VPU Socialinių mokslų fakulteto Sociologijos ir Politologijos katedros Politinės sociologijos magistrantūros studentė Gerda Tuzienė atliko tyrimą, kurio tikslas – ištirti požiūrį į aukštojo mokslo mokumą ir jo prieinamumą. Darbo tikslas: atskleisti studentų požiūrio į aukštojo mokslo mokumą ypatumus, bei dėstytojų ir tėvų šio reiškinio suvokimą ir vertinimą.. Darbo uždaviniai: aptarti aukštojo mokslo ir studijų modelius Lietuvoje ir Europos Sąjungoje; įvertinti Lietuvos aukštojo mokslo ir studijų reformą ES kontekste; aptarti aukštojo mokslo ir studijų reformos prielaidas; remiantis VPU atlikto tyrimo duomenimis, atskleisti studentų, jų tėvų, dėstytojų požiūrį į aukštojo mokslo mokumą ir jo priimtinumą. Tyrimo objektas: aukštojo mokslo mokumas. Tyrimo dalykas: Studentų, tėvų, dėstytojų požiūris į mokamą aukštąjį mokslą Tyrimo metu visos iškeltos hipotezės pasitvirtino: Dauguma studentų mano, kad nemokamas mokslas turėtų būti užtikrintas valstybės; studentai tikisi gauti finansinę paramą studijoms; daugelis studentų baiminasi, kad paėmus iš valstybės lengvatines paskolas studijoms, jie nebus pajėgus jų sugrąžinti; studentai mano, kad už jų studijas turėtų mokėti darbdavys; dėstytojai mano, kad aukštasis mokslas turėtų būti nemokamas. / Gerda Tuzienė, Political sociology master’s degree student of VPU, Social sciences faculty Sociology and political sciences department, fulfilled an investigation. Its purpose is to examine the attitude towards the solvency of the tertiary education and its accessibility. The purpose of the work is to disclose the students’ attitude towards the peculiarities of the tertiary education‘s solvency and the dons’ and parents’ attitude towards this phenomenon and their evaluation. The tasks of the work: 1. To dispute the models of the tertiary education in Lithuania and European Union; 2. To evaluate the reform of the tertiary education and studies of Lithuania in the EU context; 3. To dispute the assumptions of the reform of the tertiary education and studies; 4. To disclose the students’, their parents’, dons’ attitude towards the tertiary education solvency and its acceptability with reference to the data of the investigation, fulfilled by VPU. The object of the investigation is the solvency of the tertiary education. The point of the investigation: the students’, their parents’, dons’ attitude towards the pay tertiary education. All the raised hypotheses were proved during the investigation: * Many students think that the free education should be warranted by the polity. * Students hope to get the financial support for studies. * Many students dread that they won‘t be able to return the preferred loan that they have taken from the polity. * Students think... [to full text]

The topic of this master thesis is focused on the financing of the tertiary education. Tertiary education is considered to be one of the best investments. This has resulted in a growing demand for it across the whole society. This is one of the reasons why the theme of financing of the tertiary education is often discussed. The main goal of this master thesis is to analyze opinions of the university students on various forms of tuition fees at public universities. The thesis is divided into two essentials parts - a theoretical and practical one. The theoretical part defines the Czech educational system, expose its weaknesses and trends, then describes the system of financing of tertiary education. The practical part is implemented to achieve the objectives of the thesis and it is focused on empirical research. The conclusion summarizes the results that were achieved during the processing of this thesis.

Human capital is an important element creating competitive advantage of individual states. Tertiary education has a key role in increasing of human capital. The aim of this diploma work is an analysis of the system of tertiary education in the Czech Republic, which is topped with a proposal for its amendment. The hypothesis of optimal orientation of tertiary education and the need for appropriate reforms is tested. The diploma work presents the development of tertiary education in the Czech Republic and evaluation of its current state, which I did using custom indicators and statistical data from the OECD database, Czech Statistics Office and the National Institute of Professional Education. To find out the problems of the Czech tertiary education, I conducted a SWOT analysis created on the basis of an international comparison of tertiary education in the Czech Republic and selected countries (USA, Germany, China). In the final part of the work I evaluated selected problem areas in the context with relevant reform opinions for their solution and stated own suggestions and recommendations for changes in the tertiary education system obtained using causal analysis.

CAMELO NETO, Gil. Análise dos fatores da evasão discente de uma IES privada de Fortaleza-CE. 2014. 118f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-12-16T13:32:24Z No. of bitstreams: 1 2014_dis_gcneto.pdf: 1952899 bytes, checksum: 04df0af59f24c68fa48fe6bbed948da3 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-12-16T13:34:01Z (GMT) No. of bitstreams: 1 2014_dis_gcneto.pdf: 1952899 bytes, checksum: 04df0af59f24c68fa48fe6bbed948da3 (MD5) / Made available in DSpace on 2015-12-16T13:34:01Z (GMT). No. of bitstreams: 1 2014_dis_gcneto.pdf: 1952899 bytes, checksum: 04df0af59f24c68fa48fe6bbed948da3 (MD5) Previous issue date: 2014 / O presente estudo discute a problemática da evasão discente em Instituições Privadas de Ensino Superior, focalizando o contexto no turno noturno. Partiu-se do seguinte problema: Que fatores mais representam a evasão dos alunos de turno noturno em uma IES Privada em Fortaleza? O objetivo geral desta pesquisa foi analisar os fatores de evasão discente sob o ponto de vista de docentes e discentes, do turno noturno de uma unidade específica de uma IES Privada de Fortaleza, no período de 2013.2 a 2014.1. Especificamente, intencionou-se: i) analisar o perfil do discente do turno noturno de uma unidade específica da IES investigada; ii) identificar os insumos que compõe o quadro de evasão da IES privada investigada, a partir da análise dos alunos e professores do turno noturno; e iii) investigar as ações para a permanência dos alunos desenvolvidas por esta IES Privada X. O contexto do Ensino Superior privado tem demasiadas particularidades que o colocam em constante discussão teórica, principalmente no tocante ao turno noturno, que é atingido por vários fatores biopsicossociais que interferem na busca por formação pelo discente, gerando um cenário propício à evasão. Desta forma, procedeu-se uma investigação de natureza qualiquantitativa, com uma amostra de 103 sujeitos, destes 17 docentes e 27 discentes evadidos e 59 discentes regulares do turno noturno, em uma unidade específica de uma IES, no período de 2013.2 a 2014.1, no contexto de ensino superior privado na cidade de Fortaleza-Ceará-Brasil. Foram utilizadas para a análise dos dados quantitativos a técnica de análise fatorial, através do software SPSS.19.0 e, qualitativamente, a análise de conteúdo com o software Atlas.ti.7, sob base teórica fenomenológica e da hermenêutica. A Escala de Likert aplicada apresentou-se confiável e significante com índices de validação de quase 87% (Alfa de Cronbach=0,869) e KMO de 0,761 para adequação da amostra. Foram extraídos seis fatores do estudo, dentre eles dois para motivos pessoais e quatro para motivos institucionais, demonstrando esse peso maior ao último na escolha pela evasão discente. Os resultados demonstram que os motivos institucionais – como os fatores externos e de avaliação, deficiência na oferta de serviços, fatores didático-pedagógicos e administrativos, além da deficiência na oferta de acessibilidade virtual/tecnológica – estão acima dos pessoais, que se apresentaram como motivos ligados ao sujeito e a terceiros. Inferiu-se, diante do todo apresentado, que a IES Privada investigada desenvolve esforços para diminuição de seus índices de evasão discente, pois já desenvolve algumas políticas internas específicas nesse sentido, no entanto, ainda veem-se algumas lacunas de cunho administrativo que precisam ser extintas para mudança deste cenário.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Fundamentado nas teorias da gestÃo de instituiÃÃo de ensino superior e da competÃncia gerencial, este trabalho tem como objetivo investigar o modelo de gestÃo institucional predominante e grau de utilizaÃÃo e de importÃncia das competÃncias gerenciais nas instituiÃÃes privadas de ensino superior â IPES na cidade de Fortaleza-CE, segundo a percepÃÃo dos coordenadores de curso de graduaÃÃo. Utilizou-se da metodologia quadripolar de De Bruyne, Herman e De Schoutheete (1977), abordando as temÃticas em questÃo de diferentes perspectivas atravÃs de um amplo projeto que envolveu os eixos epistemolÃgico, teÃrico, morfolÃgico e tÃcnico. A epistemologia crÃtica de Bachelard (1968), a resenha histÃrica das competÃncias e da educaÃÃo superior no Brasil, alÃm de suas origens, teorias e perspectivas crÃticas preenchem os campos epistemolÃgico e teÃrico deste trabalho. No eixo morfolÃgico, apresenta-se os principais modelos de gestÃo de instituiÃÃes de ensino superior e de competÃncias gerenciais que se apÃiam na teoria antes esboÃada no pÃlo teÃrico. Trata-se, portanto, de uma pesquisa de abordagem predominantemente quantitativa, de carÃter descritivo e exploratÃrio. A coleta dos dados foi realizada por meio de 02 instrumentos, o questionÃrio e a entrevista estruturada. O primeiro foi submetido ao tratamento estatÃstico por meio de tÃcnicas descritivas e multivariadas, enquanto o segundo foi analisado atravÃs da tÃcnica de anÃlise de conteÃdo (AC). Os principais resultados deste estudo apontaram que as IPES investigadas sÃo relativamente jovens quanto ao seu tempo de atuaÃÃo no mercado e que estas fazem uso de diversas caracterÃsticas dos modelos de gestÃo institucionais investigados, mas, em geral, nÃo se pode determinar a preponderÃncia de nenhum deles, pois as respostas nesta seÃÃo se revelaram homogÃneas. Quanto Ãs competÃncias gerenciais, a grande maioria obteve um alto grau de utilizaÃÃo e de importÃncia, segundo a percepÃÃo dos coordenadores de curso. As competÃncias gerenciais que mais se destacaram nestes dois itens foram: ter conhecimentos das exigÃncias legais do MinistÃrio da EducaÃÃo - MEC, relacionar-se com pessoas, identificar e resolver problemas, gerir e executar o projeto polÃtico-pedagÃgico do curso, colaborar com o desenvolvimento dos alunos, manter uma atitude de disponibilidade, orientar e elogiar pessoas e desempenhos e gerenciar e priorizar o tempo. A grande utilizaÃÃo e importÃncia das competÃncias gerenciais revelam indÃcios do ânovoâ mundo capitalista (GAULEJAC, 2007), no qual o poder gerencialista requer do profissional um alto desempenho (a utilizaÃÃo de um nÃmero ilimitado de competÃncias), impossÃvel de ser sustentado sem nenhuma conseqÃÃncia para o indivÃduo. / Based on the theories of tertiary education institutional management and theories of managerial competence, this work aims to investigate the predominant institutional management model and the degrees of usage and importance of the managerial competences in private tertiary education institutions - I.P.E.S. in the city of Fortaleza-, according to the perception held by the coordinators of graduate courses. The quadripolar methodology by De Bruyne, Herman & De Schoutheete (1977) approaching the subjects involved from various angles in a comprehensive project which encompassed the epistemological, theoretical, morphological and technical axises. BachelardÂs critical epistemology (1968), the historical summary of competences in Brazil, besides its origin, theories and critical perspectives occupy both the epistemological and theoretical fields of this work. On the morphological axis, the main tertiary education institution management models and managerial competences founded on the theory beforehand sketched on the theoretical axis are shown. This is a quanti-qualitative approach survey with a descriptive and exploratory character. The data were collected by means of two instruments: a questionnaire and a structured interview. The questionnaire underwent a statistical treatment when various descriptive techniques were used. The interview was analyzed with a content-analysis technique (AC). The main results of this study showed that the investigated IPES are relatively young regarding their time of work in the market and that they use many characteristics from the investigated managerial models, but, in general, the preponderancy of any of them cannot be determined, as the answers in this section were homogenous. About managerial competences, the vast majority obtained a high degree of use and importance according to the perception of the course coordinators. The managerial competences that stood out the most in these two items were: to have knowledge of the legal demands by the Ministry Of Education-MEC, to deal with people, to identify and solve problems, to manage and execute the pedagogic and political project of the course, to collaborate with the development of the students, to keep an availability attitude, to guide and praise people and performances, and to manage and prioritize time. The wide use and importance of the managerial competences reveal features of a" new" capitalist world (GAULEJAC, 2007), in which the managing power requires from the professional a high performance (the use of a limitless number of competences) impossible to be sustained without any consequence to the individual.

This thesis deals with the situation in financing of tertiary education from both governmental and student perspective. Its objective is to find an efficient system of student support with focus on student loans that would be applicable in the Czech Republic, would promote an equal access to higher education also to students from lower socio-economic classes and at the same time would enable to increase cost-sharing in Czech tertiary education. The designed concept of student loans is based on best practices from selected European countries (Netherlands, United Kingdom and Hungary) in the background of proposed reform of Czech tertiary education. Finally, the concept is validated in a case study dealing with financing of the International Management master's programme at the University of Economics, Prague.

The thesis "Specific features of financing tertiary education in Czech Republic" is focused on the problem of university tuition in the Czech Republic. The aim of the work is to illustrate whether investment in tertiary education will be profitable for humans and recoverable in the future, even if they had to pay tuition for college. The theoretical part deals with the basic concepts of economic theory and methods of calculating return on investment in education. The practical part deals with the analysis of the survey that people recognize the importance of investment in human capital, and even with the introduction of tuition fees are willing to invest in tertiary education. The conclusion contains a summary of the proposed funding opportunities in higher education.

The main aim of this thesis is to describe the issue of diversification of the Tertiary Education in the Czech Republic and to highlight the difference of the tertiary education of the Czech Republic and the tertiary education in developed countries. Therefore this thesis has sought to compare the system of tertiary education of the Czech Republic with the systems of tertiary education of developed European countries, those whose rates in the competitiveness report were very high, Denmark and the Netherlands. This work is based on the characteristics of systems of tertiary education of all three countries which were analysed to learn the extent to which the systems of their tertiary education are diversified. The goal of this thesis is to answer the main research question which is: To which extend is the diversification of tertiary education of the Czech Republic comparable with the diversification of the tertiary education of developed countries, those that rate in the competitiveness reports high. The results of the comparison of the case studies of the countries show that the system of the tertiary education of the Czech Republic is not sufficiently diversified, due to the lack of the professional study programs, which currently represent in the European Western countries an important sector of...

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014

The primary objective of this study is to determine whether the level of tertiary education has a positive and significant impact on the level of income received. This study will focus on determining whether each subsequent level of tertiary education causes an increase in the likelihood of earning a higher wage, by using a multinomial logistic regression model as well as cross-tabulation estimates. This study will also make use of two different data samples, where the first sample is sourced from the National Income Dynamics Study's, 2010-2011, adult wave 2 dataset, and the second sample is sourced from a questionnaire distributed to the North-West University's School of Economics alumni from the Potchefstroom campus. Literature indicates that there is a significant relationship between an individual's income and variables such as gender, age, marital status, population group, occupation, sector or industry, years of work experience, location of employment, tenure, union membership, and, most importantly, education. Determining the effect of these variables on the income of tertiary educated individuals, will assist current and future graduates by providing relevant South African labour market information as well as providing some assistance in decisions which may result in higher future earnings. From the NIDS data set, it was found that the level of tertiary education was significantly associated with income, and that higher levels of tertiary education were associated with higher income categories, while lower levels of tertiary education were associated with lower income categories. From the Alumni data set it was concluded that the level of tertiary education was not significantly associated with income, which could be the result of the graduation period (2009-2012) of the sample individuals. It was also found that married individuals were more likely to have earnings within the higher income categories, while the same result was obtained for males as well as for those individuals who were employed in the Gauteng province. It was also found that those individuals with an honours degree had earnings within the low income categories, similar to those individuals with a bachelor's degree. The main factors considered to influence the income of an individual with a tertiary qualification is gender, age, marital status, occupation, and the level of tertiary education. / MCom (Economics), North-West University, Potchefstroom Campus, 2014