Hírek
Nobilte Co.-MSc in Applied Management Spring 2021 in Pecs
Contact Gabriella Gombár: Ez az email cím védett a spam robotoktól, a megtekintéséhez engedélyezni kell a Javascriptet. , 0036709462399
https://ktk.pte.hu/en/education/master-programs/msc-applied-management
MSC APPLIED MANAGEMENT
Degree: Master of Science (MSc/ Honours) Applied Management
Duration of training: 2 years (4 semesters)
Intake: Spring
The Master of Science Applied Management program, originally launched and validated in 2005, is designed for those who already hold a BA/BSc degree in Business or Economics-related areas and wish to deepen their knowledge and develop skills associated with a successful business or professional career.
The aim of the program is to prepare students to be managers able to perform effectively in a globally competitive and changing environment. This specialized two-year program delivered and taught in English, leads to an MSc degree in Applied Management.
THE PROGRAM AIMS TO:
- provide students with broader and deeper knowledge and skills to equip them for a career in diverse business organizations;
- develop the competence of students in applying business and management skills essential to practicing international management;
- develop those critical and analytical skills necessary in international management;
- develop critical and analytical problem-based learning to prepare students for graduate employment.
Program structure & student hanbook >
Arrival: last week of January
Orientation day: First week of February
| Type of training | Finances | Educational time | Start of education |
|---|---|---|---|
|
full-time study |
for citizens of EU member countries 1 300 EUR (400 000 Ft) / semester |
4 semesters |
Spring semester of 2020/2021 academic year |
|
for citizens of all other countries 4 000 EUR / semester |
APPLICATION
Application fee: €100
Deadline for Application: 30th November
Applications submitted after 30th November will be considered for the next academic year.
You can read more infomation about the application process, fees and finances and transfer data in our application guide >
APPLY NOW! >
Írta: Gabriella Gombár
Nobilite News -The top 3 reasons to study in Hungary
https://www.study.eu/country/hungary
There are many reasons why you should consider Hungary to study abroad - these are the top 3:
- Universities in Hungary offer high quality education at affordable tuition fees
- Hungary is a modern and safe country, but the cost of living are among the lowest in Europe
- Hungary is a diverse, multicultural nation with lots of fun experiences for foreign students
Stipendium Hungaricum: The scholarship to study in Hungary
Hungary is becoming an increasingly popular host country for international students. One of the reasons is the Stipendium Hungaricum, Latin for “Hungarian Scholarship”. The scholarship is very generous: It includes tuition fees, medical insurance, a housing allowance and a monthly stipend. Every year, the Stipendium Hungaricum is awarded to around 5,000 students from over 70 partner countries. Whether you are eligible for the subject you want to study depends on the cooperation programmes that are in place. Usually, you need to submit your application with all documents by mid-January to receive the scholarship for your studies commencing the same year.
Keep track of the COVID-19 regulations
https://stipendiumhungaricum.hu/news/latest-regulations-related-to-entering-hungary/
Írta: Gabriella Gombár
Perspective: Creating humane graduates for a liveable world
Creating humane graduates for a liveable world
Internationalisation of higher education is increasingly being defined and discussed in relation to its wider benefits to society. There is an acceleration of a rich range of diversified perspectives of the emerging purposes, meanings and functions of internationalisation, implying the need for considering new strategic directions for internationalisation of higher education.
The current direction
The complex relationship between internationalisation and neoliberalism has significantly shaped the ways in which universities currently articulate the purpose and values of internationalisation.
While some universities are opening up space for critical dialogue about new ways of thinking about internationalisation, the key strategic focus of international research partnerships, collaborations and international student recruitment within higher education is heavily driven by the logic of commercialism.
But national policies on internationalisation are focused on the export ambitions of education. The United Kingdom government, for example, expects to increase the number of international students hosted in the UK to 600,000 per year by 2030 and increase the value of education exports to £35 billion (US$43 billion) per year.
The social-cultural collaborations promoted under the label of internationalisation are mainly informed by corporate cosmopolitanism. In fact, this consumerist agenda has contributed to creating a certain knowledge hegemony, in particular, within the global centres of higher education.
How universities advocate the benefits of geopolitical border crossing for higher education intricately normalises the linear flow of knowledge from particular parts of the world to the rest of the world. How internationalisation is used to project soft power and the centric nature of internationalisation do not necessarily contribute to developing genuinely internationally-minded, humane citizens.
Internationally-minded citizens
Internationally-minded, humane citizens are open to multiple perspectives of the world and are concerned about the common humanity of all people. They are capable of respecting diverse world views and knowledge systems while at the same time critically interrogating them in the process of developing new knowledge.
Such individuals have access to a multitude of ways of knowing the world. Their non-centric approaches to knowledge creation are transformative and therefore may offer feasible and more equitable strategies to address the increasingly profound social, economic and cultural challenges the world is facing today, such as increasing inequalities across societies, growing fear of the unknown, ethnic and religious tensions and multiple losses from disasters.
However, for decades, internationalisation has aimed at developing graduates who are capable of perceiving the world through Eurocentric views and values framed within neoliberal ideologies, influencing the university curricula and pedagogy to ignore different and alternative knowledge systems that are effectively being used across cultures to address socio-economic and environmental challenges in a context-friendly manner.
This restricted view about the ‘global’ world inevitably and systematically results in dispossessing our younger generations of other knowledge systems (or epistemicide as Boaventura de Sousa Santos notes).
Internationalisation should instead open up spaces for students and staff to critically complicate their familiar knowledge and understandings about the world with other unfamiliar ones.
Moving forward
Approaches to economic development and cross-cultural understanding that are in stark contrast to the self-serving practices valued by neoliberal ideology should be introduced via institutional internationalisation agendas.
For example, Buddhist philosophy which offers sustainable practices for intellectual development, peace and harmonious living; Ubuntu, the concept commonly believed in African societies that promotes the interconnected nature of human beings; and the sustainable agricultural and forestry practices of indigenous people, based on their holistic knowledge about environmental and socio-cultural factors, could effectively contribute to improving cross-cultural knowledge and skills.
Combating the increasing distrust between individuals, xenophobia and ethno-nationalism, addressing urgent environmental challenges and contributing to the achievement of the United Nations’ Sustainable Development Goals for 2030 could be embedded within the process of internationalisation.
Embedding a moral responsibility towards the self, nation and wider humanity within internationalisation policy and practice at an institutional level can effectively be used for enhancing human lives by contributing to developing graduates for a successful, sustainable and liveable world.
The idea of creating graduates for a liveable world offers a sustainable parallel to the notion of creating global citizens for the knowledge economy.
Dr Thushari Welikala is visiting lecturer in the faculty of life sciences and medicine at King’s College London, and is a senior lecturer in higher education at the Institute of Medical and Biomedical Education at St George’s, University of London, United Kingdom.
Írta: Gabriella Gombár
UGANDA -US Int'l student networks:2019
The power of international student networking
Like most of her female classmates growing up in Uganda, Ritah Arishaba’s family couldn’t afford to buy feminine hygiene pads month after month. But unlike many of them, her mother taught her to make reusable pads from old clothes.
Arishaba never missed a day of school because of her periods, and she thinks it made a difference. By the time she graduated high school and landed a scholarship for college, other classmates had dropped out. Some of them “ended up getting pregnant, as young as 12 years old”, she says.
So when she came to Arizona State University as a freshman in 2015, Arishaba knew she wanted to use her education to help keep girls in school when they’re menstruating. Now, four years later, what was once “just an idea” has become “a real thing”, she says.
Írta: Gabriella Gombár
Looking Back : 2019-SDGs and the Universities perspective
SDGs ‘not attainable without contribution of HE’, UN told
None of the United Nations’ Sustainable Development Goals or SDGs – the internationally agreed framework for tackling poverty, inequality, disease and climate change – can be achieved without the contribution of higher education through research, teaching and community engagement.
That was the key message of a statement launched by the Association of Commonwealth Universities, the Agence universitaire de la Francophonie and the International Association of Universities at the UN High-level Political Forum on sustainable development held in New York last week.
During a global event at the High-level Political Forum organised by the Higher Education Sustainability Initiative, the three university organisations – which represent more than 2,000 different universities globally – used their collective voice to champion the importance of higher education for the SDGs and call for partnerships within and beyond the sector to achieve the goals.
Írta: Gabriella Gombár
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