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Transport efficiency cannot be imagined outside of strategic management – an aspect to which universities, part of the „triple helix” model, pay close attention. As the complexity of public organizations has increased and mobility has become a key issue for their efficiency, several universities in Romania have developed their own fleets to meet the needs of moving people or delivering goods. Based on data collected through a series of interviews, this article proposes a comparative analysis of some aspects of the strategic management of the car fleets of the Babeș-Bolyai University, the West University of Timișoara and the Technical University of Cluj-Napoca. The results indicate that the fleets tend to be more efficient the newer the vehicles are, i.e. not older than 10 years. The paper also underlines the fact that fleet efficiency can only be achieved through a regular analysis of the factors that generate additional costs and their elimination as part of a broader strategic management strategy. [ABSTRACT FROM AUTHOR]

„In a job of writing, to do it well you have to live it”, said, half century ago, the great American sociologist Charles Wright Mills. That's not an easy task, one may argue, if you want to fully embrace it with its meanings and prescriptions altogether. I took his request onboard very seriously, especially knowing that in the nowadays liquid society that kind of writing could be the (only) type of text production meant to resist a bit longer than a split-second the all-encompassing melting processes. The challenge of this paper was not to simply present various life experiences of my own, something that I have done already in my previous works, where I employed (auto)ethnography and participant objectivation as a methodological toolbox (here too), but to incorporate epistemologically, through the act of writing, distinct Lebenswelten into mine, and even to live them. Being caught up in the last years in the process of reviewing doctoral theses (which is both a pleasant and a painful task to handle), with every single PhD manuscript that I have received, I got to know (practically and epistemologically) that I had a text and (references to) a lifeworld in my hands. How can one deal with such an issue? There are two possible answers: one can follow the institutional-administrative way or take the unpaved road of pondering on the intellectual craftsmanship of the (thesis) work. This time, I choose to follow a dusty and shaky path instead of an immaculate and stiff one. [ABSTRACT FROM AUTHOR]

Educational evaluation reflects the effectiveness and efficiency of teaching approaches, providing knowledge, regulate and optimize the educational process. Assessment and self-evaluation must be addressed closely with educational aims, content and teaching-learning strategies. Any change in the curriculum one of the components will generate logically changes, adjustments to the teaching - learning - evaluation. If school evaluation, errors are largely subjective evaluation by distorting the relationship between student performance and the actual level of qualification level, grade or marks awarded by the teacher assessor. In fact, it appears that the level and dynamics of grades awarded no longer reflect the true level of student performance and dynamics. The paper aims to demonstrate the methods of evaluation must provide both the teacher and evaluation subjects relevant information about their level of training, and thus the quality of education. [ABSTRACT FROM AUTHOR]