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This article explores the impact of strategic management accounting (SMA) on the performance of public universities in Vietnam. The study collected data from accountants in higher education institutions and used regression analysis to analyze the findings. The results indicate that certain factors of SMA have a positive impact on university performance, and that the degree of autonomy and number of students also play a role. The study contributes to understanding the importance of quality management accounting information in improving university performance. [Extracted from the article]

This study aims to obtain the potential of schools in each marketing mix variable to build the image of the school in order to increase the number of students at SMP Kristen Krida Wacana Sragen. This research uses a descriptive qualitative method. Collecting data through interviews, observations, and documentation studies. The data analysis technique uses the Miles and Huberman model (interaction model). Data validation with source triangulation and technical triangulation. The results of the research show 1. Building the image of the school to increase the number of students is carried out in fellowship activities and meetings both in the church environment, Christian student associations, and Christian religious teacher meetings, by introducing the advantages of the school. Promotion through the distribution of brochures and banners, presentations at churches, door-to-door/visits to prospective students, and social media. 2. Weaknesses and obstacles in building a school's image include not having a planned and systematic program, not having a public relations department, every promotion is not well documented, not having a special promotion team, schools targeted for promotion being limited, promotional content lacks appeal, costs promotion is limited, human resources are limited, communication with the church is less intense, there is no new form of promotion, committee, and foundations are less actively involve the d in promotion, and teachers are less active in building an image with infectious messages. 3. The implications of the marketing mix in building the image are a) product in the form of superior choir extracurricular programs, b) price, maintaining current prices, strengthened in seeking sponsors and donors, c) Place, improving the environment/classroom where teaching and learning activities are conducted, d) promotion, planning good promotions, building partnerships, and looking for uniqueness or differentiation, e) people, improving performance, building communication, school image culture, forming a public relations department f) physical evidence, improving infrastructure in the form of environmental management, painting, making schools green, and improving the appearance of the front facing the highway g) Process, service improvement and implementation of supervision by the principal in a good and planned manner.

Copyright of Multidiszciplináris Tudományok is the property of University of Miskolc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the period from the end of the 18th century to 1912, being the last period of Turkish rule, the education system was built and completed more slowly than before, and it only partially belonged to the education system of the Ottoman Empire. Schools did not belong to the same school system because Turkish, Serbian and other schools coexisted at the time in Kosovo. Considering a wider and more general picture of the development of literacy in Kosovo and Metohija, it can be concluded that education had its ups and downs, changing periodically depending on social and political conditioning. The development of education in Musutiste and Sredska took place without continuity and under numerous difficulties. Regardless of this history and the combination of different circumstances, which slowed down its development in certain periods, it is justifiable to talk about the achievements of primary education in these parts. First, success is first and foremost reflected in creating the educational needs of children and their families and creating the necessary conditions to meet growing needs in a timely manner. Significant success is reflected in the readiness to allocate material resources for education and literacy. After the opening of the first secular school, the enrichment of the traditional and Orthodox value system in these parts follows. The school system in Mušutište and Sredskadepicts the chronology of events in the development of the school's function as an educational institution. Many events and happenings from the history of these schools will remain unknown, but at least, a part of the actions and memories will be torn from oblivion and further systematized into one whole. Therefore, the aim of this paper is to give guidance to future generations encouraging them to deal with the topic more thoroughly, so that one day these villages would serve as an example to other rural schools and urge them to start writing and publishing the history of their schools. Only then will all the values of the stay and survival of Serbs in Mušutište and Sredska be confirmed. The subject discussed in the paper is more important for the spiritual existence of the Serbian people, because it characterizes a continuous struggle for national, economic and cultural identity of the Serbs, the scuffle for national and individual survival, and every detail embodies a valuable effort to persevere in the harsh and despotic conditions of Turkish rule.

The present paper brings to attention the evolution of higher education in Romania after 1989, carrying out in this sense a quantitative analysis through the prism of specific indicators. The Romanian higher education has undergone great transformations in the last 30 years. Two major periods were identified in its evolution: the first being the expansion and the second, contraction. In the first stage, the number of universities, the number of faculties, the number of enrolled students, the number of graduates increased exponentially. Also, although not at the same pace as the number of students, the number of teachers serving universities has also increased. Starting with 2005, the Bologna system was adopted, which involved switching to the three cycles. Gradually, evening education disappeared. There have been changes in the structure of specializations by reducing the share of students enrolled in technical specializations in favor of those from economic, law science and university-pedagogical specializations. In the second stage there was a certain contraction of higher education, determined by the reduction of the birth rate, the emigration of the population after 1990, the emigration of high school graduates to study abroad, the reduction of the quality of higher education. Most of the school population in tertiary education is made up of undergraduate students. In terms of forms of education, the largest share is held by students in full-time learning education.

Study was devoted to the assessment of indicators characterizing the number and structure of research and teaching staff at universities and other institutions of higher education in the regions of Russia. These indicators were the number of teachers working in higher education, per thousand residents and per hundred students, proportion of professors and associate professors in the whole number of teachers. Research used official statistical information for 82 regions of Russia. We used density functions of normal distribution as models. Study showed that on average, there was a little more than one teacher working in higher education organizations per thousand residents. It is proved that on average, every seventh teacher in all regions held the position of professor. Approximately two-thirds of all teachers held associate professor positions, there were five teachers per one hundred students.

The article describes the features of the functioning of the system of higher and vocational education in the Omsk region. It is determined that the vocational education system directly influences the state and prospects of the labor market development, identifies the main tasks of the functioning of the education system in relation to the processes of formation and development of the personnel potential of the region. The educational potential of the Omsk region, which is characterized by a multi-level vocational education system, is considered. The problems typical for the system of secondary vocational and higher education of the Omsk Region are identified. The necessity in the implementation by the regional authorities of the long-term planning of the needs of the region for human resources and its reproduction in accordance with the identified need is considered

The paper presents the analysis of the results of the Chinese higher education system reforming in the late 20th and early 21st century, shows the dynamics of the number of higher education institutions, the number of students and graduates. The structure of graduates in educational fields from 1995 to 2016 has been analyzed. The paper also presents the dynamics of funding of the China’s universities according to official statistics of China.The national educational reforms led to a rapid growth of the number of the universities and the number of students. Higher education has turned from the elite phenomenon to a mass one. Gross enrolment ratio in tertiary education had been increased in 9,5 times (from 1995 to 2016) and reached 42,7% in 2016. Now the Chinese government provides an extensive support to the students studying at foreign universities. It is worth mentioning that the percentage of students who had returned to China after studying abroad has been increased in three times from 28% in 1995 to 79% in 2016. The structure of graduates (according to educational fields) correlates with the needs of the growing Chinese economy: 34% of graduates have engineering professions. The largest rise of the number of graduates has been observed in economics and managerial specialties, as well as in pedagogy. The main contemporary result of the recent reforms is an international recognition of Chinese universities and a presence of the best of them in the top 100 of word university rankings.

The relevance of the chosen topic is due to the present rise of humanity to a new wave of scientific and technological progress, which is based on various achievements in high technologies of informatics, microelectronics, nanotechnology, genetic engineering, space exploration, etc. In these conditions, the education sector, which acts as a supplier of personnel, has become a priority direction of the state economic social policy of highly developed countries. [ABSTRACT FROM AUTHOR]

Copyright of HNO is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper brings to attention the evolution of higher education in Romania after 1989, carrying out in this sense a quantitative analysis through the prism of specific indicators. The Romanian higher education has undergone great transformations in the last 30 years. Two major periods were identified in its evolution: the first being the expansion and the second, contraction. In the first stage, the number of universities, the number of faculties, the number of enrolled students, the number of graduates increased exponentially. Also, although not at the same pace as the number of students, the number of teachers serving universities has also increased. Starting with 2005, the Bologna system was adopted, which involved switching to the three cycles. Gradually, evening education disappeared. There have been changes in the structure of specializations by reducing the share of students enrolled in technical specializations in favor of those from economic, law science and university-pedagogical specializations. In the second stage there was a certain contraction of higher education, determined by the reduction of the birth rate, the emigration of the population after 1990, the emigration of high school graduates to study abroad, the reduction of the quality of higher education. Most of the school population in tertiary education is made up of undergraduate students. In terms of forms of education, the largest share is held by students in full-time learning education. [ABSTRACT FROM AUTHOR]

The Treaty of Trianon, signed on June 4, 1920, affected Hungary is several ways. The country lost almost two-thirds of its population and territory. The peace treaty not only had territorial, national, economic and military consequences, but several Hungarian higher education institutions were also affected disadvantageously. After 1919 there was no education at most Hungarian universities and as a result of the new borders, the country's network of higher education institutions changed significantly. Universities in the detached territories were forced to leave. The study presents the operating conditions of the universities (Kolozsvári Magyar Királyi Ferenc József Tudományegyetem, Magyar Királyi Erzsébet Tudományegyetem, Bányászati és Erdészeti Főiskola) and certain faculties involved following the Trianon Peace Treaty. The study also shows how the Treaty changed the Hungarian higher education, and how it changed the Hungarian higher education map. Kuno Klebelsberg realised that the cultural differences caused by the change in the landscape of higher education couldn't be sustained for a long time, so he implemented a number of actions in order to lessen the predominance of Budapest. The study covers the most important actions in the field of higher education. It examines the change in the number of students as well as the rate of those with university degree after the new borders were defined. Changes in the institutional network and the history of the universities are based on secondary literature analysis. The presentation of the student statistics is based on the analysis of data published in the Statistical Yearbooks of the Hungarian Central Statistical Office. [ABSTRACT FROM AUTHOR]

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to identify the causes and consequences of the increasing stratification of higher educational institutions by the volumes and sources of financing, as well as by the areas of training. Methods: during the research we used methods of statistical and economic analysis of the results of the universities’ activities. Using econometric models, the relationships were estimated of the resource base of higher education, industrial and economic potential of Russian regions; an empirical analysis of factors influencing the increasing public demand for higher education was conducted. Results: the trends of structural changes in the demand for higher education in Russia during the period from 2001 to 2014 were described, the regional differentiation of financial provision of higher educational institutions in the transition to effective contract work was evaluated. The major risks were identified, associated with: the structural mismatch of the demand for higher education from families and the offer of admission quotas for the budget-funded education; with increasing regional differentiation, which provokes the separation of the Russian universities by the volumes and sources of financial provision; with high commitments to increase the salaries of the teaching staff leading to a shortage of funds for maintenance of the property complex and ensuring of the educational process, which jeopardizes the quality of educational programs’ implementation. Scientific novelty: basing on the empirical analysis using econometric models, the tendencies are identified of structural changes in the demand for higher education in the Russian regions; the impact is assessed of the economic crisis and the payable demand of families on the financial provision of universities; risks are identified and justified in the differentiation of Russian universities’ financing. Practical significance: the main provisions and conclusions of the article can be used by experts in the field of Economics and Management in designing financial provision and development strategies of higher educational organizations.

Nowadays, the sustainability already goes far beyond the aspects of environmental protection; the knowledge and the education are also part of the sustainable development. In the field of education, a condition of realizing the sustainability is that the state should ensure a predictable and stable budget for the operation of institutions. Aim of the treatise, at first, is to examine the fulfilment of Europe 2020 Strategy objective affecting the higher education directly and then, based on statistical data, to present the trend in number of students of the Hungarian higher education and its composition by regions and to examine the change in the budgetary support.In order to retain the sustainability and competitiveness, the state and the institutions should make efforts to harmonise their sources and expenditures and to ensure a predictable, stable financial environment for the sector and its stakeholders.

Education is the basis of social, political, economic, spiritual, and cultural development. Therefore, the study of the current state and trends of the development of Ukrainian universities is a significant factor of social and economic progress of the country.The paper reflects the general state of universities in Ukraine, in particular, the trends in dynamics: the number of students in terms of entry/graduation, sources of financing, education fields; the number of universities in the context of accreditation, types and forms of ownership; the number of outbound Ukrainian and inbound foreign students; quantitative and qualitative characteristics of teaching staff; spending on higher education and the cost of funding per student compared with other countries. The purpose of the study is the assessment of economic activity of higher educational establishments in Ukraine, the identification of problems and tendencies of their development in the context of national transformational processes in education and formation of the society of knowledge. The methodical base used in the study is analysis and synthesis, methods of comparison and generalization, extrapolation, index and graphical methods. The practical value of the study is based on the results of a thorough analysis of university activities. Such results reveal the current state and trends of the development of universities under conditions of higher education transformation in Ukraine and its integration into the European educational area. The results of research improve understanding of the state and problems of the universities and provide the foundations for further research in the field of the national education system development and for improving of the quality of young professionals’ training. The trends of the university development indicate that the reorganization of higher education which is being currently taken place, already results in the emergence of new competencies of universities, i.e. survival and self-development even during the crisis.

Nowadays, the sustainability already goes far beyond the aspects of environmental protection; the knowledge and the education are also part of the sustainable development. In the field of education, a condition of realizing the sustainability is that the state should ensure a predictable and stable budget for the operation of institutions. Aim of the treatise, at first, is to examine the fulfilment of Europe 2020 Strategy objective affecting the higher education directly and then, based on statistical data, to present the trend in number of students of the Hungarian higher education and its composition by regions and to examine the change in the budgetary support.In order to retain the sustainability and competitiveness, the state and the institutions should make efforts to harmonise their sources and expenditures and to ensure a predictable, stable financial environment for the sector and its stakeholders. [ABSTRACT FROM AUTHOR]

This paper deals with the topic of measurement of education services. The main part of output of education services is considered to be non-market in the Czech Republic and it is estimated a sum of related costs. Deflation has been traditionally done using input method i.e. recalculation of each component separately. The main drawback of this method is an assumption of direct correlation between changes in inputs and changes in output. Productivity can not be estimated therefore output methods based on direct volume measurement are now preferred for individual services. Methodology of direct volume measurement of education services has been developed in the paper. This approach is based on number of students in detailed breakdown weighted by costs in order to include changes in the structure of fields of study. Estimates are available since 2004 as data sources are available. Besides estimates of development of non-market output development of all education services is estimated [ABSTRACT FROM AUTHOR]

The aim of this study is to present the measures to be taken in the field of higher education from the Europe 2020 Strategy programme's most important elements, considering them from the competitiveness point of view. We highlighted both the EU and the national objectives in terms of R&D expenditures and the number of 30-34 years old age group with higher education qualifications, and we have surveyed the results achieved so far and the trends experienced regarding performance, based on the most recent data. According to the statistical data, it can be stated that the GDP- proportional expenditures relating to research and development have increased modestly over recent years, but they lag behind the 3% defined in the Strategy, with only Finland, Denmark and Sweden having fulfilled the EU expectations. In most countries, significant progress has been made towards reaching the declared target of 40% of the population obtaining a higher education qualification. In 2013, the performance of the 28 union countries lagged behind the Europe 2020 Strategy's objective of 40% by 2.9 percentage points; this reinforces the assumption that an ever-increasing proportion of the European population are graduates and this fact lays the foundation for economic growth based on knowledge and innovation. [ABSTRACT FROM AUTHOR]

The fundament of the knowledge-based society is the culture of permanent learning/life long learning, which was mentioned as a goal by the signers of Bologna Declaration (1999). The development of education must be one of the fundamental segments of regional development, in the sense that it must look for solutions for the moderation of regional inequalities. The current educational policies cannot ignore these recommendations that are based on results of scientific research. The aim of this study is to dynamically analyse the attraction area of the University of Arts of Târgu Mureş between 1990 and 2013. It focuses on fundamental social and economical processes, going beyond analyzing the space-time dimension of higher education. [ABSTRACT FROM AUTHOR]

Turbulent economic environment after overwhelming the last crisis period is typical for present days as well as permanent increasing dependability of all our activities on information and communication technology (ICT). Although the global economic crisis was the reason for disinvestment into ICT in 2009 there is expected that ICT will generate almost 5.8 million new jobs in Europe till year 2013 and they have to be saturated also by adequately qualified ICT specialists. This contribution presents the research in the progress focused on the tertiary education system in the Czech Republic. We are predicting trends in education and especially in ICT education in Europe and in the Czech Republic as well for next ten years. We can expect that future ten years period will be critical not only for the Czech tertiary education system, but also for the Czech Republic because number of ICT students will be decreasing and number of ICT specialist demanded by labor market will be increasing. From macroeconomic point of view we can expect that also state subventions into state governed tertiary education system will decrease in the whole Europe. Some recommendations, proposals and forecasts for further development of education system are presented at the end of this contribution. [ABSTRACT FROM AUTHOR]

The case of Germany is taken as an example of cyclical variation in higher education enrolment in the sciences. The article argues that the mechanism underpinning these fluctuations is the cobweb model. This model establishes a recursive loop between trends in enrolments in a discipline and trends in the labour market associated with this discipline. The analysis highlights two conditions that are required for the model to apply: the elasticity of higher education capacity and the segmentation of the labour market. [ABSTRACT FROM AUTHOR]

Bernard Convert, Centre national de la recherche scientifique (CLERSE, Lille, France), Francis Gugenheim, OFIP-Université de Lille 1, France This article examines why numbers have declined in French science universities. It shows that the main causes of this decline are the growth in student numbers between 1985 and 1995 and the changes that this brought about in the educational and social composition of the student population. Since the mid-1990s, increasingly fewer French students have been enrolling for science subjects at university. Speaking of a ‘loss of interest in science among young people’ is nevertheless premature. The phenomenon is primarily due to socio-demographic changes. As a result of their position in French higher education, universities, which do not operate a selective admission policy, are a last resort for students rejected by the selective options. Between 1985 and 1995, when student demographics grew apace, universities absorbed most of this growth. After 1995, the supply of selective training increased, while student demographics stagnated. As a result, university enrolments have declined, especially in the sciences. At the same time, holders of science baccalaureates have not been as top-notch, educationally and socially, as they were fifteen years previously. These students from more modest backgrounds and performing less well in education are shying away from the sciences which are reputed to be more difficult and less ‘profitable’ than other subjects. [ABSTRACT FROM AUTHOR]

Background: A lack of practical courses and increasing numbers of students generate a requirement for innovative teaching methods. We have established a diagnostic course representing the essence of our discipline of otorhinolaryngology., Objective: The main aim of the diagnostic course is compact presentation of the functional diagnostic methods in an otorhinolaryngology department as well as the practical and varied organization of the training block., Materials and Methods: The first day of the five-day training block includes a "mirror course", in which students learn how to perform an ENT mirror examination. After rotation in the wards, the outpatient department, and the operating rooms, the diagnostic course is completed on day 5, in which four different stations comprising practical ENT diagnostic exercises are passed through., Results: The evaluation of the practical training block showed a significant improvement after introduction of the diagnostic course: in the 2019 summer semester, 38% of n = 105 had grade 1.4. Personal feedback and requests for clinical traineeships also underlined this positive assessment., Conclusion: The advantages of our diagnostic course are the opportunity to apply practical skills and the small group sizes (maximum five students). The discipline of otorhinolaryngology and its varied character could be optimally presented in this manner. Disadvantageous are the high personnel and logistic requirements, which should, however, be met during university teaching.