scholarly journals W kwestii wyższego stopnia naukowego doktora w Polsce Ludowej

2019 ◽  
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Academic Degree ◽  
Level Of Involvement ◽  
Whole Process ◽  
Academic Advancement ◽  
Legal Provisions ◽  
The Right ◽  
Doctoral Dissertations ◽  
Academic Degrees

A higher academic degree that could be earned in the Polish People’s Republic was that of a doctor of a given branch of science (until 1951) or a doctor of science (1951–1958). These degrees were conferred pursuant to diff erent legislative acts of varying importance including an act of parliament, a decree, an order, a regulation or a statute, all of them governing the regime and the functioning of schools of higher education and other establishments of tertiary education. While the legal provisions applicable to the conferral of academic degrees were relatively stable in the intitial postwar years (and were subject to the same law binding in 1924–1952 with only minor amendments), the law adopted in 1951 introduced more revolutionary changes. Based on the Soviet model, they virtually broke with the Polish tradition of higher academic degrees.During the analysed period, alongside the reforms in the conferral of degrees, also the requirements and conditions for candidates for a higher academic degree were changing. Likewise, organs participating in the process, operating within the organisational structures of the establishments as well as those outside their structures, were a subject to change. Hence an attempt in this article to answer the following questions: (1) for whom was the right to register candidates for a doctor’s degree reserved, (2) what was the level of participation of the central organs in the process, and what was the level of involvement of the establishments of higher education and other scientifi c institutions (as of 1951), (3) who could apply for registration and what were the regulations governing the whole process, and whether (4) the communist regulations governing the process of the conferral of academic degrees actually added to their importance and the academic advancement or rather acted to the contrary.An important element in the analysis was identifi cation of the legally formulated and applied requirements which doctoral dissertations had to meet, as well as examination of the grades or evaluations given by reviewers of doctoral dissertations in years 1945–1951 and 1952- 1958.

scholarly journals Habilitacje w Polsce Ludowej. Część 2. Warunki i przebieg habilitacji w prawie o stopniach i tytułach naukowych

2019 ◽  
pp. 43-81
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Polish Academy ◽  
Higher Education Research ◽  
Key Factors ◽  
Academic Degree ◽  
Academy Of Sciences ◽  
Academic Degrees

Habilitation proceedings ending with a conferral of an academic degree were first introduced in the Polish People’s Republic by virtue of the Act on higher education of 1958. The academic title of docent, which the Act also provided for, was later endorsed by the Act of 1965 on academic titles and academic degrees. Another academic degree of ‘habilitated doctor’ (doktor habilitowany) functioned from 1968 and continued through subsequent legislative acts in force until 1990 as well as through the years after later reforms. The changes in higher education implemented in 1965–1990 were not fi nal and continued to be modifi ed in the following areas: (1) the branches and science and disciplines in which the academic degrees of docent or doktor habilitowany could be conferred; (2) the requirements which institutions (establishments of higher education, research units of the Polish Academy of Sciences and other research entities) had to fulfi l before earning the rights to confer the academic degrees referred to above; (3) establishment of the lists of institutions entitled to confer these academic degrees. The solutions then adopted were by no means triggered by the intention to replace the academic degree of docent with a degree of doktor habilitowany. On the contrary, the majority of changes, of which those happening after 1985 were even more politically biased, did not refl ect any legal need but aimed at restricting the autonomy of schools of higher  education in the scope of conferring academic degrees. This tendency extended to the conditions of commencing habilitation proceedings and the very course of the proceedings. As of 1985 one of the requirements of the key factors qualifying successful candidates was an ‘impeccable civic attitude.’ After 1985, most of the activities which had been till then conducted by committees appointed Faculty councils, were to be taken up by the relevant councils, although the latter were allowed to appoint from time to time committees to perform some of the activities related to habilitation proceedings. The Act of 1965 abandoned the requirement of the candidate’s habilitation lecture, re-established in 1985.

scholarly journals Aligning Higher Education’s Promise of Well-Being with Sustainability as a Purpose of Education

2021 ◽  
pp. 355-361
Author(s):  
Katrin Kohl ◽  
Charles Hopkins
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Well Being ◽  
Access To Higher Education ◽  
Career Opportunities ◽  
Purpose Of Education ◽  
The Future ◽  
Academic Degrees

AbstractIn a world of increasing complexity, there is a growing demand for access to higher education. People of all ages aim at academic degrees to qualify for decent career opportunities in the future, often in hope of a better life. Numbers in higher education are globally on the rise with today approximately 38% gross enrolment in tertiary education (UNESCO 2018).

scholarly journals Habilitacja jako warunek awansu naukowego w Polsce w latach 1990–2018

2019 ◽  
pp. 29-72
Author(s):  
Krstyna Wojtczak
Keyword(s):  
Higher Education ◽  
Assistant Professor ◽  
New Order ◽  
Academic Degree ◽  
The People ◽  
Central Commission ◽  
Polish Law ◽  
Definition Of ◽  
The Right ◽  
Scientific Degree

The right to conduct habilitacja (“habilitation”) proceedings under Polish law is not a new solution. These proceedings were conducted both in the interwar period, in the first years of the People’ s Poland, and during the Polish People’s Republic. The solutions adopted in those periods differed. Until the end of People’s Poland, the proceedings ended with the right to lecture (veniam legendi) but with no possibility of obtaining a scientific degree, in the years 1951–1958, following the example of Soviet solutions, the proceedings allowed to obtain a scientific degree of doctor of sciences, from 1958 to obtain a degree of a docent (assistant professor), and from 1968 – the degree of doktor habilitowany. The differences in legal solutions adopted at that time were also clearly visible in the conditions which higher education institutions had to meet in order to obtain the right to conduct the proceedings and confer titles, and candidates to be promoted to a higher degree of doktor habilitowany. Although the possibility of acquiring the degree of doktor habilitowany was re­tained from 1990 onwards, the legal conditions for the conduct of habilitacja pro­ceedings did not resemble the solutions of previous years. And so, as in the Act of 1965, as well as after 1990 the conferral of academic degrees was excluded from the law on higher education, but this law itself was subject to much more modest regulation. It was not until the Act of 2003 that solutions were introduced to grad­ually tighten the conditions imposed on organisational units applying for the right to confer the academic degree of doktor habilitowany and on persons applying for the initiation of habilitacja proceedings, as well as on the course of such proceedings. The year 2011 brought revolutionary changes in this respect. The amending law introduced a new order in the process leading to the conferral of the academic degree of doktor habilitowany. It covered not only the requirements which organisa­tional units applying for the right to ‘habilitate’ in the fields of science and scientific disciplines had to satisfy, but also a re-definition of these conditions. The course of the ‘habilitation’ proceedings and the participation in it of the Central Commission and the board of the relevant organisational unit, as well as the person applying for the degree of doktor habilitowany were significantly changed.

scholarly journals Academic degrees in the Polish People’s Republic. Part 1. Lower academic degrees

2019 ◽  
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Exceptional Case ◽  
Point Of View ◽  
Institutions Of Higher Education ◽  
School Graduate ◽  
Doctoral Studies ◽  
Academic Degree ◽  
The Subject ◽  
Academy Of Sciences ◽  
Academic Degrees

In the period researched in this article (1947–1990) the principles of awarding academic degrees were far from stable (or uniform). What is more, difference between individual degrees were of multiple character. In the initial years shortly after the Polish People’s Republic was formed, a lower academic degree was award ed to every higher school graduate. From 1951on this term referred to degrees awarded to science candidates, and as of 1958 to a degree of a doctor. Secondly, the requirements needed to be satisfied in order to qualify for individual degrees differed and were changing. Thirdly, on and off there were instances where ex emptions were made from the generally binding principles governing awarding of academic degrees, especially in the case of a science candidate and a doctor. Those exemptions, or exceptional treatment, was justified by a reference to an exceptional case. Fourthly, lower academic degrees could not always be obtained in every discipline, and the list of the discipline that qualified candidates for a degree was neither closed nor stable. Fifthly, the rights granted to scientific councils of institutions of higher education, and later to scientific councils of units operating within the Polish Academy of Sciences as well, were also changing, mostly to meet the conditions and requirements which those unites were obliged to fulfil. Sixthly, depending on the role and position of other bodies or organs involved in the process (the minister competent for schools of higher education, the Main Council of Higher Education, or the Central Qualifications Committee) their say and role was also changing. For the sake of a certain simplification, it may be stated that solutions adopted as a result of the reforms of 1947 and 1951were comparable, while those implemented in subsequent years, particularly by acts on higher education of 1958, 1982 and 1985 and the act of 1965 on academic degrees and scientific titles as later amended, differed considerably from earlier solutions. The assessment, from a legal point of view, of the conditions of awarding lower academic degrees in the period researched would, however, have been incom- plete if the organisation of doctoral studies as well as the manner of their delivery leading to the preparation and submission of a doctoral dissertation by a degree candidate, had been examined as well. This issue will be the subject of the second part of this article.

scholarly journals A review of doctoral dissertations in architecture in Turkey

2018 ◽  
Vol 15 (3) ◽  
pp. 1481
Author(s):  
Yasemin Erbil ◽  
Miray Gür
Keyword(s):  
Higher Education ◽  
Coming Out ◽  
Architectural Design ◽  
Doctoral Studies ◽  
Research Activities ◽  
Quantitative Analyses ◽  
Mission Differentiation ◽  
The Right ◽  
Doctoral Dissertations ◽  
The University

The social and scientific importance of doctoral dissertations have increased in the context of Mission Differentiation and Specialization Project in Turkey and potential doctoral studies should be carefully conducted with the aim of contribution to community development, policies, science and practice area through the envisaged research fields.The purpose of this study is to examine doctoral dissertations in architecture in the academic literature within the scope of Thesis Center of the Council of Higher Education and to reveal the researchers’ profile with a view to contributing to the evolving research agenda in Turkey. For this purpose quantitative analyses of doctoral dissertations in Architecture in Turkey is made. The universe of the study constitutes 1170 doctoral dissertations completed between 1990-2018, which are archived in the database of the Thesis Center of the Council of Higher Education and indexed under the subject architecture. All of the doctoral dissertations included in the sample were analyzed using various standards such as the years they were completed, the language they were written in, the university they were completed in, the gender of the author, and the advisor’s title. The collected data was analyzed with descriptive statistical methods. According to the results, it was found out that the highest number of dissertations produced was in the architectural design discipline, by mostly female researchers, with dissertation supervisors who were mostly professors, while Turkish was the most used language and Istanbul Technical University was the institution where most of the dissertations were produced. The results coming out of this study will be helpful to the increase of research activities in the field of architecture in Turkey, to train researchers in universities in required fields, to direct scientific research in the right way and to contribute to the vision setting activities of universities.

scholarly journals Governance of Somali Tertiary Education Systems: A Case Study in Complexity

2021 ◽  
Vol 12 (1) ◽  
pp. 353-359
Author(s):  
Abdiqani Ahmed Farah
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Tertiary Education ◽  
The State ◽  
Education Systems ◽  
Higher Education System ◽  
New Graduates ◽  
Post Conflict ◽  
The Government ◽  
The Right

            Governance of Tertiary Education Systems (TES) in Somalia and how the system of coordination described by Clark (1983) which tries to introduce order of the three dominating forces of educational system: “the state, the market and oligarchy”, is examined in this paper. How comparatively Higher Education Systems (HES) is structured, or inadvertently coordinated, arranged and rearranged since the formal Higher Education (HE) has been introduced into Somali nation state will also be examined from a vantage point of whether this trend is in line with other nations’ conventional TES. In the first twenty years, the dynamic system of coordination, which according to Clark introduces order into the three dominating forces of the Somali educational system, could not have been possible, as only the state owned and bank-rolled all Higher Education Institutions (HEI) that existed at the time. Thus the “academic oligarchy and the market” took a secondary role. The incentive of job guarantees for the new graduates by the authority made difficult to estimate the ‘quality of the education’, which in turn, could have compromised their ability and efficiency in their professional contexts. In post-conflict Somalia, the higher education system has dramatically increased with over one hundred universities now open throughout the country with no or little regulations. This time round though, the other two educational forces, the market and oligarchy are playing pivotal roles while that of the government has disappeared. Over the years since the collapse of the state in 1991, the national government’s influence decreased ceding so much higher education space, to the five Federal Member States (FMSs). Thus, the situation fits with Clark’s dynamic model showing that it is a system capable of reflecting upon ongoing change within the overall socio-political situation. What seems to be developing in the Somali higher education context therefore, is a system in which each force is autonomous with no clear goals shared within the larger structure. As for tertiary education in general, complemented by the rapidly changing world of work, the consensus is 'Having the right qualifications, in the right subjects, from the right institutions' that will benefit all sectors of the economy. It is with that in mind that the disparity between the way in which HE is delivered and the world of work is also examined in this paper. If this important complementarity is not analyzed in the current situation of Somalia, it could pose huge problematic consequences for tertiary education in the country. It is the case that HEIs did not give deserved attention to job market demands as they hardly study that to better serve the needs of employers. collaborative initiatives between the Ministry of Education and Higher Education (MoEHE) and the private sector to support HE is being examined in the final part of this paper.

scholarly journals Academic degrees in the Polish People’s Republic. Part 1. Lower academic degrees

2018 ◽  
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Exceptional Case ◽  
Point Of View ◽  
Institutions Of Higher Education ◽  
School Graduate ◽  
Doctoral Studies ◽  
Academic Degree ◽  
The Subject ◽  
Academy Of Sciences ◽  
Academic Degrees

In the period researched in this article (1947–1990) the principles of awarding academic degrees were far from stable (or uniform). What is more, difference between individual degrees were of multiple character. In the initial years shortly after the Polish People’s Republic was formed, a lower academic degree was award ed to every higher school graduate. From 1951on this term referred to degrees awarded to science candidates, and as of 1958 to a degree of a doctor. Secondly, the requirements needed to be satisfied in order to qualify for individual degrees differed and were changing. Thirdly, on and off there were instances where ex emptions were made from the generally binding principles governing awarding of academic degrees, especially in the case of a science candidate and a doctor. Those exemptions, or exceptional treatment, was justified by a reference to an exceptional case. Fourthly, lower academic degrees could not always be obtained in every discipline, and the list of the discipline that qualified candidates for a degree was neither closed nor stable. Fifthly, the rights granted to scientific councils of institutions of higher education, and later to scientific councils of units operating within the Polish Academy of Sciences as well, were also changing, mostly to meet the conditions and requirements which those unites were obliged to fulfil. Sixthly, depending on the role and position of other bodies or organs involved in the process (the minister competent for schools of higher education, the Main Council of Higher Education, or the Central Qualifications Committee) their say and role was also changing. For the sake of a certain simplification, it may be stated that solutions adopted as a result of the reforms of 1947 and 1951were comparable, while those implemented in subsequent years, particularly by acts on higher education of 1958, 1982 and 1985 and the act of 1965 on academic degrees and scientific titles as later amended, differed considerably from earlier solutions. The assessment, from a legal point of view, of the conditions of awarding lower academic degrees in the period researched would, however, have been incom- plete if the organisation of doctoral studies as well as the manner of their delivery leading to the preparation and submission of a doctoral dissertation by a degree candidate, had been examined as well. This issue will be the subject of the second part of this article.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

Cancellation and Termination of Assignment Contract of Patrimonial Rights of the Author

2019 ◽  
Vol 25 (2) ◽  
pp. 197-201
Author(s):  
Tudor-Vlad Sfârlog
Keyword(s):  
Scientific Research ◽  
Legal Provisions ◽  
The Right ◽  
Made In

Abstract The present study offers the doctrine of the right of intellectual creation new perspectives on the study of the institution of termination of the assignment contract for the patrimonial rights resulting from the intellectual creation. We believe that the present study is rich in doctrinal contributions, formulating new theses and opening the prospect for new perspectives of scientific research. Last but not least, we appreciate that the proposals made in the present study contribute not only to the activity of opinionated in the field, but also to the work of practitioners and direct beneficiaries of the legal provisions on the assignment of patrimonial rights of authors.

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

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