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Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences

100%
Klizaitė J., Arlauskienė R.
Applied Research In Health And Social Sciences: Interface And Interaction
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2015
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vol. 12
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issue 1
2-10
EN
In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.
2
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RECOMMENDATIONS TO PROJECT MANAGEMENT METHODOLOGY APPLIED AT UNIVERSITIES BASED ON EXPERIENCE OF HIGHER EDUCATION SCHOOLS IN WARSAW AND FUNDING INSTITUTIONS REQUIREMENTS

86%
Piasny I., Kurzydłowska A.
Information Systems in Management
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2016
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vol. 5
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issue 3
370-376
EN
The goal of this paper is to seek answers to the questions: how projects are implemented at Universities and how they should be implemented? The paper analyses project management methodologies adopted in the Polish Universities in the context of university specific rules and laws. Lessons learned from project implemented at these Universities were gathered and then recommendations for effective project management at universities were formulated.
3
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Struktury kolegialne w Diecezji Elbląskiej wymagane przez Kodeks Prawa Kanonicznego

86%
Janowicz J.
Studia Elbląskie
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2015
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vol. 16
249-262
EN
The diocesan Bishop, taking care of part of the Church entrusted to him, is supported by subsidiary bodies, which may be single or collective. To a single organ, equipped with ordinary vicarious power are: general vicars, curates bishops, judicial vicar. A collegial body composed of many people as a college work for the good of the Church. The purpose of this paper is to present the collegial structures in the diocese, where there is an obligation on the bishop by the legislature dipped. Therefore discussed are: the Council of Priests, the College of Consultors and the Council on financial matters. All of the colleges in the diocese are an important link between the diocesan bishop of the whole presbytery and the laity, for the joint development of the Church of Christ.
4
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Społeczna odpowiedzialność uczelni wyższych

72%
Cybal-Michalska A.
Rocznik Lubuski
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2015
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vol. 41
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issue 2
89-96
EN
In the context of the contemporary world changes, the issue of social responsibility including the social responsibility of higher education institution deserves special attention. The category of responsibility in the social context underlines the importance of interest in social life subjects resulting from the process of maturation of the awareness of the society needs. In the public spirit issues found in the functioning of higher education institution, a special attention is drawn to the activity of academic circles based on a set of values, norms of behaviour and the practice to aspire to the truth, as the constitutive values for science, researchers and scientists is above all the truth, the search for it, its description and its discovery. In this context an important task for the higher education institutions becomes the maintenance of good relation with the socio-economic environment, as well as creating permanent and proper relationship with both internal and external subjects. The perception of higher education institutions as underlined by A. Sulejewicz in three dimensions: market, stratification and cognitive-educational ones contributes to the multiplication of common social welfare, and reinforces mature democracy and creates a civic society. Nonetheless, the scope of responsibility lies on both the society and the institution itself.
PL
W kontekście przemian współczesnego świata na szczególną uwagę zasługuje problematyka społecznej odpowiedzialności, w tym społecznej odpowiedzialności uczelni wyższych. Kategoria odpowiedzialności w kontekście społecznym podkreśla wagę zainteresowania podmiotami życia społecznego, wynikającego z procesu dojrzewania świadomości potrzeb społeczeństwa. W problematyce prospołeczności w funkcjonowaniu uczelni wyższej na uwagę zasługuje działanie środowiska akademickiego w oparciu o zestaw wartości, norm zachowania i praktyki dążenia do prawdy, bowiem konstytutywne wartości dla nauki, badaczy i uczonych to przede wszystkim prawda, jej poszukiwanie, opisywanie, odkrywanie. W tym kontekście ważnym zadaniem instytucji szkolnictwa wyższego staje się również utrzymywanie dobrych relacji z otoczeniem społeczno-gospodarczym, jak i budowanie trwałych i odpowiedzialnych relacji z interesariuszami wewnętrznymi i zewnętrznymi. Postrzeganie uczelni wyższych, jak podkreśla A. Sulejewicz, w trzech wymiarach: rynkowym, stratyfikacyjnym oraz kognitywno-edukacyjnym, przyczynia się do pomnażania wspólnego dobra społecznego, umacniania dojrzałej demokracji i budowania społeczeństwa obywatelskiego. Jednakże zakres odpowiedzialności powstaje po obu stronach, zarówno społeczeństwa jak i uczelni.
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