Wydział Nauk Społecznych (WNS)/Faculty of Social Sciences
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Item 6-latki w szkole. Edukacja i pomoc(Wydawnictwo Fundacji Humaniora, 2014) Brzezińska, Anna Izabela; Appelt, Karolina; Jabłoński, Sławomir; Wojciechowska, Julita; Ziółkowska, BeataItem 6-latki w szkole. Rozwój i wspomaganie rozwoju(Wydawnictwo Fundacji Humaniora, 2014) Brzezińska, Anna Izabela; Matejczuk, Joanna; Jankowski, Paweł; Rękosiewicz, MałgorzataItem A conceptual model of the influence of résumé components on personnel decisions: a policy-capturing study on résumé screening(2020) Grobelny, Jaroslaw; Frontczak, Patrycja; Pawlak, Katarzyna; Skorodzillo, Urszula; Szymanowska, Milena; Wilczyńska, SandraBased on a literature review of not only industrial and organizational psychology but also decision theory, we have developed a conceptual model of résumé screening. It postulates that personnel decisions concerning assignment to particular categories result from a gradual process with an underlying initial assumption, and the decision-making process varies depending on specific conditions. Under different conditions, decision makers utilize different résumé components (relevant, irrelevant and formal), whose impacts might interact with each other. We designed and conducted two policy-capturing experimental studies and employed a machine learning approach and a decision tree classification method to verify our conceptual model. The results indicate that it might be considered valid and might explain actual decisions regarding résumés. The data we have collected suggests that in a situation of certainty recruitment specialists make their decisions solely on the basis of information obtained from relevant résumé components and apply straightforward, i.e., non-compensatory, rules. However, when making decisions in a situation of uncertainty, recruitment specialists make an attribution and are influenced by the combined interactive effect of relevant, non-relevant and formal components of résumés. These decisions, in turn, are compensatory in nature. For example, positive personnel decisions regarding the appraisal of a résumé may be made if deficiencies in a relevant area are compensated for by an exceptional level of non-relevant or formal components.Item A Generational Divide in the Polish Academic Profession. A Mixed Quantitative and Qualitative Approach(2017-09-10) Kwiek, MarekIn a recently changing Polish academic environment – following the large-scale higher education reforms of 2009–2012 – different academic generations have to cope with different challenges. Polish academics have been strongly divided generationally, not only in terms of what they think and how they work but also in terms of what is academically expected from them following the reforms. This article explores intra-national cross-generational differences based on a combination of quantitative (surveys, N = 3704) and qualitative (interviews, N = 60) primary empirical evidence used according to the mixed-methods approach methodology and its ‘sequential’ research design. This article explores the major dimensions of the intergenerational divide between younger and older academic generations (and how they are related to both post-1989 developments and recent reforms). It shows the power of research at a micro-level of individuals, complementing the traditional research at aggregated institutional and national levels. Implications for Central European systems are shown.Item A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal(Cambridge University Press, 2017) Bowles, Terence; Jimerson, Shane; Haddock, Aaron; Nolan, Julene; Jabłoński, Sławomir; Czub, Magdalena; Coelho, VitorThe aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.Item A.W., Nowak, K.Abriszewski, M.Wróblewski, Czyje lęki? Czyja nauka? Struktury wiedzy wobec kontrowersji naukowo-społecznych, Poznań 2016, s.233.(Wydawnictwo Naukowe UAM, 2016) Nowak, Andrzej W.; Abriszewski, Krzysztof; Wróblewski, MichałNauka – niegdyś będąca źródłem pewności – dziś nie pełni tej roli w sposób nieproblematyczny. Postęp technologiczny oprócz nadziei, generuje leki i niepokoje. Patrząc wstecz, nauka przyczyniła się do niewątpliwych sukcesów, ale jednocześnie stworzyła nieznane wcześniej i nie dające się w pełni kontrolować zagrożenia. Ta dwuznaczność prowokuje dwie możliwe reakcje. Pierwsze z nich opiera się na antyracjonalnej krytyce nauki. Druga to przyjęcie pozytywistycznej i scjentystycznej wizji nauki jako nieproblematycznego dobra. Prezentowana książka jest próbą nakreślenia trzeciej drogi,. Śledzi różnego rodzaju kontrowersje, obecne również w kontekście polskim (ruch antyszczepionkowy, ADHD, gender) i stara się uchwycić dynamikę tych sporów w perspektywie półperyferyjnej i wskazanie to jaki kształt omawiane kontrowersje przyjmują gdy znajdą się na naszym rodzimym gruncie. Punktem wyjściem są rozwijane studia nad nauka i techniką (science and technology studies – STS), zrywające z uproszczonymi sposobami przedstawiani tworzenia wiedzy. Nurt STS, jak i proponowana książka, postulują, aby o nauce myśleć jako o wytwarzaniu, majsterkowaniu i zmaganiu się z niepewnością materii. Taki „obniżony” sposób mówienia o nauce, pozwala zmniejszyć lęki powodowane przez innowacje naukowe. Bez tego nie będziemy w stanie konkurować z „handlarzami” strachu, niepewności i irracjonalizmu.Item Academe in transition: Transformations in the Polish academic profession(2003) Kwiek, MarekThe period since 1989 has been an extremely dynamic one in Polish higher education. New opportunities have opened up for the academic community, along with new challenges. Suddenly, the academic profession has arrived at a stage that combines far-reaching autonomy with rather uncertain individual career prospects. In recent years, a number of new laws have been proposed that were intended to change the whole structure of recruitment, promotions, remuneration, working conditions, and appointments of academic faculty. All this has occurred admidst the strains and tensions resulting from changes in the broader society. The sudden passage from the more or less elite higher education system to mass higher education with a strong and dynamic private sector has transformed the situation of the academic community beyond all recognition. The transition has resulted in a new set of values and changes in position, tasks, and roles for academe in society. Today, the future of the Polish academic profession remains undetermined. The positive changes were accompanied by the chronic underfunding of public higher education. Polish academics have learned to accommodate themselves to the permanent state of uncertainty in which they are forced to operate. The present paper analyzes the current situation from the perspective of global changes affecting the academic profession.Item Academic Entrepreneurialism and Changing Governance in Universities. Evidence from Empirical Studies(2015) Kwiek, MarekEntrepreneurial universities are increasingly important points of reference for international and European-level policy discussions on reforming higher education systems, and especially on a shift in its financing towards more self-reliance and its secure sustainable development in competitive environments. The chapter analyzes academic entrepreneurialism as emerging from recent European comparative (theoretical and empirical) studies. It outlines the theoretical (and ideological) “modernization agenda” of European universities promoted by the European Commission. Case studies of selected European institutions show that the modernization processes in question (and their emphasis on academic entrepreneurialism widely understood) have already been in progress in numerous institutions in different systems across Europe. Case studies analyzed in the chapter also stress the pivotal role of changing governance at most entrepreneurially-oriented European universities.Item Academic Entrepreneurialism and Private Higher Education in Europe (Chapter 6)(2013) Kwiek, MarekIn this chapter we will focus on basic ideas and key concepts functioning in research on academic entrepreneurialism. The reference point here will be public institutions (the original focus of reflection both in Europe and the USA) and private institutions (under-researched from this particular analytical perspective both in Europe and in the USA). Apart from the discussion of the individual core elements of the “entrepreneurial university”, there will be discussions intended to see the difference in the sense of the term of academic entrepreneurialism related to the public and private sectors across Europe. An extended analysis will be devoted to differences in how academic entrepreneurialism operates in both sectors in practice. This chapter is structured as follows: following this introduction, part two discusses the phenomenon of increasing diversification of the financial base and new sources of revenues of entrepreneurial universities, focusing on the fact that over the past two decades in OECD countries, increases in funding for higher education and research occurred in all sources other than the core, traditional and guaranteed government support (whose role has been decreasing gradually for several years). Therefore, the principle of competition plays a key role in entrepreneurial educational institutions: even state funding is becoming more competitive than ever before but, most importantly, all other revenue sources are becoming almost fully competition-based. The third part examines the role of Burton Clark's “strengthened steering core” in entrepreneurial private institutions, and in the fourth part another feature of the entrepreneurial university is addressed, that is the “expanded developmental periphery” (i.e. new scientific and administrative units that attract to universities an increasing proportion of external funding). The fifth part on the “stimulated academic heartland” shows that academic entrepreneurialism can be found across all academic disciplines, while the sixth part discusses the critical role of emergent, institution-wide culture of entrepreneurialism. Finally, findings on the entrepreneurial nature of private institutions in the comparative context of public institutions to which the category has been traditionally referred are presented: paradoxically, the private sector in Europe (based on empirical research on Portuguese, Polish, Spanish and Italian private institutions) turns out to be far less entrepreneurial than could be expected. Conclusions are less paradoxical in the case of Central and Eastern Europe: small islands of academic entrepreneurialism – viewed by Burton Clark, Michael Shattock and Gareth Williams as institutions (or their parts) taking academic and financial risk in their research, in search of prestige and external funding – can be found almost exclusively in the public sector. The private sector, focused on teaching rather than research in an overwhelming number of institutions, funded in 90-95 percent by tuition fees paid by students, is not a sector where academic entrepreneurialism in a sense adopted so far in the research literature can be found. While traditional (research-based) academic entrepreneurialism is found across Western European systems, private institutions in Central and Eastern Europe tends to exhibit entrepreneurial features only in teaching-oriented activities.Item Academic Entrepreneurialism vs. Changing Governance and Institutional Management Structures in European Universities (Chapter 5)(2013) Kwiek, MarekIn this chapter we will discuss a historically relatively new phenomenon in European higher education systems: academic entrepreneurialism – especially with regard to governance and management. Entrepreneurial universities seem to be increasingly important points of reference for international and European-level policy discussions about the future of higher education. Entrepreneurial institutions, functionally similar although variously termed, currently seem to be an almost natural reference points in both national discussions on reforming higher education systems, and especially a shift in its financing towards more financial self-reliance, as well as in EU-level discussions on how to secure the sustainable development of public universities in increasingly hostile financial environment and increasingly powerful intersectoral competition for public subsidies of higher education with other state-funded public services. An important point of reference of this chapter is the future role of universities from the perspective presented and promoted for more or less a decade (throughout the 2000s and beyond) by the European Commission, especially in the context of the transformation of university management and university governance. The second part of the chapter presents changes as suggested by the European Commission (in the framework of broad discussions on the Bologna Process and the Lisbon Strategy). Next we analyze academic entrepreneurialism, as emerging from recent European comparative (theoretical and empirical) studies in this area, especially a three-year international research project EUEREK (“European Universities for Entrepreneurship: Their Role in the Europe of Knowledge”). In the third part, academic entrepreneurialism is linked to risk management at European universities and legal and institutional conditions that favor its formation are studied. Increased risk is associated with an increase in uncertainty currently experienced by the vast majority of European education systems. In the fourth part, we study a clash of traditional academic values with managerial values in the functioning of academic institutions, and we address the issue of academic entrepreneurialism in the context of traditional academic collegiality, various ways of minimization of tensions in the management of educational institutions. And in its sixth part, we pass on to the discussion of complex relationships between academic entrepreneurialism and centralization and decentralization of the university power. In the seventh part, we discuss the location of academic entrepreneurialism in different parts of educational institutions. Conclusions come back to a wider vision of higher education as it appears in the documents of the European Commission and shows their convergences and divergences with academic entrepreneurialism as studied through empirical material throughout the chapter.Item Academic Generations and Academic Work: Patterns of Attitudes, Behaviors and Research Productivity of Polish Academics after 1989(2015) Kwiek, MarekThis paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to learn how tough the competition for research funding is, but young academics (“academics under 40”), being the target of recent policy initiatives, need to learn faster. Current reforms present a clear preferred image for a new generation of Polish academics: highly motivated, embedded in international research networks, publishing mostly internationally, and heavily involved in the competition for academic recognition and research funding. In the long run, without such a radical approach, any international competition between young Polish academics (with a low research orientation and high teaching hours) and their young Western European colleagues (with a high research orientation and low teaching hours) seems inconceivable, as our data on the average academic productivity clearly demonstrate. The quantitative background of this paper comes from 3,704 returned questionnaires and the qualitative background from 60 semi-structured in-depth interviews. The paper takes a European comparative approach and contrasts Poland with 10 Western European countries (using 17,211 returned questionnaires).Item Academic top earners. Research productivity, prestige generation, and salary patterns in European universities(2018-03-11) Kwiek, MarekThis article examines highly paid academics—or top earners—employed across universities in ten European countries based on large-scale international survey data regarding the academic profession. It examines the relationships between salaries and academic behaviors and productivity, as well as the predictors of becoming an academic top earner. While, in the Anglo-Saxon countries, the university research mission typically pays off at an individual level, in Continental Europe, it pays off only in combination with administrative and related duties. Seeking future financial rewards solely through research does not seem to be a viable strategy in Europe, but seeking satisfaction in research through solving research puzzles is also becoming difficult, with the growing emphasis on the ‘relevance’ and ‘applicability’ of fundable research. Thus, both the traditional ‘investment motivation’ and ‘consumption motivation’ to perform research decrease, creating severe policy implications. The primary data come from 8,466 usable cases.Item Academic vs. biological age in research on academic careers: a large-scale study with implications for scientifically developing systems(2022-04) Kwiek, Marek; Roszka, WojciechBiological age is an important sociodemographic factor in studies on academic careers (research productivity, scholarly impact, and collaboration patterns). It is assumed that the academic age, or the time elapsed from the first publication, is a good proxy for biological age. In this study, we analyze the limitations of the proxy in academic career studies, using as an example the entire population of Polish academic scientists and scholars visible in the last decade in global science and holding at least a PhD (N = 20,569). The proxy works well for science, technology, engineering, mathematics, and medicine (STEMM) disciplines; however, for non-STEMM disciplines (particularly for humanities and social sciences), it has a dramatically worse performance. This negative conclusion is particularly important for systems that have only recently visible in global academic journals. The micro-level data suggest a delayed participation of social scientists and humanists in global science networks, with practical implications for predicting biological age from academic age. We calculate correlation coefficients, present contingency analysis of academic career stages with academic positions and age groups, and create a linear multivariate regression model. Our research suggests that in scientifically developing countries, academic age as a proxy for biological age should be used more cautiously than in advanced countries: ideally, it should be used only for STEMM disciplines.Item Academic Work, Working Conditions and Job Satisfaction(2013) Kwiek, Marek; Antonowicz, DominikIn this analysis of changing academic work, working conditions and job satisfaction in Europe, we present the academics’ assessment of facilities, resources and personnel.Subsequently, an overview will be provided about the academic workload and allocation of time between the four major types of academic activities: teaching, research, service and administration. A further section will discuss job satisfaction and academics’ income. This chapter provides a general picture of the variety of views and activities in 12 European countries, where differences between junior and senior academic staff and between academics at universities and at other higher education institutions are presented, whenever relevant. As will be shown below, the facilities and resources are predominantly assessed positively by European academics, with the least positive scores for research funding. Hence, the ratings of those at universities are more positive than of those at other higher education institutions. We also note substantial differences in the assessments of junior and senior academics.Item Accessibilité et équité, lois du marché et entrepreneuriat : développements dans l’enseignement supérieur en Europe centrale et de l’Est(OECD, 2008) Kwiek, MarekAccessibilité et équité, lois du marché et entrepreneuriat : développements dans l’enseignement supérieur en Europe centrale et de l’EstItem After Philosophy: The Novelist as Cultural Hero of Modernity? On Richard Rorty's New Pragmatism(New York: Berghahn Books, 1998) Kwiek, MarekRichard Rorty’s approach to literature is consistently – to use his own opposition – ‘solidarity-related’; what he calls the ‘other side’, literary self-creation, remains programmatically and intentionally undiscussed. One gets the impression that literature, and the novel in particular, is being burdened with an (‘unbearable’) heaviness of responsibility. Does the novel in Rorty’s reflections appear as a source of multifarious metaphors, of whole worlds born out of a writer’s imagination? Is there in it another dimension, where mundane obligations no longer bind the human being and where one can give rein to usually hidden desires and passions? The answer is in the negative.Item Agent or Experiencer? A Search for the Subject Role in the Mental Verb Myśleć 'Think' in Polish(Peter Lang, 2012) Kokorniak, Iwona; Konat, Barbara; Kosecki, Krzysztof; Badio, JanuszIn the paper, we focus on the verb myśleć ‘think’ in Polish and attempt to find out whether there is any correspondence between the semantic features of the subject and verb grammatical constructions. First, senses of the verb will be identified, and then their subjects will be assigned the four agentive features. Next, on the basis of corpus data the actual patterns of sense use will be searched for by means of an exploratory tool, i.e. Multiple Correspondence Analysis. The tool should help us to see the correlation between the senses and the features. Positive results of our study would confirm the general cognitive assumption that syntactic structures are meaningful, rather than arbitrary and unpredictable.Item Agents, Spectators, and Social Hope Richard Rorty and American Intellectuals(2003) Kwiek, MarekRorty wrote his "Achieving Our Country" as a philosopher, intellectual,academic and citizen, and each of these perspectives lead to a different emphasis in reading his book, and to a different story (and ‘storytelling’ is one of the themes of the book). The emergent pictures vary: the philosopher tells a story of the growing isolation and cultural sterility of analytic philosophy in the United States of America after the Second World War; the intellectual tells a story of the political bareness and practical uselessness of (the majority of) American leftist intellectuals in the context of the emerging new global order at the turn of the 21st century; the academic tells the story about humanities’ departments at American universities, especially departments of literature and cultural studies, and their students, and contrasts their possible future fate with the past fate of departments of analytical philosophy and their students; and, finally, the citizen tells a story about the nationhood, politics, patriotism, reformism (as well as the inherent dangers and opportunities of globalization). Rorty plays the four descriptions off against one another perfectly and Achieving Our Country represents him at his very best: Rorty is passionate, inspiring, uncompromising, biting and very relevant to current public debates. Owing to the intelligent combination of the above perspectives, the clarity and elegance of his prose, and (although not revealed directly) the wide philosophical background provided by his new pragmatism, the book differs from a dozen others written in the 1990s about the American academy and American intellectuals. It also sheds new and interesting light on Rorty’s pragmatism, providing an excellent example of the application of his philosophical views. One has to note that, generally, it is almost impossible to think of any piece written by Rorty outside of the context of his philosophy, and "Achieving Our Country" is no exception to this rule.Item Agnostycyzm uczonych – wybrane postacie(2020) Drozdowicz, ZbigniewIn these remarks I do undertake one more time the attempt to answer the fol- lowing question: what do agnostics really want? This issue is so complicated that even the agnostics themselves had great trouble in delivering the answer. This is also related to these agnostics, such as the recalled here Charles Darwin, Albert Einstein, and Stephen W. Hawking, who belong to the greatest format of scholars. The agnostics are being distanced from, both the atheists and theists. However they do judge differently their views it is important that as well the first as the latter ones may appreciate what stands behind agnosticism and this might be very variable.Item Agresja -kontrola i prewencja(2013-05-16) Michałowska, Danuta AnnaRozwiązanie problemu agresji w szkole wymaga zastosowania szeregu systemowo określonych środków, dzięki którym możliwe jest ograniczanie pojawienia się zachowań agresywnych. Przemoc nie jest tylko problemem określonych osób, lecz całych społeczności. Efektywniejsze okazuje się przeciwdziałanie wystąpieniu agresji, jednakże jest ono możliwe przede wszystkim dzięki zaangażowaniu wielu elementów systemu społecznego.