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CRITICAL THINKING EMBEDDEDNESS IN HIGHER EDUCATION PROGRAMMES

100%
Valavičienė N., Penkauskienė D., Pivorienė J., Railienė A., Merfeldaitė O., Sadauskas J., Jegelevičienė V., Indrašienė V.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 2
121-132
EN
Aim. The aim of this research is to examine how critical thinking is reflected in Lithuanian higher education study programmes and what conceptual model(s) of critical thinking are used by study programme  makers. Methods. The subject of the study encompasses 8 higher education study programmes and their subjects. They are analysed based on a constructed conceptual framework, which defines 9 critical thinking skills and 18 critical thinking dispositions. Results. Analysis, evaluation and decision making are the most common critical thinking skills embedded in the goals of a study course and its learning outcomes. Explanation, interpretation and making inferences are less pronounced. Dispositions are listed rarely and in quite an indistinct way. Only open-mindedness and honesty have clear expression and statement in study programmes, though to a lesser extent. Dispositions such as concern for every person, inquisitiveness and flexibility are very fragmented. Conclusions. For the meantime, critical thinking is neither reflected equally and coherently in all parts of study programmes – course goals, content, described methods and learning outcomes – nor clear conceptual models of critical thinking can be detected. Research restrictions. The policy of the colleges and universities on providing the descriptions of study programmes and syllabuses publicly, limits their accessibility. Due to the sampling of study programmes, the research represents only selected study programmes. Practical application. The created framework may be used to study programmes’ development by introducing the defined critical thinking skills in the descriptions of the study programmes more systematically.
2
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Graduates’ Perceptions and Evaluation of Study Programmes: Analytical Framework and Methodological Considerations 1

88%
Bielecki P.
Journal of Management and Financial Sciences
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2017
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vol. 28(2)
99-118
EN
This paper aims to draw scientific attention to the significance and usefulness of sociological approach, namely higher education (HE) graduates’ perceptions survey as a one of the mechanisms to collect and use graduate feedback facilitating the study programmes’ evaluation, and in turn, enlarging our knowledge on the enhancement of HE quality, the improvement of graduate employability, and effective ways of smoothing the transition from education to work. The emphasis is being placed on critical description of the analytical framework set out by authors of the international research project – DEHEMS on HE graduates feedback. The DEHEMS project uses secondary – processed data based on primary – raw data as generated by two Europe-wide and large-scale research projects: REFLEX and HEGESCO. JEL Code: I230 1This article is the revised version of an unpublished poster presentation given by the author at the 35th EAIR Annual Forum: “The Impact of Higher Education: Addressing the Challenges of the 21st Century”, Erasmus University Rotterdam, 28–31 August 2013, Rotterdam; P. Bielecki, Poland’s Business/ Economics Graduates’ Perceptions and Evaluation of Study Programmes.
3
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Wirtschaftsdeutsch in der universitären Ausbildung im Fach Germanistik in Polen – Versuch einer Bestandsaufnahme

88%
Kałasznik M., Szczęk J.
Academic Journal of Modern Philology
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2022
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vol. Special Issue
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issue 16
111-126
EN
For some time now, a clear turn towards education in the field of specialized languages has been observed in German Studies institutes in Poland. This trend is welcomed by current and prospective students of German. Students see it as the practical dimension of the knowledge acquired during their studies. However, whether their needs in the field of specialized language education are fully satisfied is the question to be examined in this paper which will analyse analyze Programmes in German Studies at Polish universities. The focus will be on the content components of the study programmes offered. The aim of the analysis is to diagnose the current situation and uncover desiderata in this area.
4
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Historical and Contemporary Context of Primary School Teacher Training

88%
Belásová Ľ., Portik M.
Journal of Preschool and Elementary School Education
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2015
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issue 7
31-52
EN
The paper concentrates on the historical and contemporary context of the teaching profession. The authors focus on the history and present times of primary school teacher training in the former Czechoslovakia, and in Slovakia, particularly at the Faculty of Education, University of Presov in Presov. They detail important factors which influence the profession – especially socio-political situations, opinions of professionals (experts), the structure of study programmes and strategic planning. They point out that there have been significant changes in teacher training in recent years.
5
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Problémy srovnávací pedagogiky jako předmětu vysokoškolské výuky ve světě a v českém prostředí

75%
Walterová E.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 5
663-698
EN
The study deals with comparative education as a subject of teaching at universities. It is aimed at questions not being discussed in the Czech environment. The main goal is to map the present state, and to identify problems of teaching comparative education at Czech universities, based on results of an empirical investigation performed among teachers of the subject. The first part of the study reflects trends in teaching comparative education at universities around the world, referring to international publications and projects. The second part is devoted to problems of teaching comparative education in the Czech environment. Firstly, a brief overview of specifics in the Czech environment is given. Next, results of empirical research mapping the state of teaching comparative education at Czech universities are introduced. The research process, construction of the questionnaire, and results of the research are presented. The concept, content of the subject of comparative education, and conditions of teaching are focused on. In the conclusion, the study points out potential that has not been utilized and formulates challenges for further discussion, as well as for investigation of teaching comparative education.
6
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Praktyczny wymiar kształcenia na poziomie studiów wyższych a współczesny rynek pracy

63%
Michalak-Dawidziuk J.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2013
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vol. 26
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issue 1-2
EN
Changes in higher education aim at making it more practical. More stringent requirements in the labour market, intense competition and time pressure are not conducive for training new employees so that they can effectively perform their professional tasks. The expectations of the modern labour market are such that the employees should display up-to-date knowledge and good as a part of higher education reform to adapt study plans and programmes to labour market needs. The traditional model of education has been replaced with a new one based on knowledge, skills and competences. In the context of introduced changes, the importance of student placements allowing for gaining professional experience in real life conditions has grown. In order to adapt study programmes to current requirements, councils in which employers’ representatives sit, are established at HEIs. Monitoring of graduates’ careers also plays a significant role in improving the process of education. Career bureaus operating at HEIs also gather momentum. All these activities aim at supporting students and alumni in successful operation in the labour market.
PL
Zmiany w szkolnictwie wyższym zmierzają w kierunku upraktycznienia kształcenia. Wysokie wymagania rynku pracy, silna konkurencja, presja czasu nie sprzyjają procesowi wdrażania nowego pracownika do zadań wynikających z zakresu czynności. Współczesny rynek pracy – coraz bardziej ograniczony – oczekuje na pracownika z aktualną wiedzą i dobrą orientacją w realiach zawodu. Dlatego też w ramach reformy szkolnictwa wyższego zainicjowano wiele działań zmierzających do dostosowania planów i programów kształcenia do realnego rynku pracy. W miejsce dotychczasowego tradycyjnego kształcenia wprowadzono nowy model oparty na wiedzy, umiejętnościach i kompetencjach.W kontekście wdrażanych zmian wzrosła rola praktyk studenckich, które umożliwiają uzyskanie pierwszego – dla wielu studentów – doświadczenia w realnych warunkach pracy. W celu dostosowania programów kształcenia powoływane są w uczelniach konwenty, w skład których wchodzą przedstawiciele pracodawców. Ważną rolę w doskonaleniu procesu kształcenia odgrywa także monitorowanie losów absolwentów. Coraz ważniejszą rolę pełnią także biura karier. Wszystkie te działania zmierzają do wspomagania studenta w radzeniu sobie – po ukończeniu studiów – w zawodzie i na rynku pracy.
7

Miejsce i rola przedmiotu polityki Unii Europejskiej w dydaktyce europeistyki

63%
Gagatek W.
Przegląd Europejski
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2012
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issue 1(24)
65–81
PL
Moduł, który w tradycyjnym programie nauczania został zatytułowany ,,Wybrane polityki wspólnotowe Unii Europejskiej" wciąż czeka na odpowiednie miejsce w nauczaniu studiów europejskich. Czy powinien przede wszystkim podkreślać prawny wymiar polityk europejskich, a tym samym skupiać się na analizie ich podstaw prawnych oraz obowiązujących zasad? A może powinien znaleźć się w centrum zainteresowania ekonomicznej natury polityk europejskich np. badających ich efektywność ? Jak przedstawić rolę europejskich instytucji w tworzeniu polityki? Innymi słowy jakie miejsce powinno tam być dla nauk politycznych ? Artykuł ten rozwija analizę porównawczą planów i programów modułów poświęconych politykom Unii Europejskiej obecnych na polskich uczelniach. Zostały w nim zidentyfikowane 3 główne podejścia do nauczania polityk europejskich: ekonomiczne, prawne i polityczne. Autor podkreśla, że polskie uczelnie wciąż dokonują niewystarczającej analizy porównawczej polityk unijnych oraz w niezadowalający sposób korzystają z instrumentów analizy politycznej . Opierając się na własnych doświadczeniach dydaktycznych autor kończy tekst przemyśleniami, w jaki sposób zaprezentowane podejście mogłoby być dalej rozwijane.
EN
The module that within a traditional curriculum has been entitled “Selected EU Common Policies” still awaits its proper place in the teaching of European studies. Should it primarily be a module emphasizing the legal dimension of EU policies, thus focusing on analyzing their legal foundations and rules? Or rather, it should be centred on the economic nature of EU policies, e.g. testing their effectiveness? How to present the role of EU institutions in policymaking? In other words, what place should there be for political sciences? This article develops comparative analysis of the curricula and syllabi of the modules devoted to EU policies at the Polish universities. Three basic approaches to teaching EU policies have been identified: economic, legal and political. The author stresses that where Polish universities still fail is an insufficient comparative analysis of EU policies and unsatisfactory application of the instruments of policy analysis. Based on the author’s teaching experience, the paper concludes with some thoughts on how such approach could be developed.
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