Teaching at the University of Leuven : a case of teacher training in Higher Education in Flanders, Belgium

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The equity aspect within the framework of the assessment of the quality of Higher Education : developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of succes

Resumen basado en el de la publicaci??n

The use of oral presentations in Higher Education : CLIL vs. English as a foreign language

Incluye ap??ndice

museology and community development in the XXI Century

Each time more, museology professionals are confronted with terms such as community, social inequality, social inclusion and development in their quotidian. Be it in conferences, publications or museum programmes, these are increasingly recurrent terms which, in great part, translate the dynamics of a relationship between museology and community development that has been constructed since the late 60’s. Although it is not new, such relationship has gone through a major bloom in the early 90’s and arrives today as an emerging priority within the world of museology. A first glance on the subject reveals that very different approaches and forms of action share the efforts in endowing museology with a role in community development today. In addition, despite of its growing popularity, it seems to be some misunderstandings on what the work with community development requires and truly signifies, as can be pointed out in a number of assertions originated from the field of museology. Accompanying such a plural environment, discussions and disagreements about to what extend museology is able to claim a role in social change also mark its affairs with community development. People are faced, indeed, with a rather polemic and intricate scenario. To a great extend, language barriers hinder the exchange of information on current initiatives and previous experiences, as well as on the development of concepts, approaches and proposals. Lack of better interactions among the groups of museology professionals and social actors who carry out different works with community development also contributes to making the potential of museology as a resource for development more difficult to be visualised.

The Maré Museum: an integrated project of community development

The Maré Museum, founded on 8 May 2006, arose from the desire of the inhabitants of the community to have a place of memory, a place that is immersed in the past and looks to the future, a place that reflects on this community, on their conditions and identities and on their territorial and cultural diversity. The intention of the Maré Museum is to break with the tradition that the experiences to be recollected and the places of memory to be remembered are those elected by the official version, the "winner" version of the story that restricts the representations of history and memory of large portions of the population. The Maré Museum, as a pioneer initiative in the city scene, proposed to expand the museological concept, so that it is not restricted to intellectual social groups and cultural spaces that are not accessible to the general population. The museum has established recognition that the slum is a place of memory and so has initiated a museographic reading of the Mare community. ..

Long-term effectiveness of sowing high and low diversity seed mixtures to enhance plant community development on ex-arable fields

Questions: How is succession on ex-arable land affected by sowing high and low diversity mixtures of grassland species as compared to natural succession? How long do effects persist? Location: Experimental plots installed in the Czech Republic, The Netherlands, Spain, Sweden and the United Kingdom. Methods: The experiment was established on ex-arable land, with five blocks, each containing three 10 m x 10 m experiment tal plots: natural colonization, a low- (four species) and high-diversity (15 species) seed mixture. Species composition and biomass was followed for eight years. Results: The sown plants considerably affected the whole successional pathway and the effects persisted during the whole eight year period. Whilst the proportion of sown species (characterized by their cover) increased during the study period, the number of sown species started to decrease from the third season onwards. Sowing caused suppression of natural colonizing species, and the sown plots had more biomass. These effects were on average larger in the high diversity mixtures. However, the low diversity replicate sown with the mixture that produced the largest biomass or largest suppression of natural colonizers fell within the range recorded at the five replicates of the high diversity plots. The natural colonization plots usually had the highest total species richness and lowest productivity at the end of the observation period. Conclusions: The effect of sowing demonstrated dispersal limitation as a factor controlling the rate of early secondary succession. Diversity was important primarily for its 'insurance effect': the high diversity mixtures were always able to compensate for the failure of some species.

A new theory of educational change - punctuated equilibrium: the case of the internationalisation of Higher Education institutions

This article argues for a new theoretical paradigm for the analysis of change in educational institutions that is able to deal with such issues as readiness for change, transformational change and the failure of change strategies. Punctuated equilibrium (Tushman and Romanelli, 1985) is a theory which has wide application. It envisages long-term change as being made up of a succession of long periods of relative stability interspersed by brief periods of rapid profound change. In the periods of stability only relatively small incremental changes are possible. The periods of transformational change may be triggered by external or internal influences. A recent study of the long-term process of internationalisation in higher education institutions shows evidence to support the theory: long periods of incremental change, events precipitating profound change and the failure of externally imposed attempts to change. Also, as the theory predicts, changes in collegial organisations are slower and more uncertain than changes in managed organisations.