Poland S Institutions Of Higher Education

The current problems of higher education in Poland are addressed, with focus on its variety, operation, and history. The emphasis is on the development of events during the past decade and particularly since 1980. One in a series of monographs on national systems of higher education in Europe, this report covers the following: (1) introduction; (2) past experience (directions of development, higher education and manpower planning, and growth of education); (3) the organization of higher education institutions (access to higher education and titles and degrees conferred, general organizational patterns, and equivalence of diplomas, degrees, and academic titles); (4) system of enrollment; (5) course and curriculum development; (6) educational functions; (7) postgraduate education and refresher courses; (8) adult education; (9) staff development; (10) the student community (students in institutions of higher education, living conditions of students, and foreign students); (11) research in higher education institutions; (12) academic libraries; (13) physical facilities; (14) research on higher education; (15) higher education in Poland compared to that of other countries (higher education in Poland compared to that in the CMEA countries and higher education in Poland compared to that in the countries of the Europe region); (16) prospects for the future and conclusions; (17) annex; (18) list of institutions of higher education; and (19) bibliography. Contains 47 references. (SM)

Since 1989, new laws on higher educational institutions laid down rules for establishing Polish nonstate institutions of higher education, and their number has been steadily growing since then. The result of these legal changes, as well as Poland's agreeing to implement the Bologna Process and become a member of the European Higher Education Area, is that the higher education system in Poland has become much larger, as well as more inclusive and diverse, not only in the types of students it admits but in the types of institutions it contains. This book discusses the various changes and raises issues concerning Polish higher education both in state and private colleges, including the functioning of universities in the new environment, the employing and promoting of scholars, the conducting of research, methods for financing research on teaching, methods of raising the level of education in order to satisfy European and world standards, the role that learned societies might play in higher education in Poland, and the self-governance of students.

Originally published in 1999, Higher Education in the Post-Communist World focuses on specific public universities during their, and their nations’ early transition years (1989-1995) from communism to democracy and the changes from centrally planned, to free-market economies. The book offers a detailed view of universities in transition rather than case studies of entire systems of higher education, providing an opportunity for readers to understand the national politico-economic transition on higher education– individual faculty, students, and administrator; departments; and university – in a more immediate way than a system-wide approach would. The book presents information on specific universities and how the demise of the Soviet Union affected the governance, finance, faculty, students, and curriculum in several post-communist countries.

Using an interdisciplinary approach, this book analyzes the relationship between higher education, the economy and government in the development of a democratic and market economy society in emerging market countries. (Poland, Czech Republic, Hungary, China, Hong Kong, Korea, Mexico, Chile and Brazil).

Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly.