Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey

Dariusz Stępkowski

doi:10.21697/fp.2017.2.21

Published: 2017-10-18

Vol. 7 No. 2 (2017)

Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey

Dariusz Stępkowski

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2017.2.21

Abstract

The career analysis conducted among the alumni of universities is dominated in Poland by the tendency to verify which competencies (demanded mostly by the labour market) they have acquired and how they have managed to cope with finding employment. The ability of studying is a rarely discussed problem, which is unjustifiably considered necessary only during the course of study. However, this ability leads to shaping the extent of academic thinking, also understood as a specific way of solving problems – not only purely academic ones but professional ones as well. The author of the presented article, while referring to pedagogical concepts of S. Hessen and D. Benner, has developed a theoretical model of study skills and subsequently conducted its empirical verification by performing a repeated analysis of selected data obtained in 2016 during the Cardinal Stefan Wyszyński University graduates’ career analysis.The conducted replication has proved that, firstly, the exploration of study skills among the alumni has not been taken into account when examining careers of the graduates, which might have served as feedback regarding the modification of the education process at the university; secondly, it seems that the graduates have acquired study competence at least to a certain degree, which finds evidence in success achieved by most of them – i.e. finding employment; and, thirdly, satisfaction of completing studies is linked with the feeling of having the right competence and consequently with recommending the university to others.

Keywords:

study skills, alumni, scientific thinking, problem solving

Most read articles by the same author(s)

Dariusz Stępkowski, Editorial , Pedagogical Forum: Vol. 4 No. 2 (2014)
Dariusz Stępkowski, Emilia Śmiechowska-Petrovskij, Editorial , Pedagogical Forum: Vol. 5 No. 1 (2015)
Dariusz Stępkowski, Od redakcji , Pedagogical Forum: Vol. 3 No. 2 (2013)
Dariusz Stępkowski, Emilia Śmiechowska-Petrovskij, Editorial , Pedagogical Forum: Vol. 5 No. 2 (2015)
Monika Humeniuk, Dariusz Stępkowski, Editorial , Pedagogical Forum: Vol. 9 No. 2/1 (2019)
Jarosław Wiazowski, Dariusz Stępkowski, Editorial , Pedagogical Forum: Vol. 10 No. 2 (2020)
Dariusz Stępkowski, VII MIĘDZYNARODOWA KONFERENCJA EDUKACJA ALTERNATYWNA – DYLEMATY TEORII I PRAKTYKI (Warszawa, 19-21 października 2012 r.) , Pedagogical Forum: Vol. 3 No. 1 (2013)
Edyta Wolter, Dariusz Stępkowski, Editorial , Pedagogical Forum: Vol. 9 No. 1 (2019)
Dariusz Stępkowski, Editorial , Pedagogical Forum: Vol. 2 No. 2 (2012)
Dariusz Stępkowski, Joanna Pękala, 4th Methodological Conference ‘How to Teach in Order to Teach Well? About the Specificity of the Theory and the Practice of Teaching Philosophy and Ethics’, Warsaw, November 21-22, 2014 , Pedagogical Forum: Vol. 5 No. 1 (2015)

<< < 1 2 3 4 5 > >>

Download files

PDF

Citation rules

Stępkowski, D. (2017). Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey. Pedagogical Forum, 7(2), 291–304. https://doi.org/10.21697/fp.2017.2.21

Cited by / Share

References

Benner D. (2015). Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. Weinheim-Basel: Beltz Juventa.
Google Scholar

Benner D., English A. (2004). Critique and Negativity. „Journal of Philosophy of Education” 38, pp. 409-428.
Google Scholar

Bereźnicki F. (2009). Zagadnienia dydaktyki szkoły wyższej. Szczecin: Pedagogium Wydawnictwo OR TWP.
Google Scholar

Ciechanowska D. (2009). Uczenie się głębokie jako efekt studiowania. In: Ciechanowska, D. (ed.). Uwarunkowania efektów kształcenia akademickiego. Szczecin: Pedagogium Wydawnictwo OR TWP, 111-129.
Google Scholar

English A. (2013). Discontinuity in Learning. Dewey, Herbart, and Education as Transformation. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139177825
Google Scholar

Gettinger M., Seibert J.K. (2002). Contributions of study skills to academic competence. „School Psychology Review” vol. 31, no. 3, 350-565.
Google Scholar

Hessen S. (1997). Podstawy pedagogiki. Warszawa: Wydawnictwo Żak.
Google Scholar

Kulpa-Puczyńska A. (2015). The model of cooperation with employers as the support measure for the development of entrepreneurial university potencial. In: HEAd’15. Proceedings of the 1st International Conference on Higher Education Advances, Valencia: Universitat Politècnica de València, pp. 326-333. DOI: https://doi.org/10.4995/HEAd15.2015.435
Google Scholar

Larsen Ch., Hasberg, R., Schmid A., Atin E., Brzozowski J. (eds) (2012). Skills monitoring in European regions and localities. State of the art and perspectives. R. Hampp Verlag: München.
Google Scholar

Ogólnopolski system monitorowania ekonomicznych losów absolwentów szkół wyższych. Retrieved January 10, 2017, available at http://absolwenci.nauka.gov.pl/ (2017.04.12).
Google Scholar

Raport z badania karier zawodowych absolwentów UKSW 2014/2015 (2016). Unpublished document.
Google Scholar

Zdybel D. (2015). Metapoznanie – ukryty wymiar kompetencji uczenia się. In: Uszyńska-Jarmoc J., Bilewicz M. (ed.). Kompetencje kluczowe dzieci i młodzieży. Teoria i badania. Warszawa: Wydawnictwo Akademickie Żak, pp. 54-70.
Google Scholar

Dariusz Stępkowski

d.stepkowski@uksw.edu.pl

Affiliation:

Faculty of Education Cardinal Stefan Wyszyński University Warsaw South Africa

Bio Statement (e.g., department and rank)

Dariusz Stępkowski – Ph.D., associate professor of the Cardinal Stefan Wyszyński University in Warsaw, Poland. His main publications: Herbart znany i nieznany (co-editor, 2006), Pedagogika ogólna i religia (2010), Wychowanie i kształcenie w systemach politycznych (co-editor, 2012), Bildung und Erziehung in politischen Systemen (co-editor, 2012), Religion long forgotten (co-editor, 2014), Bildung – Moral – Demokratie (co-author, 2015), Pedagogika wobec duchowości – duchowość wobec pedagogiki (co-editor, 2016). Research interests: philosophy of education / general pedagogy, high school teaching theory, moral education. E-mail-address: d.stepkowski@uksw.edu.pl