Spis treści. Edukacja ekonomistów i menedŝerów. Problemy. Innowacje. Projekty nr 1. Od Redakcji TEORIE. KONCEPCJE. REFLEKSJE.

Transcription

1 Edukacja ekonomistów i menedŝerów. Problemy. Innowacje. Projekty nr 1 Spis treści Od Redakcji TEORIE. KONCEPCJE. REFLEKSJE. DIAGNOZY Edukacja ustawiczna i poradnictwo zawodowe w ramach programów pomocowych dla osób bezrobotnych i zagroŝonych bezrobociem. Z punktu widzenia psychologa Beata Mazurek-Kucharska Kwestionariusz Twórczego Zachowania KANH III jako metoda diagnozowania postawy twórczej menedŝera Stanisław Popek, Ewa Bernacka, Jakub Lickiewicz MenadŜer z ludzką twarzą Marcin Szczygieł METODYKA I JAKOŚĆ KSZTAŁCENIA Zastosowanie warsztatów i treningów psychologicznych w edukacji ekonomistów Agnieszka Wojtczuk, Dariusz Turek RAPORTY Z BADAŃ Diagnoza psychologiczna kultury organizacji na przykładzie wybranych organizacji studenckich funkcjonujących w SGH Ewa Bąk, Katarzyna Bobrowska-Jabłońska Standardy programowe dla kierunku ekonomii a regulacja szkolnictwa wyŝszego (przykład Wlk. Brytanii) Bielecki Piotr Czesne na studiach wyŝszych ElŜbieta Konarska PROJEKTY I OFERTY EDUKACYJNE Ewolucja oferty edukacyjnej dla ekonomistów w państwowych uczelniach nieekonomicznych w latach ElŜbieta Moskalewicz Ziółkowska, Krystyna Polańska 1

2 RECENZJE Metodologiczne i jakościowe aspekty rozwoju e-learningu na potrzeby kształcenia ekonomistów Stanisław Konarski SPRAWOZDANIA Z KONFERENCJI Sprawozdanie z konferencji: Rozwój e-edukacji w ekonomicznym szkolnictwie wyŝszym Dariusz Turek EDUKACJA PODYPLOMOWA MENEDśERÓW Podyplomowe Studium Kompetencje psychologiczne i negocjacyjne w firmie Podyplomowe Studium Ubezpieczeń Zaoczne Studium Doktoranckie Ubezpieczeń i funduszy emerytalnych Contents Editorial note THEORIES. CONCEPTS. REFLECTIONS. DIAGNOSES Lifelong Education and Vocational Counselling as Part of EU Support Programmes for Unemployed and Threatened by Unemployment. From Psychologist s Point of View Beata Mazurek-Kucharska Creative Behaviour Questionaire KANH III as Method for Diagnosing Creative Attitude of Manager Stanisław Popek, Ewa Bernacka, Jakub Lickiewicz Manager with Human Face Marcin Szczygieł METHODOLOGY AND QUALITY OF EDUCATION Application of Workshops and Psychological Trainings in Education of Economists Agnieszka Wojtczuk, Dariusz Turek RESEARCH REPORTS Psychological Diagnosis of Organisational Culture (Case of Selected Student Organisations within Warsaw School of Economics) Ewa Bąk, Katarzyna Bobrowska-Jabłońska Academic Standards in Economics as Field of Study Vs Regulation of Higher Education 2

3 (the UK Case) Bielecki Piotr Tuition Fee at University Studies ElŜbieta Konarska PROJECTS AND EDUCATIONAL OFFERS Evolution of Educational Services for Economists at Polish Public, Non-Economic Universities and Academies within ElŜbieta Moskalewicz Ziółkowska, Krystyna Polańska REVIEWS Methodological and Qualitative Aspects of e-learning Development for Needs of Education of Economists Stanisław Konarski REPORTS ON CONFERENCES Development of e-learning in University Education of Economists Dariusz Turek POST-GRADUATE EDUCATION OF MANAGERS Postgraduate Studies: Psychological Competencies and Negotiating Skills in Company Postgraduate Studies in Insurance Part-time Ph.D. Studies in Insurance and Pension Funds Dr Beata Mazurek-Kucharska SUMMARY Lifelong Education and Vocational Counselling as Part of EU Support Programmes for Unemployed and Threatened by Unemployment. From Psychologist s point of View Contemporary directions of lifelong education in Poland are being influenced by general social transformations and they respond to changing market demands. New needs and new standards of adults education include, among others the unemployed and threatened by unemployment. In many cases educational support for such people is based on retraining and psychological and business support (eg. legal support, assistance in establishing and running a company). Therefore, new educational programmes, new methods of vocational and business counselling as well as outplacement programmes are created, so that unemployed people could be retained and return to labour market. Educational projects are supported by both labour market analysis and researching employers expectations as well as by analysis of predispositions, competences and motivations of job seekers. The article is an attempt to present reflections and selected conclusions on such programmes from psychological research carried out among thousands of the unemployed 3

4 and threatened by unemployment, who gained educational and psychological support thanks to PHARE 2000 Program: Human Resources Development Training and Business Counselling for Persons Threatened by Unemployment, Lubelskie Voivodship (PL ), supervised by the Polish Agency for Enterprise Development and the Voivodship Labour Office in Lublin. The conclusions drawn may be very helpful in devising new educational and counselling programmes within the confines of lifelong education among the unemployed and threatened by unemployment. Prof. dr hab. Stanisław Popek, dr Ryszarda Bernacka, mgr Jakub Lickiewicz Creative Behaviour Questionnaire KANH III as Method for Diagnosing Creative Attitude of Manager The article describes the Creative Behaviour Questionnaire KANH III - a research method by Stanisław Popek. This method is designed to detect potentially hidden attributes called creativity or creative attitude.the theoretical basis of the Creative Behaviour Questionnaire is an interactive ability theory coupled with the personality structure regarded here as overriding. The Creative Behaviour Questionnaire theory assumes that creative attitude consists of two spheres i.e. cognitive and characterological. The Creative Behaviour Questionnaire KANH III for managers is composed of 60 items comprising 4 subscales: Conformity (K) and Nonconformity (N) included in the characterological sphere and both Algorithmical behaviour (A) and Heuristic one (H) included in the cognitive sphere. Each of these subscales consists of 15 items. Initial results are acquired for individual subscales. These results are then evaluated separately as well as jointly by adding K + A subscales (imitative attitude) and N + H ones (creative attitude) according to the answer key. The article also contains the hypothetical description of a creative and innovative manager in order to show the prognostic usage of the Creative Behaviour Questionnaire KANH III. Mgr Marcin Szczygieł Manager with Human Face My intention is draw people s attention to the need a holistic education, filling many diffrent areas of personal competencies both, specific and unspecific. I am deeply convinced that only a person who has such a wide scope of competencies will have a chance to have job satisfaction, whereas all shortfalls in this area will pose stress as well as frustration. Therefore, a manager should know and remember that apart from content related professional qualifications specific to his business he, should be competent in interpersonal sphere. He should not forget that he is not the only employee, executor of tasks or corporate strategies, master or servant, but mostly a human. World to most of us is so constructed that the specifics of our activity and is fundamental element is dealing with other people, and the way the relations are going on has an important influence on our mood. 4

5 Mgr Agnieszka Wojtczuk, mgr Dariusz Turek Application of Workshops and Psychological Trainings in Education of Economists This article presents forms of active teaching, and focuses in particular on workshopand training-oriented methods, also depicting their importance in the education of economists and managers. Active teaching is a specific method of teaching, based on experience attained during meetings of a group of people. As such, it is not only a means of gaining knowledge and mastering skills, but it also constitutes an important platform for understanding social interactions and the development of internal processes. The acquisition of knowledge proceeds actively. Workshops and training sessions not only provide an opportunity to share experience resulting from various life situations, but also allow students to gain knowledge through actions (experience). The implementation of these active teaching methods into the education of economists seems crucial as it can be used for the development of those personality traits and competencies, which are of particular importance in the more and more dynamically changing economy. Mgr Ewa Bąk, mgr Katarzyna Bobrowska-Jabłońska Psychological Diagnosis of Organisational Culture (Case of Selected Student Organisations within Warsaw School of Economics) The article is focused on the significance of psychological diagnosis of organizational culture. Such a diagnosis may be a valuable source of information for organization members and especially for managers. Managers are the agents who can consciously create, shape and change the corporate culture. The article describes the psychological profile of student organizations existing at Warsaw School of Economics, such as: AIESEC, Student Research Club for Negotiation, Communication and Psychology; Student Investor Club; Catholic Academic Society Soli Deo. The authors described the specific character of chosen student cultures, and identified the common factors which may apply to the entire Warsaw School of Economics student organizational culture. Organizational culture was diagnosed by the Questionnaire of Organizational Culture Diagnosis proposed by Cameron i Quinn. The correlations between personality features of members and desired organizational culture were described. Dr Piotr Bielecki Academic Standards in Economics as Field of Study Vs Regulation of Higher Education (the UK Case) The article reports on the HE quality assurance processes and recent developments in external quality assurance system in the United Kingdom. Key points for analysis and discussion include features of subject review process, using the subject benchmark statemants (an example of economics), the UK academia perceptions of the QAAHE methods and procedures for undertaking detailed, intensive and invasive review of higher education, and the recent evidence on changes in the QAAHE quality assurance policy. The article, exploring the crucial issues of quality assurance (as a joint partnership to safeguard the public interest) in the context of relationship between the UK higher education regulator (QAAHE) and higher education institutions, addresses some important questions 5

6 relating to external quality monitoring. Firstly, what are the rationale and the limits of quality regulation as carried out by QAAHE, mainly subject review process? Secondly, what are the scope and procedures of the existing regulatory framework for quality assurance system? Thirdly, what are the alternative approaches to employ an appropriate and acceptable forms of the regulator's action? Furthermore, the UK academia suggestions are reported on ways in which central regulator might change its quality assurance guidelines and practices in order to eliminate the existing shortcomings, especially social cost i.e. excess burden experienced by higher education institutions. Finally, the new regulatory framework for external quality assurance named as "slim institutional quality audit" is noted. Mgr ElŜbieta Konarska Tuition Fee at University Studies Within 1990s there was a boom in non-public uniwersity education. This was accompanied by launching various forms of studies covered by tuition fee at public tertiary education institutions. On the basis of the universities providing tuition in the field of economics (the years of 2000, 2001 and 2003), a research into trends concering the amount of the fee has been carried out. The analysis of the findings provides an answer to the question whether the amount of the tuition fee is influenced by the specific of ubiwersity, system of studies and scope of tuition. Dr ElŜbieta Moskalewicz-Ziółkowska, Dr Krystyna Polańska Evolution of Education Services for Economists at Polish Public, Non-Economic Universities and Academies within This study analyzes quantitative changes that took place in the period of in Polish economic education at different types of public, non-economic, higher education entities, i.e. universities, technical universities, and different types of academies: agricultural, pedagogical, physical education, and military. The analysis refers to students and graduates of the following economic and business courses: economics, finance and banking, and management and marketing. In the period under consideration the number of students and graduates of these courses increased considerably while the structure of education changed. Different types of part-time studies became the dominant forms of education. Over the years the network of Polish state universities and academies became wider and more diverse. 6