Wydział Ekonomiczny - Economics (S1)
Sylabus przedmiotu Economics of Food 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 | Economics of Food Economy | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Studiów Regionalnych i Europejskich | ||
| Nauczyciel odpowiedzialny | Bartosz Mickiewicz <Bartosz.Mickiewicz@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | egzamin | Język | polski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Knowledge of issues in the field of microeconomics |
| W-2 | Knowledge of issues in the field of macroeconomics |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Presentation of the complexity of problems and economic categories of the food economy |
| C-2 | Presentation of economic mechanisms of the functioning of agribusiness at the macro - and mesoeconomic scale, case studies of specific industries and companies |
| C-3 | Presentation of selected elements of the environment of the food economy and their mutual impact, primarily in the sphere of finance and crediting, and links with the market |
| C-4 | Making an analysis of the functioning of the food economy and structural changes in the aspect of Poland's participation in the European Union - the use of EU funds and the development of a modern institutional structure |
| C-5 | Presentation of operational programs for agriculture development and food economy |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Basic categories of food economy | 3 |
| T-A-2 | Food economy on the background of the national economy. Types of integration | 3 |
| T-A-3 | Case study. Financing of agribusiness. | 3 |
| T-A-4 | Food industry enterprise on the market. Analysis of the industry (sector). Case study | 3 |
| T-A-5 | Institutional structure and its functioning. Structural changes in the Polish food economy in the European Union | 3 |
| 15 | ||
| wykłady | ||
| T-W-1 | Food economy as a subsystem of the national economy | 2 |
| T-W-2 | Agribusiness and development determinants. Market and institutional environment of agribusiness | 2 |
| T-W-3 | Resource management. Real processes and cash flows in agribusiness. The financial system | 2 |
| T-W-4 | The production and economic situation of the food economy. Methods of sectoral and industry analysis | 2 |
| T-W-5 | Poland's food economy in the European Union - structural changes | 2 |
| 10 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in classes | 15 |
| A-A-2 | Preparation for classes | 9 |
| A-A-3 | Consultation | 6 |
| 30 | ||
| wykłady | ||
| A-W-1 | Participation in lectures | 10 |
| A-W-2 | Preparation for lectures - literature studies | 5 |
| A-W-3 | Preparation for the exam | 8 |
| A-W-4 | Exam | 2 |
| A-W-5 | Consultation | 5 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Information lecture |
| M-2 | Explanation |
| M-3 | Conversational lecture |
| M-4 | Problematic lecture |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Assessment of students' achievements by asking questions during classes |
| S-2 | Ocena formująca: Analysis and evaluation of students' activity during classes |
| S-3 | Ocena podsumowująca: Written exam |
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_E6_W01 The student has knowledge about the economics of food business enterprises and the economic processes taking place in these enterprises. | E_1A_W01, E_1A_W15 | — | C-1, C-2, C-3, C-4, C-5 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-W-1, T-W-2, T-W-3, T-W-4, T-W-5 | M-1, M-2, M-3, M-4 | 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_E6_U01 The student has the ability to use the acquired economic knowledge to analyze economic issues related to the operation of food industry enterprises. | E_1A_U02 | — | C-1, C-2, C-3, C-4, C-5 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-W-1, T-W-2, T-W-3, T-W-4, T-W-5 | M-1, M-2, M-3, M-4 | 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_E6_K01 The student has the competence to think and act in an entrepreneurial way within the enterprise of the food economy | E_1A_K05, E_1A_K06 | — | C-1, C-2, C-3, C-4, C-5 | T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-W-1, T-W-2, T-W-3, T-W-4, T-W-5 | M-1, M-2, M-3, M-4 | S-1, S-2, S-3 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_E6_W01 The student has knowledge about the economics of food business enterprises and the economic processes taking place in these enterprises. | 2,0 | The student has no basic knowledge of the subject, which prevents him from showing competence. He presents wrong views and opinions, even in the situation of hints, he can not present competences in correct inference and interpretation skills. It reveals the lack of commitment and the lack of willingness to do the job in a proper way. In the field of teamwork, the student is not able to plan and perform the work correctly and on time, does not report the need for assistance in consultations or despite this help does not achieve the minimum standards of performance. |
| 3,0 | The student, on the satisfactory grade, demonstrates skills, commitment and performance of duties at the basic level, with numerous errors not fully qualifying. In the field of teamwork, the student plans and performs work in a clumsy way at each of its stages (preparatory, idea and project, executive, pre-presentation control and presentation itself). | |
| 3,5 | In the field of team work, the student is able to specify the goals of his own work and distributes or assists in discharging tasks among team members, he can use contextual information to carry out team tasks. Generally, student has the correct effect. | |
| 4,0 | The student, on the good mark, presents opinions and views that demonstrate the meaning of the subject matter and the basic skills for the future practical use of the acquired knowledge and skills. In the field of team work, the student is able to specify the goals of his own work and distributes or assists in discharging tasks among team members, he can use contextual information to carry out team tasks. | |
| 4,5 | The student, on the good grade plus, presents opinions and views that demonstrate the meaning of the key subject of the subject and the possibilities and abilities for the future practical use of the acquired knowledge and skills. In the field of teamwork, the student is able to independently plan, specify goals and actively participate in the distribution of tasks and their implementation at each stage of work. | |
| 5,0 | The student, on the very good note, presents opinions and views that demonstrate the meaning of subject matter and the possibilities and the ability to use the acquired knowledge and skills in the future. In the field of teamwork, the student is able to independently plan, specify goals and allocate tasks by skills and control the situation of the project through proper motivation to action. It demonstrates the timeliness and flawless presentation of results. |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_E6_U01 The student has the ability to use the acquired economic knowledge to analyze economic issues related to the operation of food industry enterprises. | 2,0 | He can not identify and cope alone with the difficulties that may arise in the situation of applying the acquired knowledge. He can not apply practically acquired knowledge, he has basic problems with interpretation and inference. |
| 3,0 | Student is able to identify and deal with a sufficient grade (with the help of a teacher or with the support of third parties) with selected difficulties related to the application of the acquired knowledge. He has very limited ability to put knowledge into practice and makes mistakes in non-primary tasks. | |
| 3,5 | The student, on the assessment of a sufficient plus can identify and deal with, provided that additional support is obtained, with difficulties associated with the use of acquired knowledge. Has limited ability to apply knowledge in practice and makes mistakes in tasks in more difficult tasks. | |
| 4,0 | The student, on the good mark can identify and independently deal with basic difficulties in the situation of applying the acquired knowledge. Without errors, he applies the acquired knowledge to solve simple and medium-difficult tasks, makes mistakes in interpretation and inferring in more difficult contexts. | |
| 4,5 | The student, on the assessment of a good plus can independently identify and deal with basic difficulties in the situation of applying the acquired knowledge. He skilfully interprets and concludes in most contexts and tasks before him, understands the sense of mistakes and has the ability to improve. | |
| 5,0 | Student, on the very good assessment, independently identifies and solves the difficulties associated with the process of applying knowledge in practice. Flawlessly interprets and concludes, regardless of the level of difficulty of the issues in the subject matter. Expands your skills by combining the knowledge and skills you have previously acquired and searching for optimal solutions. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| E_1A_E6_K01 The student has the competence to think and act in an entrepreneurial way within the enterprise of the food economy | 2,0 | The student has no basic knowledge of the subject, which prevents him from showing competence. He presents wrong views and opinions, even in the situation of hints, he can not present competences in correct inference and interpretation skills. He reveals a lack of commitment and a lack of willingness to do the job properly. |
| 3,0 | The student, on the satisfactory grade, demonstrates skills, commitment and performance of duties at the basic level, with numerous errors not fully qualifying. In the field of teamwork, the student plans and performs work in a clumsy way at each of its stages (preparatory, idea and project, executive, pre-presentation control and presentation itself). | |
| 3,5 | The student, on the assessment of a sufficient plus shows skills, commitment and performance of duties at the basic level, is able to plan the performance of the work and reveals the ability to complete the basic scope of the plan. He makes mistakes, but the key areas he carries out generally correctly. | |
| 4,0 | The student, on the good mark, presents opinions and views that demonstrate the meaning of the subject matter and the basic skills for the future practical use of the acquired knowledge and skills. | |
| 4,5 | The student, on the good grade plus, presents opinions and views that demonstrate the meaning of the key subject of the subject and the possibilities and abilities for the future practical use of the acquired knowledge and skills. | |
| 5,0 | The student, on the very good note, presents opinions and views that demonstrate the meaning of subject matter and possibilities and the ability to use the acquired knowledge and skills in the future |
Literatura podstawowa
- Chavas J, Structural change in agricultural production: economics, technology and policy, Gardner B. and Rausser G. (eds.), Handbook of Agricultural Economics, Elsevier Science, 2001, pp. 263-285
- Collective work, Agribusiness Management (Routledge Textbooks in Environmental and Agricultural Economics), 2018, ISBN-10: 0415596963
- Marcos Fava Neves, Future of Food Business, World Scientific Publishing Co Pte Ltd, 2014
- Cramer Gail L., Agricultural Economics and Agribusiness, John Wiley & Sons Inc, 2000, ISBN13 (EAN): 9780471388470
- Julie A. Caswell, Economics of Food Safety, Springer Netherlands, 2012, ISBN: 9401170789
- Collective work, Economic sciences for agribusiness and rural economy, Warsaw University of Life Sciences, Warsaw, 2018, ISBN (two-volume set) 978-83-7583-804-6