Higher Education in Poland - Warsaw Center for Integral Studies - Term Paper Example

? Higher Education in Poland: International Business Plan for Warsaw Center for Integral Studies (WCIS) Submitted I. CountryInformation: Poland A. Geography, Demographics, and National Identity The name ‘Poland’ was derived in the tenth century to refer to a Slavonic tribe near Poznan. Etymologically, the term means dwellers or people of the field, meadow, or plain (Kreija n.d.). Located in Central Europe, Poland covers 120,700 square miles of land area. As explained further, “the Northern Poland is bordered by the Baltic Sea, Russia, and Lithuania; on the east by Belarus and Ukraine; on the south by Slovakia and the Czech Republic; and on the west by Germany” (Kreija n.d.). Cracow used to be the capital of Poland but it has been moved to Warsaw since 1611. Poland is naturally bordered in the north by the Baltic Sea, while the Sudetes and Carpathians serve as its southern border. The country does not have any natural borders in the east or in the west, making it susceptible to wars and geo-political changes. Poland’s flag consists of two equal-sized horizontal flags—the upper bar is white while the lower bar is red. The coat-of-arms is a white eagle on a red field, pertaining to a legend that while hunting the first king of the Poles encountered a huge white eagle making a strange cry and hovering over a nest of young (Kreija n.d.). Its population is estimated to be 38 million—eighth largest in Europe and sixth largest in the European Union. Its population density is 122 inhabitants per square kilometer. However, it is crucial to highlight that Poland’s population has decreased in recent years due to emigration and sharp drop of birth rate. Since its inclusion in the European Union, many have emigrated to United Kingdom, Germany, and Ireland. B. Culture: Gender Roles, Marriage and Family, Socialization The Polish society has a strong patriarchal ideology that regards men as the superior gender. However, the socialist government has offered more opportunities to women, especially in education and employment. Indeed, women are considered to be an essential workforce, comprising 55 percent of the total employed. Unfortunately, their earnings are relatively lower than men since most of them join the badly paid sectors of the industry such as health, social security, finance, education, and retail sales. As further noted in the same online article “even in the better paid sectors of the economy, women are primarily in administration or work as semi-skilled worker” (Kreija n.d.). Polish people typically marry during their early twenties. Unmarried women over twenty are considered spinsters, while bachelors in their late twenties are subjected to public censure and mockery. Thus, men and women are expected to marry, have children, and have only one spouse for a lifetime. Marriage is regarded as a holy responsibility and as a path to authentic happiness and eternal salvation. Ideally, the domestic unit is a three-generation extended family that is comprised of the married couple, their children, and the husband’s parents. However, various changes in the socio-economic sphere have resulted in broken families, with a single mother taking care of all her children. The husband is considered to be the head of the family, but he does not make important decisions without consulting his wife. In upper class families, the relationship is more equal and the husband values his wife’s opinions on familial matters, such as divorce and abortion. Polish people recognize kinship through both genders and use the same kin terms for both father’s and mother’s relatives, but differentiate between genders and generations (Kreija n.d.). Groups of relatives usually assemble for formal occasions, especially for funerals and weddings. It is believed that a pregnant woman should not look at the disabled, mice, or fire to not damage the infant. Pregnancies, in this sense, are hidden from people in order to avoid gossip or acts of jealousy. Although there are no professional midwives, an older respected woman called ‘babka’ or ‘baba’ aids in the delivery. Breast-feeding is seen as beneficial and healthy for children, newborns are breast-fed for two to three years, and they sleep with the mother until they are christened. As regards child rearing and education, Polish parents emphasize good manners and etiquette. Polish boys are raised to be patriotic, courageous, morally firm, and self-reliant. The father stands as a stern disciplinarian while the mother provides kind nurturing and mediates between the father and the children. Generally, social norms stress on politeness and courtesy. Polish men are expected to behave in proper decorum. They are expected to kiss the ladies’ hands and give them flowers in odd number as an acceptable gift. C. Politics The Polish government is democratic. It is divided into three branches—executive, legislative, and judicial. Firstly, the executive branch is comprised of a president, a prime minister, two deputy prime ministers, and a cabinet of ministers (Kreija n.d.). The president is elected by popular vote for a five-year team. On the other hand, the prime minister and the deputy prime ministers are appointed by the president and ‘Sejm’. The prime minister nominates the members for the cabinet of ministers and are appointed by the president. Secondly, the legislative is comprised of two houses—“the one hundred seat Senate whose members are elected for a four-year term by a majority vote from the provinces, and the four hundred sixty seat Sejm whose members serve four years and are elected to ensure proportional representations” (Kreija n.d.). Lastly, the judicial branch is consisted of the Supreme Court, regional courts, and the appellate courts. The legal system stands as a marriage of the continental system of law (Napoleonic Code) and holdovers from Communist political theory. As further explained in Countries and their Cultures, the legal system in Poland has undergone essential transformations as part of a larger democratization process. D. Economy The important sectors in Polish economy used to be public, forming 90 percent of the gross domestic product (GDP). However, by 1997, 67 percent of those employed were in the private sector, which produced 63 percent of the GDP. In 1999, however, the private sector generated about 70 percent of economic activity. As regards the major industries in Poland, the reduction of state-owned businesses paved the way for the privatization of medium and small enterprises. The passing of the liberal law established new companies in the fields of machine building, iron and steel, coal mining, chemicals, shipbuilding, food processing, glass, beverages, and textiles (Kreija n.d.). Today, Poland’s industrial base is concentrated not only on coal, textile, chemical, machinery, and steel sectors, but also on fertilizers, petrochemicals, machine tools, electronics, car manufacturing, and shipbuilding. As further stated in an online article, Poland has a high income economy and is acknowledged as one of the fastest growing economies in Europe (European Commission Economic and Financial Affairs 2007). This is primarily attributed to strong domestic market, low private debt, flexible currency, and not being dependent on a single export sector. In 2010, its economic growth rate was 3.9 percent which proved to be one of the best results in Europe. Despite these changes, it is worth noting that employment levels are still low, investments are below the economy’s potential, and public finances need to proper funding. One of the reasons for these issues is the rising problems in the agricultural sector as it remains handicapped by structural problems, surplus labor, inefficient small farms, and lack of investment. In terms of foreign investments, the Polish government offers favorable investment programs and incentives. Because of this, Poland ranks 7th in the world for investment attractiveness. Some of the booming industries in Poland include hotel, tourism, gastronomy, and recreation. In terms of exports, Poland is the leading EU producer of potatoes and rye, and is one of the world’s largest producers of sugar beets and triticale (European Commission Economic and Financial Affairs 2007). It is also a significant producer of rapeseed, grains, hogs, and cattle. E. Transportation System and Trade Regulations Poland’s main transportation system includes a modern network of transport infrastructure which is comprised of waterways, air traffic, roads, and railroads (ReportLinker n.d.). Firstly, the most important waterway is the river Vistula, while the largest seaports are the Port of Szczecin and Port of Gdansk. Secondly, air travel is generally used for international travel, with many flights originating at Warsaw Chopin Airport (ReportLinker n.d.). Lastly, railways connect Poland’s major cities through the state-owned PKP Corporation that provides rapid transit systems and public transport. According to another online article, Poland is an open country to foreign investments which represent more than 80% of the GDP (Global Trade n.d.). The country’s strategic location has turned it into an excellent place for export of merchandize to the former Soviet Republics. In this light, total imports of goods in 2009 amounted to $146 million while its total exports amounted to 134 million. Poland’s main partner countries in trade include Germany, France, Italy, and United Kingdom. The main products exported by the Poland are car motors and accessories, television sets, and home furniture. The main products imported, on the other, hand, are petroleum oils and cars. II. Export Business Plan: Warsaw Center for Integral Studies A. Market Research 1. Overview of Educational System in Poland Throughout the modern history of Poland, education has a played a central role in building and nurturing Polish culture and society. Alongside the church, formal and informal education helped to develop national identity and prepare society for future independence during the Partition Period. During the Communist Era, it can be said that education became the primarily tool for restructuring society and improving social mobility of the unprivileged workers. Today, the purpose of education goes beyond its societal function as it is slowly being influenced by church ideologies and teachings. 2. Higher Education in Poland As regards the higher education system in Poland, it is worth noting that its primary structure is divided into three stages: Bachelor (Licencjat, Inzynier), Master (Magister), and Doctor (Doktor) (Perspektywy Education Foundation n.d.). This structure applies to all fields of education except Law, Pharmacy, Psychology, Veterinary Medicine, Medicine and Dentistry, which are still based on two-stage system (Master and Doctor) (Perspektywy Education Foundation n.d.) To further explain the structure of high education in Poland, it can be said that students who have finished secondary education need to take a final examination called Matura. Only when students pass a Matura exam and gain a Matura Certificate (Swiadectwo Dojrzalosci) that they are able continue their studies at a college, polytechnic school, or university (Education and Study in Poland 2004). Poland currently has more than 100 higher education institutions. These include universities, technical universities, higher schools of engineering, agricultural academies, academies of economics, and numerous other higher vocational colleges and teacher training colleges (Education and Study in Poland 2004). The Bachelor’s Degree is attained after three years, while the Master’s Degree is obtained after two years of study. After completing a Master’s Degree, students can then study for Doctoral Degree which takes two or three semesters to complete. Aside from these three degrees, several professional degrees are also given: “the Tytul Magistra Inzyniera (Title of Magister in Engineering) which is awarded after 5 years of study; the Tytul Lekarza (Title of Physician) which takes a total of 6 years to complete; and the Tytul Lekarza Stomatologa (Title of Dental Physician) and the Tytul Lekarza Weterynarii (Title of Veterinary Physician) which usually take 5 years to complete (Poland Poland, “Education and Study in Poland”). Some of the internationally renowned universities in Poland are University of Krakow, University of Warsaw, and University of Poznan. At this point, it is crucial to highlight that the essential principles behind the Polish educational system are linked tightly with the Bologna Process which aims to, firstly, create conditions for student and teacher mobility; secondly, adjust the educational system to labor market requirements; and lastly, improve the shape and competitive position of the higher educational system in Europe (Higher Education in Poland: Implementing the Assumptions in the Bologna Declaration in 2000-2002 2002). With this, the Polish educational system is intended to coordinate with the other educational systems in the EU in creating a system of joint degrees with foreign higher educational institutions. Transnational education, in this light, can help in the realization of this goal by allowing students to “study in a country different than the seat of a higher education institution which in turn means approval of joint or affiliated institutions and joint curricula” (Higher Education in Poland: Implementing the Assumptions in the Bologna Declaration in 2000-2002 2002). Some regulations in transnational education are provided by the Code of Good Practice in the Provision of Transnational Education (UNESCO and the Council of Europe). B. Business Plan Having taken a brief look at Poland as country and having understood the status of Polish high education, it is crucial to highlight that while there seems to be a steady demand for high education, emphasis must be given on the type of education that will be given. Indeed, it is necessary to overcome the ‘saturation’ of high education system with traditionally-trained students by focusing on a new educational program that will not only ensure the students with jobs, but will also equip them with knowledge that they can use for the rest of their life. 1. Overview of the School – Warsaw Center for Integral Studies The Warsaw Center for Integral Studies (WCIS) is to be established as a private institution of higher learning that will offer some of the most outstanding academic programs in the field of communications, economics, social sciences, and business management. WCIS, unlike other schools in Poland or in any EU nation, will provide a powerful combination of liberal education and professional specialization. The formation of WCIS students is to be facilitated by an environment conducive to learning, qualified and dedicated teachers, superior faculty-to-student ratio, and well-maintained school facilities. In this regard, the primary mission of WCIS is to pursue and spread truth according to the highest intellectual and professional standards. As such, WCIS intends to remain faithful to the following foundational aims: To pursue, through world-class research, an interdisciplinary synthesis of humanistic, professional, scientific and technical knowledge as inspired by a Christian view of man and sense of life. To promote, in an atmosphere of freedom, the integral development of all the members of the School community so that they may work in good will, competence, and team spirit. To form committed professionals and encourage them to serve with personal initiative and civic responsibility the community in which they work, thereby helping build just and harmonious social structures. As stated earlier, the unique offering of WCIS will bank on its capacity to provide a solid combination of liberal education and professional specialization to the students. With this, WCIS students will first go through a common liberal arts curriculum during the first two years in the School. On their third year, they will begin to take subjects in their chosen field specialization. In the end, WCIS aims to focus on developing the whole person, as well as combine breadth of learning and professional specialization. This will reward them with two undergraduate degrees once they are able to finish their higher education, a true edge in a highly competitive business environment—first, Bachelor of Arts in Humanities and second, Bachelor of Arts or Science in their field of specialization. To explain further, some of the subjects needed to be undertaken under the liberal education component include language courses, mathematics, general sciences, philosophy, arts, history, basic education, corporate social responsibility, and Christian civilization. On the other hand, the fields of specialization comprise marketing communications, business management, macroeconomics, and political economy. Faculty members will be consisted of individuals who share the same view on the essence of real higher education. An intensive selection process will analyze not just the intellectual capacity of the incoming teachers, but their individual characters and how they uphold moral standards in their private lives. 2. WCIS Facilities – Location, Faculty-to-student Ratio, Teachings Tools WCIS is to be located at the heart of Warsaw at a fifteen-storey building with sports facilities, auditoriums, and chapel. The reason behind choosing this set-up instead of a typical school environment is to exude an aura of professionalism in a corporate sense. To describe further, the administrative and executive offices will occupy the first three floors, the liberal education section will occupy the fourth to seventh floors (including a science laboratory and an arts museum), and the specialization courses will occupy eighth to twelfth floors. The sports facilities will be located at eleventh to thirteenth floor. The auditoriums will be found at the third, sixth, and fourteenth floors. The chapel will be located at the fifteenth. The library will be located in the second and fourth floor. In every floor, a sacred religious symbol will be placed alongside the portraits of the founding fathers of the school. This is to instill in the students the essence of character formation in their academic lives. The school will intend to keep student population at a minimum in order to maintain high level of learning. As such, the school will accept 1000 students per school year. An intensive application process will be implemented which will be composed of a written examination, a panel interview, and an individual interview. Students who will wish to avail of a scholarship program will need to pass all the aforementioned requirements and a background check on the extent of their financial capacity. In comparison to other Polish universities and colleges, the tuition fee in WCIS will be relatively higher amounting to 3,000 Euros per school year. Students will be expected to attend their classes in business formal attire. In every classroom, sufficient teaching tools will be available such as LCD projector, surround sound system, and glass panel boards. 3. WCIS Marketing Campaign The marketing campaign of WCIS will focus on the copy ‘making trailblazers’. As such, creative communication strategy will highlight the capacity of WCIS to mold students who are not only intellectually competent, but also morally formed. As such, WCIS alumni are individuals who do not only think of their individual good, but of the good of their society. They are, indeed, trailblazers—persons who hope to create positive change in their society. In this light, the primary marketing campaign of WCIS will be executed in two phases. The first phase will be intended to increase awareness of the school. With this, strategic partnerships with secondary schools will be created. Distribution of flyers and posters in key Polish cities will also be done. Apart from this, the WCIS website is to be built where parents and students can read some pertinent information about the school—course offerings, student life, tuition fees, facilities, and faculty members. The second phase will solidify brand experience in a sense that WCIS will sponsor specific secondary school activities. WCIS will also initiate numerous inter-school competitions to raise the affinity of the students with WCIS. Most importantly, WCIS will form its unique line of brand ambassadors—the first trailblazers. These are energetic, confident, and articulate individuals who will visit secondary schools in Poland to encourage them to study in WCIS. 4. WCIS Establishment and Accreditation Process Just like any entity, WCIS needs to be legally recognized by the Polish state as a foreign educational institution. In this light, there are seven essential requirements that will need to be fulfilled to successfully establish a school, according to an online article by Robert Kennedy entitled “Starting a Private School”: Identification of type of school, mission and vision, course offerings, and faculty members. Formation of a committee that will become the first board of directors. For this matter, it is essential for WCIS to invite individuals who believe in the mission of the school. Incorporation of school. WCIS will have to be registered in the National Court Register (Krajowy Rejestr Sadowy) with the help of the assigned lawyer of WCIS. Development of business plan and budgets. This will primarily cover the operations of WCIS within the next five years. It will also take a detailed look at the income and expenses of the school by considering two working budgets—capital budget and operating budget. Application for tax exemption. This is crucial especially with the plan of the school to embark on fund raising efforts with businesses in the US, and later on in Poland. Solicitation of contributions. This entails a well-planned line-up of appeals to foundations and philanthropists in the US. III. Financing Information As stated earlier, a well-planned set of budgets is vital in ensuring the continued operations of WCIS. In this regard, the main financial boost will come from borrowings from Bank of America Corporation which will support the construction of school building and needed facilities in Warsaw, Poland. In this light, the borrowed money will serve as the school’s capital budget. In addition to this, the creation of the first board of trustees of the school will help in the gathering of funds needed to finance the operations of the school. In addition to this, an intensive solicitation program will also be launched to gather funds for the operation budget. This will finance the procurement of needed teaching materials and other necessary equipment; training of professors; salaries for professors and administrative staff members; electricity, water, and other essential bills; and other legal requirements. For this matter, WCIS can consider the following foundations that extend support to budding educational institutions: Bill and Melinda Gates Foundation Mona Foundation General Electric Foundation Open Society Foundations It is important to note that aside from these two, WCIS can also get the help from its first board of trustees not only in terms of finances but more essentially in identifying possible members of faculty. They can also help in the drafting of the formal selection process for both professors and students, as well as in the detailed description of every course that is to be offered. Bibliography Education and Study in Poland. 2004. http://polandpoland.com/education_study_poland.html (Accessed 31 July 2012). European Commission Economic Financial Affairs. 2007. European Economy News: The Economy of Poland. http://ec.europa.eu/economy_finance/een/006/article_5209_en.htm (Accessed 31 July 2012). Global Trade. n.d. Trade Policy and Regulations in Poland. http://www.globaltrade.net/international-trade-import-exports/m/c/Poland.html (Accessed 31 July 2012). Higher Education in Poland: Implementing the Assumptions in the Bologna Declaration in 2000-2002. 2002. http://www.ehea.info/Uploads/Documents/POLAND_2003.PDF (Accessed 31 July 2012). Kennedy, Robert. n.d. Starting a Private School. http://privateschool.about.com/cs/startingaschool/ht/startaschool.htm (Accessed 31 July 2012). Kreija, Andris. n.d. Countries and their Cultures: Poland. http://www.everyculture.com/No-Sa/Poland.html#b (Accessed 31 July 2012). Perspektywy Education Foundation. n.d. Polish Educational System. http://www.studyinpoland.pl/en/index.php/education-in-poland/9-polish-education-system (Accessed 31 July 2012). ReportLinker. n.d. Transportation Industry in Poland. http://www.reportlinker.com/ci02326/Transportation.html/coverage/Europe:Poland (Accessed 31 July 2012). Read More