Benchmarking in Czech Higher Education: The Case of Schools of Economics

Autor/inn/en	Placek, Michal; Ochrana, František; Pucek, Milan
Titel	Benchmarking in Czech Higher Education: The Case of Schools of Economics
Quelle	In: Journal of Higher Education Policy and Management, 37 (2015) 4, S.374-384 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2015.1056601
Schlagwörter	Foreign Countries; Benchmarking; Higher Education; Economics; Teaching Experience; Educational Environment; Use Studies; Global Approach; Questionnaires; Online Surveys; Deans; Administrator Attitudes; Middle Management; Educational Practices; Likert Scales; Program Effectiveness; Program Evaluation; Barriers; Program Implementation; Public Policy; Competition; Educational Cooperation; Performance Factors; Structured Interviews; Czech Republic + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Volkswirtschaftslehre; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Benutzerschulung; Globales Denken; Fragebogen; Dean; Dekan; Mittlere Führungskraft; Bildungspraxis; Likert-Skala; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Wettkampf; Education; cooperation; Kooperation; Leistungsindikator; Tschechische Republik
Abstract	This article describes the use of benchmarking in universities in the Czech Republic and academics' experiences with it. It is based on research conducted among academics from economics schools in Czech public and private universities. The results identified several issues regarding the utilisation and understanding of benchmarking in the Czech educational environment. The survey results have also been compared with existing theories regarding the use of benchmarking in higher education as well as with the research results of other authors. Recommendations for public policy are based on an econometric analysis of global benchmarking initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01