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Nowa rola uniwersytetu – szansa czy zagrożenie?

100%
Dremza A.
Kwartalnik Pedagogiczny
|
2016
|
vol. 61(3 (241))
193-204
PL
Knowledge commercialisation and the focus on economic and parametric evaluation of universities have been evoking heated debates in academic circles. However, the transition of the tertiary education system from the Humboldtian model to an entrepreneurial one that would incorporate both the financial aspect and the widely understood social dimension might become a catalyst for promoting sustainable development of the country and society. In this context, the social responsibility of the university is worth deeper reconsideration. It is the Higher Education Institutions (HEIs) along with the local community that shoulder the responsibility for creating a unique response to the present challenges in order to suit best the needs of all the stakeholders.
2
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COMMERCIALIZATION OF THE EDUCATION OF ECONOMISTS VERSUS INTEGRITY OF THE UNIVERSITY

100%
Szambelańczyk J.
Economics and Business Review
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2017
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vol. 3(17)
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issue 1
EN
The article presents changes in the education of economists in Poland, referring in particular to the experiences of the Poznań University of Economics and Business and its institutional predecessors in the years 1926-2016. The aim of the article is to analyze the contemporary framework of the university as a commercial enterprise versus the classical integrity of the academy, related to Humboldt’s conception of a university. The analysis includes an approach to the modelling of educational programmes in economics, starting from serving the needs of the immediate business environment in the inter-war period to education according to the standards of the university which conducts research and educational activities within the system in harmony with the Bologna Process. Proposals of an analytical approach were also formulated in connection with dilemmas concerning the organization of a university and its organizational units which differ in their substance, quality and personnel. The concluding part expresses the opinion that although transformations of academic culture are multidirectional and complex, the present times have witnessed a final dismantling of the classical academic culture and which takes on the shape of the corporate culture of businesses operating in the market economy, dominated by economic calculus and the application of competition rules. It is important to ensure that the humanistic values of science and higher education as the mainstays of universitas are not lost in the processes of rationalizing and reforming the structures of universities of economics.
3

Nowa rola uniwersytetu – szansa czy zagrożenie?

100%
Dremza A.
Kwartalnik Pedagogiczny
|
2016
|
issue 3(241)
193-204
EN
Knowledge commercialisation and the focus on economic and parametric evaluation of universities have been evoking heated debates in academic circles. However, the transition of the tertiary education system from the Humboldtian model to an entrepreneurial one that would incorporate both the financial aspect and the widely understood social dimension might become a catalyst for promoting sustainable development of the country and society. In this context, the social responsibility of the university is worth deeper reconsideration. It is the Higher Education Institutions (HEIs) along with the local community that shoulder the responsibility for creating a unique response to the present challenges in order to suit best the needs of all the stakeholders.
4
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The University of the Third Age in Poland. A democratic and holistic approach to the education of the elderly

88%
Kobylarek A.
e-mentor
|
2018
|
issue 5 (77)
60-66
EN
The article describes the history of a specific type of the University of the Third Age which was developed in Poland and spread out to other countries in the region. The author describes the genesis of this type of education as well as the criteria which governed changes in educational institutes for seniors. Above all, the article discusses the innovative solutions, education practices, and trends which initiated the post-2000 boom in adult education in Poland. The author summarizes and structures the experience gained while working as the Director of the University of the Third Age at the University of Wroclaw in years 2006–2016, with particular reference to the national and international perspective. Remarks of the reflexive practitioner are compared and contrasted with ultra-local trends and take the form of meta-analysis. The results lead to one fundamental conclusion – in Poland a specific model for the education of seniors was formed. We may describe it as bottom-up, democratic, holistic and flexible.
5
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Endowment as an Educational Fundraising Tool for Entrepreneurial University: the U.S. Experience versus Ukrainian Reality and Perspectives

88%
Krasulia A.
Kultura-Społeczeństwo-Edukacja
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2014
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vol. 6
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issue 2
57-73
EN
Educational fundraising could pose significant challenges for Ukrainian universities in times of neoliberal ideology of contemporary educational reforms. The purpose of this paper is to provide an analysis of the best fundraising practices in public US universities in order to implement them in the area of higher education in Ukraine. Examples and data published in a range of educational science journals as well as Ukrainian state laws are analyzed to highlight the purposes, features, and structure of university financial endowments. The article focuses on the “Triple Helix” model as one of the most effective schemes of university development. All things considered it can help Ukrainian universities carry on their social mission, funding various activities relating to education, research, and innovation.
6
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Kulturowe cele rozwoju naukowego. Misja uniwersytetu w koncepcji José Ortegi y Gasseta

63%
Charchuła J.
Kultura i Edukacja
|
2018
|
issue 3(121)
231-243
PL
W artykule podjęta została istotna obecnie kwestia określenia roli i miejsca uniwersytetu we współczesnym świecie. Procesy globalizacyjne wymuszają daleko idące zmiany w instytucjach społecznych, nie są wolne od nich również uniwersytety, dlatego konieczne jest odczytanie na nowo misji uniwersytetu w kontekście obecnych przemian kulturowych. Inspiracją do prowadzonych analiz są założenia społecznej teorii wypracowanej przez jednego z najbardziej wszechstronnych myślicieli XX w. – José Ortegę y Gasseta. Wykorzystując metodę analityczno-syntetyczną, jak również częściowo historyczno-komparatywną, została ukazana aktualność głównych założeń sformułowanych przez Ortegę y Gasseta. Wśród nich najważniejsze miejsce zajmują postulaty dotyczące właściwego określenia misji uniwersytetu. Podstawową tezą jest rozróżnienie pomiędzy nauką a kulturą. O ile współczesna kultura bardzo mocno czerpie z nauki – głównie nauk technicznych i przyrodniczych – to jednak istotne jest rozróżnienie tych dwóch obszarów, przyznając priorytet kulturze. Z tego głównego założenia wypływa szereg logicznych konsekwencji związanych z koniecznymi zmianami profilu kształcenia uniwersyteckiego. Zdecydowanie większe znaczenie powinno mieć ogólne przygotowanie o profilu humanistycznym, które jest nie tylko wprowadzeniem w realia społeczne, ale i uwrażliwieniem na wartości wyższe. Kształcenie profesjonalistów – będących specjalistami wąskich dziedzin – nie może być pozbawione bowiem szerszego odniesienia do kontekstu kulturowego. Uniwersytet będzie właściwie realizował swoją misję, jeżeli oprócz przygotowania zawodowego będzie potrafił przygotować swoich absolwentów do życia w społeczeństwie.
EN
The article deals with the important issue of defining the role and place of the university in the contemporary world. Globalization processes force far-reaching changes in social institutions, universities are also not free of them, so it is necessary to re-read the university’s mission in the context of current cultural changes. The inspiration for the conducted analyzes are the assumptions of the social theory developed by one of the most versatile thinkers of the twentieth century – José Ortega y Gasset. Using the analytical-synthetic method as well as the historical-comparative method, the topicality of the main assumptions formulated by Ortega y Gasset was demonstrated. Among them, the most important place is occupied by the postulates regarding the proper definition of the university mission. The basic thesis is the distinction between science and culture. While modern culture draws heavily on science – mainly technical and natural sciences – it is important to distinguish these two areas, giving decisive priority to culture. From this main assumption comes a number of logical consequences related to the necessary amendments to the university education profile. The general preparation of a humanistic profile, which is not only an introduction to the social reality but a sensitization to higher values, should definitely have greater significance. The education of professionals – specialists in narrow fields – can not be deprived of a broader reference to the cultural context. The University will properly implement its mission if, in addition to professional preparation, it will be able to prepare its graduates to live with others in the society.
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