Benchmarking in Czech Higher Education

Plaček, Michal; Ochrana, František; Půček, Milan Jan

doi:10.1515/nispa-2015-0011

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Th is has been well described by many recent studies -like Vesely (2013), Merickova and Stejskal (2014), Kattel (2015), Nakrosis (2015), Ochrana and Hrncirova (2015), Placek et al (2015) and others. It is standard in Public Economics to argue that elected politicians may serve both the public and their own private interests (Stiglitz 1989).…”

Section: Accountability and Responsibilitysupporting

confidence: 58%

The Role of Accountability Arrangements in Social Innovations: Evidence from the UK and Slovakia

Němec

Orviská

Lawson

2016

NISPAcee Journal of Public Administration and Policy

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Our research focuses on selected accountability mechanisms in the two countries. In Slovakia these are the Supreme Audit Offi ce (SAO) and the Ombudsman. In the UK, at the national level we chose the Committee of Public Accounts (PAC), the National Audit Offi ce (NAO) and the Parliamentary and Health Service Ombudsman (PHSO) and on the local level the relatively recently introduced local government system of Scrutiny and Overview.Th e goal of our article is to assess the potential contribution of these accountability arrangements to the anchoring of social innovation in the public sector. Th e theory anticipates that accountability institutions such as the SAO and Ombudsman may create feedback loops supporting public innovations. We undertook detailed checks on the concrete situation in the Slovak Republic and in the UK. On the basis of the comprehensive set of data reviewed, including reports, interviews and more generally available information, we can confi dently conclude that while in Slovakia such a feedback loop barely functions, in the UK it does function on a limited but still signifi cant scale. In the last part we provide selected arguments why the Slovak situation is less positive.

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Section: Accountability and Responsibilitysupporting

confidence: 58%

The Role of Accountability Arrangements in Social Innovations: Evidence from the UK and Slovakia

Němec

Orviská

Lawson

2016

NISPAcee Journal of Public Administration and Policy

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“…In the Czech Republic, the economic and legal guidelines of the university prevail in this area. They are based on a classical economic or legal basis, with specialization in public administration (Plaček, 2014) such as programs focusing on public policy. The offerings of the university do not correspond to the actual needs of the modern public sector (Plaček, 2014), which leads to the preservation of the current state.…”

Section: Resultsmentioning

confidence: 99%

Ministerial staff of the Czech Republic 25 years after the ‘Velvet Revolution’

Ochrana

Plaček

Křápek

2018

Teaching Public Administration

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The article analyses ministerial staff of the Czech Republic 25 years after the Velvet Revolution. It characterizes ministerial employees during the period of the communist regime in former Czechoslovakia (1948–1989) and following the anti-communist coup. In order to analyse the present-day situation, it uses our own survey of the staff working at ministries in the Czech Republic. Within the survey (conducted April–June 2013) all 14 ministries of the Czech Republic were contacted. In total, 1351 respondents (ministerial employees of the Czech Republic) participated in the survey. The research aimed to examine the gender structure, age, education, acquired experience and performed activities of ministerial staff. The results of the research also signal that in some areas (e.g. within the so-called systematized employment positions and the prescribed level of education at some ministries) the residual effects of the previous regime still manifest themselves. The results of this research may be an inspiration for similar research projects in other countries of the former Soviet bloc.

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“…In Thailand, there is an education gap between vocational schools and non-vocational Catholic schools, this is stated by (Sakuliampaiboon et al, 2015). Another study from (Plaček et al, 2015), provides a multi-tiered model that enables educational institutions to achieve a higher level of potential in terms of organizational economics. however, unlike research from (Pham & Bui, 2019) in Vietnam, they provide different inputs to stakeholders (Ministry of Education and Training, Policymakers, and Institutions of Higher Learning) to adopt policies and produce more innovative pedagogical strategies.…”

Section: Processmentioning

confidence: 99%

Implementation of Benchmarking Method for Higher Education Institution: A Literature Review

Nugroho¹,

Jaqin²

2021

IJIEM

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Benchmarking is a systematic and continuous process by comparing the products, processes, and results of an organization with other similar organizations. Benchmarking is generally done by comparing it to an organization that has a better level because it aims to provide input for internal improvement in the organization so that it becomes better than the position before the benchmarking was done. Educational institutions also need to carry out a benchmarking process as this can contribute to determining learning and promotion strategies, improving the learning process and curriculum development, improving physical infrastructure facilities, improving operations, performance. In this study, the method used is a literature review of 35 journals, then the classification is done based on the country and the type of benchmark performed. The results show that until 2020 the benchmarking process is still being carried out and continues to be carried out in various countries, both in developed countries to developing countries. However, from the literature that has been reviewed, there are still gaps to examine the strengths and weaknesses of higher education in terms of implementing the digitalization of educational systems, the quality of graduates with a digital education system, and implementing digital libraries in universities. Types of benchmarking processes and benchmarking strategies can be carried out to research the implementation of digital education, this is because it is a type of benchmarking process and strategy that can determine global competition.

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Benchmarking in Czech Higher Education

Cited by 4 publications

References 12 publications

The Role of Accountability Arrangements in Social Innovations: Evidence from the UK and Slovakia

The Role of Accountability Arrangements in Social Innovations: Evidence from the UK and Slovakia

Ministerial staff of the Czech Republic 25 years after the ‘Velvet Revolution’

Implementation of Benchmarking Method for Higher Education Institution: A Literature Review

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