Proinnowacyjne modele kształcenia studentów Przykład studiów Master Erasmus Mundus on Work Organizational and Personnel Psychology (WOP-P)

• Autorzy: Małgorzata Kożusznik

Warianty tytułu

Proinnovative Model of Students' Education. Example of Master Erasmus Mundus on Work and Organizational and Personnel Psychology

• Języki publikacji: PL

Abstrakty

Celem niniejszego artykułu jest ukazanie, na przykładzie organizacji Master WOP -P, w jaki sposób edukacja może przygotowywać do aktywnego wspierania procesów innowacyjnych i tworzenia innowacji, wyposażając ludzi w niezbędne kompetencje. (fragment tekstu)

EN

Master Erasmus Mundus on Work, Organizational and Personnel Psychology (WOP -P) was created by five European universities that act in accordance with innovative solutions of European Union and ENOP Association. Master WOP-P is not only an innovative, but also a proinnovative program that forms attitudes and proinnovative sensibility of the students. The innovativeness of WOP-P students is developed thanks to the four main characteristics of the Master: Firstly, the teaching is based on competences. A very important element of the whole program is a "meta-course" - an orientation course when students understand the importance of developing new innovative attitudes and of competences that are to be acquired during the whole study program. Students learn how to prepare the professional portfolio in response to changes and demands of the global world where there is a need for competences, flexibility and creativity. Secondly, the proinnovative character of Master WOP-P is reflected in the scientist-practitioner model that is applied to the master's program. Students are enlightened on the need to build bridges between the "theoretical" academic world and "practical" world of organizations. Moreover, during the master program, the intercultural cooperation and obligatory international exchange of students and teaching staff is encouraged in form of a three-month exchange period and a two-week joint intensive learning unit (Winterschool). Another important aspect of the stimulation of innovativeness is the use of new technologies - both as tools used for studying (creation of the Virtual Aula for WOP-P students and scholars), and as the way of applying them in psychologist's practice (i.e. innovative use of Internet in personnel management) that respond to the needs of the global world. The results of the WOP-P studies is the openness to a new patterns of work, breaking the barriers and stereotypes, knowledge about new and creative solutions, development of new competences that are necessary in the global world, such as flexibility, readiness for changes, sensitivity and capabilities for an international dialogue. After finishing this program psychologists are oriented on creating innovations that help, among others, in innovation transfer, breaking the resistance to acquiring innovations by organizations. (original abstract)

Słowa kluczowe

PL

Innowacyjność; Innowacje; Edukacja; Nauczanie; Nowe technologie; Wymiana międzynarodowa

EN

Innovative character; Innovations; Education; Teaching; High-tech; International exchange

• Czasopismo: Chowanna
• Rocznik: 2010
• Tom: 2(35) Psychologiczne uwarunkowania innowacyjności
• Strony: 187--196

Twórcy

autor

Małgorzata Kożusznik

• Uniwersytet w Walencji, Hiszpania

Bibliografia

• Baker D.B., 2000: The affirmation of the Scientist -Practitioner. A look back at Boulder. "American Psychologist", no. 55 (2), s. 241-247.
• Belar C.B., 2000: Scientist -Practitioner ≠ Science + Practice. Boulder is bolder. "American Psychologist", no. 55 (2), s. 249-250.
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• Drucker P.E., 1992: Innowacja i przedsiębiorczość. Warszawa.
• Materiały przeznaczone dla studentów Master Erasmus Mundus WOP -P. Aula Wirtualna. Valencia 2009. Tryb dostępu: http://aulavirtual.uv.es. Data dostępu: 19 grudnia 2009 r.
• Microsoft, 2005: Innovative Teaching: A Look into the Future. A Report on the Innovative Teachers Forum. Tryb dostępu: http://microsoft.com/education/innovativeteachers.mspx. Data dostępu: 12 kwietnia 2010 r.
• Peterson D.R., 2000: Scientist -Practitioner or Scientific Practitioner? "American Psychologist", no. 55 (2), s. 252-253.
• Roe R., 2002: What Makes a Competent Psychologist? "European Psychologist", vol. 7 (3), s. 192-202.
• Shakow D., 1941: Letter to D. Lindsley. (Shakow Papers, M1506). "Archieves of the History of American Psychology" (University of Akron, Akron, OH), June 9th.