7 results
Search Results
2. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
- Author
-
Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
- Abstract
The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
- Published
- 2012
- Full Text
- View/download PDF
3. A Comparative Study of the Effect of Bologna Process on the Italian Higher Education and Czech Higher Education
- Author
-
Liu, Jie
- Abstract
It's been over 60 years since the very beginning of European integration when European Coal and Steel Community was established in 1951. In terms of developmental stage, European integration has already passed economic integration and political integration. Profound educational integration is the next development goal of European community. As the spill-over effect of European economic and political integration, Bologna Process proposed a promising solution to establishing a European Higher Education Area in the hopes of strengthening integration of higher education across Europe. As stated in the Prague Communiqué, ministers reaffirmed that efforts to promote mobility must be continued to enable students, teachers, researchers and administrative staff to benefit from the richness of the European Higher Education Area including its democratic values, diversity of cultures and languages and the diversity of the higher education system (Prague Communiqué, 2002, p. 1). In the last two decades, it has witnessed that academic exchanges across Europe has increased a lot. Italy, as one of the most developed western European members, is among the first which implemented two-cycle system. Czech Republic, as an emerging member in the Eastern Europe, has also been very supportive of Bologna Process. One of the major targets of Bologna Process is to facilitate students' mobility. This project studies how much effect has Bologna Process exerted on students mobility in the two countries' higher education, and find out the limitation to students mobility that Bologna Process has not solved yet, and then compare the situations of students mobility between the two countries, one representing the west of Europe, the other the east. [This paper was presented at the Education, Society, and Reform Research Conference (EDUSREF 2018) (Ankara, Turkey, 6-7 Apr 2018.)]
- Published
- 2018
4. 'I am De Facto a Thief in this Matter': Thesis Plagiarism Cases of Elected Representatives and the Concept of Political Accountability (Case Study of Slovakia and the Czech Republic).
- Author
-
Sekerák, Marián
- Subjects
POLITICAL accountability ,PLAGIARISM ,PUBLIC officers ,ACADEMIC degrees ,STUDENT cheating ,THIEVES - Abstract
Numerous cases of thesis plagiarism by senior public officials in many European countries have attracted significant public attention in recent years. Such different cases, however, have had different political and legal consequences. This article elucidates some of the cases through the examples of Slovakia and the Czech Republic. Based on the theory of political accountability, it is clarified that the reactions of politicians to the exposure of their plagiarism cases were fundamentally different. Almost no common pattern of reactions can be found in the two countries. It is explained that the only solution in both countries was to adopt legislation allowing subsequent withdrawal of a university degree once acquired. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
5. PUBLIC POLICY PROGRAMMES AND POLICY ANALYSIS INSTRUCTION IN THE CZECH REPUBLIC.
- Author
-
Veselý, Arnošt and Zelinková, Anna
- Subjects
GOVERNMENT policy ,HIGHER education ,ACADEMIC degrees ,SOCIAL policy - Abstract
The aim of the paper is to provide the first systematic review of instruction in public policy programmes (PPP) in the Czech Republic and examine the role and nature of policy analysis therein. First, the Czech higher education system is briefly described. Second, an overview of PPP in the Czech Republic is provided. This analysis is based upon a publicly available list of degree programmes accredited by the Ministry of Education, Youth and Sports, an internet search, e-mail correspondence with public policy and policy analysis instructors, and syllabuses. It is shown that while a diverse set approaches is used, the classical "positivist" perspective is clearly dominant. Third, using survey data (N = 192) we analyse the views of Public and Social Policy graduates on the importance of competences in practice and the quality of actually learnt competences. Last, preliminary conclusions on public policy/policy analysis instruction in the Czech Republic are discussed. It is shown that public policy instruction is rather fragmented and is institutionalized under different disciplines. The respondents were most satisfied with gaining skills in the areas of policy analysis, ability to orient oneself and acquire new knowledge, and strategic and analytical thinking. In contrast, they were least satisfied with acquiring organizational skills, practical professional experience and skills, and computer literacy. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
6. Student expectations of the financial returns to higher education in the Czech Republic and England: Evidence from business schools
- Author
-
Anchor, John R., Fišerová, Jana, Maršίková, Kateřina, and Urbánek, Václav
- Subjects
- *
HIGHER education , *BUSINESS students , *EDUCATION costs , *RATE of return , *EDUCATIONAL finance , *ACADEMIC degrees , *BUSINESS schools , *HUMAN capital - Abstract
Abstract: In this paper, the short-cut method is used to estimate expected rates of financial returns to higher education in the Czech Republic and a modified version of the method is used to suit the current English system of deferred tuition fees. First year university students were asked to estimate their expected earnings with and without a university degree at two points in time. The findings show that students perceive higher education to be a profitable investment and that rates of return vary by gender as well as by country and place of study. We conclude that the current level of tuition fees in England does not act as a disincentive for students to enter higher education. [Copyright &y& Elsevier]
- Published
- 2011
- Full Text
- View/download PDF
7. MBA Studies in the Czech Republic.
- Author
-
Kerkovsky, Miloslav, Janicek, Ladislav, and Drdla, Milos
- Subjects
MASTER of business administration degree ,BUSINESS education ,ACADEMIC degrees ,TEACHING ,DISTANCE education - Abstract
A survey of MBA study programs in the Czech Republic is presented in this study. The authors share some of their first-hand experience gained during their own teaching in one of the MBA programs. The conclusion presented at the end of the study summarizes their views of developing trends in MBA programs in the Czech Republic. At present, MBA programs are offered by seven teaching institutions in the Czech Republic, three of which provide MBA studies of the American type, four of the European (British) type, and one of the distance-learning type. [ABSTRACT FROM PUBLISHER]
- Published
- 2002
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.