Journal on Efficiency and Responsibility in Education and Science

34-43

Authors: KOMÁREK, Jaroslav; DOČKAL Jaroslav; MARKOVIČ, Peter; NOVOTNÁ BŘEZOVSKÁ, Barbora; RIGEL, Filip

The current criticism of higher education is that the education offered does not match the needs of practice. In terms of competitiveness, Germany is about the forefront in Europe, and logically the question of whether higher education is the source from which leads to this result. The objective of this paper is to compare the corresponding study programs of Czech and German universities in the area of Economics by identifying the relevant differences and to confirm or dismiss the validity of the research hypothesis „Business Economics programs at German universities differ in ways that can boost competitiveness“. In order to compare the study programs between Czech and German universities, the eight faculties of Economics geared towards Business and Economics and Bachelor degree program were selected. As an introductory information, the structure of the programs was compared in terms of course load and which courses being compulsory, elective, and various forms of actual work practice and Bachelor thesis. The portfolio analysis of compulsory courses was organized into more general course groups and the percentage share of the total extent of compulsory courses was evaluated and the percentage of the active part. The analysis of Bachelor’s degree programs justifies the validity of the research hypothesis such that German study programs are more focused on practical application in a work environment. To that, contribute significantly the German specific institutions, the universities of applied sciences, which are strongly geared towards the needs of actual practice. The reflection of findings may apply in the context of the forthcoming implementation of amendment to the Higher Education Act.

51-57

Authors: LENGYEL, Peter; HERDON, Miklós; PANCSIRA, János; RÁTHONYI, Gergely; FÜZESI, István

The success and the efficiency of e-Learning should be measured by a reliable method in order to use it effectively. Although, there are several studies about the success of e-Learning systems, only a few of them deal with the measurement of this success within the institutions. We made two questionnaires to evaluate the e-Learning application. The aim was to develop such questionnaires which are suitable to evaluate e-Learning’s quality. The basis of the e-Learning’s quality questions was Wang’s article (2007), in which he measured the success of e-Learning systems, therefore the questions of the students’ and the lecturers’ questionnaires were the same. The aim of the questionnaires were to compare the opinions of the students and the teachers and also to evaluate the Faculty of Economics and Business (FEB) of the University of Debrecen and the Corvinus University of Budapest (CUB) regarding the application of e-Learning. The role of the questionnaire for quality development is to give guidance for the FEB in implementing and using e-Learning. E-Learning in the CUB is applied under certain organized institutional circumstances. The e-Learning application of CUB works with an organization defined extended several faculties of the University, which can be a good example for FEB. We have used the Mann-Whitney test to evaluate the questionnaires of the students who use the e-Learning system. This method is used to compare the means of two groups in case of ordinal scales or not normally distributed variables. We have also used factor analysis and binominal logistic regression. We have examined whether the background variables manipulating the variables are possible to be developed on the basis of the answers. We used factor analysis to demonstrate this since it contracts the coherent factors into one common factor. Finally we used logistic regression to determine the importance of a given factor for the users of both faculty.