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Reasons for choosing geography studies. Comparative analysis of two academic centres: Warsaw and Kielce

100%
Awramiuk-Godun A., Mularczyk M., Wilińska A.
Miscellanea Geographica. Regional Studies on Development
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2012
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vol. 16
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issue 1
43-48
EN
The objective of this paper is to compare the reasons for choosing a degree in geography by students starting their studies in two academic centres: Warsaw and Kielce. The first is a big city with rich traditions and one of the best academic centres in Poland, while the second is regional, much smaller but developing. In the research, special attention was paid to the reasons for choosing geography as a major, a variety of ideas considering future job and professional prospects open to geography graduates as well as attitudes toward the profession of a geography teacher. The research involved interviews with first and second-year students in both centres.
2
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Geography studies in Poland after 1989 - selected issues

100%
Tracz M., Hibszer A.
Miscellanea Geographica. Regional Studies on Development
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2013
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vol. 17
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issue 3
19-25
EN
Changes in the position of geography as a field of education are examined in the context of the socio-political transition in Poland after 1989 and in relation to the changes in higher education. The influences of changes in higher education on the number of geography students in the years 1990–2009, the regional differentiation of interest in geography studies, and developments in staff and the organization of schools with geography programmes are analysed. In the years 1989/90–2008/09 the number of higher education schools offering geography programmes increased by one third. The range of programmes offered was widened with new specialisations
3

Key processes shaping the current role and operation of higher education institutions in society

88%
Piróg D.
Environmental & Socio-economic Studies
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2016
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vol. 4
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issue 1
53-59
EN
The concurrent processes of globalisation, computerisation, and integration shape and constantly modify developmental factors and generate multidirectional social changes. Among social life fields, one of them has been particularly sensitive to the impact of those processes and has remained in clear feedback relationship with them is education, including university-level education. This article aims to present some reflections on the key processes which influence the environment of higher education institutions’ activity and on what their impact specifically is. The factors taken into account include: the transformation of the political and economic system, integration with the European higher education area, the market shift of education, evolving social demands towards higher education institutions and society’s attitude towards work. As knowledge has become an asset largely affecting the quality of life of people and society, universities have changed their focus from searching for and exploring truth, good and beauty in the world towards becoming innovation centres, transferring knowledge as offering their educational services. In this article, those trends have been exemplified in relation to geography degree programmes, and shown through an evolution of the model of the university. Based on a review of the literature, it seems that the processes discussed also concern geography degree programmes, and the future operation of these programmes closely depends on whether they can maintain their care for high quality education coupled with genuine efforts to ensure the smooth transition of graduates into the labour market.
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