of gender mainstreaming has been included in a declarative way in the political discourse and also as a formal strategy. However, this strategy does not fully enter into political action, nor into scientific political action. The article points out that Catalonia is known for having created its own model of regulation and institutionalisation of equality policies in science, a model characterised by its own low legal regulation and also by moderate institutionalisation while achieving significant advances for women in the field of science and universities. [ABSTRACT FROM AUTHOR]

The present paper describes international cooperation in the field of education under the auspices of the Comintern. Examples include the Comintern universities and the international children's homes. These examples serve to illustrate that socialist educational cooperation existed long before there was a bloc of socialist states, and that education played a central role in the establishment of a socialist educational space. This space is not dependent on the existence of socialist states, but is established through international cooperation among communist parties. [ABSTRACT FROM AUTHOR]

Abstract: This paper critically reflects on the current situation of students with neurocognitive deficiencies regarding their participation in the academic setting. After providing a brief summary of the relevant judicial frameworks implemented at universities in Germany, Austria, and Switzerland, we (1) present single-case histories to delineate characteristic difficulties encountered by students with attention and/or specific learning disorders; and (2) formulate a desirable target state regarding successful participation and equal opportunities for students with neurocognitive deficiencies. We suggest a tentative model targeted at fostering students' participation and discuss the necessity to provide effective basic parameters at different levels both within and outside the academic setting which go beyond the currently offered disadvantage compensation. [ABSTRACT FROM AUTHOR]

Ausgangspunkt des Beitrages ist die Beobachtung, dass im Diskurs der extremen Rechten vielfach Bezüge auf ‚die 68er‘ hergestellt werden. Entlang zentraler Publikationen der extremen Rechten identifiziert der Text zunächst, welche Feindbildkonstruktionen gegenüber ‚den 68ern‘ und wichtigen Protagonist*innen einer Demokratisierung von Hochschulen und Gesellschaft im zeitgenössischen Kontext sichtbar wurden. Im zweiten Teil der Ausführungen werden aktuelle Deutungen der ‚68er‘ rekonstruiert, die in der APO und der Bewegung der Studierenden entweder die Fortsetzung einer ‚anti-deutschen‘ Politik der US-amerikanischen ‚Re-Education‘ sehen (‚cultural marxism’) oder zumindest für einige der bekanntesten Protagonisten nationalrevolutionäre Positionen behaupten.

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Where do we stand today in the training of academic librarians in Zurich? The development of society and the digital transformation are changing the professional field. Based on this, two future fields of the two continuing education programmes in library and information science (MAS) and data management and information technologies (CAS) in Zurich are discussed: communication and public relations and data management. [ABSTRACT FROM AUTHOR]