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Red. nauk. Wydziału Organizacji i Zarządzania: Lewandowski, Jerzy. ; This study has been devoted to the agency system of the European Union and its place and role in the decisional and management process of this integration grouping. The content of this monograph has been divided into six chapters – five of them describe the EU agencies; chapter I has an introductive character and presents the description of the EU institutional system. In the following chapters (i.e. II, III, IV, V and VI) one can find a detailed description of a genesis, organizational structure, goals and functions of the Community agencies, foreign policy and security agencies, agencies for domestic affairs and judicature and executive agencies. To illustrate goals and functions, the decisional and management activities of the EU agencies have been presented as a decentralized structures supporting EU institutional system, member states and their citizens. The deepening of the integration process has caused, that the agencies have become an indispensible element of the whole institutional system. The agencies have been entrusted with numerous and various tasks depending on the agency`s type. In this way they secure a sophisticated knowledge, beginning from the quality of our professional life and environment, through basic rights, services for the society and the industry, finishing on security, justice and application of the structural aid. All these issues are present in this monograph.

Abstract

Objective: The objective of the paper is to present the chosen innovative pedagogical approaches of teaching in the area of management science and their practical application in the educational process at the Lodz University of Technology, as well as to discuss the opinions of students and managers concerning the innovative pedagogical approaches of teaching.

Methodology: The first stage of research was conducted among 200 young respondents (19-24 years old), students of Lodz University of Technology (Poland) in the second and third quarters of 2018. During the research, the indirect method of gathering information, i.e. using a survey technique was applied. The survey was conducted among the students with the application of the techniques of personal survey, electronic survey and paper survey. The second stage of research was conducted among 50 managers of medium and large companies in Poland in the second and third quarters of 2018. The choice of companies to be studied was a deliberate one. During this stage of research, the indirect method of gathering information – using a survey technique was applied. The survey was conducted among the managers with the application of the techniques of personal survey, electronic survey and paper survey. The Likert scale was used for evaluation.

Findings: The situation on the labour market, as well as the development of the market of educational services and the development of new technologies cause changes in both the offer and the quality of teaching. In order to increase the quality of the educational offer and the degree of satisfaction of students and employers, universities introduce new teaching methods and new didactic tools based on the creative pedagogical approaches. The research results confirm the positive evaluation of Problem-based learning and Design Thinking approaches by students and companies representatives. However, closer cooperation between university and companies is expected both by students and managers.

Value Added: In this paper, apart from presenting the theoretical and practical possibilities of using Problem-based learning and Design Thinking approaches of teaching in the area of management science, the opinions of students and companies' representatives were also presented.

Recommendations: Effective teaching in the field of management at the universities is a difficult and complex process. Management is − by its character − closely related to business practice. Therefore, a management graduate should, in addition to having theoretical knowledge, be prepared to solve real problems in the enterprise.

This study concerns the co-decision and co-governing system basing on the European Commission (EC) and the European Parliament (EP) as an example. However, it is not a direct description of functions of these institutions but a presentation of results of empirical studies, including respondents' knowledge about the EC and EP functioning. In the study the following thesis were verified: awareness and knowledge of the EU institutions is greater in the border regions because of participation in the process of euroregionalisation; level of knowledge about the integration is related to education, the higher and more comprehensive it is, the greater the understanding of the institutionalization of integration; residents of urban areas have greater knowledge about integration than people who live in rural areas.

This study concerns the co-decision and co-governing system basing on the European Commission (EC) and the European Parliament (EP) as an example. However, it is not a direct description of functions of these institutions but a presentation of results of empirical studies, including respondents' knowledge about the EC and EP functioning. In the study the following thesis were verified: awareness and knowledge of the EU institutions is greater in the border regions because of participation in the process of euroregionalisation; level of knowledge about the integration is related to education, the higher and more comprehensive it is, the greater the understanding of the institutionalization of integration; residents of urban areas have greater knowledge about integration than people who live in rural areas.

This study concerns the co-decision and co-governing system basing on the European Commission (EC) and the European Parliament (EP) as an example. However, it is not a direct description of functions of these institutions but a presentation of results of empirical studies, including respondents' knowledge about the EC and EP functioning. In the study the following thesis were verified: awareness and knowledge of the EU institutions is greater in the border regions because of participation in the process of euroregionalisation; level of knowledge about the integration is related to education, the higher and more comprehensive it is, the greater the understanding of the institutionalization of integration; residents of urban areas have greater knowledge about integration than people who live in rural areas.