The article describes the costs of higher education. To do so, it uses the cost estimation method and, on its basis, determines the structure of individual costs and estimates them on the example of economics departments. The author takes into account direct, indirect and alternative costs incurred by students as well as their income, and differentiates between full-time and extramural students. He hypothesizes that the main cost incurred by full-time students is alternative cost, and in the case of extramural students – tuition. He also assumes that full-time students of economics-related ?elds have a relatively high income from their own work.
Human capital stock affects the economic growth by raising the productivity of labour or by improving the ability of the economy to create and absorb innovations. In the scale of the local economy of an academic city, this process can be reinforced by attracting students and researchers to study and work at the local universities. To do this successfully, the city needs not only a high quality academic institutions but also the wider labour market for the educated individuals and – more generally – the ability to attract the creative class to settle down. The article provides the comparative analysis of the ability of the largest Polish cities to attract and absorb human capital. The research is based on the unique dataset coming from nasza-klasa.pl website (allowing users to contact their former class mates). The research concludes with the typology of the Polish cities with respect to the scale of benefits from performing the academic function.
The aim of the research was to evaluate disproportions in Polish local governments’ income and their connection with the level of economic development of voivodeships. The basis of this evaluation was an analysis including the income of governments at a voivodeship, district and commune levels in 16 voivodeships in the years 2002–2006. In the initial stage of the research, a hypothesis was made that in the voivodeships that are at a higher level of economic development the income of local governments is also higher. The changes in law introduced on l January 2004 caused an increase of local governments’ income. The income increased at the fastest pace in the most developed regions, thus contributing to the deepening of development disproportions between voivodeships in Poland. These differences were only partially decreased by subventions from the state budget.
To assess the development level of Polish regions, it is necessary to observe changes in the country taking into account its sustainable development. Differences between regions are due mainly to their nature, their social, economic and institutional conditions and their political functions. The character of a region has a strong impact on the direction and the pace of development of individual spheres of sustainable order. Research shows that regions with big urban areas have much higher economic and social points than non-industrialised areas. However, agricultural and tourist regions deal with environment problems better. That is why all actions concerning region development and meant to decrease disproportions have to depend on the type of region. The taxonomical analysis can be a base for further research.
The aim of the paper is to examine the relation between pupil movement between school catchment areas and the examination results of primary and secondary schools. The problem is analyzed in a broader context of educational disparities related to the spatial organization of educational activity. The results show that the non-rigorous approach to educational zoning by the city authorities, school directors, parents, and their children, causes an intensive movement of pupils between school catchment areas (especially at the level of secondary school). It was found that pupil movement between catchment areas accounted for almost 50 per cent of variation in examination results in the secondary schools in Poznan. The consequences of this situation for the city’s educational policy and school management are discussed.
The goal of this article was to estimate the regional rates of return of investment in higher education as well as potential benefits of migration of educated people between Polish regions. The results show that the benefits of higher education in Poland are higher for women than for men. Also, wage benefits of education grow with age and work experience, but they are characterized by decreasing marginal value. Internal returns of investment in education, calculated for every region assuming no migration of workers, are weakly correlated with the expected salaries of university graduates. In turn, the returns of interregional migration for people with higher education indicate that the most attractive destination in Mazowieckie, and the least attractive – Podlaskie. A particularly strong motivation for migration is faced by educated women of Podlasie. The research demonstrated also that in some regions (Lodzkie, Lubuskie), the expected earnings of graduates are largely influenced by the opportunity to work in neighbouring regions, offering more attractive salaries.
Education is a field which is not subject to unification in the European Union. Education systems in the EU countries differ, among others, in terms of: sources of funding, provision of basic education, participation in the education and training system, and functioning of higher education. The main aim of the present study is to compare education systems in EU Member States using statistical methods of linear ordering of objects. The study posits lower effectiveness of individual indicators that characterize education. It is focused on a synthetic evaluation of education in EU countries using Hellwig’s modelling method. This approach makes it possible to prepare a ranking and to determine the distance separating Poland from the best (model) education system.
As a result of interaction of many factors, the conditions of academic institutions have changed significantly over the last decades. Globalization and internationalization, demographic and economic challenges, as well as growing international competition between universities causes these institutions to take up new functions, restructure and change their character. Top universities respond to the changing context by developing new strategic solutions aiming at sustaining and strengthening their high position in international rankings. Some of the strategic solutions are similar for most universities, but some are unique and specific. The aim of this article is to identify latest trends in strategic management of top universities and present selected case studies to illustrate the most interesting solutions.
Self-government-owned properties, and especially local ones, are primarily owned by urban and urban-rural communities. Many of them constitute municipal real estate resources and serve the collective needs of both members of the local community and visiting outsiders. These properties need constant budget expenditures (both current and asset-related). Some of them generate income that is a small percentage of total municipal budget revenues. However, the income from their sale can be much higher if the local authority decide to sell it and someone wants to buy it. The interests of both sides do not meet often enough. Not all municipal properties are for sale, and those that are do not always meet buyers’ needs. Very often the value of a property is different in the owner’s and the potential buyer’s opinion. The purpose of the study is to answer the following questions: 1) Do municipal properties have market value and does their sale price reflect their value?, 2) What are the determinants of municipal property price and for what reasons do local authorities decide to sell them?, 3) Are all municipal properties equally attractive to buyers?, 4) What revenues has the sale of municipal real estate generated for municipal budgets in the recent years?
The article is based upon the results of National General Survey conducted in December 2002. It is focused on differences in professional activity and the levels of unemployment among various subregions in Poland. Considering this issue two subregions were pointed - the "Central" and the "West". They both vary in levels of economic activity of inhabitants. There are more ownership and self-employment in the "West" region, but nevertheless there is higher rate of unemployment. The reasons lay in character of enterprises - they are very small, vulnerable and unstable. They produce the streams of inflows and outflows from unemployment to job and vice versa.
The article presents a comparison of the dynamic for the increase in the number of enterprises as set against the population of working age in the private sector in the years 2001–2004 (the immediate pre-accession period) and 2004–2007 (the immediate post-accession period). The study was conducted with regard had to the main sectors of economic activity (agriculture, industry, lower-order services and higher-order services), as well as the functional diversity of gminas (urban and suburban categories, transportation corridors, tourism, etc. – in total 16 categories). The research points to decline, inertia, spatial polarization and a mosaic like spatial structure to the dynamic for the development of private enterprises.
Many authors claim that regional differences in average student achievements in Poland are partly determined by the cultural factors and cannot be fully explained by uneven spending on education or by reproduction of human capital between generations. The aim of this article is to better understand this phenomenon by studying the institutional aspects of Poland’s education system during its formation back in the 19th century, when Poland remained partitioned between the three empires: Prussian, Russian, and Austrian. It turns out that one fundamental difference between the early education system under the Austrian, Russian, and Prussian rule may concern the degree of social acceptance of the school, teacher status, and the role of education as a lever of social advancement. Another important factor is the perception of educational goals either in terms of acquisition of practical skills, or of personal formation. In this respect, there was a clear difference between Galicia (Austrian partition), where the curriculum was focused on the humanities, and other partitions (particularly Prussia), where schools were more linked to the economy.
