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Abstract
In this article the author approaches university as an educational organisation and follows the results of its changing features and their impact on the educational processes. In the author?s opinion university, which was first a community of people searching for the truth, has taken the character of a market oriented enterprise. It tries to equip its graduates in technological professional skills. In the level of aims, university gave up wisdom to replace it with efficiency. This is accompanied by spreading the idea propagated by university - of continuous education. It legitimates the present change and fulfils important marketing functions for university.
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References
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- DALHEIMER R., The Role of Universities Viewed from the Non-University Sector. Lifelong Learning in Europe. No. 4. 1997.
- EDWARDS S., The Innovative Future? Post-Fordism in Work and Learning, [in:] Edwards S., Siemiński S. and Zeldin D. (eds.), Adult Learners, Education and Training. London: Routledge, 1993.
- FIELD J„ Open Learning and Consumer Culture. Open Learning, June. 1994.
- HABERMAS J., Teoria i praktyka. Wybór pism. Warszawa, PIW, 1983.
- HARNQVIST K., Comprehensiveness and Social Eqality. [in:] Ball S.J. and Larsson S. (eds.). The Struggle for Democratic Education. Reality and Participation in Sweden. New York, Falmer Press, 1989.
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- KATZ D., KAHN R.L., Społeczna psychologia organizacji. Warszawa, PWN, 1979.
- KNOWLES M. S., The Modern Practice of Adult Education. Andragogy versus Pedagogy. New York, Association Press, 1972.
- KNOX A.B., Adult Learning and Proficiency, [in:] Kleiber D.A. and Maehr ML. (eds.). Motivation and Adulthood. Greenwich-London, Jai Press Inc., 1985.
- KOGAN M., New Trends in Higher Education in Research in Europe and their Relationship to Key Issues in European Higher Education and Higher Education Policy, [in:] Frackmann E. and Maassen P.(eds.), Towards Excellence in European Higher Education in the Nineties. Ultrecht, Lemma, 1992.
- KOZIELECKI J., Człowiek oświecony czy innowacyjny. Kwartalnik Pedagogiczny, No. I, 1987.
- McNAY L., From the Collegial Academy to Corporate Enterprise: The Changing Culture of Universities. [in:] Schuller T. (ed.), The Changing University? SRHE and Open Univesity Press. 1995.
- MEEK V.L., Sociology of Higher Education, [in:] Saha L.J. (ed.), International Encyclopedia of the Sociology of Education. Oxford, Pergamon Press, 1997.
- MERTON R.K., Teoria socjologiczna a struktura społeczna. Warszawa, PWN, 1982.
- PRATT J. A Doctorate for Professionals. Lifelong Learning in Europe, No. 4, 1997.
- SLAUGHTER S. The Higher Learning and High Technology.New York, State University of New York Press, 1990.
- STEELE S.M., The Evaluation of Adult and Continuing Education, [in:] Merriam S.B. and Cunninghan P.M. (eds.). Handbook of Adult and Continuing Education. San Francisco-London, Jossey-Bass. 1989.
- STRÓŻEWSKI W., W kręgu wartości. Kraków, Znak, 1992.
- TWARDOWSKI K., O dostojeństwie uniwersytetu. Poznań, Uniwersytet Poznański, 1933.
- VEBLEN T. Teoria klasy próżniaczej. Warszawa, PWN, 1971.
References
BELL D., The Coming of Post-Industrial Society. New York, Basic Books, 1973.
DALHEIMER R., The Role of Universities Viewed from the Non-University Sector. Lifelong Learning in Europe. No. 4. 1997.
EDWARDS S., The Innovative Future? Post-Fordism in Work and Learning, [in:] Edwards S., Siemiński S. and Zeldin D. (eds.), Adult Learners, Education and Training. London: Routledge, 1993.
FIELD J„ Open Learning and Consumer Culture. Open Learning, June. 1994.
HABERMAS J., Teoria i praktyka. Wybór pism. Warszawa, PIW, 1983.
HARNQVIST K., Comprehensiveness and Social Eqality. [in:] Ball S.J. and Larsson S. (eds.). The Struggle for Democratic Education. Reality and Participation in Sweden. New York, Falmer Press, 1989.
JASKOT K. Świadomość indywidualnego rozwoju studentów w trakcie studiów (raport z badań). Szczecin. Uniwersytet Szczeciński, Instytut Pedagogiki, 1994.
KATZ D., KAHN R.L., Społeczna psychologia organizacji. Warszawa, PWN, 1979.
KNOWLES M. S., The Modern Practice of Adult Education. Andragogy versus Pedagogy. New York, Association Press, 1972.
KNOX A.B., Adult Learning and Proficiency, [in:] Kleiber D.A. and Maehr ML. (eds.). Motivation and Adulthood. Greenwich-London, Jai Press Inc., 1985.
KOGAN M., New Trends in Higher Education in Research in Europe and their Relationship to Key Issues in European Higher Education and Higher Education Policy, [in:] Frackmann E. and Maassen P.(eds.), Towards Excellence in European Higher Education in the Nineties. Ultrecht, Lemma, 1992.
KOZIELECKI J., Człowiek oświecony czy innowacyjny. Kwartalnik Pedagogiczny, No. I, 1987.
McNAY L., From the Collegial Academy to Corporate Enterprise: The Changing Culture of Universities. [in:] Schuller T. (ed.), The Changing University? SRHE and Open Univesity Press. 1995.
MEEK V.L., Sociology of Higher Education, [in:] Saha L.J. (ed.), International Encyclopedia of the Sociology of Education. Oxford, Pergamon Press, 1997.
MERTON R.K., Teoria socjologiczna a struktura społeczna. Warszawa, PWN, 1982.
PRATT J. A Doctorate for Professionals. Lifelong Learning in Europe, No. 4, 1997.
SLAUGHTER S. The Higher Learning and High Technology.New York, State University of New York Press, 1990.
STEELE S.M., The Evaluation of Adult and Continuing Education, [in:] Merriam S.B. and Cunninghan P.M. (eds.). Handbook of Adult and Continuing Education. San Francisco-London, Jossey-Bass. 1989.
STRÓŻEWSKI W., W kręgu wartości. Kraków, Znak, 1992.
TWARDOWSKI K., O dostojeństwie uniwersytetu. Poznań, Uniwersytet Poznański, 1933.
VEBLEN T. Teoria klasy próżniaczej. Warszawa, PWN, 1971.