International Educator - May/June 2012 - 60

The legislation would reform the Greek system to align it with European design standards, and the ability to transfer credits between departments and institutions would be enhanced. A major component of the new law is the structural reform of the university system, with the creation of larger units (schools) that will replace the existing units (departments). Each school will be formed by merging existing departments and will offer different programs of study. It is hoped that reform will result in more efficient use of resources and more flexible programs of study. Resistance to implementation of the reforms is strong. The rectors of many of Greece’s 24 public universities oppose the law, have refused to implement it, and are appealing the decision to the Constitutional Court. Student protests occurred throughout Greece in late 2011, including occupation of more than 350 higher education institutions for more than three weeks and widespread delays of examinations. Many professors also oppose the legislation, claiming the legislation is a foreign prototype that does not account for the particular history and demands of the Greek system, that it would replace the universities’ missions “I personally didn’t even of pursuing underlying take the exams [to go scientific knowledge with to a Greek university]. educational programs, That’s a lot of money and it would undermine being moved abroad support for social science, humanities, and other that theoretically could “noncommercial” scienstay in Greece.” tific fields. The legislation did not address the status of private institutions in Greece. Some say private competition would improve the performance of the educational sector and could help address the lack of financial resources. “I think private education is an absolute must in Greece,” says Nikolaos Zahariadis, professor of government and director of international studies at the University of Alabama at Birmingham. “First, competition is always good. Also, it means that students would have alternative options that are not political because everything the state owns ends up being political. Frankly, I also think competition from private institutions would necessarily provide the impetus for more mergers that are needed. What is happening is that a fair number of Greek students go abroad. They don’t want to go to Greek universities or didn’t get in. I personally didn’t even take the exams [to go to a Greek university]. That’s a lot of money being moved abroad that theoretically could stay in Greece.”

Greek Students Protest

A hidden cost of the crisis and ongoing turmoil has been the disruption to studies it has caused. In Greece, in particular, that has often come in the form of student occupations of university campuses. It may surprise some that advanced scientific research takes place in Crete, a Greek island in the middle of the Mediterranean Sea with a population of 600,000 that is better known for Theseus’s mythical pursuit of the halfman, half-bull minotaur through the twists and turns of the maze-like labyrinth. After obtaining his PhD in physics from Princeton in 1991, and spending several years in academic and research positions in the United States and Canada, in 2000 Dionissios Hristopulos and his U.S.-born wife pondered many possible futures and decided to head to the Technical University of Crete, where he is now a professor heading the Geostatistics Research Unit at the university’s Department of Mineral Resources Engineering. “I like Greece,” says Hristopoulos. “My family is here. At that point, since the university was a new and dynamic place, I thought it would give me more space to grow. And it did—here I could take my research in the directions I chose. I also liked being without much pressure. It makes a big difference to start the work day by looking at the ocean.” Now the environment is less serene. “This academic year we were under occupation [by student protesters] for two months. I’m fortunate that I don’t need a big lab and don’t need to do experiments, so I met with my students and associates in coffee shops. Some colleagues need heavy equipment in labs for their work. They basically couldn’t do anything for a couple months. During this period, some graduate students were able to convince other students at the gate to let them into the university and thus managed to keep their research going.” But even when it is possible to enter the university, time is lost to worries regarding the future. “Due to the climate of uncertainty, a lot of colleagues and I spend time trying to guess what the future is or how we should adapt. Hours toward research now are going to thinking about the future. At this point I would say the biggest fear is the uncertainty. If we reach equilibrium, even if it is a low equilibrium, we know where we are and can make plans to go ahead. The problem right now is we don’t know where the bottom of the barrel will be.”

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InternatIonal educator M AY + J U N E .1 2



Table of Contents for the Digital Edition of International Educator - May/June 2012

International Educator - May/June 2012
Table of Contents
From the Editors
Frontlines
In Brief
Voices
Leaving Light Footprints
Weathering the Storm
Pathfinders
IUPUI—Choosing Partners Carefully for an Urban Research University
Education Abroad
Foreign Student Affairs
Partnering
Forum
In Focus
International Educator - May/June 2012 - CT1
International Educator - May/June 2012 - CT2
International Educator - May/June 2012 - International Educator - May/June 2012
International Educator - May/June 2012 - Cover2
International Educator - May/June 2012 - Table of Contents
International Educator - May/June 2012 - From the Editors
International Educator - May/June 2012 - 3
International Educator - May/June 2012 - Frontlines
International Educator - May/June 2012 - 5
International Educator - May/June 2012 - 6
International Educator - May/June 2012 - 7
International Educator - May/June 2012 - 8
International Educator - May/June 2012 - 9
International Educator - May/June 2012 - 10
International Educator - May/June 2012 - 11
International Educator - May/June 2012 - 12
International Educator - May/June 2012 - 13
International Educator - May/June 2012 - In Brief
International Educator - May/June 2012 - 15
International Educator - May/June 2012 - 16
International Educator - May/June 2012 - 17
International Educator - May/June 2012 - 18
International Educator - May/June 2012 - 19
International Educator - May/June 2012 - 20
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International Educator - May/June 2012 - 24
International Educator - May/June 2012 - 25
International Educator - May/June 2012 - 26
International Educator - May/June 2012 - 27
International Educator - May/June 2012 - Voices
International Educator - May/June 2012 - 29
International Educator - May/June 2012 - 30
International Educator - May/June 2012 - 31
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International Educator - May/June 2012 - 36
International Educator - May/June 2012 - 37
International Educator - May/June 2012 - 38
International Educator - May/June 2012 - 39
International Educator - May/June 2012 - Leaving Light Footprints
International Educator - May/June 2012 - 41
International Educator - May/June 2012 - 42
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International Educator - May/June 2012 - 50
International Educator - May/June 2012 - 51
International Educator - May/June 2012 - 52
International Educator - May/June 2012 - 53
International Educator - May/June 2012 - Weathering the Storm
International Educator - May/June 2012 - 55
International Educator - May/June 2012 - 56
International Educator - May/June 2012 - 57
International Educator - May/June 2012 - 58
International Educator - May/June 2012 - 59
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International Educator - May/June 2012 - 74
International Educator - May/June 2012 - 75
International Educator - May/June 2012 - Pathfinders
International Educator - May/June 2012 - 77
International Educator - May/June 2012 - 78
International Educator - May/June 2012 - 79
International Educator - May/June 2012 - 80
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International Educator - May/June 2012 - 91
International Educator - May/June 2012 - IUPUI—Choosing Partners Carefully for an Urban Research University
International Educator - May/June 2012 - 93
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International Educator - May/June 2012 - 108
International Educator - May/June 2012 - 109
International Educator - May/June 2012 - Education Abroad
International Educator - May/June 2012 - 111
International Educator - May/June 2012 - 112
International Educator - May/June 2012 - 113
International Educator - May/June 2012 - Foreign Student Affairs
International Educator - May/June 2012 - 115
International Educator - May/June 2012 - 116
International Educator - May/June 2012 - 117
International Educator - May/June 2012 - Partnering
International Educator - May/June 2012 - 119
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International Educator - May/June 2012 - Forum
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International Educator - May/June 2012 - 126
International Educator - May/June 2012 - 127
International Educator - May/June 2012 - In Focus
International Educator - May/June 2012 - Cover3
International Educator - May/June 2012 - Cover4
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