Materiały konferencyjne (WNS)
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Browsing Materiały konferencyjne (WNS) by Author "Kwiek, Marek"
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Item Between Prestige-Seeking and Profit-Seeking. How to Make the Academic and Business Worlds Meet(2015) Kwiek, MarekThere are many reasons why Polish universities need further reforms – but weak university-business links figure out prominently. The snapshot picture is as follows: Polish universities are self-centered, inward-looking,semi-feudal and hierarchical, too much collegial and not managerial enough. What is needed today: to encourage a good institutional climate for stronger university-business links, academic entrepreneurialism, and cooperation with the outside (extra-mural...) world. Western European university governance and funding models are to be applied: no more „Polish exceptionality”; Western European solutions which work are the key. More learning is needed – no time for a national trial-and-error approach. Succesful Western European models are useful, with national adaptations. More competition – for prestige, recognition, and research funding; better understanding of universities to bring science and business closer (the world of business is much better analyzed!). The two worlds – fundamentally different, though.Item New Entrants to the Polish Academe: Empirical Findings in the Light of Major Theories of Research Productivity(University of Aveiro, Academic Profession in the Knowledge Based Society: the Project Conceptual and Methodological Definition,a Seminar Aveiro, September 10, 2015., 2015) Kwiek, MarekPolish academics under 40 exhibit different academic behaviors and academic attitudes than their older colleagues: they work differently and they think differently about the nature of their work. Much less research-oriented and spend fewer hours on research than in Western Europe. Such a sharp Western European intergenerational divide in academic time investments and research orientation is not observable in Poland. While in Western Europe, research productivity increases hugely with age, in Poland there is only very limited increase of productivity between younger and older generations. All Polish academics spend much more time on teaching and much less time on research. Their average productivity is low from a European comparative perspective (even though Polish research top performers are not different. – High teaching hours for young academics in Poland may effectively cut them off from research achievements comparable to those of young academics in major Western European systems. Their high teaching involvement effectively reduces the number of hours left for research.Item Reforming European Universities and Reforming European Welfare States: Parallel Drivers of Change?(2013) Kwiek, MarekWe are discussing here links between reform agendas and their rationales in higher education and in the welfare state. Lessons learnt from welfare state reforms can be useful in understanding higher education reforms, and we see the links between the two under-‐researched. Assuming that higher education services have traditionally been state-‐funded welfare state services in postwar Continental Europe, welfare state reforms debates as a background to higher education reforms debates are a significant missing link. We intend to fill this gap and explore possible links between the two largely isolated policy and research areas. Permanent processes of reforming universities in the last two or three decades do not lead to their complete reform. They rather lead to further, ever deeper, reforms across Europe. As Jürgen Enders and colleagues put it recently, “nowhere today is higher education undergoing more substantial change than in Europe”. The whole idea of the welfare state is under renegotiations, and the conditions for access to, and eligibility, for various tax-‐based public services are under discussions. It is increasingly related to possible individual contributions (co-‐funding and private policies in healthcare, multi-‐pillar schemes in pensions, and cost-‐sharing in higher education). Transforming governments have been following in the last two decades the rules of a zero-‐sum game: higher expenditures in one sector of public services or public programs (pensions or higher education) occurred at the expense of expenditures in other sectors of public services (healthcare), programs or public infrastructure (roads, railroads, law and order etc.). The financial dimension of changes in both welfare state and higher education seems crucial, especially that costs generated by all welfare state components and each of them separately cannot be easily reduced.Item Różnice międzypokoleniowe w pracy naukowej i produktywności badawczej. Czym Polska różni się od Europy Zachodniej?(2015) Kwiek, MarekMłoda polska kadra akademicka wykazuje odmienne akademickie zachowania i postawy niż ich starsi koledzy: pracuje inaczej i inaczej myśli o istocie swojej pracy. W przebadanych 10 systemach zachodnioeuropejskich młodzi naukowcy są znacznie bardziej skupieni na badaniach i spędzają na badaniach o wiele więcej czasu. Niezróżnicowany, skoncentrowany na kształceniu, niekonkurencyjny międzynarodowo i pół-feudalny system o niskiej produktywności badawczej – jest badawczo nieefektywny. Chociaż od lat 2009-2012 reformy wyznaczają nowe kierunki zmian strukturalnych w nauce, proces zmiany jest niezwykle powolny. Młodzi naukowcy silnie wspierają przynajmniej najbardziej ogólny kierunek aktualnych transformacji, akceptując zarazem negatywne konsekwencje towarzyszące zmianom w uniwersyteckim ładzie instytucjonalnym i w sposobach finansowaniu nauki (niepewność, konkurencyjność). W dłuższej perspektywie, bez bardziej radykalnego podejścia, konkurencja między systemami zachodnioeuropejskimi a polskim systemem (z młodymi naukowcami o słabym nastawieniu na badania oraz potężnie zaangażowanymi w dydaktykę) - jest w praktyce niewykonalne. Dlatego oczekujemy dalszych reform strukturalnych – podobnie jak w Europie od 20-30 lat: finansowanie (wyższe nakłady i konkurencyjne oraz tradycyjne sposoby alokacji - dotacje) oraz zarządzanie (w tym polityka kadrowa). Dane ilościowe wykorzystywane w niniejszej prezentacji pochodzą z 3704 zwróconych polskich kwestionariuszy badania CAP/EUROAC (globalnego projektu “Changing Academic Profession” oraz europejskiego projektu “Academic Profession in Europe: Responses to Societal Challenges”), natomiast dane jakościowe pochodzą z 60 częściowo ustrukturyzowanych wywiadów pogłębionych. Wywiady zostały przeprowadzone rok po zwrocie kwestionariuszy (w 2011 roku), co pozwoliło na ukształtowanie ich stosownie do wstępnych analiz polskich danych ilościowych. Między danymi ilościowymi i jakościowymi występuje oczywiste napięcie, podobnie jak między, z jednej strony, generalizacjami opartymi na deklarowanych danych i percepcją sytuacji zawartej w kwestionariuszach oraz percepcją sytuacji zawartą w ograniczonej liczbie pogłębionych wywiadów z drugiej. Jednak powiązanie obu podejść, a więc wykorzystanie danych ilościowych i jakościowych, wydaje się prowadzić do bardziej zrównoważonych wyników niż każde z nich oddzielnie, zgodnie z metodologią „podejścia mieszanego” w badaniach społecznych (czyli mixed methods research, zob. Caracelli, Greene 1993; Creswell, Plano Clark 2011).Item The Polish Academic Profession: What We Know, What We Do Not Know, and What We Would Like to Know – from a European Comparative Perspective(2015) Kwiek, MarekAcademic attitudes (and beliefs) and academic behaviors are explored: how Polish academics work, what they think (about their work)? Four major comparative themes are discussed: (1) Internationalization in research and research productivity (Polish “internationalists” vs. Polish “locals”), (2) University governance (a powerful Ivory Tower university model prevailing in Poland; Polishe universiites as a professorially coordinated “republic of scholars”). (3) The Polish research elite (highly productive academics: who they are, how they work?, and (4) Intergenerational patterns of academic work – Polish academics under 40 - What we know, what we do not know, and what we would like to know – about each theme. Within each theme – the data are examined in the context of 10 Western European comparator countries: Austria, Finland, Germany, Ireland, Italy, the Netherlands, Norway, Portugal, Switzerland, and the UK.