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1

STUDIES AS A BORDERLINE IN THE RITUAL OF TRANSITION

100%
Flis M.
Przegląd Humanistyczny
|
2005
|
vol. 49
|
issue 5(392)
75-81
EN
The article was inspired by Jan Szczepanski's reflections on the development of higher education. They refer to the impact of science on the development of the society, efficiency of higher education, the use of intellectual abilities, organization of scholarly work teams and their administration. These are problems crucial for the society of education and economy based on education, in which universities play a major role. Their essential task is to improve the standard of education, which is related to satisfaction with studies and to individual development in the context of career planning. Studies are a borderline of transition to another place in social structure. This phase allows for experiments and introduction of new patterns.
2
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Immigrant Students in American Colleges (1900–1945)

80%
Diner S. J.
Studia Migracyjne - Przegląd Polonijny
|
2015
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vol. 41
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issue 4 (158)
113–120
EN
As early twentieth century Americans vigorously debated U.S. immigration policy and immigrants’ impact on the nation and its culture, leaders of American colleges and universities discussed among themselves the impact of immigrant students and students of immigrant parentage on the nation’s expanding higher education system. Although the development of ethnic and religious quotas in private elite institutions has been well documented, historians have paid relatively little attention to the way faculty and administrators at urban public institutions viewed students from immigrant families and their educational needs. This paper will show that professors and administrators in urban institutions, especially those that received public funding, expressed intense anxiety about students from immigrant homes.
3

HISTORIK MEDZI MLYNSKÝMI KAMEŇMI (ANALÝZA AKTUÁLNYCH KRITÉRIÍ HODNOTENIA KVALITY VÝSTUPOV VYSOKOŠKOLSKÉHO VÝSKUMU V OBLASTI HISTORICKÝCH VIED NA SLOVENSKU A ICH PRAKTICKÉ DÔSLEDKY)

80%
Pekár M.
Historický časopis (Historical Journal)
|
2016
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vol. 64
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issue 4
683 – 698
EN
The study analyses the present criteria for evaluating the quality of published work in the historical sciences at universities. It traces the criteria used when distributing grants, deciding on comprehensive accreditation and during qualification procedures. The analysis shows that the current criteria are inconsistent in content, do not correspond to the tradition of research and do not react to the current problems of research in the field of the historical sciences in Slovakia. The study also points to the fact that bad setting of the criteria are bringing into practice a whole series of negative phenomena, which include casting of doubt on the value of the humanities for society, efforts to evade the criteria by means of various questionable strategies, decline in the quality of research and the whole academic environment.
4

Regional economic effects of university researches in the light of international literature

80%
Varga A.
Kozgazdasagi Szemle (Economic Review)
|
2004
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vol. 51
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issue 3
259-275
EN
Development of scientific and technical knowledge has become the prime growth factor behind modern economies. A big part in economic development is therefore played by universities, as institutions expanding and disseminating such knowledge. There is an extensive literature underlining the key role of local universities in establishing areas, such as Silicon Valley, Boston's 128th Street or the environs of Cambridge, UK, which remain the most important concentrations of peak technology. The paper's account of the wide international literature on this subject seeks to shed light on whether the economic effect of these university knowledge transfers can be replicated, or whether they were one-off occurrences. The nature of the spatial dissemination of knowledge has a decisive bearing on this. The literature can be divided into two schools, concentrating on location choice and direct knowledge-transfer researches respectively.
5

Stopnie, tytuły i stanowiska naukowe w II Rzeczypospolitej

80%
Przeniosło M.
Res Historica
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2012
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issue 33
149-170
EN
The rules of conferring academic degrees and titles, and employment of academic staff at universities during the interwar period were defined in the acts on higher education schools. Two such laws were passed in 1920 and in 1933. Particular solutions were introduced by decrees of the Minister for Religious Denominations and Public Education and through university statutes. During that period there were two academic degrees: lower and higher. Lowers degrees comprised: master’s degree (magister), bachelor’s degree (licencjat) physician, graduate engineer and graduate architect. They were conferred upon completion of university studies. The higher academic degree was that of doctor. As regards academic titles, there was only one: docent (assistant professor), conferred upon completion of the habilitation procedure. The laws also specified the rules of awarding the positions of associate professor (profesor nadzwyczajny, professor extraordinarius) and full professor (profesor zwyczajny, professor ordinarius) connected with the appointment as heads of extraordinary chairs or of more prestigious ordinary chairs, and defined the rules of employment of auxiliary academic staff. The adopted procedure for the conferral of academic degrees and titles did arouse serious controversy. The case was different with the system of employment of academic staff based on a limited number of professorial chairs. It was entirely inapplicable to the academic achievements in the fastest developing disciplines.
6
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PLAGIARISM - A SUGGESTION OF A DIAGNOSE AND A THERAPY BASED ON THE SURVEYS' RESULTS (Plagiatorstwo - propozycja diagnozy i terapii na podstawie wyników badania ankietowego wsród studentów)

80%
Miranowicz N.
e-mentor
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2011
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issue 5 (42)
26-31
EN
In May 2011, at the Faculty of Chemistry of Adam Mickiewicz University in Poznan, in the attempt to diagnose the actual causes of student plagiarism, a survey has been conducted. On the basis of the analysis of the responses conclusions can be drawn about whether comprehensive and systematic release of information to the students on the conditions of plagiarism, the necessity of its avoidance, and warnings against its consequences are a sufficient preventative measure and what is the student's view on the actual causes of plagiarism and the ways they should be taught to avoid it? In the article, the description of the tests, their results and author's conclusions are presented.
7
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EMPLOYEES MULTI-EMPLOYMENT AND HUMAN CAPITAL MANAGEMENT (Wieloetatowosc pracowników a zarzadzanie kapitalem ludzkim)

80%
Walczak W.
e-mentor
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2011
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issue 5 (42)
18-25
EN
The employees' intellectual capital and their motivation to use their knowledge, predispositions and skills are believed by be important factors determining the competitive advantage of a modern organization. Thus, the success of an organization depends heavily on the attitudes and behaviors of its employee, which, in turn, are influenced by the employment conditions. The form of employment constitutes a primal element in a complex system of creating human capital of an organization. The article gives an overview of basic knowledge of law which every professional manager, willing to manage people in an effective way, should possess. The skill of strategic management of human capital is increasing in significance in modern economy and becomes an indispensable element of future managers' education.
8

Za przykładem mistrza : Tadeusza Czeżowskiego (1889-1981) służba uniwersytetowi i nauce

80%
Szulakiewicz W.
Rozprawy z Dziejów Oświaty
|
2010
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vol. 47
109-127
EN
The articles is dedicated to the academic and organizational activity of Tadeusz Czeżowski. He was a philosopher, a logician, a ethics and a scientist, and one of the most outstanding student of Kazimierz Twardowski, who was the founder of the Lvov-Warsaw school of philosophy. In this work the special attention was put to his organizational activity for the sake of university life and his vision of a university teacher. His vision concerning the second aspect appeals to his views and realization of some pedeutologic ideas. The extremely important element about the reflection upon Tadeusz Czeżowski’s academic activity is taking into consideration his relations with Twardowski. In his biography there can be distinguished three periods: Lvov, Warsaw-Vilnius and Toruń. In each of the aforementioned periods he took actions for the sake of organizational life of university in Poland and developed the concept of university teacher pointing to the ethical determinants of this occupation. The articles is based on the monographs, diaries, and archive sources. From the analysis of the sources it appears that Tadeusz Czeżowski was highly respected by his master and on the other hand, how huge authority Twardowski was for him. Moreover, the diaries present that Tadeusz Czeżowski continued work of his master. It can be said that Tadeusz Czeżowski belonged to the scientists who lived the life according to the values which can be found in his works as well.
9

Możliwości pozyskiwania studentów spoza Unii Europejskiej w kontekście przemian następujących w szkolnictwie wyższym województwa opolskiego — wyniki badań

80%
Kubiciel-Lodzińska S.
Barometr Regionalny. Analizy i prognozy
|
2012
|
issue 2(28)
101-106
EN
The article presents selected results of research conducted at universities in the Opole Voivodship among foreign students. It included foreign students in the full cycle at the bachelor or master's degree. This topic was considered important because of the demographic changes in Poland and the growing interest in higher education in recruitment of foreign students, mainly from outside the European Union. The objective of the research was to identify the factors that attract foreigners to study in Poland and Opole province, identify barriers to their education in Poland and to establish whether they would be interested in staying in the Opole region or in Poland after study. It has been established that the main reason for the students from outside the European Union to study in Poland is the possibility of obtaining a diploma which is recognized in the European Union, which gives a better career start. The biggest barrier to study in Poland is the need to meet several formal requirements (including translation of documents). Over 1/3 of respondents intend to stay after graduation in Opole province, but the same group does not have definite plans for the future after graduation.
10

Etos studencki w kodeksach i życiu codziennym

80%
Smużewska M.
Teraźniejszość – Człowiek – Edukacja
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2012
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issue 2(58)
141-155
EN
Modern university model faces many problems; it is even said to be undergoing a crisis. The most frequent reasons include commercialization, mass education, bureaucracy, politicization, the development of digital technologies, popularity of postmodernism and critical trends in social sciences. What is sought for are the new, more functional solutions, which would be appropriate for the changing reality. As regards subject dimension a question about the nature of the master-disciple relation is posed. It has a significant impact on the content and coherence of the academic ethos and its student variant. Because of the undertaken studies a student is entitled (and obliged at the same time) to a concrete and socially-recognised activity, namely – the acquisition of knowledge. In this respect, it differs from all formed professional roles, where at best this task is placed at the end of the catalogue of activities ascribed to a given role. However, what is the problem is the fact that often the learner does not know what he/she should be like lacking a personal model. Therefore, there is a risk that without ethical education, i.e. establishing the declarations of proceedings and codes, they will somewhere lose the essence of the role they are fulfilling.
11
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Sexuální obtěžování na vysokých školách: Teoretické vymezení, metodologický přístup, výzkumné výsledky

70%
Smetáčková I., Pavlík P.
Sociologický časopis. Czech Sociological Review
|
2011
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vol. 47
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issue 2
361-387
EN
In this article the authors present the main results from one of two existing Czech studies on sexual harassment at Czech universities. The research was carried out in 2008–2009 on a sample of 832 students at 11 public universities and colleges. The results indicate that 78% of students have personally experienced teacher behaviours that can be characterised as sexual harassment. However, only 3% of them said explicitly that they had been sexually harassed. One of the reasons for this contradiction is the relatively low awareness about sexual harassment in Czech society. Even in academic debates, a narrow definition of sexual harassment is often preferred and the gender dimension of the problem is not considered. With this in mind, the authors discuss expanding the concept of ‘sexual harassment’ to include a gender perspective. They demonstrate the use of this concept in an academic setting and the outline main methodological challenges faced by the relevant research. Against this backdrop, they identify two contentious aspects of the conceptualisation of sexual harassment: (1) the relationship between ‘objective’ and ‘subjective’ definitions and (2) the relationship between expert and personal definitions (scientific and lay’s definitions).
12
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Gender jako analytická kategorie pro porozumění sexuálnímu obtěžování

70%
Kolářová K., Smetáčková I., Pavlík P.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2011
|
vol. 12
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issue 2
75-86
EN
In the article, the authors respond to the main arguments that were voiced during discussions of the results of the project ‘Sexual Harassment in Universities: Incidence and Perception’, which the authors’ team carried out in 2008–2009. They do not aim to defend the research itself, but rather to analyse the dominant discourse on sexual harassment in the Czech environment from a gender perspective. This is because they see a refusal to accept gender as a relevant analytical category. They argue for the fundamental role of gender in the conceptualization of sexual harassment and for further refinement of its significance in gender-informed definitions of sexual harassment. In the authors’ opinion, these definitions do not sufficiently reflect the current state of gender theories. The main argument of the text concerns the relationship between sexual and gender-motivated harassment. The gender perspective offers an intrinsically coherent conceptualization of sexual harassment, including its causes and options for handling individual cases. In the article, the authors discuss the extent to which the gender order is a precondition for sexual harassment. This view allows them to think also about the less discussed types of sexual harassment (e.g. homophobic harassment) or to consider the ambivalence of some situations in which sexual harassment occurs (i.e. the dynamics of pleasant and unpleasant feelings, women’s initiative, etc.). At the same time, it reveals that power inequalities do not result only from institutional hierarchies between teachers and students, but also from the logic of the existing gender order.
13

IMPLEMENTATION OF THE IDEOLOGY OF THE COMMUNIST PARTY OF CZECHOSLOVAKIA INTO ACTIVITIES OF SLOVAK UNIVERSITIES AFTER FEBRUARY 1948

70%
Gabzdilová S.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2016
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vol. 19
|
issue 3
-
EN
Communist Party of Czechoslovakia after ascent to power in February 1948 enacted radical changes in all spheres of political, economic and social life. Among these changes, the school system was an important area, because it provided conditions which were significant for existence of the regime. After February 1948 the management of all schools, including universities, was in hands of the Communist Party which resulted in implementation of communist ideology into education. Because the Communist Party did not trust intelligentsia educated before communist take-over and who were perceived as “class enemy”, they emphasized the need to educate “their own intelligentsia” which would come from working or farm labourer class. This thesis was implemented in practice in line with so called class principle, that is, universities were accepting predominantly student from working families. Academic environment was exposed to communist propaganda and agitation. At all universities in Czechoslovak Republic were established organizations of the Communist Party, which participated on management of universities and implemented orders of central communist authorities. They were helped also by Czechoslovak Union of Youth and Revolutionary Unions, which were completely controlled by the Communist Party. The policy of Communist Party in relation to the university education was formulated in Law in Regard to Universities, adopted by the National Assembly on May 18 1950. The Communist Party was focused primarily on limitation of autonomy of universities and University self-government institutions ceased to exist. The management of universities was carried by the Ministry of Schools, sciences and arts. The church faculties were excluded from authority of the Ministry of Schools. The primary management and control over church faculties went Ministry of the State Office for the Church Affaires.
14

THE CONCEPT OF MEASURING UNIVERSITY IMAGE (Koncepcja pomiaru wizerunku szkoly wyzszej)

70%
Mazurek-Lopacinska K., Sobocinska M.
Nauki o Zarządzaniu
|
2011
|
issue 6
9-18
EN
Professionalization of university image management creates a need for developing of advanced methods for evaluation of image marketing activities and obtained results. The results of marketing research can both ease the creation of the image and allow reviewing of effectiveness and efficiency of the image building. Due to the fact that the image of the institution in each group changes under the influence of information reaching the public from various sources, it is important to conduct research in a cyclical manner. The goal of this article is to present the evidence of increasing meaning of research conducted for the purpose of managing the process of shaping the image of higher education and the aims and principles of the measurements as well as for criteria for evaluation of institutions as a market entity. In this paper the need of integration of image research and university's identity is shown.
15

DOMINIKÁNSKE ŠKOLY AKO PREDCHODKYNE UNIVERZÍT NA ZAALPSKOM ÚZEMÍ SACRUM IMPERIUM ROMANUM VO VRCHOLNOM A NESKOROM STREDOVEKU

61%
Hunčaga G.
Studia Historica Nitriensia
|
2017
|
vol. 21
|
issue 1
32 – 66
EN
The territory of the Holy Roman Empire (Sacrum Imperium Romanum) had been relatively buzzing with hustling educational activity since the Carolingian era. However, a certain deficit of a qualitative alternative to the university centres, well-known during the High Middle Ages from the other parts of that time Europe, had been present till the foundation of the university in Prague in 1348. Within the German speaking territory of Sacrum Imperium Romanum the mendicants monastic schools (general and particular studies) sui generis had been featured as the immediate predecessor of the local universities, at least in particular cases within the theological field. Before the foundation of the Charles University in Prague, 28 establishments, conceived as studies, are supposed to have existed in the Central Europe area. Mostly Dominicans in their general study in Cologne, formally founded in 1248, meant to be probably the most international and the best educated entity in the German territory, in the most numerous urban commune of that region. The Dominican school of that place earned the international respect mostly thanks to the work of Albertus Magnus and Thomas Aquinas, although the gap between the foundation of the general study and the constitution of the university (University privileges for the city of Cologne were delivered by Urban VI on 21st May 1388 in Perugia) accounted for long 140 years. Even the activities of the latter university took place in the local Dominican and Franciscan convent premises. In the area of the Teutonic Dominican province, there supposed to be two or three schools educating their scholars in the lower – logical – degree of philosophical foundations on the particular, so called provincial schools level. About the year 1284 Teutonia was said to keep already seven of the artistic schools in Regensburg, Basel, Worms, Würzburg, Leipzig, Neuruppin and Halberstadt at its disposal. Later in the 14th century there were far more of different types of Dominican particular studies (comp. the table n.). The effective structure of the Dominican studying centres was highly developed and rationally organized, due to that fact, it became a fundamental part of the posterior educational background, in which the university was definitely established within the beyond the Alps territory Sacrum Imperium Romanum in the second half of 14th century.
16

NIEKOĽKO ÚVAH O VZDELANÍ V PROSTREDÍ SPIŠSKEJ KAPITULY V STREDOVEKU

61%
Labanc P.
Studia Historica Nitriensia
|
2017
|
vol. 21
|
issue 1
5 – 16
EN
History of the education is not frequented topic in the Slovak historiography. On prosopography of the medieval chapters, we can say the same words. On example of the Spiš Chapter, article shows research possibilities of the intersection of the both themes. The Chapter as a place of education is analysed in the first part of the article. Because of lacking straight mentions in original sources on it, our conclusions stay on secondary evidences. Canons as learned persons are aim of the second part of the paper. Many questions are connected with this point of view: canons as educational elite of the medieval society, possibilities of higher education (studium generale), position in chapter (dignity or office) as a determination of the further education, etc. Following research should bring thorough prosopography of the medieval Spiš Chapter. It will be the solid basis for strong analysis of the educated elites of the medieval Hungarian kingdom.
17
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VÝSKUMNÁ EFEKTIVITA SLOVENSKÝCH VYSOKÝCH ŠKÔL: KVANTITATÍVNA ANALÝZA TRENDOV 2008 – 2017

61%
Kanovský M.
Sociológia (Sociology)
|
2018
|
vol. 50
|
issue 4
429 – 447
EN
The paper deals with the research effectivity of Slovak public universities during ten years period (2008 – 2017). Through non-parametric analysis of trends and mixed-effects model with multivariate t-distribution, trends and differences are analysed in detail. The analytical calculations are focused on properly identifying both monotonic trends and change points in the research effectivity. Differences in research effectivity are identified and discussed. The analysis shows that only eight out of 20 Slovak public universities display long-term research effectivity, and 12 out of 20 are ineffective in research in the long run, including 5 with extremely low and/or worsening research effectivity. Conversely, some universities display positive long-term trend. In conclusion, the paper also points out the difficulty of long-term achieving ongoing research effectivity due to the non-systematic and abrupt changes of funding principles from Slovak government.
18

JMENOVÁNÍ PRVNÍCH PROFESOREK V ČESKOSLOVENSKU

61%
Musilová D.
Studia Historica Nitriensia
|
2021
|
vol. 25
|
issue 2
466 - 476
EN
In the Czechoslovakia the first women were gradually appointed extraordinary professors more than three decades since the first women had graduated from universities. Present research has paid attention mostly to biographies of first women-graduates, while first women-professors and especially the circumstances of their appointment were investigated to a lesser extent. Appointment of first women-professors was a momentous event not only for the university as such, but also within a broader political and social context, which has been reflected by researchers only marginally or not taken into consideration at all. By the year 1939, three women were appointed extraordinary professors, each of them at a different Czechoslovak university. In the following years the appointment procedure was only allowed at German universities in the Protectorate Bohemia and Moravia and the number of new women- extraordinary professors also amounted to three. After WWII five out of six women-professors further developed their university career in Czechoslovakia, Germany and Austria.
19
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Dlaczego studenci z zagranicy wybierają Lublin? Opinie młodzieży z krajów Partnerstwa Wschodniego o studiach w Lublinie

51%
Kruk M. S.
Studia Migracyjne - Przegląd Polonijny
|
2020
|
vol. 46
|
issue 1 (175)
143–160
PL
Jednym z głównych wskaźników decydujących o stopniu umiędzynarodowienia uczelni wyższych w UE jest liczba studentów zagranicznych. Polskie uczelnie po przystąpieniu do wspólnoty europejskiej i podpisaniu Deklaracji Bolońskiej stanęły wobec nowych wyzwań związanych z wieloma aspektami dotyczącymi przyjęcia nowych studentów z różnych krajów, np. rozszerzeniem oferty edukacyjnej, problemami integracyjnymi. Statystyki wskazują, że od 2004 r. wzrasta natężenie migracji edukacyjnych do Polski. Głównym celem artykułu jest odpowiedź na pytanie, co skłania studentów zagranicznych do wyboru Lublina jako miejsca studiów? Artykuł składa się z trzech części, w których przedstawione są dane statystyczne dotyczące umiędzynarodowienia w Polsce (1) i Lublinie (2). Zasadnicza część artykułu (3) przedstawia prezentację wybranych wyników badań przeprowadzonych w ramach projektu Europejskiego Uniwersytetu Wschodniego (dalej: EUW). W artykule omówiono najistotniejsze kwestie dotyczące opinii studentów na temat planów edukacyjnych, opinii studentów na temat uczelni w Lublinie oraz opinii lubelskich studentów zagranicznych z państw Partnerstwa Wschodniego (PW) na temat miasta Lublina. Badania przeprowadzone wśród potencjalnych studentów z krajów Partnerstwa Wschodniego oraz już studiującej w Lublinie młodzieży zza wschodniej granicy dają szerokie spektrum spojrzenia na kwestię migracji edukacyjnych do Polski. Analiza wybranych opinii studiującej młodzieży z krajów Partnerstwa Wschodniego pozwala odpowiedzieć na pytanie, dlaczego spośród wielu miast akademickich w Polsce wybrali Lublin jako miejsce studiów.
EN
One of the main indicators determining the degree of the internationalization of universities in the EU is the number of foreign students. Polish universities, after joining the European community and signing the Bologna Declaration, faced new challenges related to many aspects connected to the admission of new students from different countries, e.g. extension of the educational offer, integration problems. Statistics show that, since 2004, the intensity of educational migrations to Poland has been increasing. The main purpose of the article is to answer the question of what prompts foreign students to choose Lublin as a place of study. The article consists of three parts in which statistical data on internationalization in Poland (1) and Lublin (2) are presented. The main part of the article (3) presents the presentation of selected results of research conducted as part of the project of the European Eastern University (EEU). The article discusses the most important issues (student opinions) regarding: educational plans; student opinions about the university in Lublin; opinions of Lublin foreign students from the Eastern Partnership Countries about the city of Lublin. Research carried out among potential students from the Eastern Partnership Countries and young people from the Eastern border already studying in Lublin give a wide spectrum of views on the issue of educational migration to Poland. The analysis of selected opinions of students from the Eastern Partnership countries allows to answer the question of why they chose Lublin as a place of study from among many academic cities in Poland.
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