Professional Training of Specialists in International Marketing in Poland

Autor/in	Zukowski, Wojciech
Titel	Professional Training of Specialists in International Marketing in Poland
Quelle	In: Comparative Professional Pedagogy, 5 (2015) 2, S.88-91 (4 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2353-9518
DOI	10.1515/rpp-2015-0045
Schlagwörter	Foreign Countries; Professional Training; Marketing; Specialists; Economic Development; Global Approach; Higher Education; Poland + Suchen Sie Ihr Suchwort? Ausland; Berufliche Fachbildung; Berufliche Fortbildung; Wirtschaftsentwicklung; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Polen
Abstract	Polish experience in training specialists in international marketing in the context of globalization and integration processes has been studied. A range of theoretical resources, namely Market Entry Strategy for Poland; the articles dedicated to international marketing and economy development (W. Grzegorczyk, M. Viachevskyi, M. Urbanetst); program specifications and structures at Polish universities, namely University of Lodz and Collegium Civitas, have been analyzed. It has been defined that marketing is one of the most important activities in all types of organizations since it is a link between customers and companies in the context of global changes in business environment. The need of leading companies for their staff to be highly qualified, open for new opportunities, ready to take an initiative and comprehend the global needs and values has been justified. It has been clarified that both higher education institutions have the same strategic aims, aimed at highly professional specialists' training, the cultural-based education of youth, stimulating for critical reflection, lifelong learning, and professional development. Positive aspects in Polish experience of training future specialists in international marketing have been defined. Perspectives for further research have been considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01