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  1. 4 Bizon W.

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1
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SOCIAL AND ECONOMIC WELFARE AS WELL AS KNOWLEDGE-BASED ECONOMY IN THE CONTEXT OF HISTORICAL DIFFERENTIATION BETWEEN 'POLAND A' AND 'POLAND B' (Polish title below)

100%
Bizon W.
e-mentor
|
2011
|
issue 4 (41)
4-8
EN
(Polish title: Dobrobyt spoleczno-ekonomiczny oraz gospodarka oparta na wiedzy w kontekscie historycznych podzialów na Polske A i Polske B). The evaluation of economic development of Poland and of the living conditions improvement refers to the stereotypical differentiation between more advanced western and central parts of Poland (called 'Poland A') and underdeveloped area of districts east of the Vistula river ('Poland B'). The article not only analyses the current level of living conditions and social-economic system but also evaluates the advancement in the issues concerning the creation of knowledge-based economy in particular districts. Making a division into two groups by the k-means method enabled to compare the results with the assumptions stemming from the historical approach.
2
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THE ACCURACY AND RELIABILITY OF PRELIMINARY MEASUREMENTS IN EXAMINING THE EFFECTIVENESS OF E-LEARNING TRAININGS (Trafnosc i rzetelnosc pomiarow wstepnych przy badaniu efektywnosci szkolen e-learningowych)

100%
Bizon W.
e-mentor
|
2010
|
issue 5 (37)
23-28
EN
The paper introduces the tool for examining groups' homogeneity before they become training groups in e-learning education. The acceptable accuracy and reliability of the measurement were verified empirically. Also, the possible ways of future use of this measurement were presented.
3
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Ankieta a eksperyment w kontekście WTA i WTP - rola bodźca urealniającego w procesie wyceny danych osobowych

100%
Bizon W.
e-mentor
|
2016
|
issue 5 (67)
14-20
EN
Social research is based in its dominant part on polls and surveys in which respondents declare how they would react in a particular situation in the future. It is not anything uncommon that when confronting the data previously gathered during the surveys with the actual situation visible and definite differences occur. They may be partly due to the false declarations, partly because of an unexpected change of behaviour just in the moment of taking a decision. One of the current problems in knowledge and information based economy is an issue of privacy protection. The value of private personal data is difficult to be priced objectively and unambiguously. In this context, an approach based on WTA (willingness to accept) and WTP (willingness to pay) seem to be most appropriate. It is commonly used when the values of non-standard and unique goods are trying to be estimated. In research described in the article a WTA/WTP concept was used to measure the value of personal data. The main purpose was to identify the differences between results obtained from the survey and from the use of a quasi-experimental method. For that purpose, several quasi-experiments with a real financial incentive (20, 40, 60 PLN; $5, $10, $15) have been introduced. The propensity to sell (or to buy back) the personal data was a subject of examination. Using analysis of proportions (testing differences in two proportions) and comparing the results from the surveys and the quasi-experiments, a set of detailed results was obtained. The comparison revealed visible discrepancies (in some situations statistically significant) between what was declared in the survey and what was shown in the experiment. At the same time, it has been indirectly shown (to some extent) that although surveys are not always the most accurate and reliable way to measure, they still might remain the optimal method of collecting research data due to their good cost-effectiveness ratio.
4
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Nudging w edukacji ekonomicznej

100%
Bizon W.
e-mentor
|
2021
|
issue 4 (91)
25-34
EN
home page » E-mentor nr 4 (91) / 2021 » Nudging in economics educationAAA Nudging in economics education Wojciech Bizon Abstract Traditional educational policy, drawing on pedagogical sciences, is based on teaching methods developed over the centuries, which are constantly assessed in terms of their current usefulness. So, is there anything else that can be done to improve the quality of education, including economics education? Due to certain features of the learners, not always acting rationally, it is justified to introduce several behavioral incentives (nudges). Their effectiveness has been previously positively verified outside of education. Then it can be assumed that the applied intervention will also be effective in teaching-focused activities. The power of such approaches lies in the fact that they are relatively cheap and, in principle, do not restrict the discretion of the interested parties. In other words, the methods used, with acceptable or no inconvenience for most people, force some of them to react in specific terms and induce to the desired type of procedure to achieve the expected goals. The article aims to introduce the idea of impact through the use of nudging in the context of broadly understood economics education and to demonstrate that their skillful use enables the improvement of the quality of teaching and the transfer of economic knowledge.
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