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EFMD Quality Improvement System
Poznan University of Economics & Business
PEER REVIEW REPORT
Presentation to the EQUIS Accreditation Board on 13 December 2016
1
Poznan University of Economics & Business
Peer Review Visit
27 – 29 September 2016
Table of Contents
Page
1. INTRODUCTION .......................................................................................................................3
1.1 COMPOSITION OF THE PEER REVIEW TEAM (PRT) ................................................................................................ 3
1.2 EQUIS RELATED BACKGROUND ........................................................................................................................... 3
1.3 INSTITUTIONAL SCOPE .......................................................................................................................................... 3
1.4 ACKNOWLEDGEMENTS .......................................................................................................................................... 4
1.5 COMMENTS ON THE SAR AND BASE ROOM MATERIALS ....................................................................................... 4
1.6 COMMENTS ON THE STUDENT REPORT .................................................................................................................. 5
2. GENERAL ASSESSMENT ........................................................................................................5
EXECUTIVE SUMMARY OF THE REPORT ....................................................................................................................... 5
3. RECOMMENDATION TO THE EQUIS ACCREDITATION BOARD .........................................9
4. DETAILED ANALYSIS FOLLOWING THE EQUIS CRITERIA FRAMEWORK .......................10
4.1. CONTEXT, GOVERNANCE AND STRATEGY .......................................................................................................... 10
4.2. PROGRAMMES .................................................................................................................................................... 12
4.3. STUDENTS (INCLUDING COMMENTS ON THE STUDENT REPORT) ........................................................................ 13
4.4. FACULTY ............................................................................................................................................................ 14
4.5. RESEARCH AND DEVELOPMENT ......................................................................................................................... 15
4.6. EXECUTIVE EDUCATION ..................................................................................................................................... 16
4.7. RESOURCES AND ADMINISTRATION ................................................................................................................... 17
4.8. INTERNATIONALISATION .................................................................................................................................... 19
4.9. ETHICS, RESPONSIBILITY AND SUSTAINABILITY ................................................................................................ 20
4.10. CORPORATE CONNECTIONS .............................................................................................................................. 20
Appendix 1: EQUIS Quality Profile
Appendix 2: EQUIS Data Sheet
EQUIS Peer Review Report – September 2016
Poznan University of Economics & Business
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1. Introduction
1.1 Composition of the Peer Review Team (PRT)
An EQUIS Peer Review Visit was conducted on 27 to 29 September 2016 at Poznan University
of Economics & Business, by a 4-person team:
• Prof. Barbara Sporn, Professor of Higher Education Management, WU Vienna University of
Economics and Business - Chair of the PRT
• Prof. Kai Peters, Chief Executive, Ashridge, United Kingdom
• Prof. Witold Bielecki, Rector, Kozminsky University, Poland
• Mr. Victor Loewenstein, Retired Partner of Egon Zehnder International, Belgium – Corporate
Representative
1.2 EQUIS related Background
The EQUIS Committee voted to declare Poznan University of Economics and Business (PUEB)
eligible to enter the EQUIS Accreditation Process at its meeting on 10 November 2014. In the
eligibility letter, the EQUIS Committee stated its concerns regarding two issues:
•
Research (increasing the number and quality of international publications)
•
Internationalisation (programmes, students, faculty, governance, etc.)
The PRT reviewed all materials and held interviews with special attention to those two areas of
concern.
1.3 Institutional Scope
PUEB is a public (i.e. state owned) university, operating on the basis of the Act of 27 July 2005
Law on Higher Education. The University was founded in October 1926 and is composed of five
Faculties: Faculty of Economics, Faculty of Management, Faculty of Commodity Science, Faculty
of International Business and Economics and Faculty of Informatics and Electronic Economy.
PUEB has always been an independent school, not a part (or Faculty) of a wider institution. PUEB
is one of five public Universities of Economics in Poland and the main public institution of higher
education with such a profile in the western part of Poland. PUEB covers all areas of business
and economics and in this sense can be regarded as a business university. PUEB has some
10,000 students and 520 faculty members as well as 360 administrative staff members.
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For the purposes of this accreditation visit, the whole PUEB and all its programs are under consideration. The undergraduate Bachelor Program – Finance and Accounting in Business offered
by the Faculty of Management was defined by the EQUIS Committee as the Selected Program
for special review by the PRT.
1.4 Acknowledgements
The PRT expresses its gratitude for the warm welcome and hospitality during the visit. The cooperation, openness, and especially the many sessions and conversations regarding PUEB’s governance, the management and leadership style, its program portfolio, internationalization as well
as research, provided a productive environment to conduct an in-depth peer review. It was especially important for the PRT to get a good grasp of the Polish higher education system and its
constraints for the development of PUEB. The PRT especially enjoyed the “Culture Dinner” which
was a good opportunity to experience a different aspect of PUEB culture and tradition.
The members of the Peer Review Team would like to express special gratitude to Blanka Cimicioch and Agata Mackow-Wojciechowska for their support before and during this visit. They responded to all needs in an efficient and friendly way.
1.5 Comments on the SAR and Base Room Materials
The Self-Assessment Report (SAR) provided general information about PUEB and its current situation. However, the report would have benefited from the integration of necessary information in
the SAR main text (i.e., description of the selected program), more tables and illustrations, and
generally taking a more critical view towards self-assessment. Additionally, the SAR could have
described the Polish situation, the governance of the system, and the special position of PUEB in
the city of Poznan more clearly. For example, the PRT only found out in the meetings about the
implementation plan of PUEBs strategy or the success of the city of Poznan regarding employment
and the character as a city for students and business (which is an asset for PUEB). Overall, the
report could have made the special case of PUEB clearer to the PRT as some information required
search in different documents and additional meetings to gather a comprehensive understanding.
The Base Room was well organized and easily accessible. Still important information was only
available in Polish like the controlling document for PUEBs strategy or the university survey of
students of 2016. Summaries of these documents in English could have been put into the Base
Room for the PRT to review.
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1.6 Comments on the Student Report
The Student Report was missing a critical view of students on their programs and recommendations for further development. The document would have been improved by a more in-depth consideration of the questions asked. For the PRT, the Student Report read more like a questionnaire
being answered rather than a critical assessment from a student’s point of view.
2. General Assessment
Executive summary of the report
The PRT acknowledges the special case of PUEB as an important public university of economics
and business in Western Poland. The PRT came to understand the pathway of transformation in
Polish higher education, the expansion of the system after the fall of the iron curtain in 1989, the
demographic changes of today challenging universities, the limitations through a tight legal system, regulations from state bureaucracy, and the general critical climate for internationalization in
Poland. At the same time, the PRT wishes to applaud PUEB for its efforts to become an international business school under the leadership of former Rector Gorynia and now Rector Zukowski
and his new team. The new executive team has just started their tenure in this journey and the
PRT came to the impression that the leadership of PUEB has enough leverage to achieve its
aspiration of becoming an internationally recognized business school.
We commend the School for its performance in a number of areas related to its distinctive expertise, the issue of knowledge transfer, and its infrastructure.
PUEB has quite a unique area of expertise in the field of commodity science and information
technology. Commodity science has been traditionally part of PUEB as an area of great importance for research and practice. Up until today, PUEB educates engineers in that area which
makes the University quite distinct internationally. The same holds true for the area of Information
Systems. Technological innovations are part of the activities of the Department of Information
Systems and they are related to different company collaborations. Overall, these two areas are
well positioned within PUEB when it comes to research productivity and output. The PRT would
recommend that these areas should be used even further to be integrated in other activities of the
School in order to leverage these areas of expertise further.
The Knowledge Transfer Company (KTC) is another area where PUEB shows special competence. This service centre acquires projects from companies and puts together interdisciplinary
teams of students and faculty to provide solutions. In this way PUEB has worked with established
Polish companies like AQUANET, ENEA, or Poznan City Hall. Students and professors profit
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through a direct impact on the economy. Additionally, PUEB’s KTC is involved in consultancy
projects through its competence centres in commodity research, international business, public
policy, and family business.
PUEB has been successful in generating inventions and developing technological solutions protected by patents and technologies, which can be commercialized. For example, the Faculty of
Commodity Science has filed 26 patent applications in the last five years. This shows that PUEB
has a strength in the area of technology with impact on society.
The new building – the Education Centre for Electronic Services (CEUE) - and its facilities intrigued
the PRT. Classrooms and offices are highly attractive and compatible with international standards.
The Labs – especially the Virtual Reality Lab that the PRT visited – are impressive demonstrations
of PUEBs distinctiveness and interdisciplinary research orientation. The PRT advises the School
to use these Labs further to integrate in their business and management programs.
The PRT developed recommendations related to Strategy, Internationalization, and Research.
These are significant and necessary development needs for the future of PUEB as an internationally recognized business school.
The PRT believes that PUEB needs to define a clearer understanding of its strategic direction and
objectives, beyond a general excellence strategy as stated in its Strategy Document. PUEB’s
strategy is very much built around excellence in all areas. As the Vision Statement starts off, PUEB
wants to focus on four areas: education, research, functioning, and relation with the external environment. Overall, PUEBs wants to be “a modern and widely recognized university, which creates
favourable conditions for teaching and research by 2020”. Missing elements of this original strategy are a sense of distinctiveness, a competitive positioning, aspiration for the overall brand and
the development of a sense of USP among all stakeholders.
The PRT recommends that PUEB assesses whether the strategy could be enhanced through a
content point of view. It has to build on its strengths and explore its potential even further, i.e., the
university character, the geographical location, the expertise in the area of quantitative research,
as well as its corporate and alumni connections. With this in mind, PUEB could develop a much
stronger position and brand that is recognized internationally.
PUEB is an important, public business university in the Western part of Poland with a long tradition
of well-regarded education and research (ranked number 2 in Poland) with very committed staff
and a strong shared-governance. In order to embed a strategy into the DNA of the School, further
steps are necessary to develop a dynamic change environment in which members of the community are willing to work together on turning PUEB into an internationally recognized business university.
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Along those lines, the PRT felt that PUEB’s expertise and activities are rather diffused in many
different areas of the University. There are pockets of excellence, areas of international activities,
research innovation and student engagement. In the view of the PRT, some form of integration
and joining efforts would help the School to develop more of a common understanding of its
strengths and positioning.
Additionally, the PRT believes it is necessary for PUEB to analyse its current program portfolio
and to revise and re-arrange program offerings. It was not clear to the PRT why PUEB offers two
programs with almost similar names to the market in the area of accounting and finance and one
additional program in finance. The program portfolio should resonate with the strategy of PUEB in
order to better showcase areas of expertise and distinctiveness on the one hand. On the other
hand, PUEB should consider developing a coherent program portfolio to be positioned on the
international market.
The PRT thinks that internationalization is the biggest challenge for PUEB in many aspects. PUEB
is aware of this need for development as an addition to the existing Strategy 2013-2020 was published in 2016. Certain achievements like the increase in programs taught in English, the Centre
for the Studies in English, the Poznan-Atlanta MBA or the number and balance of exchange students are signs that point in the right direction.
After analysing the facts more closely, the PRT came to the conclusion to urge the leadership of
PUEB to prioritize this area of development even further. A couple of issues come to mind. Internationalization is not integrated in the governance, strategy and culture of the School. There is no
international advisory board or international members in existing governing bodies. Originally, the
PUEB strategy did not include internationalization but a separate document was written very recently. The culture of PUEB is still very much oriented towards Polish traditions – e.g. international
is not part of PUEBs PRESTIGE values stated in the Strategy 2013-2020 document.
Regarding programs, PUEB has no program which is truly positioned and marketed internationally. The PRT would recommend the School to analyse the current portfolio regarding programs
which could be made visible internationally under a brand name which makes PUEB distinct. For
an internationally recognized business school it is necessary to be present on the international
higher education market. The elite and interdisciplinary programs of PUEB – e.g. in the area of
Finance – could be potential candidates for such internationally positioned programs.
Additionally, the list of partner institutions should be revised in order to fit the needs of PUEB.
Indicators could be content overlap, international visibility, and options for strategic partnerships.
The PRT recommends to include internationally recognized business universities on the list of
partners and to take a more proactive stance to acquiring new partners.
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For the area of executive education, internationalization could be major opportunity. PUEB already
has potential to use existing relationships with Nottingham Trent and Georgia State University
beyond providing teaching and diplomas at the PUEB campus. In order to provide international
job opportunities for the graduates of these programs it will be necessary to offer substantial international exposure through study tours, site visits, or international internships.
Internationalization also happens at home. We applaud PUEB for the increase in exchange students. At the same time, the course offers in English are still rather limited and are unlikely to
attract a substantial and growing number of exchange students without further expansion.
Also international corporate partners should be added to the list of companies represented in the
partner club. The PRT would recommend that PUEB looks for alumni who work internationally and
attract them as international partners.
Research excellence contributes to the brand recognition of the School, to the ability to attract top
faculty and students, to receive research funding and to knowledge transfer. Although PUEB has
demonstrated its commitment to research by integrating it into its strategic objectives as one of
four areas, the PRT felt that the research output still needs to improve substantially regarding
international scope and disciplinary focus.
PUEB has put a lot of effort into rewarding research excellence by establishing yearly evaluation
schemes, and a Rector’s prize for research excellence. The PRT felt that these are important
measures to motivate international research among faculty.
At the same time, the PRT was rather surprised by the list of Top 10 publications and the list of
journals PUEB faculty published in the last year. Only very few of the research outlets are in the
area of business or management and quite a few are in journals with a regional focus (i.e., Central
Europe). The selection is missing top publications in internationally top ranked journals. The overall output of 2015 shows that still a majority of academic journal publications are in Polish (some
75%). This is probably also due to the fact that so many senior faculty in the School are either
PUEB graduates or Polish citizens. As the strategy of PUEB states, the PRT would emphasize
the need to hire faculty with an international background as well as developing the international
experience of home-grown faculty.
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3. Recommendation to the EQUIS Accreditation Board
In view of the knowledge about the School that the PRT has been able to gather, it is the opinion
that Poznan University of Economics and Business at this stage cannot be granted an EQUIS accreditation. The PRT came to the conclusion not to recommend PUEB for EQUIS accreditation based on three development areas which the School has to complete prior to accreditation.
First, PUEB needs to develop a clear strategic direction for how to become an internationally
oriented business university. The "ambitions" the School wants to achieve by the year 2020 need
to move beyond the goal to compete with other equivalent schools in Poland. The long-term objective could go beyond the national borders and focus on the growing and emerging markets of
Central & Eastern Europe. While their competitive markets are clearly not so much in Western
Europe and North America, it could realistically be those e.g. of Hungary, the Baltic States, Bulgaria and even Russia.
In this sense, the internationalization strategy should be integrated in PUEBs strategic plan and
describe different options for the future and a choice of which pathway the School wants to take.
The goal should be to have a set of programs and areas of expertise that can be positioned internationally. PUEB as a brand should become more visible that way.
Second, in order to be an international business school the PRT recommends that the School
adds an international dimension to its governance, e.g., through an international advisory board
or through adding international members on existing boards. The PRT recommends that PUEB
make use of the intended benchmarking with internationally recognized schools. The University
should also explore different options to connect with high quality partners and to join networks that
fit their specific needs.
Third, we recommend that PUEB revisits its research strategy and focuses more on international
research output. In order to become an internationally visible business school PUEB needs to be
present in top international journals in business and management and collaborate with colleagues
from recognized international schools. Areas of special expertise can help to display the quality
and specific character of PUEB internationally.
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4. Detailed analysis following the EQUIS Criteria Framework
This section is organised into 10 subsections corresponding to the chapters in the EQUIS Standards and Criteria document. The EQUIS Quality Profile as completed by the Peer Review Team
is attached as an appendix to this report.
4.1. Context, Governance and Strategy
The Poznań University of Economics and Business, established in 1926 as a private business
college, nationalised in 1950, has developed throughout the 90 years of its history as a large public
specialised University, the main provider of business education in western Poland.
PUEB is headed by a Rector assisted by three Vice-Rectors and a Chancellor. The University
comprises five Faculties, each headed by a Dean. All the leading positions are elective: the representatives of internal stakeholders vote in elections that take place every four years. The PUEB
Senate is the highest legislative body at the University level, while the Faculty Council plays a
similar role at the Faculty level. PUEB as a whole is a large public business school, fully independent in its decision-making within the national legislation of higher education in Poland.
External governance is mainly organized through the PUEB Council (only established in 2015),
the Financial Council at the Faculty of Economics and the Advisory Board at the Faculty of Management, as well as the Partner Club. The PRT formed the impression that these bodies can be
used in a more systematic way for input, recommendations, but also as ambassadors for PUEB
issues. The University still needs to develop a clear understanding of the PUEB Council as the
main external governance body for PUEB.
PUEB published an in-depth strategic document (PUEB Strategy 2013-2020) with a vision, values,
a mission statement, objectives and time lines. The key aspect of the mission is for PUEB to offer
“modern education, based on innovative research, of undergraduate, graduate and doctoral students for the dynamic labour market, especially in Poland. The four strategic objectives are: developing a comprehensive and transparent educational offer, strengthening our dominant position
among economic research centres in Poland, strengthening our position of being an attractive
employer, and developing our system of effective and efficient communication with main groups
of PUEB’s stakeholders.” As much as the PRT respects the efforts in strategic planning, the international dimension and a clear vision are missing in the document.
The PRT understood that PUEB is an established, well-recognized university, and among the
leading business and economics schools in Poland. It has strong links to the city and the region
and is clearly an important constituent in the economic development of the region. It works as a
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public university within the constraints of the Polish higher education sector where student quotas,
pre-determined subsidies and faculty and research guidelines provide a strong framework.
Within these constraints, we understand that the external governance comes largely from Ministry
of Education requirements. In looking at governance overall, the PRT sees elements of external
advisory bodies at the university, faculty and programme levels as mentioned above. They seem,
however, to be separate rather than aligned. They are also very regional rather than national and
have not taken international challenges into account. This could be addressed by extending business as well as academic links – through advisory bodies.
Internal governance is obviously largely new with the 1 September changes (when the new Rector
and Vice-Rectors started office). The leadership style is very collegial and dominated by the notion
of shared governance. The PRT feels it needs a more directive approach if the stated goal of
internationalization is genuinely to be accelerated.
Strategically, the PRT had difficulties understanding the relationship between the 2013 – 2020
strategy document, the controlling function of the strategic sheet, the internationalization strategy
and the Polish language 2013 to 2015 implementation report. All of them seemed long on words
and short on real strategic thrust. Even after clarification, the strategy does not seem ambitious.
Similar comments were found in the AMBA and CEEMAN reports from previous years and the
PRT wondered about time going by without significant changes.
In summary, the PRT believes a much clearer plan is needed especially on internationalization
regarding:
•
balancing the national and international character of the School overall;
•
balancing Polish and English language programmes, in all probability by expanding undergraduate pathways as well as by launching new stand-alone programmes in English at the
Masters level;
•
balancing research output to ensure that Polish language and internationally oriented English and other language output is encouraged and valued;
•
identifying international target markets to recruit students for English language programmes;
•
expanding international engagement through intensified attendance both at business
school association meetings and academic societies like Academy of Management, British
Academy of Management and specialised subject meetings.
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Overall, it feels like small careful steps are being made rather than a bold plan, or a plan well on
its way to delivery.
4.2. Programmes
PUEB offers the complete set of Bachelor, Master, MBA and PhD programs in accordance with
the Bologna system. According to PUEB’s datasheet of July 2016, PUEB offers 32 programs: partand full-time programs and engineering as well as doctoral degrees; and additionally some 3 executive MBA degrees (EPAS accreditation for the EMBA, AMBA for the Poznan-Atlanta MBA, one
MBA in Polish). Three programs are offered entirely in English but with very low enrolment numbers. Two areas offer Polish-English courses with considerable student numbers, i.e., international
economic relations (~600 students), and informatics and econometrics (~160 students).
There are close to 100 specializations offered. Programs and courses have well-defined ILOs.
Assessment is based on corresponding rubrics. A number of programs are offered in cooperation
with partner schools abroad, but still the international exposure of students remains an obvious
weakness, e.g., the Poznan-Atlanta MBA does not include a teaching module offered in Atlanta.
Programs are generally offered and managed by PUEB Faculties. The PRT felt that with this decentralized approach to program planning, quite many programs and specializations emerged
without a clear notion of differentiation, integration or cohesion. A review for overlap and consolidation of the program portfolio seems necessary – also across the Faculties. For example, currently three programs are offered with quite similar titles, i.e., Finance and Accounting. As to the
international dimension of the program portfolio, a headline English language Masters program (in
Finance?) should be considered.
The existing programs seem of high quality, i.e., they are liked by the students. The use of Moodle
as an e-learning platform is widely accepted and appreciated by students. While the PRT saw
excellent examples of innovation and experimentation in teaching, these were at the level of individual faculty members and within specific departments. The PRT would recommend having a
large review and share of best practices. At the moment, it feels like a group of talented and
motivated faculty who are working independently under the same roof but who are not collectively
joined up through the school’s leadership.
Amongst the exchange partners, there are some good partners and quite a few weaker ones. A
rationalization and revisiting of the partnership arrangements seems necessary for PUEB’s international aspirations. PUEB could then work more closely with key partners for stronger exchanges,
on joint programs, and on faculty development including post doc placements and sabbaticals.
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The chosen sample program (the Bachelor of Finance & Accounting in Business) was very odd to
assess for the PRT insofar as it is only offered in Polish and attended almost exclusively by local
students. It is certainly a key program with a lot of recognition nationally (also accredited by accounting associations ACCA and CIMA). However, this choice further highlighted the limited international ambitions of PUEB. There would have been other more suitable programs (e.g., the afore
mentioned program in international economics relations), which could better highlight PUEB’s international orientation.
The PRT came to the impression that program management is not in the hand of one person but
in the hands of many. This could potentially cause problems where coordination is needed, e.g.,
with program review, internationalization, or teaching quality. For example, student admission,
international exchange or career placement is organized centrally and the faculty involved in the
program know little about the details. The PRT would strongly advise the School to consider a
more orchestrated and centralized form of program management.
Noteworthy is quality management at PUEB. There are ILOs for all programs and periodic student
evaluations. Most importantly, PUEB practises class inspections by colleagues. The PRT believes
that this is a strong sign of a quality culture at PUEB.
4.3. Students (including comments on the Student Report)
In the academic year 2015/2016, PUEB had 5,998 Bachelor and 4,424 Master students (82.2%
full time). There were also 458 PhD students, 58 participants of the Doctoral Seminars in English,
183 participants of Executive MBA programmes, 24 participants of the Master of Public Administration programme, as well as 1,348 participants of postgraduate studies.
The PRT derived all assessment from the SAR and the meetings with students. The Student Report was viewed as less helpful as it was just a repetition of other documents and no critical assessment from the student point of view. Still, the general impression of the PRT was that students
seem very content with PUEB.
Recruitment procedures to most programs at PUEB are based on competitive examinations. The
University aims at ensuring the quality of its students through the management of student progression and through appropriate student services. This provides a rather high quality of student cohorts.
The Bachelor students, due to a strict selection process upon leaving Polish High Schools, are of
high quality as well. A first semester “sorting” system, which clears out those who are having
trouble, is common. The PRT were impressed that such a large proportion of admitted students
actually enrolled. This was seen as very positive.
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The (few) international students whom the PRT met were excellent – both for the Polish programs
and for the English language programs. Mostly, they came through partner agreements and were
attracted by word of mouth. PUEB could attract even more – and maybe even different – exchange
students if a more proactive approach to the positioning of the School was taken. It is interesting
to note that some "foreign" participants stemmed from Polish ancestry.
PUEB has a well-organized student service office with special focus on scholarship and housing.
Advising on program content is done in the Faculties. The Career Service Unit services all students
centrally with offers ranging from internships to job interviews.
Students who met with the PRT all indicated a high degree of satisfaction with the School, its
programs, facilities and overall environment. In particular, they were unanimous in highlighting the
quick responsiveness of the School's staff to respond to their needs. In addition, they praised the
quality of the School's website that gave them precise information in the process of application
and registration.
One observation relates to the limited interface between students following programs totally taught
in English and those delivered in Polish. Typically, the latter have an all-Polish cohort while the
former have almost exclusively non-Polish speaking "foreigners". This limited integration of the
two student bodies takes away a major asset of "studying abroad".
Regarding alumni management, the PRT was profoundly surprised that of some 90,000 graduates
only 300 were tracked and members of the alumni association. This is a big missed opportunity
given the increased importance of corporate connections, collaboration, and fundraising.
4.4. Faculty
PUEB is a research-led university that combines both research and teaching with an interdisciplinary approach. This is reflected in the programs that it delivers (e.g., Commodity Science, Informatics and Electronic Economy). Research and teaching are organised in 48 Departments within
the five Faculties.
The Poznań University of Economics and Business has a core academic staff of 520, including 58
full and 75 associate professors, as well as over 260 assistant professors. There is only one faculty
member with foreign nationality and altogether 3% of the core faculty have an international experience of one form or another. This makes internationalization of the faculty a clear challenge for
PUEB.
The PRT met with junior faculty who were well trained with PhDs and very solidly attached to
PUEB. Most had graduated from the School, envisaged their career future within the School and
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showed an active interest in strengthening relations with foreign universities and developing research opportunities with foreign-based academics. They welcome opportunities to travel, attend
international conferences, conduct joint research projects and aim at upgrading the level of publications. They feel that they are supported by their respective Faculties in achieving these goals.
The overall faculty contingent was large by any standard. Most faculty members seem to have
acquired broad skills sets ranging from teaching and research to community service. Among the
senior faculty, there is a great respect for the area of Commodity Science. Professors have a
rather large teaching load and orient their publications towards the list of journals used by the
Ministry. The PRT has seen less ambition for the future and a clear divide between the older
generation and the younger generation. There is a need to inject some more younger and international perspective into the School’s management.
The PRT had the impression that the faculty seemed very home-grown. Because of this, both
national and international exposure could surely be promoted through sensible systems of visits,
conferences, academic bodies, sabbaticals and post-doc placements. The target for international
experience of the faculty for promotion should be extended to more time.
4.5. Research and Development
Research is well positioned at PUEB as a key area and it is one of PUEB’s objectives in the
Strategy 2013-2020. Objectives in that area include the increase of awareness, image and interdisciplinary work. Research output is not mentioned explicitly.
Public budgets are partly based on research performance and PUEB’s Faculties have undergone
several research assessments by the Ministry. As a result, four of the five Faculties have the
research category A (very good) awarded by the Ministry of Science and Higher Education, while
the Faculty of International Economics and Business has the category B (good). 90% of PUEB
academics have published at least once during the period 2011-2015.
The PRT was not impressed with overall research output, i.e., the list of journals or the top 10
PUEB publications. The overall list hardly contained any business and management journals and
only a few in the area of economics. Journals are rather regionally focused to (Central) Europe
and publications are concentrated in the area of geography, statistics and material science. Given
the size of the faculty (520 core faculty), the PRT would have expected to see more top internationally visible publications in the area of management and business with high impact factors.
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Looking at the overall research output,75% of all publications in 2015 were in Polish. The majority
of publications seem to be in the areas of material science, informatics and engineering. Additionally, the number of grants has been rather stagnating over the years. Hence, the PRT urges PUEB
to make the improvement and internationalization of the research output a key priority.
Along the same lines, PUEB orients its research strategy towards a national generic list of journals
without specifying disciplines. In the view of the PRT it would be of key importance to develop in
a joint effort led by the Vice-Rector for Research a discipline specific list of journals with special
emphasis on business and management. Existing journal lists like the one available from ABS,
ERIM, University of Texas, or the FT are such examples. This could be accompanied by incentive
schemes that enhance international publications like support for international collaboration, sabbaticals or international awards.
The PRT applauds PUEB for the connection of research with innovation. Thanks to the InnoUEP
project, it was possible to create a unique laboratory for Interdisciplinary Research, which consists
of seven specialised thematic laboratories (Virtual and Augmented Lab; Internet of Things Lab;
Human-Computer Interactions Lab; Renewable Energy Lab; Consumer Research Lab; Shop Lab;
Eco Lab). All five Faculties maintain strong relations with business practices, which is reflected by
many implementations of innovations and solutions generated at PUEB in business, particularly
in the field of Commodity Science and Information Technologies, which is not common for other
business schools in Poland and in other countries.
The PRT was intrigued by PUEB’s Knowledge Transfer Company, which helps to commercialise
research and development carried out at the University. A professional management structure
makes it possible to bring together faculty members, students, funders and administrative capacity. This is an important part of PUEB’s research activities.
Overall, the PRT concluded that PUEB is rather unbalanced regarding its disciplinary focus. Excellence is in the unusual IT and Commodities departments where there is also a strong international understanding, whereas the traditional business subjects are relatively under-represented.
In this latter case, the under-representation in international journals is very pronounced. The PRT
would recommend that PUEB either integrate different disciplines or invest more in core areas of
an internationally recognized business university.
4.6. Executive Education
PUEB’s executive education product portfolio consists of three types of programs: part-time MBA
programmes; postgraduate part-time degree studies, short open courses and in-company training
EQUIS Peer Review Report – September 2016
Poznan University of Economics & Business
16
sessions; as well as language courses and certificates. Out of three executive part-time MBA programmes run by PUEB, with 183 participants at present, two have international accreditations:
EPAS and AMBA. 1,344 people participated in 2016 in 49 postgraduate part-time studies.
The Centre for Executive Education was set up in 2014 to consolidate PUEB’s offer in executive
training and development. The Wielkopolska Business School (WBS) was integrated into PUEB
with the vision to be “the best executive training centre in Poland, recognized in Central and Eastern Europe as focusing on the education and development of internationally oriented managers”.
The PRT felt that activities are still at an early stage in that journey but that staff and faculty are
highly motivated to achieve this objective.
Additionally, executive education is considered by PUEB as an area with growth potential, as one
of the areas whose development may help to compensate for the decrease in numbers of Polish
Bachelor and Master students due to demographic trends.
The PRT had the impression that executive education at PUEB was still rather small. Student
numbers in MBA programs are altogether around 180 but no international students enrolled. There
are very few open courses or custom courses. Most are part-time Masters programmes, or part
time certificate courses. Again, there are very many of these. A consideration of price increases,
together with strong marketing is worth considering.
Additionally, the clients are rather nationally oriented with a few exceptions like GlaxoSmithKline,
Volkswagen and Philips. The corporate support the PRT saw was very strong and can be built on.
In general, PUEB needs to invest more energy in nationalization and internationalization of their
executive education offers.
The PRT was impressed that many PUEB faculty were involved in executive education programs.
This can be an asset when further investing and building up of that area of activities at PUEB.
4.7. Resources and Administration
PUEB’s facilities offer good study and working conditions for students, teachers and staff. PUEB
is the owner of six buildings located in the centre of Poznań, three halls of residence and a sports
hall. The most recent modern building called the Education Centre for Electronic Services (CEUE)
was officially inaugurated in February 2015. The University has 122 educational rooms, with a
total area of 8,725 square metres, which can accommodate 6,615 students.
As a public University, PUEB receives funds from the government budget, mainly for educational
services, accounting at present for 67.3% of the University’s total revenue. PUEB has considerable financial independence within the national legislation, but depends heavily on public funding.
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Poznan University of Economics & Business
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PUEB has enjoyed a stable financial position, despite the fall in the number of students. The University has a solid risk management system.
The PRT felt that PUEBs administration could be more proactive in developing scenarios and
business plans based on the discretionary funds they receive (roughly one-third of the budget).
On the one hand, new forms of income like fee-generating programs or new fee-paying students
could be attracted to PUEB. On the other hand, free funds could be used to invest in areas like
internationalization or promotion of research. This would be in line with PUEB’s strategy. The PRT
would recommend investigating these areas in more detail.
The PRT visited the different six buildings comprising the PUEB complex. While the School does
not have a campus as such, all buildings are located within a radius of less than one kilometre
and are therefore easily accessible. Whether constructed in the 1930's or in 2014 all buildings are
functional, well maintained and fitting the city's environment.
The Library is spacious, with good computer facilities though probably not widely used by students
who prefer to use electronic access to publications. Approximately 30% of books are in foreign
languages, whether English, German, French or Russian. The overall electronic collection includes all the state-of-the art collections for business studies.
The PRT was impressed with a brand new Laboratory recently inaugurated by the Department of
Commerce and Marketing and largely sponsored by the French retailer InterMarché. The lab will
evaluate customer behaviour when visiting convenience stores. This laboratory is quite original
and probably unique in Europe, the outcome of in-depth innovative research again from the Faculty of Commodity Sciences.
Additionally, the PRT applauds PUEB for its Centre for Studies in English. This unit focuses on
attracting potential student candidates into Poznan to study in English-only courses. Particular
emphasis is directed to Eastern European markets such as Belarus, Ukraine and Azerbaijan.
The PRT has two observations to share with PUEB. First, it would be worthwhile considering for
the University to tap into markets with large Polish expatriate populations, not only in Eastern
Europe but in countries such as the UK, USA and Canada. Children of immigrants could be attracted to pursue university studies in Poznan so as to maintain the family roots and tradition while
rendering students fluent in the native language of their family. In addition, the tuition costs in
Poland - even at the "full fee" - are a fraction of what would be paid in their country of residence.
Second, PUEB uses Moodle quite heavily for its e-learning environment. The PRT felt that more
could be done to broaden technology beyond Moodle to make PUEB a technology-enhanced
learning environment.
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Poznan University of Economics & Business
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4.8. Internationalisation
As has been shown throughout this report, internationalisation is viewed as the major challenge
for PUEB by the PRT. As in other Polish universities and business schools, the current shares of
foreign students in full time studies and of foreign faculty are lower than in more developed countries. The low level of internationalisation of Polish universities is an example of a low level of
internationalisation of the country in general. Because of the historical development of Poland after
the Second World War, in 2015 foreigners constituted only 0.3% of the whole population, the
lowest share among the EU member states. Currently, international full-time students account for
1.9% of all PUEB students.
Nevertheless, in many respects, PUEB has invested in internationalisation already and needs to
intensify this path even further. Some promising results are the increase and balance of exchange
students at the level of 200 outgoing and incoming. The Centre for Studies in English has been
created to manage the integration and promotion of English studies at PUEB.
The PRT felt that the internationalization strategy published in 2016 still needs a vision and implementation plan. To increase the overall international student number to 5% and the international
share of faculty to 2% among others seems a rather unambitious indicator. The PRT would urge
the School leadership to consider other options for increasing internationalization (focus in certain
programs, disciplines or faculties; join or form networks with similar schools; use benchmarking
more systematically).
Most importantly, PUEB needs to develop a vision for its future international position. As has been
mentioned earlier, PUEB is a well-regarded and reputed business university in Poland. It has less
visibility and brand recognition internationally. It might be important to decide on relevant markets
and the PRT believes that especially the region of Central and Eastern Europe is most relevant.
Again, PUEB needs to be aware of its competitors, its USP and its desired position. This has to
be part of the strategy.
In the area of governance, PUEB needs to add an international dimension. At the moment, there
are no international stakeholders present. This can be achieved by establishing an international
advisory board or inviting international experts to existing boards/councils. Corporate partners
need to feature international practice as well. Alumni with an international background could be
attracted to the partner club or alumni association.
As mentioned in the previous section, resources dedicated to internationalization need to be more
explicit. The PRT felt that budget planning is focused on securing the status quo as opposed to
business planning for future investments. The School has discretionary funds, which can be used
for international measures more.
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Poznan University of Economics & Business
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For growing internationalization, existing programs and contacts of PUEB help to develop new
and in-depth forms of collaborations with top international partners. At the same time, PUEB
should invest in a process to define areas of distinctiveness that can be used to position the School
internationally. The Poznan-Atlanta MBA, or the field of commodity science, IT and quantitative
science are such areas. PUEB needs to analyse its brand and marketing strategy and invest in
developing a recognizable character.
The PRT feels that if the goal of PUEB is to compete internationally or to build an international
reputation, then the School needs to start moving faster and make real progress. As it stands, the
School falls short in most international categories including in comparison with other schools in
Central and Eastern Europe, Asia and Southern Europe where English is not a completely strong
second language.
4.9. Ethics, Responsibility and Sustainability
For many years, PUEB has pursued the policy of responsible action for a sustainable development
of the academic community, research, and the social and natural environment. These elements
are visible in the functioning of the University, in the actions of staff and students and the regional
and national impact. Hence, the PRT believes that PUEB meets the standards in this category.
The community at PUEB respects the ethical codes adopted in the Polish academic community:
The Code of Good Practice in Higher Education and The Researcher’s Ethical Code. Since 2014,
PUEB has been a member of PRME and the first report was published in 2014.
PUEB students pay special attention to developing their social competences, inter-personal skills,
cooperation and teamwork, and to seeking a common good in pursuing individual goals. Events
are organised which are directly related to the issues of social responsibility. PUEB contributes to
the wider community through Open Lectures and seminars, the transfer of knowledge, the Partner
Club, the Children’s University of Economics and Business, the Young Economist’s University,
and the University of the Third Age, as well as through charitable work.
4.10. Corporate Connections
PUEB receives substantial input from – especially national – corporate partners in all major areas,
i.e., developing the practical skills necessary for students’ careers, conducting quality research
responding to business-relevant challenges, and offering its knowledge and expertise to advise
and enhance companies’ development. The PUEB Partner Club, the Knowledge Transfer Company, the PUEB Council and two Advisory Bodies at the Faculty of Economy and the Faculty of
Management are vital signs of PUEB’s corporate connections. The business practitioners give
lectures, participate in program design, offer internships to students and are actively involved in
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Poznan University of Economics & Business
20
the working of the University. In this sense, the corporate connections are viewed as an asset by
the PRT.
The PRT feels, though, that an international corporate partner network needs to be added to this
area for PUEB to grow into an internationally recognized business university.
EQUIS Peer Review Report – September 2016
Poznan University of Economics & Business
21
APPENDIX 1 - EQUIS QUALITY PROFILE
22
Document Version 2016
EQUIS QUALITY PROFILE
Name of the Institution:
Poznan University of Economics and Busines
Date of the evaluation: September 27-29, 2016………….
The items listed in this Quality Profile are abbreviated versions of those set out in the Criteria
Evaluation Form. The numbering is identical in the two documents. For a full understanding of what
is covered by each criterion, please refer to the document entitled EQUIS Standards and Criteria.
Meets Standard
The School satisfies the EQUIS standard in this area as defined in the Criteria Framework. Most
positive assessments are expected to fall in this broad category. It is not to be interpreted as meaning
that the School is mediocre or that it barely qualifies at a minimum level.
Above Standard
The School demonstrates outstanding quality, well above the level required to satisfy the EQUIS
standard in this area, where it can be considered as example of “best practice”.
Below Standard
The School is judged to be below the threshold of the EQUIS standard in this area.
N/A:
Not considered applicable and/or relevant to the School concerned.
Note
Decisions on accreditation by the EQUIS Accreditation Board (AB) are not based on counting the
number of Above and Below ticks in the Quality Profile (QP) but on the arguments made within the
Peer Review Report text particularly noting the key EQUIS Standards. While the QP covers all of
the EQUIS standards, the key standards are more important to the AB than others. Therefore, it
should not be expected that all the ticks in the QP carry equal weight in the AB’s discussions.
EQUIS Quality Profile Sheet
The EQUIS Process Manual – Annexes
1
Document Version 2016
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
Chap 1
Context, Governance and Strategy
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
Chap 2
Environment
Institutional status
External governance
Internal governance
Autonomy
Mission, vision and values
Current strategic positioning
Strategic direction and objectives
Strategic planning
Quality assurance
Internationalisation
Ethics, Responsibility and Sustainability
Corporate connections
Programmes
X
X
X
X
X
X
X
X
X
X
X
X
X
2.13
2.14
2.15
2.16
2.17
2.18
2.19
2.20
Chap 3
OVERALL PROGRAMME PORTFOLIO
Coherence of the School’s portfolio of programmes
Quality of the programme management systems
Programme design
Higher Education skills
Acquisition of managerial skills
Programme delivery
Student assessment
Quality assurance systems
International attractiveness
International outreach
Ethics, Responsibility and Sustainability
Corporate relevance
SELECTED SAMPLE PROGRAMME
Programme design
Quality of students
Programme delivery
Student assessment
International relevance
Ethics, Responsibility and Sustainability
Corporate relevance
Quality assurance processes
Students
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
Chap 4
Target profiles, selection criteria and processes
Quality of students
Preparation for programme entry
Support and counselling services
Personal and professional development
Career support
Career placement
Alumni relations
Internationalisation
Ethics, Responsibility and Sustainability
Corporate links
Faculty
X
X
X
X
X
X
X
4.1
Core faculty sufficiency
X
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
EQUIS Quality Profile Sheet
The EQUIS Process Manual – Annexes
N/A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2
Document Version 2016
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
X
X
X
X
X
X
X
X
X
X
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Chap 5
Quality of core faculty
Overall faculty mix
Faculty management systems
Faculty recruitment and induction
Faculty appraisal, review and promotion
Faculty workload management
Faculty development
Internationalisation
Ethics, Responsibility and Sustainability
Corporate links
Research & Development
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
Chap 6
Positioning of research within the School
Portfolio of research and development activities
Management of research activities
Integration of research into faculty workload
Research output
Impact of research
Distinctive expertise
Development and innovation
International features of R&D
Ethics, Responsibility and Sustainability
Links between R&D and the corporate world
Executive Education
X
X
X
X
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
Chap 7
Positioning within the School
Product portfolio
Marketing and Sales
Participant management
Quality of open programmes
Quality of customised programmes
Measurement of impact
Faculty
Research and Development
Internationalisation
Ethics, Responsibility and Sustainability
Resources and Administration
X
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
Chap 8
Physical facilities and the learning environment
Financial performance
Financial management
Risk management
Information and documentation facilities
Computing facilities
Marketing and Public Relations
Administrative services and staff
Ethics, Responsibility and Sustainability
Internationalisation
X
X
X
X
X
X
X
X
X
8.1
8.2
8.3
8.4
8.5
8.6
8.7
International strategy
International positioning
International dimension in the School’s governance
Resources allocated to internationalisation
Level of internationalisation on the home campus
Level of internationalisation outside the home country
International alliances and partnerships
EQUIS Quality Profile Sheet
The EQUIS Process Manual – Annexes
N/A
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3
Document Version 2016
Overall Quality Evaluation
ABOVE
MEETS
BELOW
standard standard standard
REPEATS OF ASSESSMENTS FROM OTHER CHAPTERS
1.11
Context, governance and strategy
2.9
Programme Portfolio – attractiveness
2.10
Programme Portfolio – outreach
2.17
Selected programme - international relevance
3.9
Students
4.9
Faculty
5.9
International features of R&D
6.10
Executive Education
Chap 9
Ethics, Responsibility and Sustainability
N/A
X
X
X
X
X
X
X
X
9.1
Strategy re. ethics, responsibility and sustainability
9.2
Contributions to the wider community
9.3
Community outreach activities (local and global)
REPEATS OF ASSESSMENTS FROM OTHER CHAPTERS
1.12
Context, governance and strategy
2.11
Overall programme portfolio
2.18
Selected sample programme
3.10
Students
4.10
Faculty
5.10
Research & Development
6.11
Executive Education
7.9
Resources and Administration
10.4
Corporate Connections
Chap 10 Corporate Connections
X
X
X
10.1
Corporate relations strategy
10.2
Customer orientation
10.3
National corporate links
10.4
Ethics, Responsibility and Sustainability
10.5
International corporate links
REPEATS OF ASSESSMENTS FROM OTHER CHAPTERS
1.13
Context, governance and strategy
2.12
Programme Portfolio – relevance
2.19
Selected programme – relevance
3.11
Students
4.11
Faculty
5.11
R&D and the corporate world
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
The shaded boxes in chapters 8, 9 and 10 are a repeat from other chapters.
EQUIS Quality Profile Sheet
The EQUIS Process Manual – Annexes
4
APPENDIX 2 - EQUIS DATASHEET
23
EQUIS Datasheet
Dated/updated: 27 July 2016
The Datasheet is intended to provide succinct factual information about the School that allows it to be assessed against the Eligibility criteria. Data
about the University, when applicable, should be limited to that strictly necessary to understand the School. Descriptions should be clear, concrete,
concise and compelling. There should be many more facts and data than opinions. EQUIS will trust the data provided at this stage since it will be
checked at a later stage, if applicable. The total length of the document should not exceed 16 pages (with a font size not smaller than Arial
10). Please make sure that this document contains page numbers. Appendices on multi-campus operations and collaborative provision should only
be included if applicable; theses appendices do not count against the page limit.
For schools applying to EQUIS for the first time, it should be noted that no additional information provided by the School besides that contained in the
Datasheet will be conveyed to the EQUIS Committee.
For schools applying to EQUIS for re-accreditation, this Datasheet should be completed when starting the re-accreditation cycle; an updated
Datasheet should be submitted together with the Self-Assessment Report. Please note that you are NOT permitted to change any text provided
with the original form.
School and Contact Information
The term “School” is used in the EQUIS process to designate the entity that is applying for EQUIS accreditation, whether it is a free standing business
school or a faculty, school or department within a university.
Name: Poznań University of Economics and Business (Uniwersytet Ekonomiczny w Poznaniu)
Address: al. Niepodległości 10, 61-875 Poznań, Poland
Website: www.ue.poznan.pl
EFMD membership status of the applicant Institution: full membership
Name of parent Institution (if any): none
Contact Information:
Head of School
EQUIS Project Leader (if different)
Name: Prof. dr hab. Marian Gorynia, prof. zw. UEP Prof. dr hab. Maciej Żukowski, prof . zw. UEP
Job
Rector
Vice-Rector for Research and International
Title:
Relations
Tel:
+48 61 856 91 50
+48 61 856 93 61
Email:
[email protected]
[email protected]
General Description of the School
Institutional Aspects: Indicate whether it is a public or private institution, whether it is a free-standing business school or a faculty, school or
department within a university.
PUEB is a public (i.e. state owned) university, operating on the basis of the Act of 27 July 2005 Law on Higher Education
(consolidated text of 23 May 2012, item 572 as amended). The University is composed of five Faculties: Faculty of
Economics, Faculty of Management, Faculty of Commodity Science, Faculty of International Business and Economics
and Faculty of Informatics and Electronic Economy. PUEB has always been an independent school, not a part (or
faculty) of a wider institution. PUEB is one of five public Universities of Economics in Poland – the others are located in
Warsaw, Kraków, Wrocław and Katowice. PUEB is the main public institution of higher education with such a profile in
the western part of Poland. The Polish name Uniwersytet Ekonomiczny w Poznaniu clearly indicates that PUEB covers
all areas of business and economics (in short it is a business university).
Year of founding and most significant historical events up to date: Not more than 20 lines.
The school was established on 12th October 1926 as Wyższa Szkoła Handlowa (WSH) in Poznań and was a singlefaculty school supported financially by the Poznań Chamber of Commerce and Industry, local-government bodies,
business organisations and individuals. It was awarded the right to confer Master’s degrees in 1938 and on 10th
November 1938 the school was renamed Akademia Handlowa (AH) in Poznań. After the Second World War, by decree
of 26 October 1950, Akademia Handlowa was transformed into a state academic school, which adopted the name of
Wyższa Szkoła Ekonomiczna w Poznaniu (WSE). By a government resolution of 2 July 1955, WSE was awarded the
right to confer doctoral degrees. On 29 April 1974 the Council of Ministers decided to change, as of 1 st October, the
names of four Polish economic universities, including the one in Poznań, to Akademia Ekonomiczna. A year later the
university’s two basic organisational units, the Faculty of Production Economics and the Faculty of Trade and
Commodity Science, were reorganised into three: the Faculty of Planning and Management, the Faculty of Production
Economics and Sales, and the Department of Commodity Science (with the status of a faculty). As a result of the
university’s reorganisation and syllabus reform initiated in 1990, the existing faculties and departments were replaced
by three large organisational units: the Faculty of Economics, the Faculty of Management, and the Faculty of Commodity
Science, with full academic rights. The development went further, and by the academic year 2006-2007 the school had
five faculties, including the newly established Faculty of Informatics and Electronic Economy and Faculty of International
Business and Economics. On 27th December 2008 Akademia Ekonomiczna changed its name to Uniwersytet
2016 EQUIS Datasheet
1
Ekonomiczny w Poznaniu (Poznań University of Economics) and on 25 June 2015 the name of the University in English
was changed into the Poznań University of Economics and Business (PUEB).
Campus Locations: Please list all the School’s campus locations (see Process Manual Annex 11) and mark the headquarter campus (if any) with
a “*”. If you list two or more campus locations, then you need to fill out Appendix 1 (Multi-Campus Operations) as well.
PUEB has only one campus where the classes and its activities are conducted.
Scope of the EQUIS application: Please describe any activities related to management education organised under the umbrella of the
parent institution which are not managed by the applicant institution itself.
Not applicable
Organisation and Internal Management System of the School
Describe current internal organisation (divisions, centres, institutes, etc.) including main committees, key academic and administrative positions as
well as main decision-making processes – often best expressed diagrammatically.
Figure 1. PUEB organisational structure
The organisational structure of PUEB’s governance is presented in Figure 1. The structure and functioning of PUEB
and its units together with the basic rules for the organisation of the University are described in the Statutes. PUEB is
headed by the Rector who is elected every four years by the electoral college composed of the representatives of all
University’s employees, especially professors, and students. The Rector manages all the functions of the institution and
represents it when dealing with external institutions and is the supervisor of all employees and students. The main
functions of assisting the Rector in the management of PUEB are performed by three Vice-Rectors. The Rector is,
among others, responsible for decisions concerning PUEB such as e.g. employment of staff, setting tuition fees for paid
programmes and courses and implementing decisions taken by the Senate. The Senate, which is partly an elected
body, considers and passes resolutions concerning the institution such as: opening new fields of study and new
specialisations, recruitment procedures for students, and PUEB’s budget, programme requirements and quality
management. PUEB consists of five Faculties which are responsible for teaching, the main source of University
revenues. Each Faculty is managed by the Dean, who is supported by Vice-Deans and the Faculty Council. At Faculty
level, the Faculty Council is the highest decision-making body, which approves all the Faculty’s regulations such as
introducing changes to the curricula, approving proposals for new programmes and new specialisations (later to be
confirmed by the Senate). The Faculty Council is presided over by the Dean who is also elected every four years and
supported by Vice-Deans. Unlike major comprehensive Universities, PUEB is a rather centralized University, especially
in financial terms. The administration of PUEB is managed by the Rector with the support of the Chancellor, the ViceRectors and the Deans.
2016 EQUIS Datasheet
2
Institutional Autonomy and External Governance System
Strategic and Operational Autonomy: Describe the extent of the autonomy of the School and limits imposed by legislation, regulations, parent
institution or resource availability, with particular reference to financial control, academic authority for programmes, and authority for appointing,
promoting and rewarding faculty. Indicate whether limits represent just theoretical or practical restrictions.
The University enjoys the autonomy of a university guaranteed by article 70, section 5 of the Constitution of the Republic
of Poland. The scope of supervision exercised by the Minister of Science and Higher Education concerns the following
areas: the necessary conditions for creating Faculties and programmes (these provide guidelines on the number of core
faculty needed to establish such units), the National Qualifications Framework (in accordance with the European
Qualifications Framework) and the intended learning outcomes, which provide general rules on the aims and outcomes
of teaching in separate branches of knowledge (in the Polish system it is the Social Sciences branch that PUEB courses
have to conform to) and the names of academic degrees and titles. The University decides for itself what programmes
to create and how the faculty should progress in their academic development, i.e. what criteria they have to fulfil in order
to be awarded a degree (PhD, post-doctoral degrees or habilitacja, professorship) and how they should be remunerated
(including Rector’s awards). The creation of programmes is described by the Senate bills (e.g. no 56/2011) and includes
among others specific requirements concerning the minimum number of hours for each level of studies, the number of
ECTS credits, the division of subjects into groups, the number of hours for optional courses and subjects in foreign
languages and the procedures for modifying an existing programme or introducing a new one. The above mentioned
regulations concerning the appointing, promoting and awarding of degrees to faculty members are established by the
Statute and Rector’s separate Regulations. PUEB receives funds from the Ministry of Science and Higher Education to
be able to organise full-time studies (funds are calculated on the basis of an algorithm taking into consideration the
number of full-time students in relation to the number of all full-time students in Poland) but it is free to decide how the
funds should be spent. The University is responsible for its own financial management, gathering funds not only from
the Ministry’s contribution but also by organising fee-paying courses and programmes. Each year the University’s Bursar
prepares a budget for the forthcoming year that has to be consulted with all the University’s departments and
administrative units and adhered to once it is accepted by the Senate.
External Governance: Explain how external governance is organized and how external governance bodies (e.g. Governing Board, UniversityLevel Executive Committee) are exercising authority over the School.
PUEB is a state university, operating on the basis of the Act of 27 July 2005 Law on Higher Education (consolidated
text of 23 May 2012, item 572 as amended). It enjoys the autonomy of a university, guaranteed by article 70, section 5
of the Constitution of the Republic of Poland. The University’s activities are supervised by the Minister of Science and
Higher Education in respect of its compliance with the law. The rules of the University’s organisation and functioning are
set out in its Statutes, which were passed by the PUEB Senate on 28th April 2015 as part of its adjustment to a new Act.
The everyday functioning of PUEB is discussed at weekly meetings of a consultative and advisory college which – in
addition to the Rector, who is its head – consists of Vice-Rectors, Deans of all the Faculties, the Chancellor and the
Bursar. The college deals with all current issues concerning the University and discusses matters to be debated at
Senate meetings.
The Degree Programme Portfolio
Using the Table 4 at the end of this Datasheet, describe the School’s portfolio of degree programmes within the principal segments: Bachelor,
Generalist Master, Specialised Master, Doctoral Programmes, other postgraduate programmes such as MBAs.
The programmes are organised on the basis of the Bologna procedures, i.e. they follow the pattern of 3-year Bachelor’s
and 2-year Master’s level studies with 180 and 120 ECTS credits respectively. The programmes of study and the syllabi
have to conform to the requirements of the National Qualifications Framework which includes Intended Learning
Outcomes for each programme and each course (all are included in the syllabi together with the process of fulfilling
them by the students). PUEB also has six full programmes taught entirely in English (both on Bachelor and on Master
level) open to all students both foreign and domestic. Recruitment procedures are described in the Senate resolutions
and they include the necessary requirements and the documents students need to present to be admitted – there are
no entrance examinations for students on Bachelor’s level. Instead students are admitted on the basis of the points they
received on their High School leaving examination (Polish matura) for subjects like mathematics, foreign language and
additional subjects such as geography or history. For Master’s level and PhD candidates, interviews and entrance tests
are organised which concern their research interest.
Total number of full-time degree students in the School: 8,719
Total number of part-time degree students in the School: 2,121
Total number of full-time equivalent (FTE) students in the School: 9589
(School should specify methodology for calculating FTE students)
The total of FTE students was calculated by adding the total number of full-time degree students in the School and the
total number of part-time degree students of each programme divided by the years of study (total number of students
on a 2-year programme was divided by two, on a 3-year programme by 3 and on a 4-year programme by 4; then each
of these FTE student approximations were summed up and added to the total number of full-time degree students in
the School).
2016 EQUIS Datasheet
3
MBA Programmes
For MBA programmes, provide the following additional information about participants:
PUEB has three MBA programmes in its offer: the Executive MBA in Polish and English (EPAS accredited; delivered in
cooperation with the ISCTE Business School and Turku School of Economics), the Poznań-Atlanta MBA in Polish and
English (AMBA accredited; delivered in cooperation with Georgia State University), and the MBA studies in Polish. All
of the programmes are general management ones, delivered mainly on-site (however, the Executive MBA and PoznańAtlanta MBA include e-learning or blended modules). The programmes are targeted at professionally active managers
with various experience: Executive MBA is offered to top managers interested in strategic management and international
business, Poznań-Atlanta MBA is targeted at top managers interested in corporate finance and the MBA studies in
Polish are designed for middle managers.
Average years of experience: Executive MBA (13.1), Poznań-Atlanta MBA (8.5), MBA in Polish (15.2)
Number of participants with less than 2 years of experience: 0 (for all the programmes)
Name of the Selected Programme: (not applicable for Schools going through Special Re-accreditation)
The EQUIS process not only takes an overview of the programme portfolio and the management thereof but it also reviews one sample programme
in depth as a check on the effectiveness of the overall programme portfolio management. The School should name three of its major programmes
as listed in the Table of Degree Programmes from its programme portfolio (but not off-shore programmes) such that there is a variety of programme
types, e.g. an undergraduate (Bachelor), a pre-experience postgraduate (e.g. specialist Master), a post-experience postgraduate (e.g. MBA)
programme and a doctoral (PhD) programme. One of these will be chosen as the Selected Programme by the EQUIS Committee on the advice of
the EQUIS Office. In case of re-accreditation, the previously selected programme should normally not be suggested.
1. An undergraduate (Bachelor’s) programme – Finance and Accounting in Business, Faculty of Management
(Finanse i Rachunkowość Biznesu, Wydział Zarządzania).
2. A pre-experience postgraduate (specialist Master’s) programme – Management and Production Engineering,
Faculty of Commodity Science (Zarządzanie i inżynieria produkcji, Wydział Towaroznawstwa).
3. A post-experience postgraduate (MBA) programme – Master of Business Administration, Poznań-Atlanta.
Please highlight the suggested Programmes in Table 4.
Faculty
The term «faculty» designates the academic staff. Provide a readily understandable picture of the quality and quantity of the academic human
resources available to the School. If you believe that it is extremely difficult to fit your faculty into the typology below, use your own classification and
typology preceded by a clear description of the qualifications, experience and dedication that apply to each type. Occasional speakers are not
considered faculty, even if academically qualified. Definitions are given below.
Table 1: Faculty
1
2
3
Number of academic staff members
Number of staff members per academic
rank:
Full professors
Associate professors
(including 3 with the title of professor prof. zw.)
Assistant professor - dr hab.
Core faculty
520
% teaching in executive education courses
35
% non-nationals
58
4
75 (3)
37
0.2
Number of different nationalities
1
% core faculty with foreign professional or
study experience
3
5
Assistant professor - dr (adiunkt)
215
Assistant professor - dr (asystent)
20
Senior lecturer
Teaching assistant
Other academic teachers
Full-time equivalent
% of female core faculty
% holding a doctoral degree (including
% holding a doctor habilitatus degree
and full professors)
30
31
54
520
51
Ratio FTE students/FTE core faculty
Number of core faculty hired (FTE) in last 3
6
years
Number of core faculty departed (FTE) in last
7
3 years
Adjunct faculty
8 Number of academic staff members
9 Full-time equivalent
Visiting professors in current year
11 Number from foreign institutions
77
12 Number from domestic institutions
18
0
82
79
22
10
1
Teaching and research assistants on short156
term contracts
Point 3: those with a doctor habilitatus degree are included in the 72 figure in the previous line
Point 7: the number includes the faculty who: retired, did not manage to finish their research and therefore were not
awarded a title or degree and left the University, decided to leave the University for a different occupation, died.
Point 11: there are some difficulties with hiring visiting professors (taking into account note 5.) as it has to be planned in
the subject specification (syllabus). Moreover, before each semester the Faculty Council has to give consent to hiring a
specific person, other than the core or adjunct faculty, who will teach that subject (even if it is 1 hour). In addition, Polish
academic salaries are much lower than in other western countries which probably is the main obstacle in raising the
number of visiting professors.
% holding a doctor habilitatus degree
2016 EQUIS Datasheet
21
4
Age structure of the core faculty ranges from 24 to 70 years. In addition, age structure of the adjunct faculty is similar
to that of other academic teachers and ranges from 32 to 67 years of age.
Notes:
1.
2.
3.
4.
5.
6.
7.
Core faculty: Qualified academic staff employed on a permanent basis (remaining contract duration at least two more years) and for whom
the institution is the sole or principal employer. Numbers should relate to core faculty members only.
% non-nationals: Double passport holders should always be counted as nationals, if one of the passports is the domestic one.
% core faculty with foreign experience: % of core faculty (excluding foreign only passport holders) with significant professional/work
experience or study abroad (e.g. a complete degree) which entailed living abroad for at least 1 full year (i.e. not made up of part years).
Adjunct faculty: Teaching staff for whom the School is not the primary employer or who work for the School on a part-time basis under a
permanent or an occasional contract
Visiting professors in current year: Academic staff that are core faculty at another academic institution and visit the School to teach for a
consecutive period of not less than 2 weeks.
In describing the size of the faculty, the “full-time equivalent” (FTE) is the total of faculty contract days divided by 5, assuming that 5 is 100%
employment. For example, 5 faculty members with 3-day contracts would be the equivalent of 3 faculty members with 100% contracts. In
this case, the headcount is 5 but the FTE is 3. The FTE is a useful indicator when a large percentage of the faculty have less than full-time
contracts. The percentage of full-time employment refers to the number of contract days in the case of faculty members who are employed
on a part-time basis. A four-day contract is thus the equivalent of 80%.
The ratio FTE students / FTE core faculty is calculated by dividing the number of full-time equivalent students by the number of full-time
equivalent core faculty. Calculating the full-time equivalent for students is obviously a question of reasonable estimation. For instance, the
total number of part-time students on a two-year executive MBA programme can be divided by two in order to approximate the full-time
equivalent. The resulting ratio has, of course, to be interpreted in the light of other variables such as the contribution of a well-structured
non-core
faculty.
However,
the
ratio
is
useful
as
one
indicator
to
measure
faculty
sufficiency.
Subject or Teaching Areas or Departments
Explain in tabular form how academic staff are organised into departments or areas. Indicate the number of core and adjunct faculty allocated to each
department/area.
Table 2: Departments/Areas and Faculty Allocation
Faculty
of Economics
of International Business and Economics
of Informatics and Electronic Economy
of Commodity Science
of Management
Department of Foreign Languages
Department of Law
Department of Sport and Physical Education
Main Library
TOTAL
Core faculty
Core faculty
women
Adjunct
faculty
Adjunct
faculty
women
108
61
56
71
142
63
6
10
3
520
53
24
23
47
58
54
2
3
2
266
7
4
5
2
2
0
0
2
0
22
1
2
0
1
0
0
0
0
0
4
Administrative Staff
Staff working in academic programmes and/or academic departments (FTE): 9
Staff working in non-academic support areas (FTE): 361
Overview of the School’s Research Activities
Provide compelling factual data on the quantity and quality of your School’s research as viewed by EQUIS (see EQUIS Standards and Criteria). A
table should be included showing the numbers of different outputs produced by Core Faculty over the past 5 years. Please fill out the table below and
complete Appendix 1.
Research is one of PUEB’s key objectives. Four of the five Faculties have the research category A (very good) awarded
by the Ministry of Science and Higher Education, while the Faculty of International Economics and Business has the
category B (good). Conducting research and publishing research articles is a necessary condition for career
development, which is why about 90% of PUEB academics have published at least once during the period 2011-2015.
This clearly demonstrates that research is one of the top priorities of the PUEB core faculty. In terms of publishing
research papers, it is worth noticing that PUEB is a publisher of two research journals – Studia Oeconomica
Posnaniensia and the Economics and Business Review – as well as a regular publisher of monographs, books, practiceoriented materials and teaching materials. Research is strictly connected to innovation, and thanks to the InnoUEP
project, it was possible to create a unique laboratory for Interdisciplinary Research, which consists of seven specialised
thematic laboratories. All five Faculties maintain strong relations with business practices, which is reflected by many
implementations of innovations and solutions generated at PUEB in business, particularly in the field of Commodity
Science and Information Technologies, which is not common for other business schools in Poland and in other countries.
Significant is also the role of the PUEB’s Knowledge Transfer Company, which helps to commercialise research and
development carried out at the University. On the continuous improvement side, PUEB still aims to enhance the
efficiency of successfully obtaining grants from the National Science Center and from the private funds of companies.
Moreover, one of PUEB’s top priorities, which is not only integral to its strategy but also implemented at the level of each
Faculty and essential to career progression, is to increase the internationalisation of research activities.
Table 3: Research Output
2016 EQUIS Datasheet
5
Types of publication
Academic Research Articles
Papers in academic conferences
Research monographs
Other books
Chapters in monographs
Chapters in books
Textbooks
Chapters in textbooks
Practice-oriented Research Articles:
press publications
Practice-oriented Research Articles:
information materials
Practice-oriented Research Articles:
reports and analyses
Studies and Reports commissioned by
companies and gov’t agencies
Studies and reports produced as part
of an international network
Published Teaching Materials
Doctoral theses completed
Editorship of journal issues
Editorship of journal series
Editorship of other publication
Editorship of teaching materials
Editorship of conference proceedings
Editorship of monographs
2011
899
162
48
9
350
8
10
60
2012
841
134
48
2
399
4
7
58
2013
701
140
56
5
375
5
8
3
2014
804
127
49
5
391
8
2
10
2015
664
141
40
0
281
8
4
24
26
27
25
24
29
16
16
17
8
5
17
13
10
15
11
26
33
28
44
43
0
2
2
0
1
23
20
63
6
11
2
1
34
17
20
42
6
11
1
2
49
20
23
28
5
10
2
2
44
35
26
36
4
10
3
1
39
66
9
24
4
0
35
7
33
Notes:
1.
2.
t represents the latest year for which data is available. Please replace column headers with actual years.
The items above are a sub-set of the items listed in Table 2 on Research Output of the core faculty in the EQUIS Standards & Criteria
document – chapter 5
Please provide the average teaching load per capita of Core Faculty and specify what percentage of their workload is allocated to research.
Teaching load per capita varies according to the academic rank. The most common is 240 hours per year, about 40%
of the workload is allocated to research. In addition to teaching the required number of classes, employees must be
available to students during two duty hours per week. Since some employees are members of faculty and University
Committees, they have to devote some of their time to administrative and organisational work.
Executive Education
EQUIS does not require Schools to have Executive Education activities. If the School does not run Executive Education activities,
simply indicate why and give an indication if you have plans in this respect and ignore the rest of this section. If many members of
your core faculty are independently involved in Executive Education while your School is not institutionally involved, it would be helpful
to give some brief idea of the extent of this involvement. EQUIS includes degree programmes (e.g. Executive MBAs) in the School
Degree Programme Portfolio rather than under Executive Education.
Organisation and Management of Executive Education within the School: Indicate how the Executive Education unit report
to and interact with other units of the School. Describe briefly its internal management structure.
All the executive education activities within PUEB are managed by the Centre for Executive Education (CEE). The
Centre was set up as PUEB's unit in 2014 to consolidate PUEB’s offer in executive training and development. In
particular, CEE was created to: build a unified product portfolio in postgraduate studies and MBA programmes; enrich
PUEB's offer in the area of trainings and short courses; and develop cooperation with business practice. The Centre for
Executive Education is an organisational unit which is directly subordinate to the Vice-Rector for Education and
Students. It is managed by the Director of CEE, who is assisted by the Deputy Director. Additionally, CEE consists of
the CEE PUEB Council (which is the unit’s supreme collegial body), the Postgraduate Studies Office, the Training and
Consultancy Section, the Executive MBA Programme, the Poznań–Atlanta MBA Programme, and an MBA Programme
for non-English speaking managers delivered fully in Polish. The MBA programmes in Poland, unlike in some other
countries, are non-degree, part-time programmes and for these reasons are included in the executive education offer.
Programme Portfolio of Executive Education: Provide a brief idea of the weight of different programmes and activities: longer vs shorter term,
open vs tailored, online vs on-site vs blended, etc. Mention some of your most successful non-degree programmes. If non-degree programmes are
delivered in collaboration with other institutions, then you need to provide further detail in Appendix 2 (Collaborative Provision).
Programme portfolio of Executive Education consists of:
3 general, part-time, long-term, open, on-site MBA programmes (see above);
1-year postgraduate studies;
open and tailored short- and long-term training sessions and courses.
2016 EQUIS Datasheet
6
The Centre for Executive Education has a wide range of postgraduate studies implemented under the five
Faculties. It offers post-graduate studies in the framework of the fifteen thematic areas: accounting, finance, law&taxes,
business analytics, trade&sale, marketing&PR, organisation&management, managerial competencies, public
administration, the European Union, logistics, business strategy, real estate, human resources management,
healthcare. The offer covers well-established postgraduate studies such as studies in accounting and real estate, as
well as programmes responding to new demands from representatives of various sectors of the economy, such as
postgraduate studies in e-marketing. In addition to open studies (over 70 courses), CEE also organises postgraduate
studies tailored for particular clients (e.g. for Enea - the biggest local energy supplier) and studies funded by the
European Union. CEE also has a wide offer of open and tailor-made short training courses and longer courses.
Programmes of short open training include current managerial issues concerning different areas of company
management (human resources, finance, marketing, sales, customer service etc.). All training sessions are conducted
by professional and experienced trainers, as well as by business practitioners. Tailored workshops are prepared to
answer individual requests of enterprises. This makes it possible to adjust the training programme and range to the
particular requirements of each company.
Open Programmes
Tailored Programmes
Number of participant days
47 128
858
% delivered by core faculty
61%
36%
(Number of participant days is calculated by adding up for all programmes: (Number of participants x Duration in days) + (Number of participants x
Duration in days) + ….
Example: You have two programmes, one with 100 participants and a duration of 3 days, the other with 2 participants and a duration of 50 days.
Then, the result is 100*3 + 2*50 = 400 and NOT (100 + 2)*(3 + 50) = 5406.)
Five principal national clients and partners: Anwil S.A., Apator S.A., Bank Zachodni WBK S.A., KGHM Polska Miedź
S.A., Kompania Piwowarska S.A.
Five principal international clients and partners (in each case, add a few keywords in brackets explaining the
international dimension of the relationship):
Aesculap Chifa Sp. z o.o. (employee training in tailored & open programmes, member of the board of directors
holds the position of CEE PUEB Council memeber, Hochland Polska Sp. z o.o. (Company Study Tour for MBA students,
employee training in open programmes), GlaxoSmithKline Pharmaceuticals S.A. (Company Study Tour for MBA
students, employee training in open programmes), Philips Lightning Poland S.A. (employee training in open
programmes), Volkswagen Group Polska Sp. z o.o. (Company Study Tour for MBA students, employee training in open
programmes, cooperation in research).
Technology-Enhanced Learning (TEL):1
Describe how the School is employing technology to enhance student learning (target group, resources).
EQUIS does not require Schools to have TEL activities. If the School does not employ TEL, simply indicate why and give an indication if you have
plans in this respect.
PUEB does not make use of TEL on a large scale but uses various techniques and internet-based technologies during
classes so that PUEB can give our students international experience. Examples of such courses are as follows: the
Microeconomics of Competitiveness; X-Culture – designed to offer trainees an opportunity to complete a project in a
global virtual team; a Business management simulation game; the Simulation game VIBu (Virtual Teams in International
Business) developed by the Turku School of Economics for an Executive MBA programme; and the Change
Management and Strategy Simulation Game for MBA students. According to PUEB’s internal regulations, all modules
(courses) must be available on the Moodle platform. Specialist equipment is used in a number of different programmes
which are related to classes in commodity science, finance (trading room), management (neuromarketing laboratory),
and economics (TV studio).
Overview of the School’s Financial Management and Performance
Using the table (Table 5) at the end of this datasheet, provide summary information on the School’s financial situation for the past five accounting
years as well as projections for next three accounting years (including the current year). Financial data should be expressed in EUR (please provide
the currency rate used for conversion from local currency). Explain the financial relationship with the parent institution or university, if relevant. Identify
the principal financial risks facing the School (incl. those emanating from the parent institution or university).
At present, PUEB is in a good financial position. However, the situation has been changing recently, owing to a decrease
in the number of students of non-regular programmes, accompanied by a small increase in students of regular
programmes, which results in the University’s lower revenues from tuition fees. All Polish universities face the challenges
of dramatic demographic changes: the total fertility rate dropped in Poland from 2.0 in 1990 to 1.3 at present. Although
PUEB has managed to meet the challenges better than most of its competitors, due to the University’s high reputation
and good management, still a package of adaptive measures has been implemented. They include both rising the
revenues, among others from executive education (executive MBA, post-graduate studies, short courses, in-company
training sessions, consulting services) or research grants, as well as keeping costs under control, among others through
limiting employment of staff in retirement age, reduction of overtime payments, reducing the number of administrative
staff.
EQUIS documents use the term TEL for the application of existing and emerging technologies that add value to
teaching and learning in the School’s programmes.
2016 EQUIS Datasheet
7
1
National Standing
Describe the School’s positioning in the national environment, including its main competitors and the strategic group to which it belongs. Indicate at
least two clearly defined areas of activity for which the School enjoys significant recognition for excellence.
PUEB has a very strong position in the national environment, especially among business schools. The PUEB’s main
competitors are: Warsaw School of Economics (public sector), Kozminski University (private sector), Cracow University
of Economics (public sector), Wrocław University of Economics (public sector) and the University of Economics in
Katowice (public sector). In Poland’s most prestigious and mostly valued ranking of universities, compiled by
Perspektywy, an education magazine and published annually since 1998, considering all state and private Universities
and Colleges in Poland, PUEB is regularly placed among the three best business schools in Poland. Perspektywy
University Ranking (Poland), as it is known abroad, has been awarded the IREG certificate by the IREG Observatory
on Academic Ranking and Excellence organisation. The main criteria behind this ranking are: Prestige, Innovation,
Research potential, Research effectiveness, Social conditions and Internationalisation. Among all universities (including
classical comprehensive ones), PUEB ranks twenty-second out of 90 universities, and second among universities of
economics in 2016, after the Warsaw School of Economics (eleventh in the general classification). It is worth stressing
that, within the "prestige" criteria, in the opinion of employers PUEB received the a very high score, taking 12th place in
the overall ranking, including all 50 universities. This is also confirmed by another ranking by Sedlak&Sedlak, a wellknown HR consulting agency, which shows that PUEB placed 1st in Poznań and 2nd in Poland in terms of the salaries
of graduates earned within a year after graduation. Analysing the remaining criteria of the Perspektywy ranking, it can
be observed that PUEB achieved high results in research effectiveness – this is also our strong point on the national
scale.
Accreditation or Recognition by National and/or International Agencies
PUEB has the following accreditations:
CEEMAN – International Quality Accreditation (IQA) – whole institution,
Association of MBAs (AMBA) – Poznań-Atlanta MBA,
EPAS (EFMD) accreditation for the programme Executive MBA,
Nottingham Trent University – Joint Msc in International Business and Management Programme.
All programmes offered by the Poznań University of Economics and Business have obtained accreditation from the
Polish Accreditation Committee (PAC). In the academic year 2010-2011 PAC awarded a grade with distinction to the
Management course run at the PUEB’s Faculty of Management at the levels of Bachelor’s and Master’s studies and
single cycle Master’s degree studies. In June 2011 PAC conducted accreditation at the Faculty of Economics and in
2013 at the Faculty of Commodity Science and awarded both Faculties grades with distinction. In 2014 two Faculties,
namely the Faculty of International Business and Economics and Faculty of Informatics and Electronic Economy
underwent accreditation procedures and were awarded highest grades. PUEB also has accreditation certificates from
the Foundation for the Promotion and Accreditation of Economic Education EPOQS. In October 2010 the Foundation
accredited the Management course taught at the Faculty of Management. In 2001, the Faculty of Commodity Science
was awarded an ISO 9001-2000 certificate by the Det Norske Veritas organisation. The certificate confirms the Faculty’s
efficiency and its management system’s compatibility with international standards. In June 2011 the validation committee
of the UK’s Nottingham Business School, Nottingham Trent University, conducted a validation of the Joint MSc in
International Business and Management Programme run by the Faculty of International Business and Economics and
Nottingham Trent University (Nottingham Business School).
International Reputation
Provide factual evidence that the School is known and respected by institutions outside its home country.
PUEB has wide international connections and is internationally renowned (see further below). In 2007, the Poznań
University of Economics and Business was awarded the prestigious title „Business Superbrand” as the strongest brand
in the business sector. The above mentioned award is given by Superbrands, which is an independent organisation
operating in 70 countries all over the world. Moreover, PUEB received the CEEMAN international accreditation in 2013.
Both MBA programmes run by PUEB have prestigious international accreditations: one from EFMD (EPAS), one from
AMBA. The European Commission funded the Jean Monnet Centre of Excellence in the Department of European
Studies (for 2012-2015), the only such centre in Poland.
Internationalisation
Provide factual evidence on the principal aspects of the School’s international dimension (faculty, student body, programmes, strategic alliances,
international partners etc.) that has not already been provided.
All PUEB students are obliged to choose at least one subject in a foreign language, both at Bachelor’s degree and
Master’s degree levels. The offer consists mainly of lectures in English, but there are also some subjects taught in other
languages (German, French or Russian). All students study two foreign languages during their Bahelor’s programme.
The Department of Foreign Languages employs 67 academic teachers, who teach English, French, Spanish, German
and Russian in all Faculties and courses of study at advanced and elementary levels. The PUEB’s Erasmus partners
are 146 universities from 26 countries participating in the programme. In the academic year 2015/2016, 223 PUEB
2016 EQUIS Datasheet
8
students started studies or practical training abroad as part of the Erasmus+ programme or bilateral agreements. At the
same time, 226 foreign students studied at the PUEB as part of the Erasmus+ programme and bilateral agreements.
We realize that the process of internationalisation, both of the student body and of the faculty, is a challenge.
Since internationalisation is our priority, we have introduced a number of measures to improve this process, i.e., in 2011
the University established a new unit, namely, the Centre for Studies in English (CSE) and in 2016 we introduced
PUEB’s Strategy for Internationalisation which enumerates in detail our plans in this area. The establishment of CSE
has helped with the organisation of studies in English – due to its work we have increased the number of programmes
taught in English (from one International Business at the Faculty of International Business and Economics in 2011 to
six in 2016, adding Finance at the Faculty of Economics, E-business and Financial Engineering at the Faculty of
Informatics and Electronic Economy, Product and Process Management at the Faculty of Commodity Science and
Innovation Management at the Faculty of Management) and also improved and professionalised the recruitment process
which has led, among others, to the increase in the number of foreign students (from 11 in the academic year 2008/2009
to 54 in the academic year 2015/2016 for the Bachelor’s studies and from 0 to 57 for the Master’s studies in the academic
year 2015/2016). Additionally, to meet market demands in the academic year 2011/2012, PUEB launched a group of
Doctoral Seminars in English for the first time. At present, 58 participants are working on their PhDs. We are constantly
working on the development of further programmes conducted in English. PUEB will also focus on the
internationalisation of staff which, at the moment, is only just beginning. Five of PUEB’s academic teachers are
foreigners, as it is easier to employ foreign staff on short-term contracts, rather than as core faculty. However, academic
teachers from partner universities visit PUEB with lectures, and more and more PUEB teachers visit foreign Universities
with their own presentations, often as part of the Erasmus programme. In the academic year 2013/2014, 50 teachers
came to deliver lectures to PUEB students. Also international conferences held at PUEB attract foreign participants to
the University.
Ethics, Responsibility and Sustainability
Provide factual evidence on the School’s activities in areas of ethics, responsibility and sustainability (strategy, faculty, programmes, research,
infrastructure, operations & administration, community outreach, etc.) that have not already been provided.
Education: PUEB provides a high level of education and we form the basics of responsibility among students through
courses on corporate responsibility and sustainability, including: Business ethics, Social aspects of management,
Corporate social responsibility, Pro-ecological corporate management. The University educates students in the field of
Social Policy (Bachelor’s and Master’s degree). Since 2013, PUEB has offered postgraduate programmes of social
economics. PUEB has been a participant of Principles for Responsible Management Education since July 2012. In
accordance with the PRME aims, we take our responsibility to educate future business leaders to take a broader ethical
and societal perspective on business practices very seriously. The idea of business social responsibility is also spread
by the Student Interest Groups. PUEB takes care to adapt its educational offer to the needs of the labour market – from
2010 to 2015 the “Human Resources for the Economy” project was run, whose aim was to enhance PUEB students’
competitiveness in a dynamically changing labour market, meet the skill and competence gaps, and to link theoretical
knowledge with business practice. Research: PUEB is engaged in conducting research linked to the problems of CSR
and sustainability such as Corporate social responsibility and business ethics, social economics, Sustainable
development, Social policy, and Environmental protection. PUEB attaches great importance to the issue of the social
responsibility of research. PhD studies contains subjects in the field of the ethical responsibility of academic researchers.
Actions for the social environment: students and university employees are involved in numerous activities for the social
environment, e.g. they participate in actions like voluntary blood donation, and collecting money for poor families, the
seriously ill and animal shelters. Both university employees and students organise many charity events on their own.
The university is architecturally adapted to the needs of the disabled. In addition we have developed a programme of
eco-friendly actions which is supervised by the Rector’s proxy for environmental issues .
Overview of the Principal Links with the Corporate World
Provide factual evidence on the School’s interaction with the business community (including governance, relevance and impact, international scope)
that has not been already provided. List the School’s most important corporate partners and describe their involvement in School activities.
A distinguishing characteristic of PUEB is the extensiveness and durability of relations with business practice, made
possible thanks to the activity of the University’s Partner Club. The mission of this organisation, which was founded in
2003, is to build close relations between the science of economics and business. Its members – Polish and international
companies, as well as reputable business institutions – help the University accomplish its educational mission by being
invited to voice their opinions on the strategy and development of PUEB and co-create the programmes. They provide
information on the requirements of employers due to the changes that are taking place in the economy and therefore
influence the programmes and learning outcomes. They also teach classes and give lectures, organise practical
workshops and internships for students and they offer scholarships for the best students. In return they have access to
the most recent and up-to-date research, they can use consulting services offered by PUEB faculty, be partners in
research and implement its solutions, help in writing theses which are useful in their everyday business practice and
participate in executive education courses which can be designed specifically to meet their needs. Moreover, each
Faculty has its own links with the business world, which include joint research programmes providing services to
business or co-organising Student Interest Groups. Other Faculties, such as for example the Faculty of Informatics and
Electronic Economy, also have strong ties with business partners – they organise workshops for students, cooperate
with companies in the planning and delivering of lectures, jointly organise teaching labs (e.g. the Service Science Lab
2016 EQUIS Datasheet
9
in cooperation with Software AG), conduct research together (e.g. with Orange S.A.) and organise competitions for
students (with Santander BZ WBK). Additionally in 2014 we established the Knowledge Transfer Comapny (KTC) which
is involved mainly in activities relating to the commercialisation of PUEB’s research and development results.
Facilities
Maximum ½ page describing the dimension and quality of your campus(es) including residential facilities, library, databases, computer facilities, etc.
Residential facilities. PUEB possesses five residential facilities located in downtown Poznań. In 2015 we opened a
new building – the Electronic Services Educational Center. The University has a total of 107 classrooms, including 10
lecture halls with a capacity of 100 persons or more, ten computer labs, and nine laboratories for commodity studies.
All the facilities are adapted to the needs of people with disabilities: each building has an elevator, and corridors and
walkways of adequate width. All classrooms are equipped with multimedia projectors, wall screens, sound systems,
computers, audiovisual control dashboards, and have hard-wired access to the Internet. IT infrastructure. All students
and employees have unlimited access to the Internet through the fast university computer network, both hard-wired and
wi-fi. The University has 13 general computer labs. Each has 30-36 workstations (with PCs or VDI terminals) with a
standard set of software, including MS Office, MS Visio, MS Project, Statistica, SPSS, SAS, Gretl, R + R Studio,
SimaPro, OxMetrics, ArcGIS, GanttProject and GIMP. In addition to general laboratories, there are several specialist
ones with a smaller number of workstations (created as Departmental labs, including an Internet of things lab, Service
Science, Enterprise and Service Platforms, Next Generation Internet Lab). In total, the University has almost 470
computers for students. Each has a fast internet connection. All the labs are equipped with an audio-visual system. All
software is licensed for students to be installed on their computers and work at home. Library resources. The main
Library of PUEB collects resources in accordance with the study and research fields investigated at the University. The
library occupies three floors with a total area of 5,600 m 2 (60,280 ft²) and provides 390 seats and 30 computers with
access to the online catalogues, databases and the Internet. During the academic year, the library is open seven days
a week, 8 am to 8 pm. The library collection comprises a total of over 460,000 volumes (books, manuscripts, journals,
and special collections). Information about the collection is maintained on an information system which is also available
on the Internet. The library offers access to 146 licensed databases containing electronic versions of the publications of
worldwide publishers and scientific societies: journals (e.g., EBSCO, ProQuest), full-text books (e.g., Ebrary , EBSCO
Academic Collection, World eBook Library), abstracts and bibliographies (e.g., EconLit, Web of Science, Scopus), legal
information systems (e.g., Lex, Infor), statistical data (e.g., CEIC Data, OECD iLibrary), financial and market data (e.g.,
EMIS, DealWatch, BankScope, EIKON Thomson Reuters), and the digital resources of PUEB (full texts of dissertations
and other PUEB publications). The databases can be accessed from all computers within the university campus network.
For initial accreditations, the EQUIS Datasheet should be sent by e-mail to the EQUIS Office in both Microsoft Word (in case we wish to suggest
modifications to you) and pdf electronic formats. The official Datasheet at any time will be the last Datasheet in pdf format for which the EQUIS Office
has acknowledged receipt.
An updated Datasheet should be sent to the EQUIS Office together with the Self-Assessment Report and the Student Report eight weeks before the
start of the Peer Review Visit. Schools should use the latest version of the Datasheet template available on the EFMD website.
Non-EFMD members should have started the EFMD membership procedure before submitting an Application for Entry into the EQUIS process.
Please address it to:
EFMD aisbl
Quality Services
Rue Gachard 88/3
B – 1050 Brussels
[email protected]
For re-accreditations, the EQUIS Datasheet should be sent by e-mail to the EQUIS Office in both Microsoft Word and pdf electronic formats.
An updated Datasheet should be sent to the EQUIS Office together with the Self-Assessment Report and the Student Report eight weeks before the
start of the Peer Review Visit. Schools should use the latest version of the Datasheet template available on the EFMD website.
2016 EQUIS Datasheet
10
Table 4: Degree Programme Portfolio
% of
programme
delivered by
core faculty
Faculty
Bachelors
economics
100%
finance
finance and accounting
100%
100%
social policy
100%
Economics
law and economics
Duration
Year in which
program-me
started
3
3
3
3
2006/2007
3
3
3
3
Collaborative
provision:
Joint/
Franchised/
Validated/ No
2
2014/2015
2006/2007
2008/2009
2013/2014
joint with
AMU
Total nr of
currently
enrolled
students
over all
years
of the
programme
% of
registered
nonnationals
(not
including
exchange
students)
Mode:
Full time/
Part time/
Distance
Learning/
off-shore
Does the
programme
require
previous
work
experience?
Yes/No
full-time
part-time
full-time
full-time
no
no
no
no
Polish
Polish
English
Polish
663
29
11
978
240
60
30
240
239
23
11
246
499
63
18
659
0.4
0
61.1
0.3
25
0
0
7
10
0
0
12
part-time
full-time
part-time
full-time
no
no
no
no
Polish
Polish
Polish
Polish
122
115
0
320
180
60
0
90
109
59
0
103
301
156
0
157
0
0
0
0.6
0
5
0
0
0
2
0
3
2238
900
790
1853
10.2
37
27
212
45
0
335
244
45
0
881
17
20
37
3156
150
90
30
240
210
60
0
780
9
80
89
1769
125
27
0
218
208
33
0
611
8
19
27
1428
289
50
7
458
377
69
0
1250
48
65
113
3216
1.0
0
85.7
0.7
0
0
0
2.0
2.1
0
0.9
0.9
12
0
0
11
0
6
0
29
0
0
0
66
15
0
0
10
0
0
0
25
0
0
0
52
Primary
language(s)
of instruction
Total
Nr of
applicants
this
year
Nr
offered
a place
this
year
Nr of
students
enrolled
this year
Nr. of
incoming
exchange
students
Nr. of
outgoing
exchange
students
specialised masters
economics
100%
finance
finance and accounting
100%
100%
social policy
100%
Total
Doctoral programmes
2
2
2
2
2
2
2
2009/2010
full-time
part-time
full-time
full-time
part-time
full-time
part-time
no
no
no
no
no
no
no
Polish
Polish
English
Polish
Polish
Polish
Polish
100%
4
4
1991/1992
full-time
part-time
no
no
Polish
Polish
finance and accounting
in business
100%
3
2008/2009
full-time
no
Polish
701
330
361
850
0
1
8
spatial economics
100%
part-time
full-time
part-time
full-time
part-time
no
no
no
no
no
Polish
Polish
Polish
Polish
Polish
71
142
0
949
111
1974
90
90
0
330
120
960
49
61
0
385
87
943
113
143
0
791
193
2090
0.9
0
0
1.6
0.5
0.7
0
0
0
35
0
36
0
1
0
7
0
16
management
100%
2014/2015
2009/2010
2009/2010
Total
GRAND TOTAL
Management
Bachelors
3
3
3
3
3
2006/2007
Total
2016 EQUIS Datasheet
11
specialsed masters
finance and accounting
in business
100%
spatial economics
100%
management
100%
Total
Doctoral programmes
100%
2
2
2
2
2
2
4
2009/2010
full-time
no
Polish
453
360
351
674
0.6
4
22
part-time
full-time
part-time
full-time
part-time
no
no
no
no
no
Polish
Polish
Polish
Polish
Polish
1970
full-time
no
Polish
103
0
0
620
200
1376
14
150
0
0
480
210
1200
13
80
0
0
489
172
1092
11
209
4
0
932
356
2175
56
0
0
0
4.2
0.6
2.1
1.8
0
0
0
55
0
59
0
0
0
0
45
0
67
2
1973/1974
part-time
no
Polish
27
41
3391
100
113
2273
20
31
2066
117
173
4438
0
0.6
1.4
0
0
95
0
2
85
2009/2010
Total
GRAND TOTAL
International Business and Economics
Bachelors
tourism economics and
business
100%
3
2010/2011
full-time
no
Polish
108
90
50
147
0.7
2
3
international economic
relations
100%
3
3
2008/2009
part-time
full-time
no
no
0
582
0
330
0
345
0
715
0
7.4
0
24
0
19
part-time
no
Polish
Polish,
English
Polish
20
710
30
450
14
409
34
896
0
6.0
0
26
0
22
3
Total
specialised Masters
tourism economics and
business
100%
2
2010/2011
full-time
no
Polish
50
60
29
79
2.5
10
5
international economic
relations
100%
2
2
2009/2010
part-time
full-time
no
no
Polish
Polish
0
232
0
180
0
165
0
330
0
10.9
0
12
0
42
part-time
no
Polish,
English
24
30
18
40
1
0
0
2009/2010
full-time
no
Polish
306
8
270
6
212
2
449
22
8.5
0
22
0
47
1
2009/2010
part-time
no
Polish
9
17
1033
40
46
766
6
8
629
43
65
1410
0
0
2.7
0
0
48
0
1
70
2006/2007
2008/2009
full-time
part-time
full time
no
no
no
Polish
Polish
Polish
242
19
279
150
30
120
134
18
136
364
20
334
0
0
0
1
0
0
1
0
0
2015/2016
part time
full time
no
no
Polish
English
0
20
0
30
0
20
0
16
0
75.0
0
0
0
0
560
330
308
734
1.6
1
1
2
Total
Doctoral programmes
100%
4
Total
GRAND TOTAL
Commodity Science
Bachelors
commodity science
100%
management and
production engineering
100%
3.5
3.5
3
product & process
management
Total
100%
3
3.5
2016 EQUIS Datasheet
12
specialised Masters
commodity science
100%
management and
production engineering
100%
1.5
1.5
2
2009/2010
2
Total
Doctoral programmes
100%
4
1994/1995
full time
part time
full-time
no
no
no
Polish
Polish
Polish
141
27
108
180
60
60
114
20
100
200
45
57
1.0
0
0
1
0
5
4
0
0
part-time
no
Polish
full-time
no
Polish
0
276
0
0
300
5
0
234
6
0
302
13
0
0.7
0
0
6
0
0
4
0
6
6
842
20
25
655
6
12
554
25
38
1074
0
0
0.3
0
0
7
0
0
5
401
240
246
403
1.0
6
6
23
30
17
22
0
0
0
424
270
263
425
0.9
6
6
141
120
113
207
0
4
5
21
30
17
36
0
0
0
0
0
0
5
0
0
0
162
3
3
6
592
32
150
6
25
31
451
30
130
3
3
6
399
29
248
17
12
29
702
49
0
5.9
0
3.5
0.9
0
4
0
0
0
10
0
5
0
0
0
11
0
52
30
30
52
0
0
0
53
137
50
110
50
109
75
176
0
0
0
0
0
0
5185
11016
1.9
226
223
Total
GRAND TOTAL
Informatics and Electronic Economy
Bachelors
informatics and
econometrics
100%
3
2006/2007
3
full-time
no
part-time
no
Polish,
English
Polish,
English
Total
specialised masters
informatics and
econometrics
100%
2
2009/2010
2
technical applications of
the Internet
100%
2
2009/2010
100%
4
2011/2012
Total
GRAND TOTAL
Executive MBA
2
1991
Poznań-Atlanta MBA
2
1995
1.5
2011
Total
Doctoral programmes
MBA in Polish
Total
GRAND TOTAL
full-time
no
no
Polish,
English
Polish,
English
Polish
part-time
no
full-time
part-time
no
no
Polish
Polish
part-time
yes
part-time
yes
part-time
yes
Polish,
English
Polish,
English
Polish
joint with
full-time
UAM and PP
cooperation
with ISCTE
cooperation
with GSU
9151
6024
If the School is engaged in collaborative provision, then Appendix 2 (Collaborative Provision) needs to be filled out as well.
AMU – Adam Mickiewicz Univeristy; ISCTE - ISCTE Business School and Tukru School of Economics GST – Georgia State University
1
2016 EQUIS Datasheet
13
Table 5: Summary Information on the School’s Financial Situation
(All figures in 1000 or %)
Resources/Revenues, of which
2011
2012
2013
2014
2015
2016
2017
2018
Bachelor/undergraduate programmes
Other Post-Graduate programmes:
3 960
3 561
2 985
2 467
2 418
2 097
2 167
2 161
414
352
330
254
244
285
288
287
Executive education
3 260
2 653
2 117
1 665
1 286
1 533
1 591
1 587
MBA programmes
250
269
222
289
511
523
539
537
Research Income
2 385
2 480
1 877
1 850
2 077
2 445
2 531
2 524
Other earned Income (e.g. DSE)
4 414
4 938
4 134
5 385
7 545
5 304
5 370
5 355
Endowment and Investment Income
Subsidies (e.g. from government or parent
organisation)
13 402
14 926
16 635
18 252
20 680
21 499
20 951
20 768
Sum
28 085
29 179
28 301
30 163
34 762
33 685
33 437
33 219
13 475
14 015
14 535
15 324
16 573
16 596
16 919
16 895
3 735
3 937
3 023
2 891
3 338
3 540
3 356
3 356
Marketing and Promotion
277
256
192
219
254
448
258
258
Infrastructure-Related Expenses
490
303
248
362
380
317
352
352
1
2
1
1
27
Expenses, of which:
Staff Cost
External Teaching and Teaching Support
Interest Payable and Debt Servicing
Other Expenses
Sum
9 457
10 397
10 175
11 047
13 058
12 580
12 488
12 299
27 434
28 910
28 175
29 845
33 630
33 480
33 373
33 160
651
269
126
319
1 132
205
64
59
Annual Surplus
2016 EQUIS Datasheet
14
Appendix 1: Research Output (last 24 months)
Academic Research: List the names of academic journals and numbers of publications of the core faculty for the last 24 months. Journals
should be ranked according to their relevance for the School.
Title
No.
Journal of Dairy Science
1
Biofouling. The Journal of Bioadhesion and Biofilm
Research
Building and Environment
Construction and Building Materials
Food Chemistry
Journal of Sustainable Tourism
Journal of Transport Geography
Textile Research Journal
Abstract and Applied Analysis
Applied Mathematics and Computation
Electrochimica Acta
Energy&Fuels
Government Information Quarterly
Higher Education : The International Journal of Higher
Education Research
International Dairy Journal
International Journal of Life Cycle Assessment
Plant Foods for Human Nutrition
Topological Methods in Nonlinear Analysis
Child Indicators Research
European Journal of Lipid Science and Technology
European Journal of Wood and Wood Products
Food Additives and Contaminants Part A-Chemistry
Analysis Control Exposure & Risk Assessment
Journal of the American Oil Chemists Society
Sensors
Toxicology Research
Advances in Polymer Technology
Ars Mathematica Contemporanea
Canadian Journal of Plant Science
Central European Journal of Energetic Materials
Dairy Science & Technology
Emerging Markets Finance and Trade
Food Analytical Methods
International Journal of Food Science and Technology
Journal of Macroeconomics
Journal of Surfactants and Detergents
Mathematical Problems in Engineering
Proceedings of the American Mathematical Society
Time & Society
1
2
1
1
1
Title
No.
1
1
Tourism Geographies : An International Journal of
Tourism Space, Place and Environment
Vibrational Spectroscopy
1
1
2
1
1
1
1
2
1
1
1
1
Archives of Mining Sciences
British Food Journal
Bulletin of the Australian Mathematical Society
Central European Journal of Operations Research
Journal of Air Transport Management
Journal of Apicultural Science
Journal of Combinatorial Optimization
Journal of Education for Teaching
Journal of Molecular Structure
The Visual Computer
Tourism Economics
Transformations in Business & Economics
1
1
1
1
1
1
1
1
1
1
1
1
1
5
1
1
1
4
1
1
Acta Alimentaria
Acta Biochimica Polonica
Agricultural Economics - Zemedelska Ekonomika
Argumenta Oeconomica
Cellular and Molecular Biology Letters: CMBL
Central European Journal of Operations Research
Communist and Post-Communist Studies
Computer Science and Information Systems
1
1
2
4
1
1
1
1
1
1
1
1
2
1
1
1
1
2
1
Czech Journal of Economics and Finance
Drewno
Eastern European Economics
Graphs and Combinatorics
Investment Analysts Journal
Journal for East European Management Studies
Journal of Elementology
La Pensee Journal
Polish Journal of Chemical Technology
Polish Journal of Environmental Studies
Rocznik Ochrona Środowiska / Annual Set The
Environment Protection
Romanian Journal of Economic Forecasting
The European Journal of Finance
Virtual Reality
Other
2
1
2
2
1
2
2
1
2
1
1
1
1
1
1
1492
Practice-Oriented Research: Provide summary statistics describing the practice-oriented research of the core faculty for the last 24 months and
that also reflect how the School evaluates its quality.
Analyzing Table 3 in the preceding sections, you can find positions related to practice-oriented research, which are
separately specified below. Additional data present patent applications. When it comes to the quality of academic
papers, there is a ministerial list of academic journals with points assigned to each of them. Publications in highly
ranked journals (with high Impact Factor values) generate more credits which are taken into account within the
processes of allocation of funds, periodic assessment and career progression.
Types of practice-oriented outcomes
Practice-oriented Research Articles: press publications
Practice-oriented Research Articles: information materials
Practice-oriented Research Articles: reports and analyses
Studies and Reports commissioned by companies and gov’t agencies
Patent applications
2014
24
8
15
44
2
2015
29
5
11
43
4
Appendix 3: Collaborative Provision (delete if not applicable)
List and describe the collaborative provision of degree and non-degree education (including partner institutions and the nature
of the contractual/legal relationships). Please refer to Annex 12 of the EQUIS Process Manual Annexes for further details on
Collaborative Provision.
2016 EQUIS Datasheet
15
Bachelor degree studies
International partnerships are created to give the students an opportunity to be awarded two or three diplomas, when
they do that they are treated as exchange students of one of the Faculties, not a particular field of study. Therefore,
these programmes are not included in Table 4 of the Datasheet.
1. Kyiv National Economic University named after Vadym Hetman, Ukraine – double Bachelor degree since 2012;
description of the programme - this programme makes it possible for Ukrainian Bachelor level students to be awarded
PUEB’s Bachelor diploma. After finishing three years of their education at Kyiv National Economic University they
spend their fourth year at PUEB working towards their second diploma.
2. Adam Mickiewicz University, Poznań, Poland – bachelor programme in law and economics since 2013; description
of the programme - it is a new field of study combining economics and law for Polish students who study
simultaneously on both Faculty of Economics at PUEB and Faculty of Law at AMU.
Master degree studies
International partnerships are created to give the students an opportunity to be awarded two or three diplomas, when
they do that they are treated as exchange students of one of the Faculties, not a particular field of study. Therefore,
these programmes are not included in Table 4 of the Datasheet:
1. Nottingham Trent University (NTU)/ Nottingham Business School (NBS), United Kingdom – joint Master degree
since October 2011; description of the programme - Joint MSc in International Business and Management
(JMSCIBM) programme is a two-year programme. The classes take place at PUEB (3 semesters) and at NTU (one
semester). The classes are conducted in Polish and English and the students receive one diploma signed by both
institutions (PUEB and NTU).
2. Escuela de Negocios Novacaixagalicia, Vigo, Spain – double master degree since March 2014; description of the
programme - this programme enables students to receive a master diploma in management from PUEB and an MBA
diploma from Escuela de Negocios Novacaixagalicia.
4. TU Bergakademie Freiberg – double master degree since 2001; description of the programme - this programme
makes it possible for students to receive two diplomas from two Universities with each year spent at each University.
Since the academic year 2014-2015 the students of the Faculty of Economics, International Business specialisation
will have a chance to participate in the programme receiving a PUEB Master diploma and a German MBA diploma.
5. ESCP Europe Paris/Berlin – double/ triple master degree since 2001; description of the programme - in this
programme the students have an opportunity to choose either French or German institution where they want to do
the second, apart from PUEB’s, diploma. The studies last two years, one is spent at PUEB, and the other (including
internship) is spent abroad. Students can also choose to do a third diploma in one of the ESCP Europe campuses
(Berlin, London, Madrid).
6. Adam Mickiewicz University – joint Master programme since 2009; description of the programme:
This is a joint programme created by the two public Universities in Poznań. It combines the knowledge of socioeconomic issues important for the functioning of an enterprise in e-economy with mathematics and physics and also
with the creation and use of IT technologies.
Executive education:
Within the framework of the partnerships post-graduate studies and courses are organised. Both institutions
cooperate in the creation of the programme of studies and its delivery:
1. Human Resources Development Center (Centrum Rozwoju Zasobów Ludzkich) – official partnership since
October 2013; description - post-graduate studies „Social economics” within „Integrated System of Support for Social
Economics” („Zintegrowany System Wsparcia Ekonomii Społecznej”) project conducted within Human Capital
Programme co-financed by ESF. The project is addressed to social services institutions, employment institutions,
NGOs and the employees of these institutions, to public administration employees who work directly within the sphere
of social integration.
2. Banking Consulting and Education Centre (Bankowy Ośrodek Doradztwa i Edukacji) – official partnership since
September 2013; description - post-graduate studies „Effective leadership of a cooperative bank” within a consultingeducation project called „SGB HR – modern cooperative banks” co-financed by ESF within sub-measure 2.1.1.
„Development of human capital in enterprises”. The project is overseen by Polish Agency for Enterprise
Development.
3. Saint Gobain – official partnership since October 2013; description - post-graduate studies for the employees of
Saint Gobain company conducted by the Department of Commerce and Marketing.
4. SAS Institute – official partnership since October 2013; description - post-graduate studies conducted in
cooperation with SAS Institute.
5. Regional Headquarters of the State Fire Service – official partnership since October 2013; description - postgraduate studies for the managerial staff of the Service.
6. Regional Headquarters of the Police – official partnership since October 2013; description - post-graduate studies
for the managerial staff of the Service.
7. Georgia State University – official partnership, MBA programme since October 1995; description - MBA PoznańAtlanta programme addressed to experienced managers conducted in cooperation with Georgia State University in
Atlanta.
2016 EQUIS Datasheet
16
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