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A comprehensive development program of the University of Economics in Bydgoszcz

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square with tentacles  Project title

A comprehensive development program of the University of Economics in Bydgoszcz

outline of the upper man silhouette  Name of Beneficiary/Beneficiaries

University of Economics in Bydgoszcz

briefcase icon  Name of programme

Operational Program “Knowledge, Education, Development”

newspaper icon  Competition

Integrated university programs

two heaps of coins icon  Project value

PLN 8,246,458.73

hand icon with two circles above it  Funding value

PLN 7,999,064.95

clock icon  Project delivery period

01.06.2018 – 31.10.2023

Our team

Łukasz Juszczak, M.Sc. – Project Manager. Involved at every stage of the implementation of this project: from concept, through submitting an application, implementation and the closing and evaluation stage. Although he has been the leader, he always emphasizes that this type of undertaking is not possible without support from a wide team of people representing various university units (including, among others, the Project Office, Research and Education Units, Education Department, Administration, IT Team, Information and Promotion Office, University Management Board Service Office – and it is not a full of those who contributed to creating a project consistent with the vision and mission of the university, implementing it and linking the effects of this work with a number of other projects implemented by the university). This type of approach is intended not only to achieve the indicators required by the project, but also to consolidate its effects after the end of direct support for beneficiaries.

Issues addressed

The university operates based on the concept of an academy of entrepreneurship committed to the learning organization model. This results directly from the our mission which, in a way, imposes the perspective of the desire to constantly look for new solutions aimed at making education more practical and at optimizing procedures. Translating this into the needs of various members of our academic community, and taking into account the demands of the socio-economic environment, the project assumed:

  • adaptation and implementation of educational programs for full-time and part-time studies, first and second cycle studies, including studies in English,
  • implementation of support in the form of training for students in the field of IT and analytical competences as well as soft skills (communication, problem solving, management and leadership),
  • conducting workshops to improve competences of the teaching, managerial and administrative staff in order to improve effectiveness of university management processes,
  • raising awareness of importance of safety at work, including issues related to cybersecurity, personal data protection, first aid and behavior in crisis situations.

The above activities were strengthened by the purchase of IT equipment and software supporting occupational safety, efficient management of processes at the university and conducting classes in simulated conditions (implementation of simulation games in the field of establishing and running a business and in the area of project management).

Project beneficiaries

The direct beneficiaries of the support were members of the academic community: students and our teaching, administrative and management staff. When implementing education as part of a practical profile, we are aware that this type of activities are not an end in itself. Increasing staff competences, making the education process more practical, improving students’ competences – all this is a response to the broader needs of the socio-economic environment in which our students and graduates operate.

Major implementation challenges

Similarly to most universities implementing projects during that period, one of the biggest challenges was the pandemic, which accelerated the expected change processes related to the functioning of the academic community. The training for administrative and teaching staff planned in the project, related to the implementation of IT tools, including tools used for remote work with students, helped to quickly “switch” to the remote and hybrid learning mode. Paradoxically, the greatest difficulty in the form of force majeure further emphasized the importance of the university’s development direction adopted in the project and the value of its solutions.

Our advice to other applicants

With projects implemented over such a long time frame (6 years from the application to the project completion), it is worth being open to continuous evaluation and, when there is a real need, modification of the initial assumptions.

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