Department of Literature, Area Studies and European …olasz.elte.hu/files/...Italian_Studies_in_Hungary_Iceland_… · Web viewInternationalizing Higher Education in Humanities:

Internationalizing Higher Education in Humanities:

A Comparison of Italian Studies in

Hungary, Iceland and Norway

Eötvös Loránd Tudományegyetem Bölcsészettudományi Kar Olasz Nyelv és Irodalom Tanszék

2009

2 Internationalizing Higher Education in Humanities:

A kiadvány az EGT/Norvég Finanszírozási Mechanizmus által támogatott 07/002/NA/N-125 számú pályázat keretében készült.Project report: EEA NORWEGIAN FINANCIAL MECHANISM 07/002/NA/N-125

Project leader and editorIlona Fried (Eötvös Loránd University, Budapest)

Project teamElizaveta Katchatourian (Oslo University)Éva Lax (Eötvös Loránd University, Budapest)Lenka Meszler (Eötvös Loránd University, Budapest)Sergio Sabbatini (Oslo University)Giampaolo Salvi (Eötvös Loránd University, Budapest)Maurizio Tani (University of Iceland, Reykjavik)

Budapest 2009ISBN 978-963-284-111-3

A Comparison of Italian Studies in Hungary, Iceland and Norway

Project summary

The countries of the three institutions taking part in the project have implemented the same system of studies in higher education, which is based on a three-year (undergraduate) degree program. The actual practice of organizing higher education according to this internationally recognized scheme implies a careful balancing between the desire to look beyond national borders while addressing the needs of national policies and domestic job markets. In this perspective modern language studies have a key position and therefore quality assurance and thoroughly thought-over strategies in this area are of crucial importance. However, experience shows that unless there is a widespread understanding of the role that BA graduates of modern languages can assume in society, be it national or international, chances of benefiting from higher education reforms will be scant. Recognizing that people study languages and cultures for a variety of reasons, that learning a language is a genuinely intellectual experience, that students need to be encouraged to broaden their knowledge in a variety of ways and given the possibility to acquire a variety of transferable skills are all tantamount to the success of any ambitious school of modern languages. The aim of the project is to evaluate and if necessary reconsider methods and curricula implemented in the everyday practice of BA studies at the three institutions. Apart from focusing on specific issues regarding Italian Studies, the partners of the project intend to shape their work as a pilot study whose findings might possibly be generalized to modern/foreign language studies overall.

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Description of partners(1) The Eötvös Loránd University (ELTE) is the largest university in Hungary with about 30.000 students. It is an internationally recognized institution: the degrees issued by the university are acknowledged worldwide, and its course credits are transferable in all countries in the European Union. The university has eight faculties, and the Faculty of Arts involved in the Project has about 10.000 students.Upon the reorganization of the Hungarian higher education system three-year degree courses have been introduced nationwide and in September 2006 the first BA courses have commenced at the Faculty of Arts of ELTE. The former Department of Italian Language and Literature is currently part of the new Institute of Romance Studies. At present Italian Studies have about 20 staff members and 300 students, with undergraduates following the new BA curriculum and higher-year and postgraduate students concluding their studies consistent with the curriculum of the previous study scheme. Apart from (Italian) language development courses, both the “new” and the “old” study program offers students of Italian modules in three main areas: Italian literature, linguistics and culture.Staff members taking part in the project are: Ilona Fried, Éva Lax, Lenka Meszler and Giampaolo Salvi, it is coordinated by Ilona Fried.

(2) The University of Oslo is Norway’s largest and oldest institution of higher education, with approx. 30.000 students and 4.600 employees. Italian Studies is part of the Department of Literature, Area Studies and European Languages (ILOS) of the Faculty of Arts. The Italian Section of the department has around 100 students per semester and an academic staff of about 4. The Italian


section offers courses in Italian literature and language that range from beginner level to bachelor and master degrees. Staff members taking part in the project are: Elizaveta Katchatourian and Sergio Sabbatini.

(3) The University of Iceland is a modern, diversified and rapidly developing state institution in Reykjavik with 11 faculties and offering almost 300 study and research programs spanning most fields of science and scholarship. The Department of Romance and Classical Languages of the Faculty of Arts offers programs in French, Italian, Spanish, Classical Latin and Classical Greek. Within the BA program students acquire advanced skills by studying language, linguistics, history, literature, translation, films and cultural studies.Staff member taking part in the project is Maurizio Tani.

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“Exchanging good practice – Hungarian partner visiting the University of Oslo”

Memorandum of Phase 1 of the 365 EGT Project (August 2008)

The following memorandum is the outcome of the visit carried out by Ilona Fried and Lenka Meszler on behalf of the Institute of Romance Studies at Eötvös Loránd University (ELTE), the Hungarian partner of the Project. In accordance with the original intent of the member institutions of the Project to perceive their work as a pilot study whose findings are to be presented to a wider public concerned with the modernization of language studies in Hungary, the memorandum shall first present some relevant facts from the perspective of the Project (Part 1) and then raise issues which are, in the visitors’ experience, worthy of thought and discussion (Part 2). These are key issues that can be addressed at the grassroot level and are realistically attainable within the limits of a bottom-up approach for improving higher education.


PART 1: THE FACTS

1. Higher education and research system in Norway: features leading towards internationalization

Norway is one of the leading countries conforming to the guidelines from the Bologna Process in European higher education. The degree system based on the Bachelor's, Masters and PhD structure was introduced in 2003, together with the ECTS credits system. The Norwegian Agency for Quality Assurance in Education (NOKUT) is an independent governmental agency whose purpose is to control and develop the quality of Norwegian higher education institutions through the evaluation, accreditation and recognition of quality assurance systems, institutions and education programs. NOKUT was established by the Norwegian national assembly (Storting) in 2002 and has been in operation since January 2003.

The Norwegian research system is often described as being divided into three research levels: a policy level, a strategy level and a performance level. The research policies are set forth by the Norwegian national assembly, the Government and the relevant ministries. The Research Council of Norway serves as the key institution at the research strategy level, although the universities and colleges also have important functions in strategic research planning. The research-performing level consists of the higher education and independent research institutes funded by the private sector, as well as the industrial sector. For 2008, the Government has allocated approximately 17.8 billion NOK for the country’s combined research and development budget.

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The internationalization of higher education is a priority and a key objective for the Norwegian Ministry of Education and Research within all sectors of the Norwegian education system, and it has been a key factor for the development of programs where the language of instruction is English. For the school year 2007/2008 more than 200 Masters programs taught in English were available to students in Norway, covering a variety of subject areas. Some of the institutions also offer English-taught programs at the Bachelor’s level. Currently over 12,000 foreign students are enrolled at Norwegian institutions of higher education. International students may apply for admission to a variety of undergraduate and graduate degree programs. They may come to Norway as students through established exchange programs, institutional agreements, or as so called self-arranged "free movers".

Since its foundation in 1811, the University of Oslo has contributed to international research in networks and consortia within a wide range of scientific disciplines. The flow of researchers to and from the University of Oslo is substantial, and Oslo annually hosts a high number of international conferences and seminars. In combination with a high level of student mobility, this attracts valuable contributions from the global research community and ensures that the University of Oslo maintains its position as a truly international university.

International cooperation at the University of Oslo is based on a bottom-up approach: the basis for all international links is researcher-to-researcher cooperation. Such cooperation has led to some 100 bilateral university-to-university agreements. The University of Oslo maintains extensive links with institutions in the Nordic countries and the European Union. In keeping with national research


policies, the University of Oslo’s international policy focuses not only on solidarity with the Nordic and other European countries, but also on participation in global development through long-term co-operation with institutions in developing countries.

2. Italian Studies at the Department of Literature, Area Studies and European Languages (ILOS, University of Oslo)

The University of Oslo is Norway’s largest and oldest institution of higher education, with approximately 30,000 students and 4,600 employees. As the country’s largest university, the University of Oslo and its eight faculties offer more than a hundred study programs in a wide range of academic fields. A number of integrated programs, combining subjects from different faculties, are also available. The University offers programs of study with a duration of 1 to 6 years, depending on the degree program. Examen philosophicum and examen facultatum are included in the study programs at undergraduate level.

Italian Studies section is part of the Department of Literature, Area Studies and European Languages (ILOS) of the Faculty of Arts. ILOS was established in January 2005 and it is the outcome of a restructuring process, involving the following departments: the former Department of British and American Studies (IBA); the former Germanic Department (GI); the former Department of Classical and Romance Subjects (KRI,- excluding the staff of the classical subjects section); the staff in Slavic and Baltic subjects from the Department of Eastern European and Oriental Studies (IØO); and the Literary Science staff from the Department of Scandinavian Philology and Literary Science (INL). The

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Department has 88 permanent academic staff, plus 44 research fellows. In addition, the Department has a number of temporary appointees and 19 administrative staff. The Italian Studies section at ILOS offers courses in Italian literature and language that range in level from beginners to bachelors and masters degrees.

As for academic infrastructure, the University of Oslo Library was founded in 1811 and it is the largest academic library in Norway. It is distributed over 4 locations. The Humanities section is housed in a brand new building on campus built in 1999 by the outstanding architect Are Telje (Telje-Torp Aasen Architects Office) – an important landmark of contemporary architecture and a place where reading, working is a real pleasure. A huge part of the collection is displayed in an open-shelf system, where holdings are arranged in subject order. Institutions and libraries on campus normally have well equipped computer clusters and/or WLAN service with free Internet access.

Courses are arranged into freestanding units with a credit value that normally varies between 5 and 20 ECTS credits. The standard credit system used for courses at the University of Oslo is the European Credit Transfer and Accumulation System (ECTS). The study programs are made up of courses and course groups. Some courses are compulsory, while others can be freely chosen. The programs of study may have course groups of varying size. Course groups of 40 or 80 ECTS credits are the most common and they are accessible even to students who do not intend to follow and register for a full BA or MA degree program. All courses have their own code consisting of letters and numbers. The letters often reflect which subject the course is related to, or the name of the course (in


Norwegian). The first number of the number code corresponds to the level of the course:

* 0000-level = courses instrumental to other courses (e.g. support courses, introductory courses and brush-up courses)

* 1000-level = foundation course at bachelor level

* 2000- and 3000-level = advanced courses at bachelor level

* 4000- and 5000-level = advanced courses reserved for the master level

The University of Oslo operates or participates in several centres abroad. The centres are either a part of the University's strategic work for bilateral cooperation, or vital parts of the research within particular subject areas. The centres differ from each other in relation to their research interest and academic profile. However, most of them are multi- or crossdisciplinary and can be used by the University's departments and academic staff. An example in case would be the Norwegian Institute in Rome, which is administered by the Faculty of Arts at the University of Oslo. The academic staff carries out research and teaching in archaeology, art- and cultural history of the Mediterranean countries, the research done mostly on an individual basis, but also in the form of institute projects, either alone or in cooperation with other institutions in Italy or Norway. The Institute’s library is part of the Union of Scientific Libraries in Rome (URBS), a consortium which has created a common net-based catalogue of 16 research libraries in Rome since 1992. The library holdings cover all epochs in Classical Archaeology and Italian Art History up

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to the 17th century, with special emphasis on literature on late Antiquity and the early Middle Ages.

3. Students’ perspectives

There are more than 200 active student societies, clubs and organizations at the University of Oslo. These include societies for students on a particular study program, social clubs for specific faculties, and societies for the pursuit of certain hobbies and interest. Among the latter are theatre groups, choirs, political societies and special interest groups. The Norwegian Students’ Society brings together a number of volunteer-based student associations, offering a rich spectrum of activities – concerts, lectures, debates, improvised theatre, clubs, parties, exhibitions, courses etc.

The International Students’ Union (ISU) is an anti-racist, non-profit and secular organization representing the political, social, cultural, academic and economic interests of all students in Norway. All international students at the University of Oslo are automatically members of ISU, which arranges various events (academic and/or social) for them throughout the year.

Students are well-represented in the governing bodies of the University, and there are elected student councils in every department and faculty. The Student Parliament, which comprises the various students’ parties, is the highest elected student body at the University.

The Foundation for Student Life in Oslo (SiO) co-operates closely with the university and it has a fundamental role in developing practical programs aimed at improving the learning environment at the university. It supports student activities with funding, advice and training, as well


as organizing the university's orientation program for new students. SiO runs on-campus university health services, whereby general practitioners, nurses, psychiatrists and psychologists are available for students free of charge on an appointment basis. There is also a team of professional social counselors who students can turn to in order to discuss their academic, financial or personal affairs. Moreover, SiO runs eleven student halls of residence and student villages in and around Oslo, capable of housing about 7,500 students; while SiO's Sports Department provides a wide range of sports and recreation facilities. SiO also runs 35 on-campus restaurants, cafés and cafeterias with a varied selection of menus (including vegetarian and halal food). Besides taking the responsibility for these facilities and services, SiO also acts as employer for students, providing job opportunities for them while studying.

The representatives can be contacted either through the individual departments or faculties, or through the Student Parliament, the highest elected student body at the University, which is open to students practically all day, so that students can get all the information or help or can exchange views really easily.

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PART 2: THE VISITORS’ NOTES

1. Internationalizing higher education and research practices: Norway vs. Hungary

It would be too ambitious as well as beyond the scope and limits of our project to discuss the reasons which underlie the decisions made by different countries regarding education and research, and the resulting consequences of their decisions. However, if we want to design an action-plan which targets the grassroots of higher education, we must not overlook or underestimate the vast differences in the institutional autonomy and availability of financial resources of universities in Hungary and in Norway. Obviously, the different attitudes at the governmental level may well reflect and generate discrepancies in the attitudes towards education and research in the two societies and at the level of the respective academic communities. In particular, consensus and support for the education reform brought about by the Bologna Process do not seem to be realized in the same way in Norway as in Hungary: unlike their Norwegian counterparts, many Hungarian lower- and middle level operators of higher education (lecturers, departmental chiefs etc.) feel that the reform has favoured administrative needs (in a top-to-bottom manner) over much needed professional renovation. Also, reductions in the degree of autonomy of lower- and middle level academic units (departments, institutes etc.) have considerably restricted the possibility of professionally motivated initiative and action. The practice seen at Oslo of new/young


staff members receiving a so-called “startpakke” to develop and maintain international research partnerships, could also be applied in Hungary, together with the subsequent evaluation process of the research carried out.

A further issue that marks a difference in potential grassroot-level contributions to internationalizing higher education in Norway and in Hungary is the language barrier.Norwegian university students have no difficulties in following BA or MA courses instructed in English, and are able to easily access English specialist literature, but it is certainly not yet the case in Hungary, in regard both to faculty and students. Nevertheless, it can be considered as a model to follow for Hungarian universities.

2. Italian Studies in Oslo and Budapest

As a direct consequence of the Bologna Process, study organization and course plans are remarkably similar at the two universities, which clearly facilitates the desirable student mobility in the EU. What the visitors found very interesting in this respect was the interdepartmental collaboration among the different departments at Oslo University.

Life-long learning in Norway is fairly common practice. The visitors met several students who were studying while working or who had interrupted their work to go back to study at a certain point in their life. On the other hand, it is doubtful whether in the short run there is going to be a spontaneous change in Hungarian employers’ attitude towards the importance of life-long learning: in fact, nowadays one can hardly expect employers to appreciate or support employees who want to broaden or refresh their knowledge by taking certain courses at the university. At the same time, we should also admit that ELTE and other

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Hungarian state-owned universities are generally not prepared to deal with working peoples’ interests and their need to sit back in university desks to update, consolidate or diversify their professional skills. It is obvious that not just individuals, but the whole society would benefit from a dialogue and perhaps collaboration between higher education and business/industry/administration.

As far as Italian Studies in particular are concerned, the visiting party found it very useful and interesting to see how and why Norwegian students choose this specialization. Recall (Part 1, section 2) that in comparison to Hungary, Norway has a less continuous tradition in teaching Italian as a foreign language at the secondary school level (and therefore most students of Italian start learning the language at the beginning of their university studies), and also that Norway has less numerous and immediate cultural and economic ties with Italy. Although students’ reasons for choosing Italian vary to a great extent, often having a strongly subjective character, the interdisciplinary approach to study planning and a strong interest/motivation seemed to be obvious throughout the conversations conducted with local students. When asked about carreer prospects, it turned out that few students of Italian (or other languages) are planning to leave Norway for a job, although many expressed their intention to do voluntary work for some time in a developing country. Also, finding an Italian language/culture related job is not a priority in choosing a place of work. In sum, the overall impression was that for young Norwegian students, BA and MA university studies are in fact just the first, and by far not the last stage of a longer project of “life-long learning”. In the visitors’ opinion, Hungary should also learn to appreciate the


importance of continuous professional development, so as to realize a true internationalization of higher education.

Finally, an area where the visitors found the Norwegian system to be highly superior and well worth setting as a model is investment in academic infrastructure: libraries; teaching equipment and IT facilities. These are indispensable parts of internationalization, but again, the problem falls outside the control of lower- and middle level university competencies, to be solved (and solvable) only at government level.

3. Students’ perspectives

Considering the above described shortcomings and limitations of individual or institutional initiatives to shape the content and professional facet of higher education, it is hardly surprising if the Hungarian visitors at the University of Oslo observed with great interest the efficiency and truly edifying character of the local students’ organizations. Consultation with the acting president of the Students’ Parliament and a representative of the SiO left us with the same impression, namely that educating young people to handle/share duties and power intelligently and responsibly (be it the running of an on-campus cafeteria or talking to the national press), encouraging them to self-organization and free initiative, making them used to accountability for their words and actions, teaching them values and habits such as solidarity and voluntary work are indeed of crucial importance. All these form an integral part of their university education and prepare them for their later lives and careers, no matter what their actual specialization is. Self-organized student life, the responsibilities of students, the activities and practices of student societies, the

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transparency of financial and decision.making procedures in Norway can be set as an exaple for Hungarian student unions. Taking up some of the best practices of well-functioning students’ organizations, such as the one at the University of Oslo, would definitely contribute to building more solid foundations for an open, internationally appreciated civil society in Hungary. Obviously, internationally well-connected student societies would be very welcome at a practical level too: through the cooperation of student societies in the respective countries, these more active and accessible student organizations could certainly make themselves useful to Hungarian exchange students abroad and, vice versa, to foreign students visiting Hungary.


“Exchanging good practice – Hungarian partner visiting the University of Reykjavik”

Memorandum of Phase 1 of the 365 EGT Project (August 2008)

Introduction

The aim of this report is twofold: 1) a general presentation of the possibilities foreign students have of studying Italian at Icelandic universities, and 2) a brief comparison and evaluation of Italian studies in Iceland and in Hungary, through the examples of the University of Iceland/Háskóli Íslands (Reykjavík) and Eötvös Loránd University/Eötvös Loránd Tudományegyetem (Budapest).

1. Studying in Iceland

In this part, we present the general features of Icelandic higher education (1.1) and the facilities the University of Iceland offers to foreign students (1.2).

1.1. Higher Education in Iceland

The modern Icelandic system of higher education dates back to the foundation of the University of Iceland in 1911. Currently there are seven institutions categorized as „háskóli“ in Iceland (the Icelandic term „háskóli“ is used to refer to traditional universities, as well as institutions which do not carry out research). The University of Iceland remains the principal institution of higher learning in Iceland, and the only one where it is possible to study Italian as an independent BA program.

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Admission RequirementsStudents entering a university are required to have passed the Icelandic matriculation examination (stúdentspróf - upper secondary school-leaving examination) or to have completed other equivalent education. Examinations, certificates and diplomas from the member states of the EU and EFTA which qualify for admission to higher education in these states are recognized in Iceland for the purpose of admission to university studies.

Fees/Student FinanceThere are no tuition fees at state-run Icelandic institutions of higher education, only registration fees.Icelandic students attending institutions of higher education are eligible for student loans from the Icelandic Student Loan Fund. The total loan received per annum depends upon the income of the student and his/her spouse, as appropriate. Repayments commence two years after completion or discontinuation of studies. In accordance with the EEA Agreement, individuals from the European Union member states and the EEA-EFTA countries (Iceland, Norway and Liechtenstein), who have worked at their trade or profession in Iceland for at least one year, are entitled to apply for a loan. The Ministry of Education, Science and Culture annually offers a limited number of scholarships to foreign students to pursue studies in Icelandic language and literature at the University of Iceland.Grants are available for post-graduate, research-oriented studies at universities in Iceland. The grants are awarded on the basis of a research proposal submitted jointly by a student and professor. The research proposal must be also approved by the respective university faculty.


Language of InstructionIcelandic is the language of instruction in higher education institutions in Iceland. However, individual courses are taught in English. Italian courses are taught in Italian.

Academic Degrees and QualificationsThe following qualifications are offered at Icelandic higher education institutions:

Diploma/Certificate, awarded after one and a half or two years of first cycle (undergraduate) studies.Bachelor degree (BA, BS, BEd etc.), awarded to students who have satisfactorily completed three to four years of first cycle studies (90-120 credits). The bachelor degree constitutes a formal qualification for postgraduate (second cycle) studies.

Postgraduate certificates (Diploma/Certificate) are offered after one or two years of postgraduate study after the bachelor degree:

Masters degree (meistaragráða, MA, MS etc.), awarded after the successful completion of two years’ postgraduate study. A major thesis or research project is a substantial part of the program.Doctorate degree (doktorsgráða), awarded to those who have successfully completed a doctorate program (a five- year second and third cycle program, or three years after a master’s degree) and/or defended a doctoral thesis.

NB: Students with a BA degree in Italian may continue their studies at the postgraduate level only if they choose another course (eg. Comparative Literature, General Linguistics, Practical editorship and theory of publication, Language Technology, Translation Studies)

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1.2. The University of Iceland

The University of Iceland is a state university, situated in the heart of Reykjavík. Italian is taught at the Faculty of Humanities, whose main characteristics are presented in 1.2.1. The possibilities foreign students have of studying in this university are described in 1.2.2.

1.2.1. The Faculty of Humanities

The Faculty of Humanities has the following departments: Comparative Literature and General Linguistics, English, German and Nordic Languages, History and archeology, Icelandic, Icelandic for Foreign Students, Japanese, Philosophy, Romance and Classical Languages.

One of the main attractions for international students is the studies that are unique to Iceland as (in the domain of humanities) Icelandic Studies for Foreign Students and Medieval Studies.

Icelandic Studies for Foreign StudentsIcelandic Studies for Foreign Students comprises two main sections: a language component, where students receive instruction and training in writing, speaking and understanding modern Icelandic, and a cultural component, which deals with the language, literature and history of Iceland. In this latter component, students read both Norse and modern Icelandic literature and receive instruction in ancient and modern history as well as studying the morphology, syntax and phonetics of modern Icelandic. Icelandic Studies for Foreign Students is an option available to all international students: regular students who wish to complete one year, two years or three years of a BA program, exchange students who wish to study Icelandic during their exchange period in Iceland, or any international students in other


academic disciplines who wish to take a course or two in Icelandic language or culture.

M.A. in Medieval Icelandic StudiesThis program started in the autumn of 2005 and is run in cooperation with the Manuscript Institute and the Sigurður Nordal Institute. The course is aimed at providing postgraduate students with the necessary tools to study Old/Medieval Icelandic texts in the original and in their manuscript context, with special emphasis on interdisciplinary study. The program provides preparation for those interested in pursuing research in Viking Studies, Old Norse Myth and religion, the history of the medieval north as well as medieval nordic literature (sagas, eddic and skaldic poetry). Classes are taught in English.Candidates for an MA in Medieval Icelandic Studies are required to have completed the course Icelandic Online, which can be found free of charge online at www.icelandic.hi.is, or equivalent courses in Icelandic or Old Icelandic, either at their home universities or in Iceland. Candidates are also given the opportunity to attend courses in Modern Icelandic for foreign students at the University of Iceland during the academic year, depending on the timetable of the courses.

The National and University Library of Iceland The National and University Library of Iceland is the national library of Iceland collecting all printed works published in Iceland, by Icelanders and about Iceland. It is also the library of the University of Iceland with the country's largest collection of scientific works in many languages. Books that are not held in the Library itself can be ordered on inter-library loans from other libraries, both in Iceland and abroad. Books may be borrowed by library card holders. Students at the University of Iceland get library cards for free.

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1.2.2. Exchange students

If one wants to pursue part of their studies as an exchange student at the University of Iceland, there must first be an agreement between their home institution and the University of Iceland. Secondly, they must have finished a complete year (60 ECTS credit units) of their studies at their home institution. All prospective exchange students should begin the process of enrolment by contacting their home university. The student’s status must be recognized by the home institution and the University of Iceland.

International Student AssociationISA, International Student Association, is a group of Icelandic and international students working together for the better understanding between cultures, supporting the exchange between Icelandic and foreign students.

Student HousingThe Icelandic Student Services (Félagsstofnun Stúdenta, short FS) is in charge of Student Housing (Stúdentagarðar). Its role is to offer students at the University of Iceland convenient and well-placed housing at a fair price.

Office of International EducationThe Office of International Education (OIE) plays an extensive role in the University’s international cooperation. It disseminates information and assists students, professors and the university administration with relation to the University’s participation in multinational cooperation such as SOCRATES, NORDPLUS, NorFA and ISEP, in addition to various bilateral agreements. The office serves both Icelandic and foreign exchange students.


The Office of International Education handles formal relations between the University and academic institutions outside Iceland. Among the tasks involved are the arrangement of co-operative agreements with overseas universities and institutions and the facilitation of participation in educational exchange programs. In addition to taking responsibility for international co-operation for the University, OIE provides various services for exchange students and visiting staff members. OIE is the national agency for SOCRATES and NORDPLUS in Iceland.

2. Studying Italian in Iceland and in Hungary

2.1. Iceland

The University of Iceland only offers undergraduate courses in Italian: a complete BA „major“ program in Italian Language and Culture (120 credits), a reduced „minor“ program of the same type (60 credits), a BA course with practical purposes (90 credits), and a „minor“ program of the same type (60 credits). So Italian may be chosen as a main subject of study, or as one of the minor subjects, paired with another major subject.Below, we give the structure of these programs with some statistics about the relative weight of the different disciplines taught. Notice that the average rate of credits per hours/week is 5/2 (a course of two hours per week is granted 5 credits).

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BA Program in Italian – 120 credits

First year / FallMand. Foundation Course for Foreign

Languages I: Research Methods and Writing 5e

Mand. Italian Language I Prerequisites 10e Mand. History of Italy I: Before 1559 5e Mand. Written expression I 5e Mand. Italian Art history I: Before 1527 5e

SpringMand. Written expression II Prerequisites

5e Mand. Italian Language II Prerequisites 10e Mand. Oral Expression I 5e Mand. History of Italian Art II: From 1527

to Present Day 5e Mand. History of Italy II 5e

Second year / FallMand. BA-Thesis 10e

Mand. Italian Literature I 10e Mand. Italian Language III Prerequisites 5e Mand. Oral Expression II 5e Elective Business Italian I 5e Elective Italian Culture and Society

Prerequisites 5e Elective Short Stories 5e

Elective Linguistic History of Italy 5e


SpringMand. BA-Thesis 10e

Mand. Foundation Course for Foreign Languages II: Language and History of Ideas Remote studies 5e

Mand. Introduction to Linguistics (Italian) 5e Mand. Italian Literature II 5e Mand. Italian Language IV Prerequisites 5e Mand. Italian Literature III: Italian

Contemporary Fiction 5e Elective Italian for Tourism I 5e Elective Translation (Italian) 5e Elective Italian Cinema Taught in English. 10e

SummerMand. BA-Thesis 10e

Statistics:Mandatory: language 43%, linguistics 9%, literature 17%,

civilization 22%, thesis 9%Elective: language 38%, linguistics 12%, literature 12%,

civilization 38%

BA Minor in Italian - 60 credits

Fall Mand. Italian Language I Prerequisites 10e

Mand. Written expression I 5e Mand. Italian Culture and Society

Prerequisites 5e Elective Italian for Beginners I 6e

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Elective Self-Directed Study in Italian I Prerequisites 6e

Elective History of Italy I: Before 1559 5e Elective Business Italian I 5e Elective Italian Art history I: Before 1527 5e Elective Italian Literature I 10e

Spring Mand. Written expression II Prerequisites 5e Mand. Italian Language II Prerequisites 10e Mand. Oral Expression I 5e Elective Italian for Beginners II Prerequisites 6e Elective Self-Directed Study in Italian II

Prerequisites 6e Elective Italian for Tourism I 5e Elective Italian Literature II 5e Elective Italian Cinema Taught in English. 10e Elective Italian Literature III: Italian

Contemporary Fiction 5e

Statistics:Mandatory: language 88%, linguistics 0%, literature 0%,

civilization 12%Elective: language 46%, linguistics 0%, literature 27%,

civilization 27%

Italian for Practical Purposes, Diploma - 90 creditsThe aim of the program is to provide general language proficiency and training in communicative competence for business and international relations. The program is suited for people working in the private and public sectors and in


the travel industry, and the courses focus on those spheres. Emphasis is on applied Italian and cultural background.

First year / Fall Mand. Italian Language I Prerequisites 10e Mand. Business Italian I 5e Mand. Italian Culture and Society

Prerequisites 5e Elective Italian for Beginners I 6e Elective Self-Directed Study in Italian I

Prerequisites 6e Elective History of Italy I: Before 1559 5e Elective Written expression I 5e

Spring Mand. Italian for Tourism I 5e Elective Italian for Beginners II Prerequisites 6e Elective Self-Directed Study in Italian II

Prerequisites 6e Elective Written expression II Prerequisites 5e Elective Oral Expression I 5e Elective Italian Cinema Taught in English. 10e Elective Italian Literature III: Italian

Contemporary Fiction 5e

Second year / Fall Elective History of Italy I: Before 1559 5e

Mand. Oral Expression II 5e Elective Italian Art history I: Before 1527 5e Elective Italian Literature I 10e Elective Italian Language III Prerequisites 5e

Spring

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Elective Ítalskar bókmenntir III: Italian Contemporary Fiction 5e

Elective Italian Literature II 5e Elective Translation (Italian) 5eStatistics:Mandatory: language 83%, linguistics 0%, literature 0%,

civilization 17%Elective: language 50%, linguistics 0%, literature 25%,

civilization 25%

Italian for Practical Purposes, Minor - 60 credits

Fall Mand. Italian Language I Prerequisites 10e

Mand. Business Italian I 5e Mand. Italian Culture and Society

Prerequisites 5e Elective Italian for Beginners I 6e Elective Self-Directed Study in Italian I

Prerequisites 6e Elective History of Italy I: Before 1559 5e Elective Written expression I 5e

Spring Mand. Italian Language II Prerequisites 10e Mand. Italian for Tourism I 5e Elective Italian for Beginners II Prerequisites 6e Elective Self-Directed Study in Italian II

Prerequisites 6e Elective Written expression II Prerequisites 5e Elective Oral Expression I 5e Elective Italian Literature II 5e Elective Italian Cinema Taught in English. 10e

Statistics:


Mandatory: language 86%, linguistics 0%, literature 0%, civilization 14%

Elective: language 66%, linguistics 0%, literature 9%, civilization 25%

2.2. Italian in Hungary

At ELTE (Eötvös Loránd University), Italian Language and Literature can be studied at an undergraduate level (BA) and at a graduate level (MA). Students with an MA-degree may access doctoral studies in literature (Doctoral program in the history of Italian literature and culture) or linguistics (Doctoral program in Romance linguistics). For the sake of comparison, we limit ourselves to the description of the main features of the undergraduate programs. Eötvös Loránd University offers a complete „major“ undergraduate program in Italian Language and Literature (120 credits) and a „minor“ program of the same type (50 credits). Student of the major program have to choose a minor in another subject, but they may choose a specialization in Italian philology, too (50 credits).

BA in Italian Italian Language and Literature – 120 credits

General Courses in Humanities: 8 creditsGeneral Courses in Modern Philology: 4 creditsGeneral Courses in Romance Philology: 2 creditsIntroductory Courses in Italian: 30 credits

Language: 18 creditsLinguistics: 2 creditsLiterature: 2 creditsCivilization: 8 credits

Advanced Courses in Italian: 72 credits

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Language: 9 creditsLinguistics: 19 creditsLiterature: 22 creditsCivilization: 22 credits

Thesis: 4 credits

Total: language 24%, linguistics 23%, literature 23%, civilization 27%, thesis 3%

average rate of credits per hours/week: 4/3

Elective specialization in Italian Philology - 50 credits

Linguistics: 24 creditsLiterature: 24 creditsThesis: 2 credits

Total: language 0%, linguistics 48%, literature 48%, civilization 0%, thesis 4%


BA minor in Italian Language and Literature – 50 credits

Introductory Courses in Italian: 12-16 creditsLanguage: 8-12 creditsLinguistics: 2 creditsLiterature: 2 credits

Advanced Courses in Italian: 34-38 creditsLanguage: 9 creditsLinguistics: 3 creditsLiterature: 12 creditsCivilization: 10-14 credits


Total: language 34-42%, linguistics 10%, literature 28%, civilization 20-28%


2.3. A Comparison

Similarities

Both universities have similar aims: we quote from the University of Iceland Research and Education Policy:

«…the University shall be a scientific research and educational institution, providing its students with the education to undertake independent research projects and to undertake various tasks in society. The University of Iceland shall also provide continuing and lifelong education of those who have completed a university degree, inform the public, and provide services to society by virtue of its knowledge resources…

Research and teaching are to be intertwined at all levels of study, as far as possible… Matters to be emphasised in this context are teaching accommodation, computer facilities, office services for tutors, books and journals, access to databases and on-line publications, and reading facilities…

The University intends to promote postgraduate studies, master’s and doctoral programs, in as many fields of knowledge as possible, and to improve working facilities for postgraduate students. The University seeks to meet the needs of society by offering new fields of study in undergraduate studies, as well as in continuing and lifelong education. Collaboration between the University of Iceland and foreign universities and research institutions shall be promoted through exchanges of students and tutors, joint courses and co-operation on the development and evaluation of teaching and studies…

Tutors are encouraged to urged to present their own research and fields of scholarship to students as opportunities afford. Also,

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the University’s tutors shall endeavour to engage students in their research…

The University wishes to offer vigorous research-based studies in as many disciplines as possible. Co-operation between fields of scholarship shall be promoted, and also diversity of the research carried out at the University. Research shall be carried out at the University of Iceland in collaboration with other universities, research institutions and companies, as opportunities and occasions afford.»

Teaching methods are similar, too: there is a combination of lectures, seminars, individual assignments and group work. Lecturers are laying increasing emphasis on integrating the latest information and communication technologies in their teaching methods. For example, they often use the internet as well as specific, restricted websites for making course-related material available online and interacting with their students.

Differences

There are some important differences between the two institutions in the realization of their common aims in the domain of Italian studies. They concern: 1) teaching methods; 2) the presence of research in teaching; 3) the financial support of teaching and research activities.

1) Teaching based on direct contact between tutor and students is much wider in Hungary than in Iceland: in the major program, Hungarian students assist twice as many contact hours as Icelandic students, in the minor programs the rate is 4:3. This major involvement of personal contact allows for a quicker development of students’ knowledge and skills.


2) In Hungary, Italian studies have a long tradition and the Italian language is fairly widely taught in secondary schools, so Hungarian students enter the University with a good knowledge of the Italian language and they do not need as much language development as Icelandic students to reach a level which allows them to study more academic subjects such as Italian literature and culture or linguistics. This is apparent in the proportion of language teaching to other fields of learning domains in the two systems: while in Iceland 40% of the major Italian courses and 80% of the minor courses consist of language teaching, in Hungary these rates are 25% and 40%, respectively. This leaves Hungarian students much more room and time for subjects where tutors may present the results of their own research, thus favoring the intertwining of teaching and research promoted by the University: the traditional disciplines of philological studies, literature and linguistics constitute almost 50% of the subjects taught in Hungary in the major program (almost 40% in the minor), while in Iceland they constitute only 25% (and are practically almost absent from the minor programs, which are practically limited to language courses). This major presence of research in teaching does indeed prepare students for pursuing further studies at the MA and at doctoral level, a possibility that is missing at the University of Iceland.

3) Due to the differences in the economic situation of the two countries, financial support given to higher education is also different in size and in utilization. In Hungary (the scarce) financial resources are mainly used to support the larger staff needed to teach a larger number of courses, while research is supported to a smaller extent and the supply of teaching material is rather scanty. In theory, as the University of Iceland Research and Education Policy

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claims: «The University [should] provide tutors and specialists with access to well-endowed funds for research and the purchase of equipment, grants from which are made on a competitive basis. The University [should] endeavour to ensure access to information, books and other writings, to the best of its ability, in the interests of research.» While this goal seems to be fulfilled in Iceland, thanks to a better economic situation and a different governmental policy, in Hungary the traditional presence of high valued scholarly work in university teaching finds itself sadly challenged by the absence of sufficient support to research and up-to-date teaching material.

Sources:

http://www.hi.is/ (homepage of Háskóli Íslands)

http://www.hi.is/


“Exchanging good practice – Icelandic partner visiting the Eötvös Loránd University of

Budapest”Memorandum of Phase 2 of the 365 EGT

Project (September-October 2009)

The following memorandum is the outcome of the visit carried out by Maurizio Tani on behalf of the University of Iceland (Háskóli Íslands), the Icelandic partner of the Project, at the Institute of Romance Studies at Eötvös Loránd University (ELTE).

The strong vocation of Hungary and its University System to “Internationalisation”

Due to its geographical position in Europe, Hungary has always been, since the very beginning of the European history, one of the most “internationalized” (if we can use this post-romantic word for the older history) regions of the Eurasian continent. Hungary, in fact, is located in the heart of Europe, in the Carpathian basin, at half length of the River Danube, in an area that has always been a meeting point for different cultures, languages and religions. It was here that the trade roads between Northern, Southern, Eastern and Western Europe met. The Romans also had some of their most important provinces here (Pannonia, Dacia and Illiricum) on the Limes, which, as a lung for the Roman State, provided it with important armies, goods, raw materials and many good imperators like Septimius Severius, Diocletianus and Costantinus. It was here that Attila had his multi-ethnical headquarter. And later on, it

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was here that Ugric, Turkic, Neo-Latin, Slavic and many other ethnic groups formed the Kingdom of Hungary, governed under the motto of “Nam unius linguae uniusque moris regnum, imbecille et fragile Est” (using the words written by Stephen I of Hungary or, more probably, by his Venetian bishop Saint Gerard Sagredo in the 11th century in the book “Ten precepts to the duke Emericus”1) by truly international dynasties (from the Hungarian-Turkic Árpád to the Venetian Orseolo, from the French Angevin, the Bohemian Přemyslid to the Lithuanian Jagiellon and the Austrian Hapsburg). Here it was normal to have a king crowned with an Italian crown and a Viking sword (still preserved and guarded now in Prague), to have Muslim state officers well into the 14th century, to declare religious tolerance already in the 16th century, to have Jewish aristocracy from the 18th or Latin as the official language of the country until 1846.

This international and interethnic character can be easily detected in the history of the Hungarian University System2 that was created by the Angevins (with the establishment - by Louis the Great - in 1367 of the University of Pécs, and in 1389 of the University of Buda) and enriched by the Hunyady family (for example, with the creation of the University of Presburg in 1465 and of one of the most important European libraries in Buda), the Roman-Catholic organizations (like the Dominican and the Jesuit

1 See „Praeceptum Sextum - De acceptione exterorum et nutrimento hospitum”, Sancti Stephani primi regis Hungariae de regum praeceptis decem ad Sanctum Emericum ducem, in http://mek.oszk.hu/00200/00245/00245.rtf

2 See Péter Tibor Nagy, The social and political history of Hungarian education, in http://mek.oszk.hu/03700/03797/03797.htm#8


orders), the Protestants and many other ethnic, cultural and religious groups, always with strong connections to the rest of Western Europe (and especially Italy).

When we talk about the internationalization of the country of Béla Bartók, this is what we have to bear in mind.

Despite the small and big tragedies that this country had to suffer in its recent past (ethnic conflicts inside and outside the country, the so called ’Second Thirty Years' War’ (1914-45), the Trianon Treaty, the Nazi occupation and Stalinism; the 1956 revolution; Communism and post-communist “wild capitalism”), all of which dramatically hindering the development of free relations with the other European nations, Hungary persisted in trying to maintain its character of a highly internationalized country. And it was the educational system that served as the key tool in this. As post Trianon Hungary, under the guidance of its Minister of Culture (1922-1931) Kuno von Klebelsberg (1875–1932), invested in education (elementary schools in the countryside, modernisation of universities, introduction of a progressive policy on scholarships for university students, the foundation of the Hungarian cultural institute in Vienna, Rome and Berlin), so is post Communist Hungary making great efforts to do the same, realizing that in a globalized world Hungary can be a leading country in education and research.

Modernizing the Hungarian university system

Since the end of the Cold War in 1989 and the change of its political system, Hungary has started a profound modernisation of its higher education. After more then 40 years of forced separation from the rest of Western Europe, Hungary started a process of modernization of its higher

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educational system. But this process has been very difficult (in some disciplinary areas the negative consequences of the pre 1989 political situation were bigger) and strongly related to the economic and social situation. Since the change of the political system in the late 1980s, Hungarian economic development has been marked by periods of contraction and expansion.

Notwithstanding this process, influenced in part by the state's imposition of restrictive policies to control economic growth, the need for higher education has continually grown.

Between 1990 and 2003, the number of tertiary students increased fourfold, and the student-teacher ratio increased from 5.9 to 16.5 (more than two and a half times). Hungary went through these processes (with growing needs and fewer resources) simultaneously in the remarkably short time of about a decade, while the same processes were consecutive and lasted for a longer time in the West3.

Despite these difficulties, the Hungarian university system can boast of many public and private institutions that have a fine reputation and continue to attract many students (for example in the fields of medicine, veterinary studies and technology).

The Bologna Process in Hungary

After the signing of the Bologna Act in 1999, the Ratification of the Lisbon Convention on the Recognition of Qualifications (1997) in 2001, and with the full introduction and application (though with simplifications) of the credit

3 See Pusztai, Gabriella and Szabo, Peter Cs., „The Bologna Process as a Trojan Horse: Restructuring Higher Education in Hungary”, European Education, v40 n2 (Sum 2008), pp. 85-103


system (2005), Hungary started slowly to adopt the principles of the Bologna system. The multi-cycle Bologna system has been applied to students starting their university education in September 2006 in all fields.

Doubts and controveries concerning the Bologna Process still abound4. For example, the use of the ECTS credit system as a cumulative tool is rather formal and its use as transfer tool is rare and occasional, mainly because professors do not like to recognize study events that have happened outside the department5. The mobility of Hungarian students is still hindered by financial problems6.

The Bologna Process at the Eötvös Loránd University (ELTE) of Budapest

ELTE is considered to be the oldest and biggest university of today Hungary. It was founded in 1635 in the rural town of Nagyszombat (Trnava in Slavic and Tyrnau in Germanic, found in what is Slovakia today) by Cardinal Péter Pázmány, as a Catholic university for teaching Theology and Philosophy. In 1770-1780, the University was transferred to Buda and later to Pest, and with the support of Queen/Empress Maria-Theresa, it became the Royal Hungarian University. By the beginning of the20th century it had already belonged to the 15 biggest universities in the world. In 1921 it took the name of its founder and became to

4 Unpopular Bologna process for Budapest’s class of 2009, Café Babel, 23/05/2008,http://www.cafebabel.com/ita/article/24833/bologna-process-hungary-budapest-students.html5 András Derényi, Bologna Process in Hungary, http://www.sus.ba/mbpus/downloads/pecuh-maj-07/Bologna%20Process%20in%20Hungary.ppt6 László Dinya, Bologna process – National Report 2004-05– Hungary, www.bologna-bergen2005.no/.../National_Reports-Hungary_050111.pdf

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be known as Péter Pázmány Royal Hungarian University. In 1950, it took the name of one of its previous rectors, professor of Physics Loránd Eötvös.

ELTE can benefit also from the fact that it is located in the centre of Budapest, the capital of Hungary with 1.7 millions of inhabitants and a very large cultural (National Széchényi Library, Ethnographic Museum, Museum of Fine Arts, Museum of Applied Arts, Hungarian National Gallery) and educational offer (Drama and Film University in Budapest, Andrássy Gyula German Language University of Budapest, Budapest University of Technology and Economics, Central European University, College for Advanced Studies in Social Theory, Corvinus University of Budapest, Franz Liszt Academy of Music, Jewish Theological Seminary – University of Jewish Studies, Károli Gáspár University of the Hungarian Reformed Church, Moholy-Nagy University of Art and Design, Pázmány Péter Catholic University, Semmelweis University, University of Fine Arts Budapest, etc…).

Today the ELTE has 29,031 students (13,689 BA level, 11,662 iMA level, 1,411 PhD level), 1,415 employees, 8 faculties) and according to the Academic Ranking of World Universities by Shanghai Jiao Tong University, it has qualified as the best university in Hungary (311th in the complete list) and among the best 125-168 universities in Europe7.

ELTE has Erasmus agreements with circa 350 European universities from almost every country of the EU area (from Turkey to Iceland, from Malta to Finland). It has also circa 90 bilateral agreements with universities that are from outside the EU area, from Eastern Europe (Ukraine, 7 Shanghai Jiao Tong University (2007). "Academic Ranking of World Universities". Graduate School of Education, Shanghai Jiao Tong University. http://www.arwu.org/.


Russia), Asia (China, Taipei, Korea, Japan), Africa (Egypt) and America (USA)8.

Like all other Hungarian universities, Eötvös Loránd University (ELTE) of Budapest has adopted the Bologna Process since 2006.

ELTE plays an important role in the internationalization of European universities, attracting and sending abroad students, researchers and teachers.

The Bologna Process in the Italian Studies program at the Institute of Romance languages of the ELTE

ELTE is one of the 6 Hungarian universities where it is possible for students to study Italian. The other five are the University of Szeged (near the border with Serbia and Romania), the University of Pécs (near the border with Croatia), the University of Debrecen (near the border with Romania and not far from Ukraine), the Pázmány Péter Catholic University (near the border with Slovakia) and the University of Szombathely (near the border with Austria and Slovenia).

ELTE attracts circa half of the entire number of Hungarian University students of Italian.

At ELTE, Italian Studies are pursued within the framework of the Institute of Romance languages.

The Italian program at ELTE has a great tradition (connected also to names like Carlo Tagliavini) and can claim to have the largest number of students in Hungary even today.

The Italian degrees (a BA of 120 ECTS credits + 60 ECTS credits as “minor”, which can be also in “Italian Philology”, or a “minor” in Italian for students of other

8 See “ELTE Agreements”: http://www.elte.hu/en/bilateral_agreements

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disciplines) is organized with 8 ECTS credits in History of Philosophy, Communication, Informatics and Library usage, 4 ECTS credits in Linguistics and Literature Studies, 2 ECTS credits in Latin, and the other credits in Italian Language, History, Society, Literature, Art History, Contemporary History, Classic Music History, Cinema, Italian-Hungarian relations, Lexicology, Dialects, Syntax, Hungarian-Italian Contrastive linguistics, … The students can choose from among different specializations (e.g. Italian Philology, Teaching Italian).

There is also an MA in „Italian Language, Literature and Culture”, of the duration of 4 semesters for a total of 120 ECTS credits (with a thesis of 75.000 words), as well as a PhD program.

If we look at the percentages of credits, we get these results: language 24%, linguistics 23%, literature 23%, civilization 27%, and thesis 3%.

To be able to understand how the Bologna Process is working, we have asked some teachers and students the following questions:

1. Studying Italian in Hungary1.1 Why study Italian in Hungary? What are their motivations in studying Italian?1.2 What do they consider to be most siginificant about Italy and its culture (language, history, art history, literature, dialects, language for professional use, music, politics, media, ...)? 1.3 How important do they find the strong Hungarian- Italian relations (historical, cultural, artistic, economic) in their decision to study Italian?1.5 How can a degree in Italian be used in Hungary?


1.6 What can students study here about Italy?

2. Studying Italian at ELTE2.1 What are their reasons to study Italian at ELTE?2.2 What is of the most interest to them about Italy and its cultures (language, history, art history, literature, dialects, language for professional use, music, politics, media, ...)? 2.3 What can they study about Italy (language, history, art history, literature, dialects, language for professional use, music, politics, media, ...)? Can they give percentages?2.4 Can they think of something to add to the current curriculum offers?

3. Internationalization and the Bologna process3.1 What do they think about internationalization? 3.2 Do they think it is good to unify the education systems of the European countries?3.3 What do they think about the so- called Bologna process? 3.4 Do they think it is important to preserve local characteristics in education? Do they think the Bologna process has respected the specificities of the different traditions existing in Europe? 3.5 Do they feel that the Bologna process respects the motto of the EU: “United in diversity”? 3.6 Do they think that the Bologna process has helped the Italian department of ELTE to improve and increase its contacts and collaborations with other European universities?

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4. The present of the “pre-Bologna process” university degrees

4.1 Are there students in Hungary who are completing their studies in the “old”, pre- Bologna process, system? How are they treated? How is their degree recognized in the “new” system?4.2 In many North- European countries like Norway and Iceland, the 4 year- long, “old” laurea in Ialian studies is not recognized adequately by the NARIC/ENIC agencies (only as a BA + some credits). What is the case with the Hungarian degrees? Are they adequately recognized abroad? Are they adequately recognized in Norway and Iceland?

5. Internationalization for a better Italian teaching in Hungary and ELTE?

5.1 How could internationalization help Italian studies in Hungary?5.2 Do they think that a stronger collaboration between the Italian departments of various European universities could help the teaching of Italian, in general and in Hungary, in particular?

In a completely informal way, we have collected some answers that can be summarized as follows:

When students enter the university, they have already some knowledge of Italian, a language that is taught in many Hungarian schools, at every level and especially in Budapest.

Students study Italians for the following reasons: curiosity, sympathy, the beauty of the language, the Italian art and design, the variety of dialects, the commonness of


their history with the Carpathian Basin and even a particular affinity between the Hungarian and the Italian language. They want to learn a new language to be able to have a new, different point of view and way of thinking.

They often choose to study in Budapest because it is a big metropolis with many important cultural and education institutions.

A degree in Italian is useful at work in translations, in business, in diplomacy, teaching (at elementary, secondary or university level) …

The students are generally satisfied with the offer of their department. They would like to have more freedom to choose the subjects of their studies, to be able to mix Italian with, for example, more cinema, media, political science and design studies.

Other students feel the need of more specialization already in the first three years.

The Bologna Process is generally welcomed, especially because it gives students the option to take a break after the first three years, when they can review their plans and intentions, and make a change if they see the need. Some students feel that „internationalization” can be seen as „assimilation”. Other students suggest a better balance of standardization, and the protection of national particularities. Students also underline the importance of protecting local particularities.

If we consider how students and teachers are making use of the bodies of internal governance - where all the components of the academic community (students, teachers and administrative staff) are represented – introduced with the Bologna Process, we can feel a marked lack of experience and the need for a true culture of dialogue and constructive discourse yet to develop.

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Students are saying that there is lack of organization among themselves, which sometimes leads to real difficulties in expressing their needs.

Everybody is convinced that even after the Bologna Process, Italian Studies at Hungarian universities will differ in many respects from Italian Studies at other European Universities. Teachers of Italian at Hungarian universities will always be Hungarian and they will have always their particular point of view.

For some teachers, real internationalization will be reached only when genuine mobility becomes a reality, with universities of different countries exchanging their teachers easily, for longer periods.

Some students have also doubts about the reality of the EU motto: „Unity in diversity”.

They are not aware of the problems regarding the recognition of degrees of the “old Hungarian system”, and are very surprised to learn that an 300- ECTS- credit, 4- year- long Italian „laurea” is reduced to the level of a 180 -ECTS -credit degree by countries like Iceland and Norway9. 9 With regard to this problem, in September 2009, the European Parliament has asked the European Commission to open an investigation to verify the application of the “Lisbon Convention on the Recognition of Qualifications concerning Higher Education in the European Region”(http://conventions.coe.int/Treaty/Commun/QueVoulezVous.asp?NT = 165&CL=ENG, abbreviated in LC) and the the realated “Recommendation on procedures and criteria for the assessment of foreign qualifications and periods of study”, adopted by the Lisbon Recognition Convention Committee at its second meeting, Rīga, 6 June 2001 (http://www.coe.int/t/dg4/highereducation/recognition/Criteria%20and%20procedures_EN.asp, , abbreviated in ARPC). where it is clearly stated that every NARIC/ENIC office has to “fully respect” the “diversity of education systems in the European region” and has to “facilitate access to the labour market” (LC, Article VI.3.b.). NARIC/ENIC office has also the duty to guarantee that the “recognition

http://conventions.coe.int/Treaty/Commun/QueVoulezVous.asp?NT

http://conventions.coe.int/Treaty/Commun/QueVoulezVous.asp?NT


ConclusionsAt the end of this memorandum we can conclude that in Hungary the Bologna Process has been seen as a good occasion to modernize the higher education system. But because of the many difficulties (mainly economic) that the country has been facing since the end of the Cold War, this

of qualifications are transparent, coherent and reliable” (LC, Article III.2), that “Decisions on recognition shall be made on the basis of appropriate information on the qualifications for which recognition is sought” (LC, Article III.3), considering that “the international and national legal frameworks should be applied in a flexible way with a view to making recognition possible” (ARPC, III.7) and that the “only substantial differences in view of the purpose for which recognition is sought (e.g academic or de facto professional recognition) should lead to partial recognition or non-recognition of the foreign qualifications” (ARPC, V.36), always “taking into account the status of the institution and/or programme through which the qualification was awarded” (ARPC, V.29) and “the relative place and function of the assessment compared to other qualifications in the same system” (ARPC, V.35). In particular, these Agreements state clearly that “duration is merely one indication of the level of achievement reached at the end of the programme. The assessment process should acknowledge that recognition of prior learning, credit transfer, different forms of access to higher education, double degrees and life-long learning will all shorten the duration of some academic qualifications without diminishing the learning outcomes and a decision not to grant recognition should not be motivated by duration alone.” (ARPC, V.40).They also underline the importance in the process of evaluation of “independent written work (including theses)” (EMRPC, Paragraph 36), and the fact that “Length of study should therefore not be considered a uniform concept, and it should not be used as the sole criterion in the assessment of foreign qualifications” (EMRPC, Paragraph 40).Furthermore, they underline that “Where, after thorough consideration of the case, the competent recognition authority reaches the conclusion that recognition cannot be granted in accordance with the applicant's request, alternative or partial recognition should be considered” (ARPC, III.8).

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system could not fully use the opportunities given by the Bologna Process.

Internationalisation and the modernization of the higher education system (which has traditionally been of prior importance in Hungarian history) are seen today as key elements for the development of the country, and this fact has definitely helped the introduction of the Bologna Process.

The Italian department at ELTE has followed this trend. There the Bologna Process has been applied with success. Both students and teachers are aware of the potentials of the system, but they are still experiencing difficulties with some of the novelties introduced with it.

Students who are completing their studies in the “old”, pre- Bologna process system are not adequately informed about how their Hungarian „old system” degree will be recognized in the other EU and EEA countries, and are surprised to hear that the „old system” Italian degrees are not recognized in the “right” way (in accordance with the indications of the “Lisbon Convention on the Recognition of Qualifications concerning Higher Education in the European Region”).

Despite these inevitable problems, our impression is that the Bologna Process will doubtless strengthen the Hungarian university system, and, indirectly, Hungary and the entire Carpathian Basin (especially if its countries take renewed steps towards closer cooperation – a long- standing and noble tradition in their history).


“Exchanging good practice – Norwegian partner visiting the Eötvös Loránd University of

Budapest”Memorandum of Phase 2 of the 365 EGT

Project (March 2009)

Experiences in Hungary

Our visit in Budapest took place during the week from 08 /03/2009 to 15/03/2009. During this week we visited the University of Budapest- ELTE – campus and the Italian Institute of Culture, met with members of the staff of the Italian department at ELTE, attended several lessons and spoke to students.

The University of Budapest ELTE offers a wide range of courses in Italian language, literature, history and society, from beginner -elementary level to advanced courses in various fields such as History of the Italian Theatre, Literary Translation or the Teaching of Italian as a Foreign Language (L2).

We were impressed by the evident interest in the Italian language and culture present in Hungary, an interest shown by the high number of students enrolled in the several courses offered by the Italian department. It was also impressive to see the high number of teacher students of Italian in the language teaching class, evidence to the popularity of the language also in the Hungarian secondary schools.

To meet this demand, the local teaching staff is helped by two Italian lecturers delegated by the Italian state.

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The Italian Department has a traditionally good cooperation with the local Italian Cultural Institute,(IIC) as in organizing seminars, workshops, readings; the IIC in Budapest has also a well-furnished library, for the free use of university students of Italian.

Our overall impression has been that students of Italian at ELTE can enjoy the benefit of choosing from among a wide variety of educational offers in different areas of Italian Studies. It is an ideal situation that gives them the opportunity to follow a full week-schedule in their main language studies, a situation very different from that of their Norwegian fellow students, who have only a limited educational offer during the academic year.

On the other hand, we understand that this great effort put into teaching can become restrictive, if we consider the limited time the faculty can spend on research.

Generally speaking, it would be desirable that in the future further steps be taken to harmonize the weight of teaching hours required for each earned credit in the various European universities.

It was very interesting and fruitful for us to see another university in a situation which was, on the one hand, similar: teaching Italian in a non-Romance country; and, on the other hand, quite different: displaying enormous interest towards Italian due also to the geographic and historic (and maybe also linguistic) conditions. In certain situations (such as asking for information in the city) we had the impression that Italian is more widespread than English.


The trip was also very useful for establishing new contacts that will allow to us to collaborate with our Hungarian colleagues both in educational and academic fields.

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C O N T E N T S

Project summary................................................................ 3

Hungarian partners visiting Oslo University..................... 6

Hungarian partners visiting the University of Iceland.......19

Icelandic partner visiting Eötvös Loránd University.........37

Norwegian partners visiting Eötvös Loránd University . . .51

Documents

Department of Literature, Area Studies and European …olasz.elte.hu/files/...Italian_Studies_in_Hungary_Iceland_… · Web viewInternationalizing Higher Education in Humanities: