Kwerenda badań nad kompetencjami społecznymi w kontekście edukacji akademickiej w Polsce i na świecie

The aim of the study is to review literature which according to the chosen criteria has had impact on understanding, practice of teaching and validating or neglecting social competency of higher education students. The method was based on using quotation indicators from Google Scholar search engine by entering key words or authors and dividing the number by years passed from publication. Competency is understood as synergy of knowledge, skills and attitudes successfully applied to complex tasks appreciated by specific environments. In relation to educational goals social competencies are categorized into adaptive, emancipatory and critical and so are the publications analyzed. The quantative results by quotation status indicate the dominance of literature on adaptive and instrumental functions of social competency which serves neoliberal ideology and represent the interests of employers and corporations. They are useful, however, for stakeholders of higher education as they point to specific methods of learning, teaching and validating social competency. The qualitative results focus on emancipatory and critical thinking competencies confirming that social ties, trust and collaboration are crucial both for new knowledge creation and innovation. Intercultural aspects and implications for educational change in academia as well as methodological limitations are included in the study.The aim of the study is to review literature which according to the chosen criteria has had impact on understanding, practice of teaching and validating or neglecting social competency of higher education students. The method was based on using quotation indicators from Google Scholar search engine by entering key words or authors and dividing the number by years passed from publication. Competency is understood as synergy of knowledge, skills and attitudes successfully applied to complex tasks appreciated by specific environments. In relation to educational goals social competencies are categorized into adaptive, emancipatory and critical and so are the publications analyzed. The quantative results by quotation status indicate the dominance of literature on adaptive and instrumental functions of social competency which serves neoliberal ideology and represent the interests of employers and corporations. They are useful, however, for stakeholders of higher education as they point to specific methods of learning, teaching and validating social competency. The qualitative results focus on emancipatory and critical thinking competencies confirming that social ties, trust and collaboration are crucial both for new knowledge creation and innovation. Intercultural aspects and implications for educational change in academia as well as methodological limitations are included in the study