The thesis is focused on the system of funding public universities in the Czech Republic. At first, the basic characteristics of university education are presented and the connection between university education, externalities, human capital and economic growth is outlined. Then we proceed to define the system of funding public universities and the development of individual indicators in this process. Briefly, following the university education, also the demographic development is mentioned. The last part of the thesis analyzes the impact of introducing the qualitative criteria into public universities and the expert interviews are used to determine how these changes affect the actual public universities.

本研究旨在建構公立大學國際化指標。研究方法部分，先以文獻分析歸納出公立大學國際化初擬指標，再以專家適切性評估問卷及模糊德菲法問卷進行調查。模糊德菲法調查樣本為14 位學者專家，透過三角模糊數整合專家對指標重要性之看法並篩選指標，最後以歸一化法求得各指標之權重，完成公立大學國際化指標。根據研究之結果與分析，歸納主要結論 如下： 一、本研究建構之公立大學國際化指標，一級指標有5 項，二級指標 有35 項。 二、本研究建構之公立大學國際化一級指標，依權重排序依序為「研 究與學術成果」(20.70%)、「行政與環境支援」(20.34%)、「學生與教 師國際流動」(20.12%)、「學術交流與聯盟」(20.08%)及「課程與教 學」(18.76%)。 三、本研究建構之公立大學國際化二級指標，在研究與學術成果方面，以 國際合作之研究計畫案件數及金額重要性最高；在行政與環境支援方 面，以國際化業務行政人員具備外語專長之比例重要性最高；在學生 與教師國際流動方面，以攻讀學位之境外學生人數重要性最高；在學 術交流與聯盟方面，以教師擔任國際學術團體職位之數量重要性最高； 在課程與教學方面，以外語授課之課程數量重要性最高。 最後，依據研究結果分別對教育主管機關、公立大學及後續研究提出 建議。 / The purpose of this study is to construct the indicators for internationalization of public universities in Taiwan. The study is conducted by means of literature review, developeing the indicators of internationalization of public universities preliminarily, investigating the suggestion of 12 experts by questionnaire for research methods. It used Fuzzy Delphi Method. Moreover, it choosed 14 experts to show the importance of the indicators by questionnaire and qualitified the experts’ opinions and analyze the symmetric triangular fuzzy number. In the final stage, normalization of fuzzy number’s total score determined the weight of each indicator. Accordingly, the indicators for internationalization of public universities in Taiwan was constructed.The conclusions are listed below: 1. The indicators for internationalization of public universities consists 5 first level indicators and 35 second level indicators. 2. The 5 first level indicators are: research and academic achievement (20.70%), administrative and environmental support (20.34%), student and teacher mobility (20.12%), academic exchanges and alliances (20.08%), curriculum and teaching (18.76%). 3. The second level indicators are: “the number of cases and the amount of international cooperation research project”is the most important indicator in “research and academic”; “the proportion of international business staff with expertise in foreign languages”is the most important indicator in “administrative and environmental support”;“the number of foreign students enrolled in degree”is the most important indicator in “student and teacher mobility”; “teacher as positions of international academic communities”is the most important indicator in “academic exchanges and alliances”; “the number of courses taught in foreign languages”is the most important indicator in “curriculum and teaching”. To sum up, the suggestions for educational administrative institutions, public universities and future study are based on the findings and results.

American research universities, especially over the past 30 years, have increasingly become involved in technology transfer activities. For public land grant institutions, involvement is largely inspired by a desire to maximize revenue opportunities and demonstrate economic relevance. This intrinsic case study addresses the efforts of a public, land grant and flagship institution, the University of Kentucky, to augment its technology transfer activities, with a specific focus on its attempts to spin off university technology-based firms. The data were gathered primarily through oral history interviews with technology transfer personnel, entrepreneurs, and spinoff personnel. Its purpose is to understand better the structure of the university’s technology transfer operations, the impact of changes in institutional administration and priorities on these efforts, and variables that challenge and accommodate accomplishment of organizational goals. The findings of this study indicate that the structure of technology transfer operations at the university is complex, and somewhat confounding. Administrative changes impact various groups differently than others, and a major challenge to the accomplishment of goals is funding. Moreover, distinct but related groups seem to lack consistent, overarching goals.

<p>A number of attempts have been made to define strategic business and information technology (IT) alignment; several representations of what it is are available in academic and practitioners’ fields. The literature suggests that firms need to achieve strategic business and IT alignment to be competitive. Strategic business and IT alignment impact business performance and IT effectiveness. We propose a unified strategic business and IT alignment model based on four strategic business and IT alignment models: Strategic Alignment Model (SAM), Strategic Alignment Maturity Model (SAMM), information system strategic alignment model and an operational model of strategic alignment. I argue that such a unified model will provide a better understanding of the nature and key aspects of strategic business and IT alignment from different, and sometimes complementary, theories. The unified model represents the concepts and instruments used in these four strategic businesses and IT alignment models. Our principal research goal is to pave the way to develop a common understanding between the different models. The components of the unified strategic business and IT alignment model were ranked with a group of IT experts and business experts from four public universities in Nicaragua. The result can be used as a basis for improving strategic business and IT alignment.</p>

The purpose of this study was to investigate the impact of changes in nonresident tuition on nonresident enrollment and tuition revenue in American public four-year colleges and universities. The economic framework used to examine this relationship was the human capital investment model, which assumed a two-stage model of student choice. The analysis calculated a price elasticity coefficient and a student price response coefficient for nonresident first-time freshmen in three institutional classifications (i.e., doctoral-granting universities, comprehensive universities, and baccalaureate institutions) and for all institutions combined. Nine institutional, economic, and demographic variables were regressed on the dependent variable--a ratio of probabilities of nonresident enrollment to resident enrollment. The regression equations were estimated in double-log functional form utilizing ordinary least squares procedures. The student data used in the study were Fall 1986 first-time freshmen enrolled in 435 public four-year institutions. The major findings of the study include: (1) The price elasticity of demand with respect to nonresident tuition for all institutions in the study was estimated to be -0.60. The student price response coefficient (SPRC) for a $100 change in tuition was calculated to be -1.69 percent. (2) The price elasticity of demand for baccalaureate institutions was estimated to be negative unitary elastic (i.e., -1.00). The baccalaureate SPRC was calculated to be -3.2 percent. (3) Nonresident enrollment demand was positively associated with migration patterns of the nonstudent population, employment rate in the destination state, and home state per capita income. In summary, nonresident students in the average public four-year college or university are only moderately sensitive to changes in price. Nonresident tuition increases in the public sector will cause relatively small declines in enrollment and will be accompanied by increased tuition revenue. Students at baccalaureate institutions are more sensitive to changes in price; tuition increases in these institutions will result in larger declines in enrollment and will have no impact on tuition revenue. Institutional officials and state policy makers should be aware of these results when considering the impact of changes in tuition on nonresident enrollment and institutional revenues.

This study was conducted to examine the use of microcomputers and other computers by top administrators in the twenty—seven public colleges and universities in Oklahoma; to assess the impact that training and other factors have on the extent to which microcomputers are being used; and to identify trends in administrative computer usage. The survey technique was utilized in collecting the data for this study. The survey instrument was developed for use in this study from a review of the literature, an evaluation by a panel of judges, and a pilot study. The survey instrument was sent to the administrators for business, academic, and student affairs via the president of each university in the 1986 spring and summer semesters. Seventy-four of the eighty-one or 91.4 percent of the administrators responded. Following is a summary of the major findings of this study. 1. Fourteen of the seventy-four or 18.9 percent of the respondents personally use a microcomputer and 51.3 percent of the respondents have someone use a microcomputer on their behalf. 2. The most prevalent use of microcomputers is word processing; the most prevalent uses of mainframes are word processing and database management; and the majority of the respondents do not use a computer for spreadsheets, graphics, database management, telecommunications, and time management functions. Computer functions rated highly important are word processing, spreadsheets, and database management. 3. Administrators feel they need more training in the use of computers. 4. Conditions affecting the use of microcomputers are an established process for evaluating software, funding for maintenance, and practice time. 5. Age is negatively correlated to the personal use of microcomputers. 6. Administrators believe that in the near future, the use of microcomputers will increase, the use of mainframes will remain about the same, and the number of jobs done without computers will decrease.

Esta pesquisa tem como objetivo principal analisar as condições de ensino de Contabilidade Introdutória, no curso de Graduação em Ciências Contábeis nas 90(noventa) universidades públicas brasileiras, por meio de levantamento de dados visando: 1. Conhecer os métodos e meios de ensino utilizados na disciplina, bem como avaliar o interesse de seus professores pela utilização de tecnologias educacionais (uso de computadores na educação, softwares educativos, videoconferência etc.); 2. Conhecer a estrutura dos departamentos, para a utilização das tecnologias supra mencionadas. Para a execução deste propósito os professores foram consultados por meio de questionários enviados por correio eletrônico. Nos questionários procurou-se investigar sobre a distribuição do conteúdo programático, sobre a qualificação do corpo docente, a bibliografia adotada, a metodologia de ensino aplicada, a estrutura dos departamentos, a utilização de softwares aplicativos nas atividades didáticas e o interesse por software educativo. No período de março a agosto de 2001, atenderam à pesquisa 22 universidades que representam 24% da população alvo. Dos resultados obtidos constatou-se que 100% dos professores, utilizam o estilo de aula expositiva, muito embora a mesma proporção deseja utilizar software educativo para o ensino de Contabilidade, bem como acredita no aprimoramento do processo de ensino e aprendizagem com a utilização de tal ferramenta. Foi possível ainda identificar que mais da metade obedece ao regime de tempo integral de serviço; 30% já possui o título de Mestre em Contabilidade, além de 73% possuir experiência profissional em departamentos de contabilidade. / The main purpose of this research is to analyse the conditions of accounting teaching in Accountancy in Brazilian public universities from the survey. The work aims at: 1. Know the teaching methods and teaching means used on the discipline Financial Accounting or Introduction to Accounting courses, as well as to evaluate the interest of your professors in using educational technologies (use of computers with educational purposes, software, videoconference etc.); 2. Verify the infrastructure of the departments of public universities that have the course of Accountancy, in order to check which ones have conditions for the development of educational technologies mentioned. In order to analyse the current situation, professors of ninety Brazilian public universities (all of them have Accountancy as a under faculty members) were asked. These professors teach introduction courses. Considering the period between March and August of 2001, 22 universities attended to the research, which means 24% of the target population. The results show that 100% of professors of the introduction courses still deliver lectures (without interaction), despite all of them want to use educational software to teach Accounting. They believe the teaching/learning process would improve with such a tool. It was still possible to identify that more of the half obeys the regime of integral time of service; 30% already possess Master's title in Accounting, besides 73% to possess professional experience in accounting departments.

The purpose of this study was to determine differences in online student perception of the quality of instruction between online instructors who did and did not complete faculty training for online instruction. There has been very little research identifying the factors influencing online students perception on quality of instruction, specifically at Florida public institutions. This research is important in establishing if public universities should require some level of training before an instructor can teach online. Experiencing poor quality of instruction can negatively impact an online student academically, which can, in turn, be detrimental to a university’s student retention and graduation rates. This study adds to the current body of research regarding improvement of the quality of instruction in online courses based on the online students perception of faculty and the completion of faculty training for online instruction. The results of this study demonstrated no significant difference overall in student perception of quality of instruction between online instructors who did and did not complete faculty training as measured in courses with five or more student respondents. Additional results revealed that multiple academic colleges demonstrated a significant difference in student perception of quality of instruction. This study also discovered a slight negative effect of online faculty training on other areas of student satisfaction that did not include quality of instruction. Recommendations for future research are provided, including those for the improvement of online faculty training, university policy, and faculty and student preparation for online teaching and learning, respectively. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Public Higher Education Institutions (HEIs) are facing many challenges including state funding, competition, and maintaining the best possible graduation rate. This study: (1) examined the strategic plans and strategic planning processes to explore how, and to what extent, these tool are being used to address these challenges; and (2) explored the extent to which continuous process improvement is included in strategic planning efforts. A qualitative research design employing a grounded theory approach was used in this study. The researcher reviewed the perceptions of the participants at each of four selected public institutions regarding strategic planning processes, including their beliefs with regard to process improvement as a component of the strategic planning process. Perceived facilitators and detractors of strategic planning and its implementation were also examined. Finally, the researcher sought to design an improved model for strategic planning in higher education that takes continuous process improvement into consideration as a basic component of the approach to planning. The dominant theme that emerged from the data analysis concerned state funding, as performance-based funding offers an opportunity to acquire additional funds. Graduation rate was identified as a core component of student success. Competition from emerging sectors was not a specific topic of discussion during the strategic planning processes. Forty-one percent of participants indicated that some form of process improvement structure exists at their institution, often related to accreditation reviews and was outside of the strategic planning process. 53% of the responses to the question, “What do you believe would be the impact of having process improvement as an integral component in the strategic planning process?” replied that it would be good or beneficial if it were carried out in a meaningful manner. Twenty-nine percent of the 53% stated that process improvement efforts are often performed for it’s own sake, and that including process improvement in the strategic planning process should be done in a manner that adds value to the strategic planning process and the institution. Through the analysis of the approaches to strategic planning examined in this study, the researcher offers a new strategic planning model for HEIs grounded in the findings. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

In 2013, the U.S. Department of Education published revised guidelines for emergency response planning for colleges and universities in the United States. These guidelines reflect the collective work of numerous government intelligence, law enforcement, and preparedness agencies that have taken into account the past successes and failures of schools in response to natural disasters and man-made disasters such as cyber hacking and targeted violent incidents on campuses. With a collective enrollment of over 20 million students annually and valuable physical resources such as libraries, stadiums, and medical centers at institutions of higher education (IHE), an effort to identify the current safety personnel, practices, and services was conducted. The purpose of this research was to identify areas of IHE compliance with the government guidelines and to identify differences, if any, by school enrollment size and region of the country. A cross-sectional design was used to describe compliance with the government guidelines and examine the differences based on a random sample drawn from all accredited 4- year public colleges and universities (n=708) in the United States. A sample of 17% of all eligible institutions was selected (n=120), and a 70.8% response rate was obtained (n=85). Directors of public safety were interviewed by telephone and reported information regarding their school’s availability of mental health counseling, crime prevention programs, emergency communications plans, emergency operations plans, and personnel training. The major findings of this study revealed that only 64 (75%) schools offered disaster response presentations to new students and staff, while 9 (11%) reported that their written emergency operations plans were not available to their communities, and that only 53 (62.4%) offered presentations regarding cyber-security and safeguarding online information. This study also revealed that 40 (47%) of the respondents either did not have or did not know if their school had an emergency operations plan for dealing with database theft, and 55 (64.7%) either did not have or did not know if there was a plan in place to safeguard the private contact information used in their emergency communications systems. With an estimated 300,000+ college students annually studying abroad, only 44 (51.3%) respondents reported offering travel safety presentations to their communities. Few differences were identified based on enrollment or regional location. The implications are discussed within the context of increasing national trends of gun violence, armed civilians and officers on campuses, cyber hacking, and increased participation by students and researchers traveling abroad.