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 | Irena Łącka <Irena.Lacka@zut.edu.pl> | ||
| Inni nauczyciele | Aleksandra Grzesiuk <agrzesiuk@zut.edu.pl> | ||
| ECTS (planowane) | 3,0 | ECTS (formy) | 3,0 |
| 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 | To show students alternative ways to solve importent social, environmental, etc. problems within the third sector and civil society |
| C-2 | Getting to know by students the tools of financing the activities of social economy entities |
| C-3 | Students' understanding of the need to build social capital for the development of civil society and social economy |
| C-4 | Presentation of opportunities for the development of social entrepreneurship and the principles of creating a social enterprise concept |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Social economy entities in the environment - their charakteristics and mission based on selcted examples from Poland | 2 |
| T-A-2 | Social economy entities in the environment - their characteristics and mission. Regional and local examples | 2 |
| T-A-3 | Non-governmental organizations - aims and tasks of public benefit organizations. Volunteerin as an element of social economy | 2 |
| T-A-4 | Social entrepreneurship and its manifestations. | 2 |
| T-A-5 | The potential of the environment (territory) as an opportunity for local development and social enterprise | 1 |
| T-A-6 | Selected models of social enterprise | 1 |
| T-A-7 | Opportunities to use the Business Canvas model to create a social enterprise project - teamwork | 5 |
| 15 | ||
| wykłady | ||
| T-W-1 | Social economy in the system of economic sciences | 2 |
| T-W-2 | Genesis, essence, subject matter and functions of social economy | 2 |
| T-W-3 | Social economy as a means to build civil society | 2 |
| T-W-4 | Social economy sectors entities in Poland, areas and tools of their activity. Theoretical concept of a social enterprise | 2 |
| T-W-5 | Challenges of the contemporary world and old and new tasksfor social economy entities | 2 |
| T-W-6 | Legal basis for the functioning of the social economy sector entities. | 2 |
| T-W-7 | The size and importance of the social economy sector in the world and in Poland. Achievements, barriers, potential | 2 |
| T-W-8 | National and regional strategies of social economy development. Programs supporting social economy | 2 |
| T-W-9 | Human and social capital in Poland as factors of civic society and third sector development | 2 |
| T-W-10 | The role of social economy in activiting the excluded (socially, economically, politically, communicatively, etc.) | 2 |
| T-W-11 | Financing of social economy entities from domestic and foreign sources | 2 |
| T-W-12 | Written colloquium (problem and descriptive questions) | 1 |
| 23 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participation in classes | 15 |
| A-A-2 | Seeking and processing information nessecery to complete a description of a social enterprise concept | 10 |
| 25 | ||
| wykłady | ||
| A-W-1 | Participation in lectures | 23 |
| A-W-2 | Analysis and use of indicated literature and other sources of information. | 11 |
| A-W-3 | Preparing to pass lectures | 16 |
| 50 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Problem method: problem lecture |
| M-2 | Teaching method: informative lecture |
| M-3 | Activating method: didactic discussion |
| M-4 | Activting method: case study |
| M-5 | Practical method: project metod (teamwork) |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena podsumowująca: assessment of a pass in a lecture (written colloquium) |
| S-2 | Ocena podsumowująca: 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 |
|---|---|---|---|---|---|---|
| Ec_1A_A02_W01 The student knows what are the alternative ways of solving important social, environmental, etc. problems, within the third sector and civil society | Ec_1A_W04, Ec_1A_W05, Ec_1A_W09, Ec_1A_W15, Ec_1A_W08 | — | C-1, C-2, C-3 | T-W-6, T-A-1, T-A-4, T-W-1, T-W-3, T-W-4, T-W-5, T-W-9, T-W-10, T-A-2, T-A-3, T-A-5, T-A-6, T-A-7 | M-3, M-1, M-2, M-4 | S-1, S-2 |
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 |
|---|---|---|---|---|---|---|
| Ec_1A_A02_U01 Can use the acquired knowledge to interpret social phenomena and indicate ways to solve socio-economic problems of excluded, unemployed and marginalized people. | Ec_1A_U20, Ec_1A_U02, Ec_1A_U03, Ec_1A_U10, Ec_1A_U13 | — | C-1 | T-W-7, T-W-6, T-A-4, T-W-8, T-A-3, T-A-5, T-A-7 | M-3, M-1, M-2, M-4 | S-1, S-2 |
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 |
|---|---|---|---|---|---|---|
| Ec_1A_A02_K02 Student is sensitive to the problems of excluded, marginalized, unemployed people. | Ec_1A_K07 | — | C-1, C-3 | T-W-7, T-W-1, T-W-2, T-W-3, T-W-5, T-W-8, T-W-10 | M-3, M-1, M-4, M-5 | S-1, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| Ec_1A_A02_W01 The student knows what are the alternative ways of solving important social, environmental, etc. problems, within the third sector and civil society | 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 |
|---|---|---|
| Ec_1A_A02_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. |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| Ec_1A_A02_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
- Cheung Ch., The Sharing economy: Promises and Challenges, Emerald Publishing Limited, Bradford, 2019
- Dezuanni M., Foth M., Mallan K., Hughes H., Digital Participation Through Social Living Labs: Valuing Local Knowledge, Enhancing Engagement, Elsevier Science& Technology, 2017
- Matsui N., Ikemoto Y. (eds.), Solidarity Economy and Social Business. New models for new Society., Springer Japan, 2015
- Social entrpreneurship and social innovation in the Nordic countries: Initiative to promote social entrepreneurship and social innovation, Nordic Council of Ministers, 2015
Literatura dodatkowa
- Anonymous, Social Entrepreneurs in Action, Social Entrepreneurship Teaching Resources Handbook, Debbi D. Brock, Berea, 2008, pp. 45-58
- Brock Debbi.D., Social Entrpreneurship education resources handbook, Debbi D. Brock, Berea, 2011