The present paper shows results of a qualitative survey of corporate social responsibility in the tertiary sector. An example of faculties of economics of public universities in the Czech Republic has been used for assessment of engagement of HEIs in corporate social responsibility activities in the key area covered by ISO 26 000 standard. HEIs in the Czech Republic are engaged in many CSR activities but these activities are often untargeted and representing by-products of other activities. The main drawbacks of all assessed faculties were discovered in the key area KO-5 – environment. The results for the first key area KO-1- organisation governance show that integration of the CSR concept in HEI strategy substantially defines the level of their overall engagement in corporate socially responsible activities.
The article presents the partial results of research on the requirements of students, members of the Generation Y, in providing employee benefits. The research was conducted in the period between 2002-2014 among master students of Mendel University in Brno. The paper examines whether the gender of the respondent influences the set of desired employee benefits. There were identified the top ten most requested benefits, for which there was done the analysis of their correlation with the gender of respondents and in the case of three of them there was identified a repeated (in more years) statistical correlation: Coverage of language courses, Additional salary (Midyear bonus), On-site parking. Correlations were also examined in the case of additional 30 benefits and in the case of 4 of them there was identified a repeated (in more 5 years) statistical correlation: Children’s nurseries and kindergartens, Share on profits, Contribution to recreation and Contribution for Christmas (Annual bonus).
This article analyses the tests results evaluating the knowledge of students of basic mathematics courses at the University of Economics and the University of Finance and Administration in Prague. The relationship between the knowledge of definitions and the ability to solve exercises is tested. This article focuses on the theoretical part by assessing the ability to formulate the definitions and to analyse the relationships between the study of the theory, the ability to formulate definitions and to solve exercises. For this purpose the statistical evaluation utilizing the log-linear models is used. The most common errors in the theoretical part are presented.
The paper contains an analysis of the differences of number of points in the test in mathematics between test variants, which were used in the entrance examinations at the Faculty of Business Administration at University of Economics in Prague in 2015. The differences may arise due to the varying difficulty of variants for students, but also because of the different level of knowledge of students who write these variants. This problem we shall study in present paper. The aim of this paper is to study dependence of the results of entrance examinations in mathematics on test variants. The results obtained will be used for further improvement of the admission process at University of Economics.
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