Certainly, the student is expected to gain from a Bologna process more than anyone else. His study at higher education establishment will become more democratic, previously unknown opportunities will open before him. In the course study on each of level of higher education (Bachelor degree, Magistracy, Doctoral studies) he (she) would be able to designate his own educational development path (for example, through planning study abroad at the universities that are most interesting for him from the professional point of view), while upon graduation from each of the two first cycles (Bachelor and Master degrees) the student would be able to change the chosen specialisation if he (she) finds that the wrong choice had been made at some point.
Every year the knowledge acquired by students will become more and more corresponding to the European criteria as they will be able to spend long terms of training (a semester or an academic year) at the universities of Europe to receive documents on higher education of the European and consequently global level, to and obtain over one period of training at once two diplomas, one of them being international.
Foreign students will find additional stimuli to receive higher education
at Russian schools: they will be awarded higher education degrees of Bachelor and Master easily recognizable worldwide and receive addenda to diplomas readable practically throughout the European continent.
Academic mobility programmes which every year will become more and more accessible to Russian students, will show them essentially different ways of receiving of higher education (for example, weekly study in only one subject and the final test at the end of same week (Italy); studying only two disciplines during a semester (Denmark); significant reduction of the amount study in
the classroom, especially lectures (down to 8–10 hours per week) with drastic increase in volume of independent work, and others.
As it was already mentioned above, the students will start to receive
the uniform European appendix to the diploma comprehensively and free-of-charge, many of them becoming the holders of double diplomas (base higher education establishment and the foreign partner). It will open before them wider cross-border opportunities for postgraduate employments, which will even further advance the democracy in the Russian society and will lead to increased salaries also in Russia as national employers will be compelled to struggle for graduates of our higher education establishments with the European competitors.
| Exercise 4. Listen to the foreign and Russian students' opinions about advantages of participating in the Bologna process. Make necessary notes during listening. Whose opinion is the most impressive for you? Are there any disadvantages of the process expressed in the students' opinions? Compare the opportunities for students before and during the Bologna process. Discuss the information from the video with your group mates. Use such words and phrases as: |
• It seems to me... – Мне кажется…
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• (Personally,) I believe... – А вот я считаю…
• From my point of view / viewpoint... – С моей точки зрения…
• (Personally,) I feel... – Лично я полагаю…
• As far as I'm concerned,... – Насколько я могу судить…
• In my view / opinion... – По моему мнению…
• As I see it,... – Как я вижу это…
• As far as I can see,... – Насколько я знаю…
Unit 2. Academic career
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TEXT 1
| Exercise 1. Read the set of "Dublin" descriptor for Bachelors and Masters below and find the differences between them. Work in pairs and take notes. Be ready to comment on them. |
Qualifications That Signify Completion of the First Cycle
Are Awarded to Students Who:
1. have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;
2. can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competencies typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
3. have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;
4. can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
5. have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
Qualifications That Signify Completion of the Second Cycle
Are Awarded to Students Who:
1. have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor's level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
2. can apply their knowledge and understanding, and problem solving abilities in a new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
3. have the ability to integrate knowledgeand handle complexity, and formulate judgements with incomplete or limited information, but that includes reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;
4. can communicate their conclusions, and the knowledge and rationale underpinning these; to specialist and non-specialist clearly and unambiguously;
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5. have the learning skills to allow them, to continue to study in a manner that may be largely self-directedor autonomous.
6.
| Exercise 2. Explain the following. |
1. to have competencies;
2. to develop and apply original ideas within a research context;
3. to integrate knowledge;
4. rationale underpinning conclusions;
5. to communicate sth. unambiguously;
6. to study in a self-directed or autonomous manner.
| Exercise 3. a) Look through the list of generic and some subject-specific competencies and tick those which need further developing or acquiring. Their list makes Portfolio entry. b) Add to your list some more English-specific competencies that you are lacking or need to gain. These will make your learning objectives for the Master's course. |
Competencies:
- capacity for analysis and synthesis;
- ability to apply knowledge in practice;
- planning and time management;
- profound knowledge in the field of study;
- effective oral and written communication in English (e. g. presentations, negotiations, meetings, other);
- translation skills (in the field of study: marketing, management, economics);
- advanced computing skills;
- basic research skills (research methods, abstract-writing, other);
- readiness and capacity for life-long learning autonomous learning;
- information management skills (ability to retrieve and analyse information from different sources);
- ability to generate new ideas (creativity), critical thinking;
- capacity to adapt to new situations;
- problem solving ability;
- decision-making and readiness to accept responsibility;
- ability to build and work in a team and other interpersonal skills;
- leadership;
- ability to work in a multicultural business environment.
| c) Match the 5 quotes to the competencies listed above. |
1. "In the end we retain from our studies only that which we practically apply". (Johann Wolfgang Von Goethe, 1749–1832, German Poet, Dramatist, Novelist)
2."Learning isn't a means to an end; it is an end in itself". (Robert Heinlein, 1907–1988, American Science Fiction Writer)
3. "I forget what I was taught. I only remember what I have learnt". (Patrick White)
4. "Learning how to learn is life's most important skill". (Tony Buzan, British Peak Performance Expert, Trainer, Author)
5. "I had six honest serving men. They taught me all I knew. Their names were: Where, What, When, Why, How and Who". (Rudyard Kipling, 1865–1936, British Author of Prose, Verse)