As set in the Indonesian context of changing policies regarding the language of instruction in a particular stream of public schools, known as the International Standard Schools (ISSs), the study reported in this thesis explored the experiences of Science and Mathematics teachers regarding the introduction, implementation, and reversal of the use of English as the medium of instruction (EMI). Through this study, I aimed to develop insights with regard to teachers' experiences of educational language policy change and reversal. A qualitative, narrative-based approach to the study was adopted. I sought to attend to the meanings that seven Science and Mathematics teachers attributed - through their narration with me - to their experiences of the language of instruction policy change and reversal. A broader context for their meaning-making narratives was gained from the narrativised experiences of one curriculum leader and one teacher trainer. The narrations took place in the participants' preferred language of Bahasa Indonesia with a mixture of some vernacular languages, and, having restoried their narrations into reader friendly texts in the original language(s), I then analysed them from holistic and categorical content perspectives. Next, as informed by this analysis and my reflexively-surfaced understandings of this context, I explored the influences that may have shaped the teachers' experiences. This study identified main patterns in the teacher experiences of change, namely: i) a willingness to embrace change - struggle - fulfilment - disappointment; ii) a willingness to embrace change - excitement - fulfilment - disappointment; and iii) a resistance to change- struggle - fulfilment - relief. There were both internal and external shaping influences on these patterns. Such internal influences include teachers': i) language confidence; ii) perceptions of EMI, and iii) stage of career. These internal influences may have shaped teachers' willingness either to make the most of their involvement in the programme or to simply be part of the programme without many expectations. Possible external shaping influences include: i) societal perceptions of EMI; ii) support from school and government; iii) opportunities to interact with other teachers; and iv) support from colleagues. These external influences seemed to have created an environment which either facilitated or hindered the teachers' performance as EMI teachers and their continuing development for and through the EMI programme. My study also identified three stages of experiences of reversal, i.e.: Stage One - turbulence, intense-emotions, and feelings of nostalgia; Stage Two - readjustments; and Stage Three - acceptance and adaptation. The teachers who responded negatively towards the reversal tended to experience all the three stages. Meanwile, those who were relieved by the reversal directly moved to Stage Three: acceptance and adaptation, without experiencing Stage One and Stage Two. My study has implications for how educational language policy change and reversal may be addressed in countries with a complex linguistic landscape, e.g. Indonesia. It also offers some suggestions for policy makers and teacher educators regarding teachers' experiences and needs when potentially reversing existing or introducing a new educational language policy.

Diploma thesis "Analyses of public higher education funding in Czech Republic- implementation of changes" deals with setting the rules and principles of higher education institutions funding in Czech Republic and analyzes the situation in funding after year 2006. The thesis outlines its view on the universities budget and its function by clarifying the function of public budgets and it clarifies the constitution of higher education as a mixed good with externalities. Funding of higher institutions is a tool in the hands of the state, which helps to influence the higher education politics.For better understanding the current situation, the thesis is using the description of evolution in higher education funding after year 1989. Another important aspect is the international context, therefore , the thesis peeks into the setting up the system of higher education funding in chosen states and implements detected knowledge into the wider context. Using case study research design the thesis makes clear the evolution in funding after year 2006 and formulates the implication for public policy.

To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional practices. This study also investigated the role and influence school sub-cultures had on elementary school teacher's experiences of and responses to educational policy change, and the role school sub-cultures played in teacher-initiated change during periods of policy change. Data were collected through focus groups, interviews, and journal response by teacher-participants. This study was framed by two concepts: communities of practice , by which individuals, who share common concerns or passions, interact with others routinely to learn from one another in a way that improves his or her particular practice, and organizational culture which views organizations as structures that consist of multiple smaller groups or cultures. Following the phenomenological data analysis process described by Creswell and Patten, the primary themes that emerged from the experiences of the five teachers in this study were: 1) Perceived student academic needs , 2) The influence of the principal , 3) Curriculum changes and professional communities , 4) Professional development , 5) Grade level team influences , 6) Teacher identity , and 7) Teacher emotion . Findings of this study provide a deeper understanding of: teacher decision-making as they try to understand and integrate new policies into their instructional practices, the importance of how school principals lead and support teachers during periods of policy change, the inconsistency of professional support provided by their school district, and how changes in professional networks brought about by policy changes create conflict between teachers identities and altered educational environments. The findings of this study provide researchers insights for future research how teacher identities and communities of practice influence teacher responses to educational policy changes.