Florin D. Salajan

The Evolution of U.S. e-Learning Policy A Content Analysis of the National Education Technology Plans

The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society.

Value and benefits of European student mobility for Romanian students: experiences and perspectives of participants in the ERASMUS programme

Abstract This article reports on the experiences and perspectives of Romanian students participating in the ERASMUS Programme, regarding the benefits and value of academic mobility. It situates their accounts in the framework of internationalization and Europeanization processes occurring in Romanian higher education. The study draws on primary data collected from a sample of Romanian students via an online questionnaire. A total of 522 valid responses were received from students at 37 higher education institutions in Romania. Student respondents indicated their academic experiences in other EU member states represented an investment in their professional and personal development. However, they were less convinced these experiences could assist them in improving the overall economic and social conditions in Romania or that it would serve them in the programs of studies at their home institutions. Further issues addressed were credit transfer, financial support and differences in academic programs between host and home institutions.

An analysis of rhetorical devices in policy narratives on the European Institute of Innovation and Technology: Implications for European higher education

This article examines the evolution of the policy narrative created by the European Commission around the establishment of the European Institute of Innovation and Technology (EIT) in order to rethink and spearhead new processes of innovation in the European Union (EU) through a better coordination of output in academia, research and industry. A discourse analysis was conducted on several key European Commission documents, later formalized into EU regulations, which confer the EIT its legal basis for its operation. By employing a three-fold policy analysis framework, a series of rhetorical devices are extracted to examine the policy framing, dynamics and instruments that operate as motivators for the construction of a persuasive initiative to be set in action in the service of innovation for a more competitive Europe. Through this investigation, a larger agenda is exposed in the EIT’s policy framework, with wide implications and significant ramifications for the evolution of European higher education.

A comparative study of two pre-service teacher preparation programmes in the USA and Romania

Abstract This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of learning in the programme, preparation for general teaching and twenty-first century skills. The largest differences were recorded for the university supervisor and cooperating teacher constructs, which the US teacher candidates rated considerably higher than their Romanian peers, namely in the quality and extent of applied field and clinical experiences, which merit further exploration.

A Survey of U.S. Education Policy Regarding the Education of Adults

In the United States, adult and workforce education (AE) seems to be located, simultaneously, both everywhere and nowhere in particular. Ongoing shifts in national economic demands and changes in requirements for training and education have brought learning in the adult years into the federal public policy arena. Sometimes referred to as lifelong learning, AE has proven to be a somewhat vague concept as a basis for federal policy formulation, but its existence signals an important federal locus of responsibility for learning in adulthood. This historical examination of the AE policy domain offers a review of the formulation, and more specifically how AE policy has been framed, where AE policy originated, and its progression over time. Primary U.S. legislative documents, federal agency reports, and federal white papers spanning the years 1862 to 2014 were reviewed to present a survey of the AE policy area.

Romanian higher education as a facilitator of Romania's continued formal and informal integration in the European Union

This article conducts an exploration of Romanias European integration process through higher education. It contends that integration occurs at formal and informal levels through institutional norms and human agency, respectively. Through theoretical and empirical analysis, the authors discuss the modalities through which normative European integration is undergirded by human transactions stemming from individual experiences with European practices. Romanian higher education serves as an aggregating and filtering system for the formation of an intellectual realm conducive to the countrys deeper European integration.