Current Problems of University Management

Tadeusz Wawak

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ISBN/ISSN:

978-83-233-3534-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Jagiellońskiego

Rok wydania:

2013

Liczba stron:

220

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

. Current Problems of University Management. Red. Wawak, Tadeusz . Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2013, 220 s. ISBN 978-83-233-3534-4

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A2 Wawak, T.

T1 Current Problems of University Management

PB Wydawnictwo Uniwersytetu Jagiellońskiego

PP Kraków

YR 2013

SN 978-83-233-3534-4

Bibliografia BibTex:

@Book{ 150123, author = "", editor = "Wawak, Tadeusz", title = "Current Problems of University Management", publisher = "Wydawnictwo Uniwersytetu Jagiellońskiego", year = "2013", address = "Kraków", isbn = "978-83-233-3534-4" }

Bibliografia endNote:

TY - BOOK

AU -

ED - Wawak, Tadeusz

TI - Current Problems of University Management

PB - Wydawnictwo Uniwersytetu Jagiellońskiego

CY - Kraków

PY - 2013

SN - 978-83-233-3534-4

ER -

Netografia (standard APA):

. Red. Wawak, Tadeusz. Current Problems of University Management [baza danych online] Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, 2013 [dostęp: 22 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/current-problems-of-university-management-tadeusz-wawak-150123.

benchmarking, quality of management, management in higher education, higher education institutions, university strategic management, knowledge socjety

The quality of teaching in higher education has been widely discussed for years, in Poland and abroad alike. As regards our domestic situation, the problem has been intensifying since our transformation in 1989 due to the increase in the number of...

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ISBN/ISSN:

978-83-233-3534-4

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Jagiellońskiego

Rok wydania:

2013

Liczba stron:

220

XML:ISBN/ISSN:

ONIX MARC21

Introduction – The European Union strategy “Europe 202010
Part 1. Improving quality of management18
1.1. The Quest for the World Class University (Bernard Pitsvada)18
1.2. Pro quality restructuring of management in higher education (Tadeusz Wawak)23
1.2.1. Introduction23
1.2.2. Dilemmas over university strategic management25
1.2.3. P.F. Drucker on higher education management27
1.2.4. The challenge by new economy and globalization28
1.2.5. TQM in the developed market economy32
1.2.6. The adjustment of higher education in Poland to the Bologna Process recommendations35
1.2.7. Integrated management41
1.2.8. Disintegrated management43
1.2.9. Management crisis47
1.2.10. The improvement of the quality of management50
1.2.11. Management integration53
1.2.12. Conclusion56
1.3. Analysis of the prospects of higher education reorganization (social research results) (Viktor Nitsevich, Afonina Tatiana Nikolaevna)60
1.4. Modern communications technology of documentation quality security of higher educational establishment management (P.I. Yukhimenko, Yu. P. Yakymyuk)67
1.5. Higher education closer to real life. An introduction of initiatives towards improving students’ “quality” on work market (Zbigniew Kłos)75
1.5.1. Introduction75
1.5.2. Short history of the Poznan University of Technology and the Faculty of Machines and Transport76
1.5.3. Innovation project77
1.5.3.1. Importance of innovation77
1.5.3.2. Organization of the project78
1.5.3.3. The run of International Summer School79
1.5.4. The course81
1.5.5. Conclusions83
Part. 2. The evolution of management in higher education86
2.1. Reformation of management of the higher education institutions as condition, mean and purpose of upgrading the higher education quality in the Ukraine (Peter Leonenko)86
2.2. The development of university management in the Ukraine (Valerii Grynchtskyi)101
2.3. Management of innovative development of university (Iryna Shvets)105
2.4. Some problems of quality management of education in the higher educational establishments of the Ukraine (Halina Tsikh, Nataliia Marynenko)116
2.5. Improving the quality of higher education in the conditions of transformation processes (Ol’ga Glenbots’ka)127
2.6. Directions of improvement of multi-level technical education in the Ukraine (Elena Rogatynska)133
2.7. Issues of reforming a higher education system in the Ukraine in the conditions of globalization (Yuriy Shvets)139
Part. 3. Creative education and knowledge society148
3.1. Creative education in the knowledge society (Elżbieta Skrzypek, Adam Skrzypek)148
3.1.1. The nature and manifestation of creativity148
3.1.2. The doctrine of creative education150
3.1.3. Higher education renewed to fit in knowledge based economy151
3.2. How to produce knowledge at the university both for theory and practice? (Krystyna Lisiecka, Mira Lisiecka-Biełanowicz)154
3.3. The opinion of the students of the University of Mostaganem in Algeria about the need of restructuring of education and management in higher schools (Ali Bouchentouf Seghier)161
3.3.1. The aims of the work, research hypotheses and research methodology161
3.3.2. The course of empirical research162
3.3.3. Research conclusions163
3.3.4. Final conclusions171
3.4. Managing universities in an increasingly global world (Mark Michalski)172
3.4.1. Introduction172
3.4.2. Challenges of managing knowledge at universities173
3.4.3. Globalization of educational skills174
3.4.4. Quality of universities affects labor market175
3.4.5. University governance and diverse funding options176
3.4.6. University president – a visionary leader and key fundraiser176
3.4.7. Global universities and global entrepreneurial challenges178
3.5. Analysis of the conditions of the quality system at a higher school (Nadiia Machuga)179
3.6. Benchmarking in Polish and Ukrainian higher education (Vitalii Naumov, Marta Tutko)181
3.6.1. Introduction181
3.6.2. Definitions and types of benchmarking182
3.6.3. Benchmarking in Polish higher education184
3.6.4. Benchmarking in Ukrainian higher education185
3.6.4.1. The present state of the benchmarking concept usage185
3.6.5. The results of the use of benchmarking187
3.6.6. Perspectives of the benchmarking concept188
3.6.7. Benchmarking model for Polish and Ukrainian higher education189
3.6.8. Conclusions192
3.7. E-learning role in higher education quality improvement (Sławomir Wawak)193
3.7.1. Introductory remarks193
3.7.2. E-learning range of application194
3.7.3. Benefits of e-learning196
3.7.4. Shortcomings of e-learning197
3.7.5. Cost effectiveness199
3.7.6. Conclusions200
An attempt at summary202
References208

Improvingqualityofmanagement

andthenmaintain.Costsareusuallyveryhighbecausetheybeginwithdemolishing

oldbuildingsandnewmodernbuildingsarecostly.Renovationstooldbuildingswhere

environmentalhazardssuchasasbestosinceilingsandwallsexist.Removingsuch

materialscostsmoneythatmustbefactoredintoconstructionandmaintenancecosts.

2.Faculty-Thesecondissueoffacultyisratherstraightforward.Facultyneeds

credentialsthatdesignatethehighestlevelofachievementintheiracademicﬁeld.In

theUSthisisthePhD.Afewpeoplemaysubstitutelawdegreesiftheircourseassign-

mentsarelargelylegalinnature.Theremaybesomeindividualswhosepriorwork

experiencewilldesignatethemhavingsuchexpertisethataPhDdegreeisnotre-

quired.Foreignpolicyexpertsmayholdspecialexpertiseindiplomaticﬁelds.Law

enforcementisanothersuchﬁeld.Asherifforpolicechiefmaybedeemedtohave

expertisethatdoesnotcomefromtheclassroomandcouldberegardedasstatus

symbolsforauniversity.Otherfamousfacultymemberscanbecomenotableforwhat

theyhaveachievedinanacademicﬁeld.Formalawardsforacademicachievementcan

alsobringnotorietytotheuniversity.Universitiesinnationalcapitalscangenerally

recruitoutgoingofﬁceholdersforpurposeofprestige.Onefurtherobservationisthat

mostuniversitiesawardtenuretofaculty.Tenuredfacultyoftenteachwhattheyknow

notnecessarilywhatstudentsneedtoknow.Oftenthisisduetotimelags.Tenured

professorsinmanycasesremainteachingaftertheyhavepassedtheirprimeandfail

tokeepupwiththelatesttrendsandactivitiesintheirﬁelds.Theybelievetheyknow

whattheirstudentsshouldknowanditiswhattheyspecializein.Thismaynotalways

beaccurate.Auniversitystrivingtoachieveworldclassstatushastoremainonits

toesandﬁndfacultyatthecuttingedgeofknowledgenotsimplysomebodywhohas

beenoutstandingmanyyearsago.Tenurecanbeanimpedimenttoalwaysseekingthe

bestavailablebrains.Tenureoperateslikeaunionandweallknowhowunionskill

industry.Popularitywithstudentsisnotalwaysagoodindicatorofoutstandteaching.

Studentscan“like”facultywhoareveryeasygradersandﬁlltheirclassesbecauseitis

aneasyout.Whileoutstandingfacultyisessentialforstatusasaworldclassuniversity,

outstandingfacultytendstoattractotheroutstandingfaculty.Whenitcomestonew

facultyclarityofmissionisessentialtoensurethatnewfacultydoeswhatisexpected

ofthem,e.g.howimportantisresearchandpublishingviceteaching?

3.CommonLanguage-Thirdessentialforaworldclassuniversityisteaching

inawidelyunderstoodlanguage.Classesshouldbeconductedinthenativelanguage

oftheuniversity.InlookingatthemapoftheworlditisfairlyobviousthatSpanish

isthenaturalnativelanguageofSouthandCentralAmericaexceptBrazil.Ofcourse

Spainalsoisincludedinthisgrouping.ThereforeitisprobablyusefultoviewSpain

andLatinAmericaasanaturalbasefortwoorthreeworldclassuniversitiesMore

thanthiswillsimplymeancountrieswillcompetewitheachotheruntilthepointis

reachedwhereanychanceofexcellenceisdilutedandinsteadofthreeworldclass

universitiesyouhaveadozenadequateuniversities-oneineachcountry.Canyou

staffmorethanthreeworldclassuniversitieswithSpanishspeakingfacultyacross

theboard?Ifitcanbedoneitisworthatry.

Europeshouldprobablybedividedbycountry/language-Germany,Italy,France,

theUKandScandinavia.Thisdiversityhasalreadybeenpartiallyresolvedbythe

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