Relevant bibliographies by topics / Polish academics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Polish academics'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Polish academics"

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Mierzecka, Anna. "Information Behavior within the Humanities: Searching or Browsing, Recall or Precision? Researching the Information Needs of Academics: the Case Study of the Faculty of History of the University of Warsaw." Zagadnienia Informacji Naukowej - Studia Informacyjne 53, no. 1(105) (2015): 82–95. http://dx.doi.org/10.36702/zin.319.

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 PURPOSE/THESIS: The aim of this research was to discover the characteristics of information behavior among the scholars whose academic focus lies within the field of humanities. Recognizing the importance of local conditions and their impact on information behavior, the researcher conducted her empirical study on a group of Polish academics, i.e. the employees of the Faculty of History at the University of Warsaw. Particular emphasis was put on establishing (1) how academics retrieve required literature, (2) what factors may influence the degree of satisfaction from the query, (3) how crucial was the level of results’ relevance and (4) whether academics assign greater importance to query recall or precision. APPROACH/METHODS: Empirical research was preceded by the analysis of subject literature enabling the author of the paper to outline several internationally observed tendencies in information behavior of academics, and to formulate theses with regard to Polish academics. These were verified on the basis of 54 in-depth interviews with the employees of the Faculty of History at the University of Warsaw and their ordered queries of academic literature. RESULTS AND CONCLUSIONS: Research results have indicated that humanities scholars prefer browsing document sets characterized by a high level of recall as a method of retrieving required subject literature. Due to the difficulty in formulating query instructions with sufficient precision, they less frequently choose the method of searching for document sets characterized by high precision factor. The need to browse through irrelevant titles was found to have no significant impact on the level of user satisfaction. Additional research has also indicated that academic texts databases are still insufficiently adjusted to the needs of humanities scholars. ORIGINALITY/VALUE: The research has allowed to describe information behavior of humanities scholars with regard to the use of digital technologies in the research process, which so far has not taken place in the case of Polish academic community.
 
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Kucharska, Anna Maria. "Protestant Ethics in Academia." Journal of Education Culture and Society 5, no. 2 (2020): 7–18. http://dx.doi.org/10.15503/jecs20142.7.18.

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Academic ethics has recently become an important issue in Poland. With changes in the Polish law on higher education a new approach to ethics of students and academics has been presented. As a PhD student and young researcher, I am personally interested in the introduced changes. This article seeks to examine professional academic ethics in terms of two chosen theories, that is, the Protestant work ethic of Max Weber and its adaptation to the academic environment by Robert K. Merton. I situate both theories in the Polish context of shaping the academic ethos. In my deliberations I recall Dietrich Bonhoeffer’s works as fundamental for the Protestant work ethos values, which are honesty, reliability and diligence. Additionally I present their religious as well as non religious aspects. With such theoretical foundations, I attempt to evaluate the risks and violations in the ranks of Polish academics. The theoretical basis and the collected data enable me to put forward the claim that it is not feasible in Poland to follow the Western model of work ethics. Instead, it has to be built from scratch. To start this process, we need to consider the value of responsibility as a crucial category not only for the process of academic ethos formation, but also for everyday life from the early years.
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Przeniosło, Małgorzata. "The Academics at Stefan Batory University in Vilnius During the Interwar Period." Respectus Philologicus 24, no. 29 (2013): 176–93. http://dx.doi.org/10.15388/respectus.2013.24.29.15.

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In the Second Polish Republic, only professors and associate professors (docents) working atuniversities were referred to as academics. This paper presents issues related to theiremployment. In the interwar period, the rules for employing academics were stated in the lawsof academic schools. There were two such acts at the time, which defined the rules for promotion to associate and full professorships. The manner of the appointment was based on the existence of a limited number of such chairs. All professorships were set up by the Polish government. The laws of academic schools also described the habilitation procedure, which led to receiving permission to lecture and use the academic title of docent. In this paper, general reflections on hiring academic teachers at universities are supported by examples fromStefan Batory University. I determined the size of the two employed groups, professors and docents, at the University between the wars. 138 persons worked there as professors—the largest number in 1937–38—and 70 were docents, with a maximum in one academic year of 11. I also describe issues regarding their scientific research (philosophers, literature specialists, and the academics from the Faculty of Medicine had the greatest achievements) and didactic and organizational work, as well as their salaries. I devote some attention to their private lives and non-academic activities as well (especially in relation to the most famous among them). My deliberations are based on archives and printed sources generated by SBU.
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Górny, Miroslaw, John Catlow, and Jolanta Mazurek. "Evaluating Polish digital libraries from the perspective of non-academic users." Electronic Library 33, no. 4 (2015): 714–29. http://dx.doi.org/10.1108/el-01-2014-0011.

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Purpose – The purpose of this paper is to describe and evaluate the role played by digital libraries in Polish society, particularly in relation to users who are not in education or professionally engaged in academic work. Design/methodology/approach – Results are presented from a survey of non-academic users, identified as one of the key groups of digital library users in an exploratory survey in 2008-2009. The targeted survey was carried out by sending e-mails to persons who had supplied their addresses in the first survey or had set up accounts with the Digital Library of Wielkopolska. Analysis was also made of e-mail correspondence between digital library users and librarians, and data from digital library server logs, during 2008-2013. Findings – The research provided three interesting results. The first is that the creation of digital libraries in Poland has caused a significant number of people to pursue an interest in genealogical or local historical research. The second result is that the evaluations of digital libraries made by non-academics do not differ significantly from those made by students and academics. The third is the fact that at present, approximately 50 per cent of digital library users in the non-academic category are over 50 years of age. Originality/value – This is the first comprehensive study on the use of digital libraries in Poland by non-academic users. It shows what role digital libraries play, and to what extent, in the stimulation of cultural activity in Polish society.
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Kwiek, Marek. "Academic generations and academic work: patterns of attitudes, behaviors, and research productivity of Polish academics after 1989." Studies in Higher Education 40, no. 8 (2015): 1354–76. http://dx.doi.org/10.1080/03075079.2015.1060706.

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Joseph C. Hermanowicz. "Change – social and personal: Thomas and Znaniecki’s The Polish Peasant for the study of present-day change in global higher education." Ruch Prawniczy, Ekonomiczny i Socjologiczny 81, no. 4 (2019): 221–37. http://dx.doi.org/10.14746/rpeis.2019.81.4.17.

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The present work represents an extrapolation of W.I. Thomas and Florian Znaniecki’s study, The Polish Peasant in Europe and America, on behalf of the development of sociological theory. The article focuses on careers and institutions in higher education. The curriculum vitae serves as the novel human document by which to investigate both social and personal change. Academic careers are studied by virtue of their objective and subjective dimensions. Objectively, the institution of education is revealed through the shifting expectations that govern work in academia in specific historical times (indicated by the cohort in which academics earned their Ph.D.s) and in specific socially bound places (indicated by the type of university in which academics work). Major social change in education is likely to spell personal change for the way in which people subjectively experience the contemporary academic career. The data come from U.S.-based academics; parallel transformational changes are observable globally. The global change discussed in the work centres on the diffusion and institutionalization of the research role. The sources and consequences of this change are problematic. Akin to Thomas and Znaniecki’s larger analytic aims, patterns of change are used inductively to formulate theory: the paper culminates by postulating a theory of increasing tendencies in the way knowledge is produced in higher education institutions throughout the world.
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Kwiek, Marek. "A generational divide in the academic profession: A mixed quantitative and qualitative approach to the Polish case." European Educational Research Journal 16, no. 5 (2017): 645–69. http://dx.doi.org/10.1177/1474904116689684.

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In 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.
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Ślusarczyk, Janusz M. "Polskie badania botaniczne i mykologiczne w Karpatach Wschodnich do roku 1918. Zarys problematyki." Rocznik Biblioteki Naukowej PAU i PAN 65 (2020): 83–104. http://dx.doi.org/10.4467/25440500rbn.20.006.14165.

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Polish Botanical and Mycological Research in Eastern Carpathians up to 1918. An Outline As shown in the presented material, the contribution of Polish botanists into a scientific research on flora and fungi of Eastern Carpathians up to 1918 was significant. In spite of very limited funds, extremely difficult and undeveloped terrain and difficulties in organising fieldwork, a more or less advanced research had been conducted. They resulted in the publication of some high level scientific papers usually printed in the journals of the Cracow Scientific Society and then the Academy of Learning. The input of the Botanical Section of the Physiographical Commission of the Academy of Learning should be underlined as well. Researchers related to those institutions have greatly enhanced the knowledge of plants and fungi of the discussed region, thus vastly contributing to both Polish and European academic achievement. It should also be noted that except for Polish researchers, the issue of botanic research in Eastern Carpatians within the discussed period has also been dealt with by foreign academics from: Austria, Germany, Hungary.
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Bralewski, Sławomir. "Wokół soboru nicejskiego (325): na kanwie monografii autorstwa Henryka Pietrasa SJ." Vox Patrum 65 (December 16, 2018): 75–98. http://dx.doi.org/10.31743/vp.3493.

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The Council convened by emperor Constantine the Great to Nicea in the year 325 still arouses keen interest of researchers around the world. Against the back­ground of international scholarship, the achievements of Polish academics look quite modest. That is why one should especially appreciate the publication of a book (written in Polish) on the subject by Henryk Pietras, an acclaimed Polish patrologist. The monograph is noteworthy for a number of reasons and compels the reader to a thorough reflection on a cornucopia of facts that have been already discussed by numerous academics and subject to manifold interpretations. Its spe­cial merit lies first and foremost in an erudite analysis of sources conducted by the Author, which is competent enough to exhort all the interested to (at least) re-think their views. It is necessary to admit that the Academic is right, when he argues that the Council (firstly convened to Ancyra, and subsequently to Nicea) was not organized for the reason of discussing the Arian controversy. In reality, it seems that the primary reason for the meeting was the Donatist schism, which the Patrologist underestimated, and additionally the problem of reaching an agree­ment on a date of the Passover celebration. Certainly, the Council was not of an anti-Arian nature, but Arius was condemned by the ecclesiastic meeting as the one who rejected a laboriously reached compromise as for the form of the credo and renounced the term homoousios.
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Zysiak, Agata. "The Socialist Project for a New Intelligentsia and Its Limits. Academic Careers in the Polish Post-War University: A Biographical Perspective." Przegląd Socjologii Jakościowej 11, no. 3 (2015): 90–108. http://dx.doi.org/10.18778/1733-8069.11.3.06.

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The paper examines the post-war period of reconstruction of the Polish academic system from the perspective of young academicians and students of that time. The generation born in the 1920s and early 1930s witnessed a profound change in Polish society, when its intelligentsia and universities had to face the dramatic events of post-WWII. The forthcoming reform of science and the higher education system was an attempt to build a socialist university and an egalitarian society. Those processes are often viewed as the political domination of academia, the captivity of professors, and seduction of students. It is a part of the story. On the contrary, it is argued herein that the academic field and its associated processes shaped the biographical paths of erstwhile scientists/academics as strongly, if not stronger, than the political factors which usually are brought to the forefront by researchers. Three chosen academic biographies present the complexity of those processes, and at the same time they reveal different patterns of the interplay between political changes, the university, the academic habitus and higher education reform.
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Dissertations / Theses on the topic "Polish academics"

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Larson, Daniel Scott. "Academics and Athletics: The Academic Reform Policy in the NCAA." Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1114631788.

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Jung, Karen Elizabeth. "The social organization of power in the academy's disability policy, chronic illness, academic accommodation and equity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52796.pdf.

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Clark, Crystal R. "Mothering Academics: Women’s Perception of the Intersectionality of Academic Leading and Rearing Underage Children in a Midwestern Urban Community College." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513309636205349.

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Burke, Matthew Ridgeway. "Stress Preparedness for Law Enforcement Officers via Academic Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6309.

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Most law enforcement officers experience a traumatic event within the first 3 years of duty but may not receive proper mental health training in the police academy to prepare them for a career in law enforcement, and little is understood about police academy training regarding mental health. Using secondary traumatic stress (STS) as a conceptual framework, the purpose of this qualitative study was to understand the perspective of law officers on the usefulness of academy training to prevent or manage mental health issues that may arise from law enforcement duty. Data were collected from 35 law enforcement officers in a Southern state through an online, qualitative survey. These data were inductively coded and subjected to a thematic analysis procedure. Findings indicate that both STS and post-traumatic stress disorder (PTSD) are shunned topics in the law enforcement community. Additionally, respondents perceived that reconstructing police academy training manuals to include personal stress management and increasing awareness of STS may better protect law enforcement officers and enhance community relations while providing a more sustainable police force. The positive social change implications of this study include recommendations to police academies to include mental health training and preparation as part of early academy training to promote better mental health among police officers and reduce the negative effects of STS and PTSD.
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Wells, David A. (David Andrew). "Police Academies at Community Colleges in Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331754/.

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The problem of this study was selected aspects of public community college non-credit law enforcement training programs in Texas. Purposes of the study were: (a) to examine the development of police academies at community colleges in Texas; (b) to provide normative data describing the academies in terms of background, organization and administration, adequacy of facilities and equipment, personnel, student policies and practices, the program administrator's perceptions of internal and external support, involvement of outside forces and the extent of the program, and (c) to provide data which community colleges can use in organizing and developing police academies.
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Royle, Frances Elizabeth. "Benchmarking academic standards : a policy trajectory study." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445466.

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Hallenberg, Katja Marjatta. "Scholarly detectives : police professionalisation via academic education." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/scholarly-detectives-police-professionalisation-via-academic-education(e2fa75fe-b763-4b24-a8af-62767167d0c4).html.

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The thesis explores the role of academic education in police professionalisation. Due to its high complexity, specialisation and status, detective work is well-suited for illustrating these developments and the practical and symbolic benefits they can bring to the police and policing as a whole. The overall approach of thesis is iterative. Literature from police studies and sociology of professions provides the conceptual and theoretical framework for the empirical data of 24 semi-structured interviews conducted with 14 police national training coordinators and local police trainers. The increasing academisation of police training and the formalisation of the police-academia relationships suggest police professionalisation has reached a tipping point. This is seen in the current investigative skills training in England and Wales, which is characterised by growing centralisation, standardisation, and emphasis on formalising the professional knowledgebase of investigations and policing – a trend which the Professionalising Investigation Programme exemplifies. While the police (including the investigative specialism) can be shown to display many of the qualities of professions, it has lacked the level of instructional abstraction characterising other professions, typically provided by higher education and, crucially, leading to externally recognised qualifications. Developing academic police education is not without its challenges, chief among them the perceived epistemological and cultural divide between the ‘two worlds’ of police and academia. A successful transformation requires careful consideration of the content and format of the arrangements, investment, support, acceptance and engagement from police, academia and government, and a simultaneous change to cultural dispositions (habitus) and internal and external structures (field). This is worth the effort as a number of practical and symbolic benefits of police academic education can be identified. It has the potential to improve the quality of service by deepening police knowledge and understanding and facilitating community-oriented approaches. More importantly, academic education bestows a rich cultural capital, strengthens and legitimises police expertise, market monopoly, and status in the eyes of the public, other professions and the government. It enables the survival of the profession, giving it the tools to prevail in conflicts over competence and the right to define and interpret policing and its social context. In summary, police professionalisation via academic education can be explained in terms of agency and structure both; as a deliberate occupational upgrading spurred by social and economic aspirations and aimed to reconceptualise and relegitimise policing; and as an inevitable reaction to wider changes and a deeper ontological shift taking place in the society.
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Baker, Josiah R. "An analysis of economic and political reform in command economies : the Polish case." Honors in the Major Thesis, University of Central Florida, 1993. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/106.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Economics
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Moll, Monica M. "HOW FAR HAVE WE COME? THE STATE OF POLICE ETHICS TRAINING IN POLICE ACADEMIES IN THE U.S." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1461239418.

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Mosala, Nthabiseng N. "Developing a capacity building policy for academic libraries." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7816.

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Bibliography: leaves 131-136.<br>This study was conducted in order to establish how to address the issue of capacity building in academic libraries. The libraries of the two Historically Disadvantaged Institutions (HDIs), the University of Western Cape (UWC) and Peninsula Technikon (Pentech), participating libraries in the Cape Libraries Cooperative (CALICO) were used as models to assess the extent to which skills attainment contributes towards capacity building. The study found that there is no policy that looks specifically at addressing capacity building in these two libraries. Training was found to be the core element towards attaining capacity building. Other approaches found to enhance capacity building were mentoring, coaching and exchanges.
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Books on the topic "Polish academics"

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Dill, David D., and Maarja Beerkens, eds. Public Policy for Academic Quality. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3754-1.

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Lockhart, A. Northern development policy: Hinterland communities and metropolitan academics. University of British Columbia, School of Community & Regional Planning, 1986.

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Ziegler, Suzanne. Class size, academic achievement and public policy. Canadian Education Association, 1997.

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Academic professionalism in law enforcement. Garland Pub., 1995.

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Facca, Danilo, and Valentina Lepri, eds. Polish Culture in the Renaissance. Firenze University Press, 2013. http://dx.doi.org/10.36253/978-88-6655-490-5.

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During the most recent conference of the Renaissance Society of America, two sessions were devoted entirely to the Renaissance in Poland. In fifty-nine editions of what is considered the most prestigious international appointment for experts of Renaissance culture, this is the first time that characteristic features of sixteenth-century Poland were the subject of analysis and debate. The interest generated at the conference and the academic value of the contributions convinced the organisers of the panels to ask the speakers to develop and revise their contributions to conform with the conventions of the academic article. The result is a selection of essays that pursue specific pathways in exploring the cultural factors that affected the Renaissance in Poland: influences and originality in Polish literary and artistic production, orthodoxy and dissidence, the circulation of thought and reflection on the Res Publica in the spheres of both politics and philosophy. Adopting a distinctly interdisciplinary approach, the aim of this publication is to focus certain aspects of the Polish Renaissance and the cultural identity of sixteenth-century Poland in relation to the European context.
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The state and education policy: The academies programme. Continuum International Pub. Group, 2011.

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Circulation policy in academic, public, and school libraries. Greenwood Press, 1987.

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Ziman, John. Restructuring academic science: A new framework for UK policy. Science Policy Support Group, 1989.

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Hancock, Kay L. The role and nature of the doctoral dissertation: A policy statement. Council of Graduate Schools, 1991.

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Council for National Academic Awards. Handbook of CNAA's policy and regulations. Council for National Academic Awards, 1987.

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Book chapters on the topic "Polish academics"

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Basińska-Zych, Agata, and Agnieszka Springer. "Physical Activity as a Moderator of a Relationship between Work-Related Hazards and Professional Burnout of Polish Academics." In Eurasian Business Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52294-0_6.

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Zawadzki, Michał. "“The Last in the Food Chain”: Dignity of Polish Junior Academics and Doctoral Candidates in the Face of Performance Management." In The Future of University Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46894-5_4.

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Zajadacz, Alina, Renata Krukowska, and Małgorzata Durydiwka. "Staff Teaching Mobility of Selected Polish Universities on the Example of Erasmus Plus Programme." In Academic Tourism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57288-4_5.

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Browne-Miller, Angela. "Academic Aptitude versus Achievement." In Intelligence Policy. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1865-5_8.

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Baker, Beverly, David M. Palfreyman, Gwenn Hiller, Wilson Poha, and Zina Manu. "10. Biliteracy as Policy in Academic Institutions." In Academic Biliteracies, edited by David M. Palfreyman and Christa van der Walt. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097425-012.

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Glover, Andrew, Tania Lewis, and Yolande Strengers. "The Absent Presence of Aeromobility: A Case of Australian Academic Air Travel Practices and University Policy." In Academic Flying and the Means of Communication. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4911-0_4.

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AbstractMobilities scholarship has paid considerable attention to the forms of presence enabled by air travel in hypermobile organisations (Elliott &amp; Urry, 2010; Strengers, 2015; Storme et al., 2017). However, there has been less focus on the absences that these presences simultaneously generate. This chapter develops the concept of ‘absent presences’ enabled through the practices and policies of academic hypermobility. The chapter draws on qualitative interviews with 24 Australian-based academics, alongside a review of university policies that are relevant to air travel. We use these data to explore ‘absent presence’ in academic air travel. First, we suggest that there is an assumption in academia that embodied presence is required for authentic modes of knowledge sharing and networking, primarily at conferences and meetings. Yet this type of presence abroad requires that one is absent from home for extended periods. Second, we show how absent presence exists in academic policies concerning air travel. In university strategic plans, air travel is present as a means and measure of academic success. In university sustainability policies, however, air travel’s environmental impacts are often absent from consideration. We conclude by discussing the implications of absent presence in academic work life, as well as university policy and practice more broadly.
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Kwiek, Marek. "Global University Rankings in the Polish Context." In The Global Academic Rankings Game. Routledge, 2016. http://dx.doi.org/10.4324/9781315677170-8.

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Browne-Miller, Angela. "Academic Merit versus Fair Representation." In Intelligence Policy. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1865-5_6.

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Tagliaventi, Maria Rita, Giacomo Carli, and Davide Giacomini. "Academic Citizenship." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-31816-5_3912-1.

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Casey, Ciarán Michael. "Academia." In Policy Failures and the Irish Economic Crisis. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90182-4_5.

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Conference papers on the topic "Polish academics"

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Wiechetek, Łukasz, and Marcin Mastalerz. "USING SPECIALIZED SOCIAL MEDIA NETWORKS BY ACADEMICS EMPLOYED IN POLISH BUSINESS SCHOOLS. A STUDY ON RESEARCHGATE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0199.

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.
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Mokrogulski, Mateusz. "THE APPLICATION OF MACROPRUDENTIAL POLICY TOOLS TO AFFECT CONCENTRATION IN THE POLISH BANKING SECTOR." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.013.

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Cottey, Andrew. "Linking academia and the ‘real world’ in International Relations." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.31.

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This talk will reflect on the challenges of linking academic programmes and teaching, on the one hand, with the policy-makers and practitioners, on the other, with particular reference to the discipline of international relations (which focuses on relations between states, international organisations and global political and socio-economic dynamics). The talk will draw on experience from University College Cork’s Department of Government and Politics, which has an extensive, market-leading work placement programme, and from UCC’s MSc International Public Policy and Diplomacy, which is a new model of international relations masters seeking to bridge academia and the world of policy. Our experience shows that it is possible to link academia and the world of policy and practitioners, but that it is not easy, even in an apparently very policy-oriented discipline, and that it involves significant challenges. The talk will highlight a number of challenges involved in linking the academic study of international relations with the ‘real world’ of international politics: bridging academia and policy/practitioners is not easy in the disciplines of political science and international relations – the two have different needs and, often, different languages; the development and maintenance of work placements and other elements of engagement with policymakers and practitioners involves very significant workload and needs to be properly supported in terms of staffing and infrastructure; and in politics and international relations, the skill sets which policy-makers and practitioners need often differ from those that universities normally provide. Finding the ‘right’ balance between academic disciplinary requirements/standards and the needs of employers is a difficult task.
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Stręk, Natalia. "POPULIST STRATEGY OF POLISH POLITICAL PARTIES." In 52nd International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.052.061.

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Kreft, Jan. "MEDIA MISSION AND CSR IN POLISH MEDIA." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.030.

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Zhgileva, Larisa A. "Clear possibilities and subtle problems of Russian academic journals development model." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-64-70.

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The findings of the analysis of 85 academic journals in Russian Science Citation Index (RSCI) being indexed as for August 1, 2020, are presented. The analysis was based on surveys and scientomtrical indicators on eLIBRARY.RU platform; the periodicals’ websites; Russian Academy’s of Sciences (RAS) statements on RSCI policy and expert assessment of the journals; experience of the editorial boards of 5 peer reviewed academic journals found by The Northern Arctic Federal University named after M. V. Lomonosov. The possibilities and problems of integrating journals into the global scientific space are discussed.
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Ulatowska, Roksana, and Mateusz Barłóg. "ACADEMIC TEACHERS' VALUES - POLISH AND INTERNATIONAL PERSPECTIVE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1467.

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Hryszko, Krzysztof, and Piotr Szajner. "POLISH SUGAR SECTOR AFTER ABOLISHING SUGAR PRODUCTION QUOTAS." In 34th International Academic Conference, Florence. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.034.021.

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Kielin - Maziarz, Joanna. "UNDERSTANDING OF THE SUSTAINABLE DEVELOPMNET PRINCIPLE IN POLISH LAW." In 41st International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.041.021.

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Reports on the topic "Polish academics"

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Yahya, Salah, and Roshan Shawis. UKH Policy and Guidance for Academic Publications. DQAA, University of Kurdistan Hewler, 2017. http://dx.doi.org/10.25079/ukh.pgap.

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Picker, Randal, Lawrence Bacow, and Nancy Kopans. An Academic Policy Framework forTechnology-Mediated Content. Ithaka S+R, 2016. http://dx.doi.org/10.18665/sr.293495.

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Reyes, Jessica Wolpaw. Lead Policy and Academic Performance: Insights from Massachusetts. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18327.

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Engel, Charles. Macroprudential Policy in a World of High Capital Mobility: Policy Implications from an Academic Perspective. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w20951.

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Nelson, Sarah. Partnerships, Planning and Policy Windows: How to Engage Non-academics with International Development Research. The Impact Initiative / Institute of Development Studies, 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii298.

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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Greenberg, Jane, Samantha Grabus, Florence Hudson, et al. The Northeast Big Data Innovation Hub: "Enabling Seamless Data Sharing in Industry and Academia" Workshop Report. Drexel University, 2017. http://dx.doi.org/10.17918/d8159v.

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Increasingly, both industry and academia, in fields ranging from biology and social sciences to computing and engineering, are driven by data (Provost &amp; Fawcett, 2013; Wixom, et al, 2014); and both commercial success and academic impact are dependent on having access to data. Many organizations collecting data lack the expertise required to process it (Hazen, et al, 2014), and, thus, pursue data sharing with researchers who can extract more value from data they own. For example, a biosciences company may benefit from a specific analysis technique a researcher has developed. At the same time, researchers are always on the search for real-world data sets to demonstrate the effectiveness of their methods. Unfortunately, many data sharing attempts fail, for reasons ranging from legal restrictions on how data can be used—to privacy policies, different cultural norms, and technological barriers. In fact, many data sharing partnerships that are vital to addressing pressing societal challenges in cities, health, energy, and the environment are not being pursued due to such obstacles. Addressing these data sharing challenges requires open, supportive dialogue across many sectors, including technology, policy, industry, and academia. Further, there is a crucial need for well-defined agreements that can be shared among key stakeholders, including researchers, technologists, legal representatives, and technology transfer officers. The Northeast Big Data Innovation Hub (NEBDIH) took an important step in this area with the recent "Enabling Seamless Data Sharing in Industry and Academia" workshop, held at Drexel University September 29-30, 2016. The workshop brought together representatives from these critical stakeholder communities to launch a national dialogue on challenges and opportunities in this complex space.
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Lavy, Victor. Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18369.

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Hicks, Jacqueline. Feminist Foreign Policy: Contributions and Lessons. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.110.

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A relatively small number of countries have an explicit “Feminist Foreign Policy” (FFP). Those most often cited are Sweden, Canada, France, Mexico, and Spain. In theory, an FFP moves beyond gender mainstreaming in foreign development assistance to include: (1) a wider range of external actions, including defence, trade and diplomacy (2) a wider range of marginalised people, not just women. Within foreign development assistance, it implies a more coherent and systematically institutionalised approach to gender mainstreaming. In practice, those countries with an explicit FFP implement it in different ways. Canada currently focuses on development assistance, France on development assistance and formal diplomacy, Sweden more comprehensively covers the trade and defence policy arenas. Mexico and Spain are yet to produce detailed implementation plans. There is increasing academic interest in FFP, but most analyses found during the course of this rapid review focus on narrative content of policies rather than impact. Policy advocacy and advice is provided by several high-profile advocacy organisations. National government agencies in Sweden, France and Canada have produced some evaluations of their FFP, but the evidence is weak. There are many international institution evaluations of gender mainstreaming for many different sectors that are context-specific.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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