Wyniki wyszukiwania - BazTech

1

Stress factors among geoscience students and academic community responses

Delijewska Barbara, Konopacka Żaklina

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2025

|

z. 223

37--54

EN

Purpose: The purpose of this paper is to investigate stress levels among students in the geoscience academic environment and to formulate practical recommendations for the academic community. The study aims to identify key stressors, symptoms, and coping strategies among students. Design/methodology/approach: A quantitative research approach was adopted, utilizing a survey conducted in 2024 with students from the Faculty of Geoengineering, Mining, and Geology at Wrocław University of Science and Technology. The research was preceded by a literature review, and the data were analyzed to identify trends and propose interventions. Findings: The research identified academic demands-exams, presentations, and project deadlines-as the primary sources of stress. Students reported symptoms such as decreased motivation and health disturbances. Awareness of psychological support services was noted as increasing, yet their utilization remains limited. The findings support the need for systemic changes to reduce student stress. Research limitations/implications: The study is limited to one faculty within a single institution, which may affect the generalizability of results. Further research could involve broader student populations and longitudinal analysis. Practical implications: The results highlight the need for improved access to and promotion of psychological support services, as well as the development of stress-reducing academic practices. Institutions should implement regular monitoring and tailored interventions to support students’ mental well-being. Social implications: Reducing academic stress contributes to better student quality of life and may positively influence the university’s social responsibility by fostering a healthier educational environment. Originality/value: This study provides updated data on student stress in a technical university setting and proposes targeted strategies to address it. It is valuable for academic administrators, student advisors, and policymakers.

2

Model SCARF and teacher engagement in mitigating management paradoxes in higher education

Krzyżak Joanna, Walas-Trębacz Jolanta

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2025

|

z. 223

231--265

EN

Purpose: The purpose of this article is to examine the impact of satisfying the five basic psychosocial needs defined in the SCARF model (Status, Certainty, Autonomy, Relatedness, Fairness) on the level of engagement of academic teachers in both teaching and research work. Additionally, the aim is to indicate how taking these needs into account can help mitigate key management paradoxes in higher education. Design/methodology/approach: The study was conducted among 416 academic teachers from Polish universities. A proprietary questionnaire based on the SCARF model and the UWES scale for measuring work engagement were used. Data were analyzed using descriptive statistics methods, regression analysis, and thematic analysis of open-ended responses. The main research questions concern the relationship between the fulfillment of SCARF needs and the level of academic teachers’ engagement, as well as their ability to cope with management paradoxes. Three hypotheses were formulated, the key one stating that satisfying SCARF needs positively influences engagement and facilitates balancing conflicting institutional expectations. Findings: All five SCARF needs showed a statistically significant relationship with the level of engagement (p < 0.05), with the greatest impact observed for the needs of Relatedness and Status. Meeting these needs fosters higher engagement in both teaching and research activities among academic teachers. The qualitative analysis confirmed the quantitative findings, revealing real-life examples of how these mechanisms operate. Practical implications: The results indicate that considering SCARF needs not only supports the individual motivation of academic teachers but also contributes to creating a more balanced work environment. Employing an approach that addresses the psychological needs of academic staff in management may provide an effective solution to management challenges in higher education, leading to increased organizational effectiveness and job satisfaction among teachers. Originality/value: The article offers a new perspective in research on higher education management by combining the SCARF model with an analysis of organizational paradoxes. The findings have theoretical significance, highlighting the importance of psychosocial needs in academic work, as well as practical value by providing guidance for university leaders on building a supportive work environment and mitigating organizational tensions.

3

CSR in higher education: the case of the University of Szczecin

Leoński Wojciech

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2025

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z. 224

297--309

EN

Purpose: This paper aims to examine how the University of Szczecin addresses Corporate Social Responsibility (CSR) within its institutional framework. Employing a case study approach, the research investigates the university's strategies and initiatives that reflect its commitment to ethical practices, sustainability, and community engagement. By analyzing these efforts, the study seeks to understand the role of CSR in shaping the university's operations and its impact on stakeholders. Design/methodology/approach: This paper employs a qualitative case study approach focusing on the University of Szczecin. Data were collected through content analysis of publicly available materials, including strategic documents, CSR reports, and information published on the university's official websites. This study employed a qualitative content analysis approach grounded in thematic coding. Findings: The University of Szczecin has undertaken various Corporate Social Responsibility (CSR) initiatives, including the incorporation of CSR topics into academic programs, the establishment of ethical practice and others. However, the study identifies that the university's communication of these CSR activities is limited, with insufficient visibility on official platforms. Additionally, the absence of formal CSR reporting mechanisms further obscures the extent and impact of these initiatives, making it challenging to assess their effectiveness and areas for improvement. Research limitations/implications: The research is limited to a single institution, which may affect the generalizability of the findings. Practical implications: The findings offer practical insights for university policymakers aiming to integrate CSR into higher education institutions. By highlighting effective strategies and identifying areas needing attention, the study provides a roadmap for enhancing CSR practices. Social implications: The integration of CSR in higher education has the potential to foster a culture of social responsibility among students and staff, leading to positive societal impacts. The University of Szczecin's initiatives serve as a model for how academic institutions can contribute to sustainable development and community well-being. Originality/value: This study offers valuable insights into the practical application of Corporate Social Responsibility principles within a Polish higher education institution. By focusing on the University of Szczecin, it provides a detailed examination of how CSR initiatives are implemented in the academic context, highlighting both achievements and areas needing improvement.

4

ChatGPT as a tool in higher education - analysis of student utilization and perception

Delińska Liwia, Minga Zuzanna

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2025

|

z. 224

61--77

EN

Purpose: The purpose of this paper is to explore how students at the Faculty of Management at the University of Gdańsk use ChatGPT, a generative AI tool, for academic purposes. The study focuses on their motivations, perceptions, and overall attitudes toward the tool in the context of higher education. Design/methodology/approach: The research combines a literature review with empirical findings from a survey conducted among 260 students. This mixed-method approach allows for an in-depth analysis of how ChatGPT is applied in academic settings. Findings: The findings indicate that ChatGPT is widely used for tasks such as quick information retrieval, writing assistance, and idea refinement. Students primarily value its efficiency and the potential to improve the quality of their work. However, concerns were also raised regarding the reliability of content, and its possible negative impact on creativity and critical thinking. Research limitations/implications: The study is limited to one faculty and one institution, which may affect the generalizability of the findings. Future research should consider a broader sample across various academic disciplines and institutions. Practical implications: The results highlight the need for structured educational programs that support students in the responsible and ethical use of AI tools. Institutions of higher education could use these insights to develop policies and guidelines that foster thoughtful and informed integration of AI into academic practice. Social implications: This research contributes to the ongoing discussion about the societal impact of AI in education. By addressing students' concerns and behaviors, it encourages a more reflective approach to the use of generative AI and can inform future strategies for its ethical implementation. Originality/value: This paper offers a unique perspective on student interaction with generative AI, supported by empirical data. It adds value to the academic discourse by providing actionable insights for both researchers and practitioners interested in the evolving role of AI in higher education.

5

Ride-hailing service users and providers in the higher education area: a spatial and non-spatial perspective

Manullang Okto, Ratnasari Anita, Sitorus Paldibo

Transport Problems

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2025

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T. 20, z. 1

153--165

EN

This article describes supply and demand through the spatial and non-spatial dimensions of the users and providers of ride-hailing services in the higher education area. The structural equation modeling method determines the relationship between variables based on a perception survey of 200 users and 200 ride-hailing service providers in the Tembalang higher education area, Semarang, conducted from 2020-2021. The modeling results show that there is an insignificant spatial and non-spatial relationship. The non- spatial dimension in both users and ride-hailing providers influences the moderating of both spatial dimensions. The development of higher education institutions in peri-urban areas creates new growth poles in line with the evolution of digital platforms that dictate physical geographies due to the fusion of non-spatial conditions. Reconciling the public transportation system with campus-based operational adjustments, appropriate fares, and fees will provide more equal opportunities for campus residents to engage and succeed in higher education.

6

Compensation in the system of human capital reproduction in higher education institutions – theory and realities in Ukraine

Kundytskyj Oleksandr, Butyter Daniel

Scientific Journal of the Military University of Land Forces

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2025

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Vol. 57, No.2(216)

53--72

EN

The article is dedicated to identifying the challenges associated with personnel management in higher education institutions, with a particular focus on issues related to the remuneration system for academic and teaching staff at Ukrainian universities. Historically, salary levels in Ukraine’s education sector have remained relatively low since the Soviet era. The article examines the essence of remuneration and its interpretation within various economic approaches, as well as presenting the primary functions of wages. The purpose of this paper is to highlight the significance of remuneration within the system of restoring the academic and pedagogical potential of universities. The article identifies the main issues and challenges related to current methods and levels of salary formation for academic and teaching staff in higher education institutions. The analysis reveals that salaries in Ukraine’s education sector fail to fulfil their fundamental functions. This situation is a significant reason why talented young professionals often opt to leave the education sector. It underscores the need for reforms in the remuneration system. The study concludes that the issue of salary formation in education pertains both to the methodology and the structure of wages. Emphasis is placed on the method of determining wages in the higher education sector and the current wage levels in Ukraine. The article examines the tariff coefficients and scales applicable to higher education lecturers in Ukraine as of 2023. By comparing the salary levels of academic and teaching staff in national universities with the minimum social wage and average household expenditures, the study concludes that lecturers’ financial liquidity is critically low.

PL

Artykuł poświęcony jest identyfikacji wyzwań związanych z zarządzaniem personelem w instytucjach szkolnictwa wyższego, ze szczególnym naciskiem na problemy dotyczące systemu wynagradzania kadry naukowo-dydaktycznej na ukraińskich uniwersytetach. Historycznie poziom wynagrodzeń w sektorze edukacji w Ukrainie pozostawał na relatywnie niskim poziomie od czasów sowieckich. W artykule rozważana jest istota wynagrodzeń oraz ich interpretacja w kontekście różnych podejść ekonomicznych, przedstawione są także główne funkcje wynagrodzenia. Celem artykułu jest prezentacja znaczenia wynagrodzenia w systemie odtworzenia naukowo-pedagogicznego potencjału uczelni. W artykule zidentyfikowano główne problemy i wyzwania związane z aktualnymi metodami oraz poziomem kształtowania wynagrodzeń pracowników naukowych i pedagogicznych w instytucjach szkolnictwa wyższego. Z przeprowadzonej analizy wynika, że wynagrodzenia w obszarze edukacji w Ukrainie nie spełniają swoich podstawowych funkcji. Taki stan rzeczy stanowi istotny powód, dla którego utalentowani młodzi specjaliści często decydują się na rezygnację z pracy w branży edukacyjnej. Sytuacja ta podkreśla konieczność wprowadzenia reform w systemie wynagrodzeń. Stwierdzono, że problem kształtowania wynagrodzeń w edukacji dotyczy zarówno metodologii, jak i struktury wynagrodzeń. Główny nacisk położono na metodę ustalania wynagrodzeń w sektorze szkolnictwa wyższego oraz na aktualny poziom wynagrodzeń w Ukrainie. Przeanalizowano współczynniki taryfowe oraz siatkę taryfową, które obowiązują dla wykładowców szkół wyższych w Ukrainie od 2023 roku. W wyniku porównania poziomu wynagrodzeń pracowników naukowych i pedagogicznych w krajowych uniwersytetach z minimalnym wynagrodzeniem socjalnym oraz średnimi wydatkami gospodarstw domowych sformułowano wniosek o niskiej płynności finansowej wynagrodzeń wykładowców.

7

Trzy po trzy - czyli kilka propozycji do pięciu etapów budowania kursów blended

Gwóźdź-Łukawska Gertruda, Radaszewska Elżbieta

MINUT Matematyka i Informatyka na Uczelniach Technicznych

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2025

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Nr 7

178-191

PL

W artykule, wykorzystując model pięciu etapów projektowania kursów online i blended autorstwa Gilly Salmon oraz własne doświadczenia dydaktyczne, zaproponowałyśmy zestaw aktywności wspierających proces uczenia się. Mogą one sprzyjać zwiększeniu motywacji studentów w trakcie nauki, a w konsekwencji przyczynić się do podniesienia jakości prowadzonych zajęć.

8

Does digital eruption threaten teaching work at universities? The mental models of faculty for online teaching and learning

Kowalczyk Elżbieta

Management

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2025

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Vol. 29, no. 1

145--166

EN

From year to year, the digitalisation is more present in the work of faculty, but changing conditions raises many concerns and reluctant attitudes mirrored in MM. This leads to a sluggishness in using technology-based tools and persists in a non-digital condition. The purpose of this paper is to diagnose mental models (MM) of university teachers with respect to online teaching and learning (OTL) and to show their impact on the professional performance of teachers. In the study, the author is seeking an answer on the title question - does digital eruption threaten teaching work at universities?

9

Green competence and higher education - a bibliographic analysis

Gołaszewska-Kaczan Urszula, Augustyńczyk Justyna

Economics and Environment

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2025

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No. 2

art. no. 950

EN

The transition from a brown to a green economy creates a demand for workers equipped with green competencies. Understanding what these competencies entail and how to develop them is crucial. Higher education institutions should play a pivotal role in educating society, incorporating green practices into university management, and disseminating research findings. This article presents the results of a bibliometric analysis of academic research on green competencies within the context of higher education. Specifically, the study seeks to examine the presence and frequency of publications on this subject, identify the dominant authors, and explore the primary areas of interest among researchers. This objective was achieved through a review of domestic and international literature and a bibliometric analysis conducted using VOSviewer software. The research indicates that this topic is not yet widely represented in the academic literature. However, there has been a noticeable increase in the number of publications in recent years, suggesting growing interest in this area. Furthermore, there is a clear shift from a focus on environmental education towards environmental management and sustainable development issues within higher education institutions.

PL

Przejście od gospodarki brązowej do zielonej rodzi popyt na pracowników o zielonych kompetencjach. Zrozumienie, czym są i jak kształcić te umiejętności, jest kluczowe, a szkolnictwo wyższe powinno edukować społeczeństwo, wprowadzać zielone praktyki do zarządzania uczelnią oraz upowszechniać wyniki badań w tym zakresie. Celem artykułu stało się zaprezentowanie wyników analizy bibliometrycznej badań naukowych dotyczących problematyki zielonych kompetencji w kontekście szkolnictwa wyższego. W szczególności zamierzano zbadać, obecność i częstość publikacji, a także autorów dominujących w tej tematyce oraz główne obszary zainteresowań badaczy. Powyższy cel został zrealizowany dzięki analizie dostępnej literatury krajowej i zagranicznej oraz przeprowadzeniu analizy bibliometrycznej przy wykorzystaniu oprogramowania VOSviewer. Przeprowadzone badania wykazały, że tematyka ta nie jest jeszcze szeroko obecna w literaturze naukowej. Obserwuje się jednak wzrost liczby publikacji w ostatnich latach, co sugeruje rosnące zainteresowanie tą problematyką. Jednocześnie widoczne jest wyraźne przechodzenie od tematyki dotyczącej samej edukacji środowiskowej do problematyki zarządzania środowiskowego i zrównoważonego rozwoju w kontekście uczelni wyższych.

10

A comparative study on knowledge, attitude, and behaviour of Polish and Nepali students towards the circular economy

Olech Igor, Szczepaniak Iwona, Shrestha Richan, Bhattarai Prakash C.

Economics and Environment

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2025

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No. 1

art. no. 829

EN

The framework of circular economy (CE) has emerged as a sustainable alternative to a waste-generating linear economy. To achieve this goal long term, it is important to educate youth. The levels of knowledge, attitude, and behaviour (KAB) among developed countries and developing countries differ. However, there are limited comparative studies. Our study investigates the KAB of university students of two countries – Poland and Nepal – to assess possible differences between developed and developing countries. The survey data were analyzed by applying descriptive statistics, t-statistics, and multiple regression models, with total sample of 166 participants. According to the survey, students in both countries possess knowledge, positive attitudes, and positive CE behaviour, with the knowledge level of Nepali students significantly higher compared to Polish students. In addition, the behaviours of students are correlated with knowledge and attitude. The findings also suggest that knowledge and attitude predict CE behaviour among students and students’ KAB differs across their place of origin (rural and urban). The findings of this study may be useful for policymakers, students, and academic institutions.

PL

Koncepcja gospodarki o obiegu zamkniętym (GOZ) pojawiła się jako zrównoważona alternatywa dla gospodarki linearnej generującej odpady. Aby osiągnąć ten cel w dłuższej perspektywie, istotna jest edukacja młodzieży. Poziomy wiedzy, postawy i zachowania (knowledge, attitude, and behaviour – KAB) w krajach rozwiniętych i rozwijających się są różne. Istnieją jednak ograniczone badania porównawcze. W naszym badaniu analizujemy KAB studentów dwóch krajów – Polski i Nepalu – w celu oceny możliwych różnic między krajami rozwiniętymi i rozwijającymi się. Dane ankietowe zostały przeanalizowane przy użyciu statystyk opisowych, statystyk t i modeli regresji wielorakiej. Z badania wynika, że studenci w obu krajach posiadają wiedzę, pozytywne nastawienie i pozytywne zachowania związane z GOZ, przy czym poziom wiedzy nepalskich studentów jest istotnie wyższy w porównaniu z polskimi. Zachowania uczniów są skorelowane z wiedzą i postawą. Wyniki sugerują również, że wiedza i postawa przewidują zachowanie GOZ wśród uczniów. Co więcej, istniały interesujące różnice między KAB uczniów w zależności od ich miejsca pochodzenia (wiejskie i miejskie). Wyniki tego badania mogą być przydatne dla decydentów, studentów i instytucji akademickich.

11

On optimising the solution for evaluation of scientific quality in Polish higher education system using a 2D cutting problem representation

Horla Dariusz

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Vol. 73, nr 5

art. no. e154283

EN

This paper discusses the problem of optimising the solution to find the possibly the best estimate of the value of C1 criterion in the evaluation process of scientific quality in higher education in Poland, which has been exercised by its author during the evaluation of Polish universities in 2022 as a vice dean for scientific evaluation and teaching quality at his faculty. The second edition of evaluation in Poland is expected to start in 2026, making this task an interesting problem, again. On the basis of the approach described in the paper, it was possible to ensure continuous monitoring and estimation of the effectiveness of the publication policy to make decisions along the way. An adopted strategy used a simple formulation of the problem, allowing one to obtain the close-to-optimal solution in a matter of seconds, in comparison with a tedious computational campaign to adopt, when presenting the precise value for C1 criterion, actually disabling not only the on-demand monitoring capacity, but also making alteration of the result in a-close-to-online manner virtually impossible. The paper actually deploys a 2D cutting problem in strip tasks solver to mimic the steps to be taken to pursue with the scientific evaluation process.

12

The assessment of students' financial expectations on the example of the students of the faculty of management of the Jan and Jedrzej Śniadecki Bydgoszcz University of Technology

Pierzgalska Elżbieta, Borkowska Julia, Kobusińska Iwona

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

|

z. 193

305--316

EN

Study objective: The aim of the study is to assess financial expectations of the students of the Faculty of Management of the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology after graduation and to determine whether the field of study has an impact on salary expectations. The hypothesis was formulated that students of finance and accounting have higher salary expectations than students of other fields. Additionally, it was assumed that 2/3 of the students of this faculty work while studying. The field and level of studies were taken into account. Methods: The study was conducted at the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology. It involved 252 students of the Faculty of Management studying in the following fields: management (hereinafter ZA), management and production engineering (hereinafter ZIP) and finance and accounting (hereinafter FIR). The study was based on the primary data, obtained using a measurement instrument prepared for the needs of the study in the form of an online questionnaire (CAWI), as well as data on the number and structure of students of the Faculty of Management obtained from the University IT Department. Conclusions: The study results show that over 70% of the students take up work while studying. This indicates changes in the labour market, where the market demand for young people with both education and experience is clearly visible. The largest group of respondents, both employed and not working, are students of finance and accounting (first and second-cycle studies). The students of management and production engineering have the highest salary expectations after graduation, while students of finance and accounting have the lowest expectations. Students of management, however, fall between these groups. The salary expectations of finance and accounting students differ from the average salary expectations by PLN 1,334.69, by PLN 1,251.55 (for management students) and by PLN 1,194.76 (for management and production engineering students). Therefore, the largest deviation occurs for finance and accounting students who on average expect lower earnings than students of other fields. For all fields of study, the variation between salary expectations is low, which indicates homogeneity of the population. Interestingly, students of management in the highest percentage do not work in their profession (over 60%). The smallest disproportion between students who work and do not work in their profession exists in the case of finance and accounting students. The largest group working in their profession are students of management and production engineering, followed by students of finance and accounting. Most students, regardless of their cycle, combine work with studying. Among second-cycle students, the largest number of people - over half of the students of management and production engineering, and slightly less than half in the field of finance and accounting work in their profession. Among first-cycle students, the vast majority of respondents, regardless of the field of study, do not take up professional work. There is a relationship between salary expectations and the field of study, and it is statistically significant. This hypothesis was positively verified. Originality: The paper shows on the example of the students of the Faculty of Management of the Jan and Jędrzej Śniadecki Bydgoszcz University of Technology that the vast majority of management and finance students work while studying. The study highlights an extremely important aspect of current studying - combining studies with work, which has been noticed by researchers in Australia (Devlin, James, Grigg, 2008; Creed, French, Hood, 2015), New Zealand (Manthei, Gilmore, 2005) and the USA (Butler, 2007). The article is addressed to universities, in particular those offering courses, such as finance and accounting, management, management and production engineering.

13

Planning and opportunities for development of students’ professional career in Poland and Italy – a comparative study

Olkowicz Joanna, Jarosik-Michalak Agnieszka

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

|

z. 191

427--446

EN

Purpose: The aim of the article was identification and analysis of factors influencing students' career planning and development in Poland and Italy. Design/methodology/approach: The first stage of the research involved an analysis of the source literature and a review of the activities undertaken by universities in order to support students in career planning. This was followed by an analysis of reports on the situation of young people on the labour market in Poland and Italy. The final research method was a diagnostic survey with the use of a questionnaire, which was addressed to students of selected universities in both countries. Findings: Polish and Italian students are aware of their needs regarding their future careers, they are able to formulate career goals and to select a strategy needed to achieve them. However, there are noticeable differences in the implementation of their career plans. These discrepancies may be due to the socio-economic situation of students’ countries of origin. Practical implications: The article is a source of information for both students embarking on their professional careers and employers who will be able to meet the expectations of young employees, as well as universities seeking to create competitive activities in order to support professional development of their students and graduates. Originality/value: The article presents an interesting, comprehensive and comparative study of students in two EU countries, taking into account not only labour market data, but also direct opinions of students and an analysis of the career support activities offered by universities.

14

Effectiveness of internal quality assurance systems for education in the light of the results of programme evaluations conducted by the Polish Accreditation Commitee

Szkiel Agata

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

|

z. 197

595--614

EN

Purpose: This study aimed to assess the effectiveness of the internal quality assurance systems implemented at the Polish universities providing education in the field of management. Design/methodology/approach: To achieve the aim of this study, the qualitative analysis of preexisting data was applied to examine the documents. The subject of this study included the reports on programme evaluations conducted between 2020 and 2023 by the evaluation teams of the Polish Accreditation Committee (PKA) at universities providing education in the field of management. Findings: It was found that the internal educational quality assurance systems implemented at the evaluated HEIs are not fully effective (the evaluation teams formulated remarks related to inadequate operation of the systems in as many as 70% of the evaluated HEIs). The areas of the systems that should be given priority by the HEIs when implementing measures to improve their effectiveness include the process of reviewing and improving the curricula, the process of defining and verifying the assumed learning outcomes and the graduation process. Research limitations/implications: The examination included the reports on educational quality assessments conducted in only one field of study (management). Therefore, the obtained results cannot be generalised so as to cover the entire population of higher education institutions in Poland. Practical implications: The results of the examination may constitute an inspiration for the Polish universities (not only those providing education in the field of management) to determine and implement measures aimed to increase the effectiveness of the internal systems of educational quality assurance, and as a result improve the quality of provided educational services. Originality/value: Identifying the weaknesses of the internal quality assurance systems implemented at HEIs providing management education and the elements of the systems that should be prioritised by HEIs when taking measures to improve their effectiveness.

15

Academic mobility in the declarations and communiqués of the higher education ministers of the Bologna Process member states in stage 1 of systemic harmonization in Europe

Skinder Marcin

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2024

|

z. 193

513--532

EN

Purpose: The subject of the study is the issue of mobility related to the harmonization of higher education systems within the framework of the bologna process. As a theoretical and cognitive goal, the author has adopted the presentation of the characteristics of the bologna process and its deisiderations with regard to academic mobility. The analysis is in line with the conference theme on knowledge management at the higher education level, in which learning institutions are among the learning organizations, playing a rudimentary role in the generation and implementation of scientific knowledge. They foster the development of a knowledge-based economy, in which access to high technology is essential, so considerable attention is paid to knowledge management combining concepts and ideas from many parts of Europe resulting in higher education institutions increasing innovation and competitiveness in the market of educational services. An opportunity for higher education institutions is provided by socio-educational projects such as the Bologna Process, which has been successfully harmonizing academic management systems since 1999. Design/methodology/approach: The article adopts methodological elements specific to the field of social sciences, including the monographic method. It is implemented in this work as a way of researching specific, individual cases and focuses on the overall recognition of one relevant problem, in this case the Bologna process and mobility. What is important here is the verification of each element of a given phenomenon, which is implemented by focusing on the mobility desideratum as a component of the issue addressed based on qualitative-descriptive elements. The work uses the declarations of representatives of the member states of the Bologna process, communiqués of European ministers of higher education and continuous prints, including the European Journal of Higher Education, International Higher Education, The European Journal of Social Science Research, Zarządzanie Publiczne, Podstawy Edukacji. Język w edukacji – edukacja językowa, Lubelski rocznik pedagogiczny, Kultura– Społeczeństwo– Edukacja, Kultura i Edukacja oraz Zoon Politikon. Findings: The research problem is framed by the questions: what are the characteristics of the Bologna Process as a socio-educational project, and what is the role of academic mobility as a Bologna Decider in the European Higher Education Area (EHEA)? It is also problematically important to establish the characteristics of academic mobility in the early period of the Bologna process on the basis of the Sorbonne Declaration, the Bologna Declaration and the communiqués of the higher education ministers of Prague, Berlin, Bergen, London and Leuven, and thus until the full EHEA was announced. Practical implications: The practical-implementation goal was defined in the form of comments on the needs for changes in the course of the Bologna process in relation to the mobility deisderate. Originality/value: The study consists of three rudimentary parts and a summary, including a characterization of the Bologna process and its de-statements with regard to academic mobility, the role of academic mobility as a Bologna de-statement. The warp of the work also includes an analysis of the implementation of academic mobility in the early stages of the Bologna process on the basis of the Sorbonne Declaration, the Bologna Declaration and the communiqués of the ministers of higher education from Prague, Berlin, Bergen, London and Leuven. This characterization fits into the thematic area of education management understood as a potential of the European region. The author of this article takes up the issue of higher education management as a factor in the development of the European region, and in doing so aims to analyze the most current de-siderations for harmonizing higher education systems in Europe, especially those raised at the periodically held conferences of ministers of higher education of the member states of the Bologna process.

16

Measuring the Impact of Higher Education in Promoting Sustainable Development Goals: Analysis of the Arab universities’ performance

Saleh Saleh A. K., Adly Heba M.

Problemy Ekorozwoju

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2024

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Vol. 19, no. 1

261--274

EN

Sustainability's global importance has amplified the role of universities in achieving the UN Sustainable Development Goals (SDGs) through research, education, and community engagement. Aim: This study aims to provide valuable insights into the role of Arab universities in promoting sustainability within the context of global higher education. Approach and methods: This study analyzes the performance of 200 universities from 15 Arab countries in the THE IMPACT Rankings. Their performance was compared to 135 universities from three of the leading world-class higher education systems: Canada, UK, and USA. Results: A global demand for sustainable development, Arab universities face challenges in improving their contributions to the SDGs and sustainability rankings. Despite the impressive growth in the participation of Arab universities in THE IMPACT Rankings yet lags in quality and impact of Arab universities contributions towards SDGs. Conclusion: The policy implications underscore the importance of institutional commitment to sustainability in Arab universities, urging the alignment of policies, funding, and curriculum with the United Nations Sustainable Development Goals (SDGs). Arab universities need to bridge performance gaps, promote green initiatives, and contribute effectively to the achievement of SDGs while recognizing the diverse socio-economic context and priorities of the Arab region.

PL

Globalne znaczenie zrównoważonego rozwoju spotęgowało rolę uniwersytetów w realizacji Celów Zrównoważonego Rozwoju (SDG) ONZ poprzez badania, edukację i zaangażowanie społeczności. Cel: Celem tego badania jest dostarczenie cennych spostrzeżeń dotyczących roli uniwersytetów arabskich w promowaniu zrównoważonego rozwoju w kontekście globalnego szkolnictwa wyższego. Podejście i metody: Badanie to analizuje wyniki 200 uniwersytetów z 15 krajów arabskich w rankingach THE IMPACT. Ich wyniki porównano z 135 uniwersytetami z trzech czołowych światowych systemów szkolnictwa wyższego: Kanady, Wielkiej Brytanii i USA. Wyniki: W obliczu globalnego zapotrzebowania na zrównoważony rozwój, uniwersytety arabskie napotykają wyzwania w poprawie swojego wkładu w SDG i rankingi zrównoważoności. Pomimo imponującego wzrostu udziału uniwersytetów arabskich w rankingach THE IMPACT, jest jeszcze wiele do zrobienia w zakresie jakości i wpływu ich wkładu w SDG. Wnioski: Implikacje polityczne podkreślają znaczenie zobowiązania instytucjonalnego do zrównoważonego rozwoju w uniwersytetach arabskich, nawołując do dostosowania polityk, finansowania i programów nauczania do Celów Zrównoważonego Rozwoju (SDG) ONZ. Uniwersytety arabskie muszą zniwelować luki w wynikach, promować inicjatywy zielone i efektywnie przyczyniać się do osiągnięcia SDG, uwzględniając różnorodny kontekst społeczno-ekonomiczny i priorytety regionu arabskiego.

17

Universities towards sustainable development - a review of Polish schools' approaches to the formulation of SD strategies

Kiryluk Halina, Godlewska Joanna, Cygler Maciej

Economics and Environment

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2024

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No. 3

art. no. 1012

EN

Universities have an important role to play in the process of achieving the Sustainable Development Goals (SDGs) adopted by the United Nations in its 2015 Declaration, which specifically addresses their contribution in the areas of education, research and social impact. The main objective of the article is to review the approaches of Polish higher education institutions (HEIs) to the formulation of sustainable development strategies by reference to their position in international rankings. The study focused on three international rankings: UI GreenMetric, THE Impact Rankings and QS World University Rankings: Sustainability. The methodology used included literature review and critique, analysis of documents and other source materials, descriptive analysis and comparative analysis. The paper contributes to deepening and advancing the academic debate on the role of universities in achieving the SDGs and improving institutional governance to accelerate progress towards their implementation.

PL

Szkoły wyższe odgrywają ważną rolę w procesie osiągania Celów Zrównoważonego Rozwoju (SDGs), przyjętych przez ONZ w 2015 r., która przejawia się głównie w sferze edukacji, badań naukowych i oddziaływania społecznego. Głównym celem artykułu jest dokonanie przeglądu różnych podejść polskich uczelni do formułowania strategii zrównoważonego rozwoju, biorąc pod uwagę pozycje zajmowane przez nie w międzynarodowych rankingach. W artykule analizą objęto trzy międzynarodowe rankingi: UI GreenMetric, THE Impact Rankings oraz QS World University Rankings: Sustainability. W pracy wykorzystano metodę analizy i krytyki piśmiennictwa, analizę dokumentów i innych materiałów źródłowych, analizę opisową i analizę porównawczą. Artykuł będzie miał wkład w pogłębienie i promowanie dyskusji naukowej na temat roli uczelni w realizacji celów zrównoważonego rozwoju i doskonalenia zarządzania instytucją, aby przyśpieszyć postępy w ich wdrażaniu. Kiryluk Halina

18

Assessing E-Learning Satisfaction in Saudi Higher Education Post-COVID-19: A Conceptual Framework for e-Services Impact Analysis

Alshammari Wafa, Beloff Natalia, White Martin

Annals of Computer Science and Information Systems

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2024

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Vol. 39

213-–218

EN

After the COVID-19 pandemic, e-learning was adopted by different institutions globally to cope with increasing demands for distance learning, especially in higher education. However, assessing student satisfaction remains challenging due to limitations, such as low motivation without face-to-face interaction. This paper presents a conceptual framework for e-Services Impact Analysis (eSIAF) for higher education institutions in Saudi Arabia. Based on a number of technology acceptance theories, this conceptual framework highlights several models adopted to examine different users' satisfaction with e-learning service quality among students, teachers, administrators, and e-learning technologists. This paper is part of ongoing research, which will be followed by data collection from eight higher education institutions. After data collection and further processing, a quantitative method will be used to validate the framework. Based on the findings of the study, different approaches can be adopted to increase the satisfaction level of e-learning in higher educational institutes in Saudi Arabia.

19

Infrastructure for supporting the process of internationalization of higher education: the experience of Poland

Ostenda Aleksander, Kaprunovska Alla, Padchenko Olena, Livshun Oleksandr

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

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2023

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T. 16

171--184

EN

The article proposes a definition of the term „infrastructure supporting the process of internationalization of higher education” and examines its role in the development of higher education in the context of globalization and strengthening of international relations, focusing on the experience of Poland. The authors of the article highlight the importance and functions of the infrastructure supporting the process of internationalization of higher education at different levels - academic, institutional, and systemic. Support infrastructure is considered as a system of organizational, structural, human, financial and informational resources created and maintained by higher education institutions, government bodies, international organizations, and other stakeholders to promote the internationalization of higher education. Special attention is paid to the analysis of three infrastructure subsystems supporting the internationalization of higher education: international, state, and private. The example of Poland is given as an example of a successful country that is actively developing the internationalization of its higher education institutions, becoming attractive to foreign students, and the infrastructure supporting the internationalization of higher education plays a key role in creating favourable conditions for international cooperation and knowledge exchange.

PL

W artykule zaproponowano definicję pojęcia „infrastruktura wspierająca proces umiędzynarodowienia szkolnictwa wyższego” oraz zbadano jej rolę w rozwoju szkolnictwa wyższego, w kontekście globalizacji i zacieśnienia stosunków międzynarodowych, skupiając się na doświadczeniach Polski. Autorzy artykułu podkreślają znaczenie i funkcje infrastruktury wspierającej proces internacjonalizacji szkolnictwa wyższego na różnych poziomach – akademickim, instytucjonalnym i systemowym. Infrastruktura wspierająca jest rozumiana jako system zasobów organizacyjnych, strukturalnych, ludzkich, finansowych i informacyjnych, tworzony i utrzymywany przez instytucje szkolnictwa wyższego, organy rządowe, organizacje międzynarodowe i innych interesariuszy w celu promowania umiędzynarodowienia szkolnictwa wyższego. Szczególną uwagę poświęcono analizie trzech podsystemów infrastruktury wspierających internacjonalizację szkolnictwa wyższego: międzynarodowego, państwowego i prywatnego. Podano przykład Polski jako kraju odnoszącego sukcesy, który aktywnie rozwija internacjonalizację swoich uczelni, stając się atrakcyjnym dla zagranicznych studentów, a infrastruktura wspierająca internacjonalizację szkolnictwa wyższego odgrywa kluczową rolę w tworzeniu sprzyjających warunków do międzynarodowej współpracy i wymiany wiedzy.

20

Adapting to adversity: a case study of asyn chronous learning implementation in a relocated university amidst war

Peliova Jana, Nestorenko Tetyana, Kovachov Sergii, Suchikova Yana, Nestorenko Oleksandr

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

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2023

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T. 16

119--132

EN

This study explores the deployment and effectiveness of asynchronous learning technologies in universities forced to relocate due to conflict, using the case of Berdyansk State Pedagogical University (BSPU) in Ukraine. Amidst significant disruptions, BSPU transitioned to an asynchronous “university without walls” model, integrating a variety of online and offline asynchronous tools. The study evaluates this transition over a period of four months through mixed methods, including a survey, interviews, and analysis of internal reports. Results indicate a successful adaptation, with faculty and students expressing increased satisfaction over time and academic performance returning to pre-relocation levels. Notably, the completion rate exceeded pre-relocation levels, suggesting increased accessibility due to asynchronous learning. However, challenges related to self-regulation and initial technological adaptation were reported. The study underscores the potential of asynchronous learning in maintaining educational continuity in times of crisis, though further research is required to generalize these findings.

PL

Niniejsze badanie analizuje wdrażanie i skuteczność asynchronicznych technologii uczenia się na uniwersytetach, zmuszonych do przeniesienia się z powodu konfliktu, na przykładzie Berdiańskiego Państwowego Uniwersytetu Pedagogicznego (BSPU) w Ukrainie. Wśród znaczących zakłóceń, BSPU przeszło na asynchroniczny model „uniwersytetu bez ścian”, integrując różnorodne asynchroniczne narzędzia online i offline. Badanie ocenia to przejście w okresie czterech miesięcy, za pomocą metod mieszanych, w tym ankiet, wywiadów i analiz raportów wewnętrznych. Wyniki wskazują na udaną adaptację wykładowców i studentów, którzy wyrażają z czasem większe zadowolenie, a wyniki w nauce powracają do poziomu sprzed relokacji. Warto zauważyć, że wskaźnik ukończenia przekraczał poziomy sprzed relokacji, co sugeruje zwiększoną dostępność dzięki asynchronicznemu uczeniu się. Zgłoszono jednak wyzwania związane z samoregulacją i wstępną adaptacją technologiczną. Badanie podkreśla potencjał asynchronicznego uczenia się w utrzymaniu ciągłości edukacji w czasach kryzysu, chociaż potrzebne są dalsze badania, aby te ustalenia uogólnić.