Wydział Ekonomiczny - Economics (S1)
specjalność: Property Valuation and Real Estate Transactions
Sylabus przedmiotu Social economy:
Informacje podstawowe
| Kierunek studiów | Economics | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | licencjat | ||
| Obszary studiów | charakterystyki PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Social economy | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Ekonomii i Rachunkowości | ||
| Nauczyciel odpowiedzialny | Aleksandra Grzesiuk <agrzesiuk@zut.edu.pl> | ||
| Inni nauczyciele | Aleksandra Grzesiuk <agrzesiuk@zut.edu.pl> | ||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Knowledge about the functioning of the market economy at the secondary school level. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Students will get knowledge about alternative ways of solving such important social problems as social exclusion, marginalization of local communities or unemployment. |
| C-2 | Getting to know new tools for students to support the activities of non-governmental organizations, new programs financed, among others, from the European Union funds. |
| C-3 | Understanding the need to build social capital for local development. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Organisations related to the social economy. Their characteristics and mission. | 4 |
| T-A-2 | Non-governmental organizations - objectives and tasks of public benefit organizations. | 2 |
| T-A-3 | Volunteering as an element of social economy. | 2 |
| T-A-4 | Social entrepreneurship and its manifestations. | 2 |
| 10 | ||
| wykłady | ||
| T-W-1 | Recognition of social goals within the economic system. | 2 |
| T-W-2 | The size and importance of the social economy sector in the world economy and in Poland | 2 |
| T-W-3 | Legal basis for the functioning of the social economy sector entities. | 2 |
| T-W-4 | Programs supporting the social economy. | 2 |
| T-W-5 | Social capital as a factor of local development | 2 |
| 10 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in classes | 10 |
| A-A-2 | Searching for information on the activities of the third sector and the problems dealt with by social economy in the environment (observation, interviews, talks, watching programs, etc.) | 15 |
| A-A-3 | Preparation of the presentation on a given topic | 5 |
| 30 | ||
| wykłady | ||
| A-W-1 | Participation in lectures | 10 |
| A-W-2 | Analysis and use of indicated literature and other sources of information. | 10 |
| A-W-3 | Preparation for passing the classes | 10 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Discussion - open, group etc |
| M-2 | Multimedia presentation on a given topic. Teamwork. |
| M-3 | A visit to a social economy entity. |
| M-4 | Problem lecture |
| M-5 | Information lecture |
| M-6 | Case study |
| M-7 | Group project |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena podsumowująca: Final assessment |
| S-2 | Ocena formująca: Assessment of presentation (individual project) |
| S-3 | Ocena formująca: Assessment of teamwork |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17/1_W01 The student knows what are the alternative ways of solving important social problems, eg social exclusion, marginalization of local communities, unemployment through the help of social economy institutions. | E_1A_W04, E_1A_W05, E_1A_W08, E_1A_W15 | — | C-3, C-2, C-1 | T-W-3 | M-1, M-2, M-3, M-4, M-5, M-6, M-7 | S-1, S-2, S-3 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17/1_U01 Can use the acquired knowledge to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people. | E_1A_U02, E_1A_U10 | — | C-1 | T-W-2, T-W-1, T-W-4, T-W-3 | M-1, M-2, M-3, M-4, M-5, M-6, M-7 | S-1, S-2, S-3 |
| E_1A_O17/1_U02 Student can present issues in the field of social economy in oral and written form. | E_1A_U14 | — | C-3, C-2, C-1 | T-W-2, T-W-1, T-W-4, T-W-5, T-W-3 | M-1, M-2, M-3, M-4, M-5, M-6, M-7 | S-1, S-2, S-3 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| E_1A_O17/1_K01 Student has the ability to independently search for knowledge and strive to expand it and work in a group. | E_1A_K01 | — | C-3, C-2, C-1 | T-W-2, T-W-1, T-W-4, T-W-5, T-W-3 | M-1, M-2, M-3, M-7 | S-1, S-3 |
| E_1A_O17/1_K02 Student is sensitive to the problems of excluded, marginalized, unemployed people. | E_1A_K09 | — | C-3, C-1 | T-W-2, T-W-4 | M-1, M-2, M-3, M-7 | S-1, S-2, S-3 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17/1_W01 The student knows what are the alternative ways of solving important social problems, eg social exclusion, marginalization of local communities, unemployment through the help of social economy institutions. | 2,0 | The student is not able to present the basic methods of solving social problems covered by the program of the subject. |
| 3,0 | Student knows in a limited scope the basic alternative ways of solving social problems; shows partial indifference and limited interest in issues covered by the material; when expressing knowledge, he makes many minor mistakes in the content and language, and the quality of his statements is partly wrong. | |
| 3,5 | Student knows in a basic scope alternative ways of solving social problems; shows a medium interest in issues covered by the material; when expressing knowledge, he makes minor mistakes in the content and language, and the quality of his speech is partly wrong. | |
| 4,0 | Student mastered almost all the program material in the field of alternative ways to solve social problems; he almost completely acquired the basic program content; shows interest in knowledge; when expressing knowledge, he commits slight deficiencies; his statements are usually correct. | |
| 4,5 | Student mastered the program material in the field of alternative ways to solve social problems; he thoroughly acquainted with the essential program content; shows interest in knowledge; when expressing knowledge, he does not make mistakes; his statements were correct and quite loose. | |
| 5,0 | Student in the field of knowledge goes beyond the curriculum, shows its full understanding and great interest and cognitive curiosity; during the speech it shows confidence, freedom and language correctness. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17/1_U01 Can use the acquired knowledge to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people. | 2,0 | Student can not even use the acquired knowledge to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people. |
| 3,0 | Student is able to use the acquired knowledge in the basic scope to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people, with the help of a teacher. | |
| 3,5 | Sstudent is able to use the acquired knowledge in the basic scope to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people with the help of a teacher. | |
| 4,0 | Sudent can independently use the acquired knowledge to interpret basic social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people. | |
| 4,5 | Student is able to independently use the acquired knowledge to interpret all social phenomena covered by the program and indicate appropriate ways to solve socio-economic problems of excluded, unemployed and marginalized people. | |
| 5,0 | Student can independently use the acquired knowledge to interpret social phenomena, indicate the right ways to solve socio-economic problems of excluded, unemployed and marginalized people, going beyond the program material. | |
| E_1A_O17/1_U02 Student can present issues in the field of social economy in oral and written form. | 2,0 | Student is not able to present views on the social economy in the oral form with the use of a multimedia presentation. |
| 3,0 | Student is able to present views on the social economy in an oral form using the presenations, with the help of a teacher. | |
| 3,5 | Student is able to present views on the social economy in the oral form with the use of a multimedia presentation with the help of a teacher. | |
| 4,0 | Student can independently present views on social economy in the oral form, using the presentation on a given topic. | |
| 4,5 | Student is able to independently use the acquired knowledge to choose a topic in the field of social economy, the discussion of which will be presented in an oral form with a multimedia presentation. | |
| 5,0 | Student is able to choose the topic and prepare for oral presentation with a multimedia presentation, but it goes beyond the basic program of the subject. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_O17/1_K01 Student has the ability to independently search for knowledge and strive to expand it and work in a group. | 2,0 | Student is not able to supplement and improve the acquired knowledge and skills by himself and work in a group. |
| 3,0 | Student can, to a limited extent, supplement and improve the acquired knowledge and skills and work in a group with the help of a teacher. | |
| 3,5 | Student is able to supplement and improve the acquired knowledge and skills to a medium degree and work in a group. | |
| 4,0 | Student is able to supplement and improve the acquired knowledge and skills to a large extent and work in a group. | |
| 4,5 | Student is able to independently supplement and improve the acquired knowledge and skills under the current program and work in a group. | |
| 5,0 | Student can independently supplement and improve the acquired knowledge and skills in the field beyond the current program and work in a group. | |
| E_1A_O17/1_K02 Student is sensitive to the problems of excluded, marginalized, unemployed people. | 2,0 | Student does not show sensitivity to the problems of excluded, marginalized and unemployed people. |
| 3,0 | Student to a limited extent shows sensitivity to the problems of excluded, marginalized and unemployed people, under the influence of the teacher's insiration. | |
| 3,5 | A middle-level student is sensitive to the problems of excluded, marginalized and unemployed people, under the influence of a teacher's insiration. | |
| 4,0 | Student independently demonstrates understanding of the position of excluded, marginalized and unemployed people and reveals sensitivity to their problems. | |
| 4,5 | Student independently demonstrates understanding of the position of excluded, marginalized and unemployed people and reveals sensitivity to their problems, is able to discuss their situation more broadly and shows a willingness to help. | |
| 5,0 | Student independently demonstrates understanding of the position of excluded, marginalized and unemployed people and reveals outstanding sensitivity to their problem, can suggest how to solve some of them and shows willingness to help. |
Literatura podstawowa
- Ekonomia Społeczna - Półrocznik, 2011, Wydania z lat 2006-2016
- Frątczak M., Hausner J., Mazur S. (red.), Wokół ekonomii społecznej, UE w Krakowie, MSAP Kraków, Kraków, 2012
- Giza-Oleszczuk A. Hausner J. (red.), Ekonomia społeczna w Polsce: osiagnięcia, bariery rozwoju i potencjał w świetle wyników badań, Fundacja Inicjatyw Społeczno-Ekonomicznych, Warszawa, 2008
- Gliński P., Lewenstein B., Siciński A., Samoorganizacja społeczeństwa polskiego: trzeci sektor, Wydawnictwo IFiS PAN, Warszawa, 2002
- Grosse T.G, Szanse rozwoju ekonomii społecznej w Polsce – zadania stojące przed nowym rządem, Analizy i Opinie, Warszawa, 2005, 53, ISP
- Łukaszuk A., Dobre praktyki z zakresu ekonomii społecznej., Zachodniopomorska Biblioteka Ekonomii Społecznej, Szczecin, 2009
- Przedsiębiorstwo społeczne w środowisku lokalnym, Stowarzyszenie Klon/Jawor, Warszawa, 2008
- Social enterprise. A new model for poverty reduction and employment generation, UNDP, Bratislava, 2011
- Wygnański K., O ekonomii społecznej - podstawowe pojęcia, instytucje i kompetencje, Zachodniopomorska Biblioteka Ekonomii Społecznej, Szczecin, 2009
Literatura dodatkowa
- Głażewska D., Finanse w organizacji pozarządowej, Akademia Rozwoju Filantropii w Polsce, Warszawa, 2006
- Kaźmierczak T., Rymsza A., W stronę aktywnej polityki społecznej, ISP, Warszawa, 2003
- Portal internetowy ekonomiaspołeczna.pl, 2014