Journal on Efficiency and Responsibility in Education and Science

54-59

Authors: FISCHER, Jakub; LIPOVSKÁ, Hana

The Slovak Republic is experiencing a growing brain drain of elite secondary school students. Slovak human capital flows chiefly to Czech Higher Education Institutes (HEIs). The aim of this paper is to analyse who these Slovak students are to create a complete profile of Slovak students at Czech HEIs. We used a unique dataset based on the surveys EUROSTUDENT V and DOKTORANDI 2014 to explore differences between Czech and Slovak students, their financial situation and the functionality of the intergenerational transmission mechanism. We have found that Slovak students at Czech HEIs come from highly educated families and from the middle and higher class families significantly more often than Czech students at Czech HEIs or Slovak students at Slovak HEIs. Approximately 80% of them came from grammar schools. Slovak students also often have better language skills. We have discovered that Slovak students at Czech HEIs enjoy certain social benefits, slightly more often they have higher monthly income compared to Czech students, and they work slightly less often during their studies. Finally, according to our findings, Slovak doctoral students are often reluctant to return back to the Slovak Republic or to stay in the Czech Republic.

67-71

Authors: KOMÁREK, Jaroslav

Domestic higher studies are criticised for their low efficiency owing to the demands of practice. The core of problem is supposed in the small share of practical preparation mainly, but another cause can be the concept itself. Management studies are still considered as a part of Business Economics compared with independent study programs of Management abroad. Business Economics and Management have undergone divergent evolution during past fifty years; the Business Economics has stayed nearly unchanged and the Management has developed into a number of separate specific disciplines. While in Europe the study program Management is classified under Business & Economics usually, independent Bachelor’s and Master’s degree programs are extended overseas, and common is also Doctoral study program in Management Science. Significantly specific is the Management of non-economic fields, which focuses both on the preparation for specific professional skills and always for the line management with respect to anticipated staffing positions. Some change can bring the intended transfer of accreditation competencies, but when regarding the proposed content of Areas of Education, there is no good news for the domestic practice there. Neither the requirements for professional or academic programs are distinguished, nor adequate managerial skills mentioned.

35-43

Authors: RAMBOUSEK, Vladimír; FUGLÍK, Viktor; ŠTÍPEK, Jiří

The paper provides a summary report on the concept and outcomes of the survey for teachers of informatics subjects and of the case studies of the implementation of information technologies and the development of digital competencies in educational activities, which were used as complementary research methods within the research project focused on a complex issue of curricular, process and organizational aspects of digital literacy education in primary and lower-secondary schools in the Czech Republic. The main research methods of the project were the questionnaire for teachers and pupils, by means of which relevant data from 1183 schools and from 2,507 pupils were obtained. In the second phase of research the survey on 167 schools was applied and six case studies were conducted in selected schools. The purpose of the survey and case studies was to supplement other applied methods by an observation, a discussion and an interview in the school environment and to complete the findings of the whole research.

48-53

Authors: Zaid Sardarzahi, Zaid; Mehdinezhad, Vali

The present paper aims to study the leadership behaviors reported by principals and observed by teachers and its relationship with management experience of principals. A quantitative method used in this study. Target population included all principals and teachers of guidance schools and high schools in Dashtiari District, Iran. A sample consisted of 46 principals and 129 teachers were selected by stratified sampling and simple random sampling methods. Leadership Behavior Description Questionnaire (LBDQ) developed by Kozes and Posner (2001) was used for data collection. The obtained data were analyzed using one sample and independent t-test, correlation coefficient and pearson chi-square test. The results showed that teachers describe the leadership behaviors of their principals relatively good. However, the principals themselves evaluated their leadership behaviors as very good. In comparison between leadership behaviors self-reported by principals and those observed by teachers, it was found that there is a significant difference between the views and evaluations of teachers and principals on all components of leadership behaviors of principals, except empowerment. In fact, principals have described their leadership behaviors at a better and more appropriate level than what teachers have done. From the perspective of both teachers and principals, there is no significant relationship between none of the components of leadership behaviors and management experience of principals.

1-7

Authors: VNOUČKOVÁ, Lucie; URBANCOVÁ, Hana; SMOLOVÁ, Helena

Education, development, knowledge management, career development and talent management are currently often discussed themes regarding strategic management of organisations. Those concepts are strategically important. Therefore the aim of the article is to evaluate possibilities of employee education and development and identify main approaches to employee development in Czech organizations. The results are based on a quantitative survey by questionnaire data collection. The results shows that 70% of respondents have possibility of development; 86% uses their skills and abilities and 63% stated that their employer support their development. On the contrary, 27% do not feel any possibility to grow and that may lead to disaffection, loss of production or even to employee turnover. Based on the results of the analysis, employees, who miss adequate level of development are usually key and knowledge employees; it is necessary to support their career plans and development to retain them in organisation.

15-23

Authors: NOVOTNÁ, Jarmila; EISENMANN. Petr; PŘIBYL, Jiří

The paper is a sequel to the article (Novotná et al., 2014), where the authors present the results of a 4-month experiment whose main aim was to change pupils’ culture of problem solving by using heuristic strategies suitable for problem solving in mathematics education. (Novotná et al., 2014) focused on strategies Analogy, Guess – check – revise, Systematic experimentation, Problem reformulation, Solution drawing, Working backwards and Use of graphs of functions. This paper focuses on two other heuristic strategies convenient for improvement of pupils’ culture of problem solving: Introduction of an auxiliary element and Omitting a condition. In the first part, the strategies Guess – Check – Revise, Working backwards, Introduction of an auxiliary element and Omitting a condition are characterized in detail and illustrated by examples of their use in order to capture their characteristics. In the second part we focus on the newly introduced strategies and analyse work with them in lessons using the tools from (Novotná et al., 2014). The analysis of results of the experiment indicates that, unlike in case of the strategy Introduction of an auxiliary element, successful use of the strategy Omitting a condition requires longer teacher’s work with the pupils. The following analysis works with the strategy Systematic experimentation, which seemed to be the easiest to master in (Novotná et al., 2014); we focus on the dangers it bears when it is used by pupils. The conclusion from (Novotná et al., 2014), which showed that if pupils are introduced to an environment that supports their creativity, their attitude towards problem solving changes in a positive way already after the period of four months, is confirmed.