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The article tackles the issue of students’ professional identity in relation with their motivation towards learning foreign languages (with the focus on English). Modern European education is based on the principle of integrity of the interests of all stakeholders, and future specialists must be ready to meet the challenges of the growing global market. Yet only a small number of Ukrainian school graduates and students of economic universities can communicate fluently in foreign social and communicative spheres. An attempt to find out what hinders the process of foreign language acquisition at non-linguistic universities and what really influences their motivation has been made. The research shows that an important factor in students’ motivation towards learning foreign languages is their professional self-identity, which is developed during university study and is in its turn determined by the contents, the form of professional education and the goals set. The analysis of the pedagogical literature has enabled us to formulate the definition of the “professional identity of economics students” content. Thus, it denotes person’s professional competencies that help him/her understand his/her role and place in the professional domain, at the job market and in the society on the whole, and also implies motivation, confidence and responsibility as well as readiness to work effectively. Once the student has identified his/her future professional roles, challenges, options and responsibilities he/she is motivated to develop the skills necessary to perform their professional duties and succeed in the career. Economic university training with the global context in mind is a motivating factor of improving foreign language competency of students and a definite factor of economic education prestige.
The article consolidates information sources on the issues of future economists’ self-study organization at foreign universities. There has been carried out the study of approaches to the interpretation of the term “self-study process” in the contemporary scientific thought abroad. There have been specified the productive ideas of foreign experience which are to be understood and implemented into practice of domestic higher education institutions in terms of professional training of future specialists in the field of social and behavioural sciences majoring in Economics, including the following: 1) student self-study is supposed to be a mandatory part of the educational process, with the amount of time dedicated to being less than 65 percent. At the same time a student-personalized approach to each student should be implemented and the course of study, specifics of the subject being learnt should be taken into account; the teachers are expected to offer verbal consulting and ICT support (including university web resources) of student self-study; 2) while organizing the educational process (syllabi, curricula for students of different educational levels) it should be taken into account that there is a link between self-education of future economists with his/her practical activities along with development prospects of the sector; 3) organization of future economists’ self-study should be based on the student’s conscious attitude to learning, recognition of its role in meeting the challenges and solving the urgent problems of economic education (motivational component); on knowledge forming the basis for the individual’s self-study and determining his/her readiness for self-education in their future careers (cognitive component); on combination of skills and abilities of the individual, determining his/her functional readiness for professional self-education on challenging issues of economic sphere (operational and pragmatist component).
The article touches on the peculiarities of future finance and economics specialists’ training in educational establishments of Western Europe and Ukraine. The problem of higher economic education has been considered. The experience of higher economic education organization in developed European countries has been generalized. The peculiarities of finance students’ training at foreign and Ukrainian universities have been defined. The approaches to learning and implementing of interdisciplinary links into the teaching practice of European higher educational establishments have been studied, as well as participation and influence of non-government organizations and foundations on the development of economic education in Western European countries. The authors have concluded that it is necessary to create a Ukrainian model of future finance and economics specialists’ training taking into consideration national and economic conditions of the state functioning as well as developed countries experience.
.), Kształtowanie postaw przedsiębiorczych a edukacja ekonomiczna [Shaping entrepreneurial attitudes and economiceducation] (pp. 184–189), Warszawa: Fundacja Promocji i Akredytacji Kierunków Ekonomicznych.
Krzyżak, J. (2007). Edukacja ekonomiczna jako nowa jakość wychowania – spostrzeżenia, opinie, sugestie [Economiceducation as a new quality of education–insights, opinions, suggestions]. In P. Wachowiak, M. Dąbrowski, B. Majewski (eds.), Kształtowanie postaw przedsiębiorczych a edukacja ekonomiczna [Shaping entrepreneurial attitudes and economiceducation] (pp. 162
Background and Purpose: Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools as part of the dual system has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level, whereby con-siderable leeway is afforded them in these activities. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers.
Design/Methodology/Approach: In order to determine the individual significance of eco-nomics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. Descriptive statements about the significance of topics of content are generated with the help of the relevance ratings provided by the respondent teachers.
Results: The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher's educational biography
Conclusion: The shifting of lesson content design onto the individual vocational schools has resulted in human resource determinant factors coming into force. Apart from a (fully desira-ble) heterogeneity of content, these factors have also led to a decrease of economics content.
Tertiary education involves specific perceived issues among PhD candidates that lead to several self-destructive behaviors regarding the research process and the quality of the doctoral thesis. Studying the emotional mechanisms behind the process of doctoral research offers useful insights for both PhD candidates and PhD supervisors. A qualitative approach involving a concept analysis method was used to investigate the concerns about the doctoral process of a group of PhD candidates enrolled in the first year at the Doctoral School of Economics and Business Administration of Iași, Romania. Both spontaneous and induced responses were considered. The order of concerns and the fact that some of them were mentioned together were also taken into account. Most of the concerns are related to time-management. Results are discussed and several recommendations are made.
The paper examines the evolution in the patterns of human economic behavior across the history of economic thought. The author considers the development of the Homo Economicus concept in the view of the scarcity problem in economics and the Homo Socialis concept, with its extreme manifestation - Homo Sovieticus, attested in the former socialist countries of the world. In this context, the author examines the phenomenon of societal constraint on personality. Another prototype of economic behavior - Homo Informaticus and, its boundary manifestation - Homo Interneticus are discussed in the view of the informational constraint phenomenon. The author introduces the Homo Creativus ‘character’, whose behavior is characterized by the attempt to overcome the rational mind constraint. The paper considers the need to adopt the Homo Spiritualis paradigm within the frame of economic thought - a need already highlighted by notorious scholars. According to the writer the urge to develop this paradigm is implicitly determined by the spreading of the underground economy, the globalization and virtualization of the human activity, their impact on human personality. In her approach of the Homo Spiritualis concept the author supports the view that spirituality should not be confused with religion, although the two are related. In practical terms the issue of incorporating spirituality into economics and business courses is approached.
Economic education is crucial in a modern economy where the knowledge makes for one of many resources. However not only the curriculum matters and the passed contents, but also applied teaching methods. The method related to Case Study may provide a good tool for economy and entrepreneurship teaching, as it focuses not only on the problem, but also on a student and takes into account teamwork. This method facilitates the analysis of enterprising attitude and economic practice, whereas shaping the soft competences stimulates knowledge transmission, facilitates knowledge assimilation and may contribute to development of enterprising attitude.
The article deals with the peculiarities of American professional undergraduate and graduate training in economics. The analysis of documents, scientific and educational literature demonstrates the diversity of the US training courses and combinations of disciplines in economics. It has been defined that leading position of the USA in the world and its impact on the economic life of other countries has predetermined the development of the internationalization of economic education at the undergraduate and graduate level: by offering courses in International Economics as well as introductory programs for international Internships for students and teachers. The program of study in economics provides various forms of learning, number of major, minor and elective courses. It has been determined that economics majors include variety of courses, ranging from those which are intensely mathematical like Principles of Economics, Microeconomic, Macroeconomics and Econometrics, to more philosophical courses like History of Economic Thought. Moreover, courses in Survey Design, Political Science and Computer Science are also highly recommended and essential for future success. In order to achieve the objectives in economists' training in high school a system of new methods, means and approaches (“Chalk and Talk”, “Proficiency Approach”, “Peaconomics”, “Writing Intensive”) are used to stimulate and motivate students to cognitive functions. The educational process and control by teachers through traditional and innovative techniques provides effective feedback.