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Rozkłady ucięte
The paper highlights two basic definitions of truncated distributions. There are discussed various type of truncation of binomial distribution, as well as are defined some open problems.
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The paper highlights two basic definitions of truncated distributions. There are discussed various type of truncation of binomial distribution, as well as are defined some open problems.
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The research objective of the paper is to establish the importance of the teacher’s role as the facilitator and coordinator in the process of entrepreneurship education based on virtual strategic games.
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The goal of the text is presentation and analysis of the effectiveness of didactic experiment, which was interwoven into a formal, academic education aimed at forming entrepreneurship knowledge, skills and attitudes among students at the big, traditional Polish university.
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The shaping of entrepreneurial attitudes of the academic community in Poland is becoming increasingly important for the authorities that strive to develop more innovative and entrepreneur-based economies. AIP provide a unique environment for activity in this field. They appeared in order to adapt to the individual needs of the practice of teaching future entrepreneurs and helping them to take their first steps in setting up and developing their own business. AIP support entrepreneurship through the promotion and support of entrepreneurship, which leads to the socio-economic development of the region and the country.
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The study conducted on 67 students has shown that most investigated students wanted to run their own businesses in the nearest future. Students involved in the research said that the factors which strongly discourage them from undertaking their own business activity are mainly a high level of competition on the market and a high risk of indebtedness. It seems reasonable to promote entrepreneurship among the students by increasing awareness regarding methods to minimize risk in business activities.
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Tutoring offers an opportunity for one-on-one interaction and focused support for students’ problem areas. Offering academic tutoring in Polish high schools should occur evolutionary rather than revolutionary. It is necessary that universities in Poland implemented the most valuable elements of academic tutoring to existing stages of the graduate education process.
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Tutoring may very well be considered as an effective method for shaping important entrepreneurial competence among university students and can be implemented also within courses outside mainstream entrepreneurial education.
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The results of the conducted research indicate that we should not be asking whether tutoring should be used to teach accounting at the academic level, but to what extent and how to move on, taking account of legal, organisational and financial limitations, from theoretical considerations to practical implementations.
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The results can not provide unambiguous support for the widely formulated thesis that international mobility stimulates academic entrepreneurship, but they can contribute to the discussion of factors determining entrepreneurial behavior in the academic environment and be the basis for further consideration.
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RESEARCH OBJECTIVE: The aim of the work is to answer the question in which direction the entrepreneurial university model will change in the context of the proposed legislative changes (Statute 2.0)? THE RESEARCH PROBLEM AND METHODS: The scientific problem is to determine the direction of modifying the university model as a result of the proposed legislative changes. The article will use the method of analyzing documents and literature in the above field. THE PROCESS OF ARGUMENTATION: The work contains a description of the causes and limitations of the entrepreneurial model in Polish universities. Then, the focus was on the consequences of legislative changes from 2011 and the analysis of proposals for changes to the act (Statute 2.0). In the final part, an attempt was made to determine the direction of changes in the university model in Poland. RESEARCH RESULTS: As a result of the conducted analysis, the tendency to further focus on the entrepreneurial model of the university with a greater diversity of tasks due to the different profiles of higher education institutions is visible. Entrepreneurship of the university in Poland will continue to concern both the scientific and didactic activities. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Proposals for changes in Statute 2.0 show increased emphasis and requirements related to the academic activity of the university. The need for structural changes in universities is also evident. All this will be a major challenge for higher education and its employees after the introduction of the amended law on higher education.
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RESEARCH OBJECTIVE: The aim of the article is to present the CSR education of Polish technical universities in the context of national trends in social responsibility and suggest future recommendations for USR related educational activities for students, future engineers and specialists in the industry sector. THE RESEARCH PROBLEM AND METHODS: It is important to indicate whether the current CSR education of Polish public technical universities corresponds to the identified CSR trends in the socio-economic environment. The research is based on documentary analysis, literature research and case study of 18 Polish public technical universities. THE PROCESS OF ARGUMENTATION: The authors indicate trends in the development of the CSR in Poland, including the role of universities in promoting the concept. Technical universities curricula were analyzed and future actions based on good practices and universities own strategies were defined in accordance with CSR concept. RESEARCH RESULTS: Analysis of the CSR education in Polish technical universities indicates areas that require improvement. Curricula of 18 technical universities do not fully represents requirements of graduates and industry specialists concerning challenges to industry in the field of sustainable development. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Creation of CSR education programme should be preceded by development of university CSR strategy, including stakeholder’s needs analysis. Implementation of sustainable development rules and guidelines should be carried out by dedicated offices in the universities structures.
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RESEARCH OBJECTIVE: The objective of the paper is to identify active teaching methods utilised at technical university in order to develop students’ entrepreneurship and innovativeness against the background of the challenges and circumstances that emerge from the analysis of the transformations of the world economy. THE RESEARCH PROBLEM AND METHODS: The main problem addressed in the publication is the effective form of developing students’ abilities in the area of technological entrepreneurship, which is a specific place where entrepreneurship and innovativeness meet. The paper is essentially a kind of review; it is based on an analysis of the literature and the author’s teaching experience in the scope of issues relating to economic restructuring. THE PROCESS OF ARGUMENTATION: The paper consists of three principal parts. The first part presents an analysis of the challenges of the world economy development taking into account the criteria of sustainable development. The second part contains an identification and analysis of the development of technological entrepreneurship among students. In the last one, the most important conclusions and final statements can be found. RESEARCH RESULTS: Active methods of conducting classes, in particular case studies, development projects and scenarios for restructuring of sectors and businesses, are effective instruments that students can use to achieve competencies needed to raise the technological readiness of the economy, i.e. the capability of absorbing breakthrough technologies. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The dynamics of the spreading of new products made as a result of application of breakthrough technologies creates a lot of threats to our civilizational order on an unprecedented scale. It is therefore appropriate to undertake formative projects for responsible use of the achievements of inventors and makers of new products.
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RESEARCH OBJECTIVE: The purpose of the article is to analyze the impact of entrepreneurial education on creating start-up. THE RESEARCH PROBLEM AND METHODS: The basic hypothesis is: using interactive methods and forms of education in entrepreneurial education has a positive impact on the process of creating start-ups. The research method was based on a literature study and research among the owners of start-ups. THE PROCESS OF ARGUMENTATION: The article is a theoretical and empirical. The first part presents base d on literature the impact of entrepreneurial education on the process of creating and managing start-ups. In the second part are presented an empirical analysis. RESEARCH RESULTS: Based on an empirical analysis, it was established that there is a positive correlation between using of interactive methods and the process of creating start-ups. In particular, two methods are very useful, i.e. a cognitive-practical project and a simulation game. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Education programs aimed at entrepreneurial education should include practical methods which created a culture of entrepreneurship and strengthen the entrepreneurial intentions among students.
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RESEARCH OBJECTIVE: The aim of the article is to problematize and present the mosaic approach to the dimensions of dialogue in academic tutoring.THE RESEARCH PROBLEM AND METHODS: The considerations carried out in the article are aimed at solving the following research problem: “what are the structure and specific features of the mosaic approach to dialogue in academic tutoring?”. The method used in the process of constructing the scientific argumentation is problematization of issues, based on literature and the author’s experience gained during the “Masters of Didactics” project.THE PROCESS OF ARGUMENTATION: In order to answer the research question, first, tutoring was characterised as an exemplification of personalised education (learning), and then the author focused on the problematization of three dimensions of dialogue in academic tutoring.RESEARCH RESULTS: In the process of scientific analysis, three dimensions of dialogue were described (as a way of communication between the tutor and the tutee, a personal dialogue, and a motivational interviewing), showing the mosaic nature of dialogue in academic tutoring and the contribution of this process to the achievement of goals that complement one another.CONCLUSIONS, INNOVATIONS AND RECOMENDATIONS: In the mosaic approach to dialogue, each of its dimensions is important, and saturation of individual tutoring processes with them is conditioned by the factors corresponding to the personalization of education. Such an approach seems not only to legitimize and make varied tutoring practices more reflective, but it also inspires empirical research on the dimensions of dialogue at universities.
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The last decade has shown the potential and limitations that Information and Communication Technologies (ICTs) represent in society. During these years it has been possible to appreciate the birth and development of devices whose incorporation into the daily routine has been almost immediate. Some of the most relevant cases are laptops and smartphones, media that have significantly altered the human paradigm. Its presence has meant the origin of new habits and the adaptation of others towards digital terrain, alternating face-to-face and virtual. The impact and repercussions can be observed in numerous areas, however, education is one of the most cohesive with these new ways of living. Gamification is one of the didactic strategies that are most closely linked with ICTs, an interaction that is conceived as natural as it is the translation of a methodology towards tools with resources that can be unlimited and asynchronous. However, as always happens when technology is incorporated into the educational field, these new teaching-learning paths require new approaches and reflections on the needs they demand. It is in the case of Higher Education that its implementation must involve an analysis of the past, present, and future in order to favor the true personal development of those who make up the process: teachers and students.
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Purpose – The purpose of this paper is to determine the knowledge, views and opinions of students about sustainable development and lifelong learning as a part of education for sustainable development. Design – The empirical part of the paper consists of the results of a primary research conducted among students of higher education institutions. Methodology - An online questionnaire was distributed among students using convenience and snowball sampling to select students from different backgrounds, who then completed standardized instruments. The research was conducted using the survey questionnaire technique. For analysing the data, descriptive statistics were used.Approach - Quantitative method of research.Findings -. Results of the empirical research on sustainable development and lifelong learning for sustainable development are presented. The research shows which learning outcomes, techniques and topics students found most valuable to achieve sustainable development.Originality of the research – There is a lot of research on sustainable development, education for sustainable development as well as lifelong learning but a very small number connects the all of the above. This paper contributes to the discussion of the concept of education for sustainable development in the context of lifelong learning.
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As the Transform4Europe (T4EU) Alliance concludes its first funding period and embarks on the second, this article reflects on the transformative journey, featuring insightful interviews with key contributors. Four esteemed colleagues, Prof. Pietrzykowski, Dr. Sonja, Karb-Ressing, Prof. Maria Stoicheva and Prof. Ineta Dabašinskienė, share their perspectives on critical topics shaping the alliance: the concept of European Universities, diversity within the alliance, and the broad spectrum of activities impacting university life. Tomasz Pietrzykowski emphasizes academic alliances as tools for European integration, envisioning them as precursors to a unified Europe. Sonja Karb-Ressing underscores the role of knowledge entrepreneurs in proactively shaping societal transformations. Maria Stoicheva interprets the concept of European Universities as an actual imaginary, shaping the future of European integration. Ineta Dabašinskienė delves into the ethical and value-based paradigm in higher education, calling for a reevaluation of priorities in the face of AI’s rapid rise. The article further explores the strengths of the T4EU Alliance, highlighting its diversity, innovative programs, and collaborative initiatives that bridge regional, cultural, and institutional gaps. The contributors express their expectations for the next funding period, envisioning deeper integration, sustainable academic exchanges, and increased engagement with social partners.
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In this interview, two professors and administrators who have been instrumental in shaping Saarland University’s university alliances recall the visionary ideals of Macron’s speech, which laid the groundwork for European university alliances. They also talk about the complicated reality and bureaucratic challenges that collaboration between different partners within the landscape of European higher education involves.
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This paper is providing a comprehensive overview of the state of higher education in the Western Balkans, with a particular focus on Quality and Quality Assurance, examining the challenges and opportunities faced by each country in the region, addressing issues, ranging from access to education and relevance of curricula, to coordination in quality assurance and alignment with European Standards. The analysis highlights common themes across the Western Balkans, such as the need for greater relevance of education to the labor market, improvements in coordination and collaboration between educational institutions and relevant agencies, and the imperative to address challenges in early childhood education and access to higher education.
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Given that knowledge is one of the most important human resource values, the manner of its acquisition, transfer and development within an organisation is crucial. It should come as no surprise that given the link between knowledge acquisition and development in most spheres, several individuals wish to restrict their knowledge to themselves, as it gives them value in the labour market. Yet, if we inculcate knowledge sharing habits among individuals at an early age, so that they not only impart but also acquire knowledge through knowledge transfer, information acquisition can become a mutually beneficial process for both providers and acquirers. In this study, we conducted a survey among university students in Hungary to investigate how open they are about sharing their knowledge with each other and what they expect from their peers in exchange for the information they have. Data analyses showed that students' willingness to transfer knowledge and their expectations in return for the knowledge transferred are greatly influenced by their mutual relationships, but the strength of these relationships impact the rewards they expect for knowledge transfer.
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