Tutoring akademicki jako rekonstrukcja relacji Uczeń – Mistrz wobec umasowienia kształcenia wyższego. Próba wplecenia koncepcji w kontekst wewnętrznego systemu zapewniania jakości kształcenia jako jednego z kryteriów akredytacji uczelni wyższych

摘要

The article constitutes a proposal to regard the method of academic tutoring as an innovative in Poland form of personalized pro-quality didactics, possible to be accomplished in the area of higher education in spite of its universal democratization. To begin with a theoretical background of presented arguments will be outlined, in order to show the extent to which tutoring is becoming part of the existing scientific paradigms in humanistic sciences. Next, on the basis of chosen definitions and the typology of quality components in the context of the quality of service in the area of education, an attempt to find a common element for the quality of service understood in the corporate and educational meaning will be made, what is justified due to the present mixing of corporate and educational discourse in a tempestuous debate on neoliberal tendencies in higher education. In the next part of the article the role of the personality and authority of the teacher as a tutor will be brought up. The application of functions of the teacher, widely described in the pedagogical literature, stays still in the area “methodological postulate” (Klus-Stańska 2009), however the tutor relation has a chance to give it a meaning closer to practicable application. Therefore the author is observing tutoring as an exceptional method of education which is creating the chance of satisfying the humanistic need for elite education and, at the same time, with a good teaching organization, could be integrated into the today’s mass university. It brings next the chance of raising the quality of education to the one expected by accreditation standards.