695 resultados para Keywords: Higher Education
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A kutatk a 2000-es vek eleje ta foglalkoznak a kzbeszerzs s a versenykpessg kapcsolatval. A kt terlet kztti sszefggs egyrtelm, melyet vizsglatainak is megerstenek. Az Eurpai Uni tagllamainak jogalkotn folyamatos a nyoms, hogy a kzbeszerzst klnbz clokra hasznljk fel. Mindez segt a kzbeszerzs rtelmezsi krnek kitgtsban, de felhvja a figyelmet arra, hogy a jogalkotknak elssorban nhny kiemelt tmra kell sszpontostaniuk, mint az innovci vagy a fenntarthatsg. A felsoktatsi intzmnyek kzbeszerzsben betlttt szerepn tl fontossguk a konzorcilis beszerzsek, a kzbeszerzs kpzs, tovbb az innovatv termkek, technolgik beszerzsi gyakorlatban betlttt szerepk miatt kiemelked. Haznkban ez az els alkalom, hogy feltrjuk kifejezetten nagy kzbeszerz felsoktatsi intzmnyeik piaci szerept s elemezzk kzbeszerzsi gyakorlatuk sajtossgait, viszonytjuk eddigi kutatsi eredmnyeinkhez. ______ Researchers have focused on the relation between public procurement and competitiveness since the early 2000s. The relation between corporate competitiveness and public procurement is beyond doubt, evidenced by our research findings. There is growing pressure on the legislators of EU Member States to use public procurement for certain purposes. This helps to widen the scope of procurement, but the regulators have to focus on several priorities like innovation and sustainability. The importance of universities in the development of consortial purchasing, purchasing education, procurement of innovative goods and technologies is unquestionable. It is the first opportunity in Hungary to analyze the role of large contracting authorities, participants of the higher educational market in public procurement and to explore the characteristics of their public procurement practice in order to make comparison between universities and other public procurement market players.
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A felsoktats nemzetkzi versenykpessgnek vizsglata azt mutatja, hogy egyre szlesebb krben alkalmazzk a sikeres egyetemek azokat a megkzeltseket, amelyeket az elmlt fl vszzadban a menedzsmentirodalom az zleti szfrban meghonostott. A szerzk a felsoktatsi gazatra terjesztik ki az exportpiac- orientci elmlett, s azt vizsgljk, hogy milyen elzmnyek vezetnek annak kialakulshoz. Elemzik tovbb, hogy az exportpiac-orientci milyen hatssal van a felsoktatsi intzmnyek exportteljestmnyre. A tanulmny tovbb kitr az exportpiac-orientci s az exportteljestmny kapcsolatt befolysol krnyezeti tnyezk hatsnak vizsglatra is. A szerzk az emltett sszefggseket kt almintn vizsgljk (a nemzetkziesedsben s a tudomnyos kutatsban vezet egyetemek vs. az elbbi dimenzikban gyengbben teljest felsoktatsi intzmnyek). Az eredmnyek alapjn megllaptjk, hogy az exporttapasztalat mindkt egyetemi csoportnl az exportteljestmny szignifikns elrejelzje, mg az exportkoordinci csupn a nemzetkziesedsben gyengbben teljest egyetemek csoportjnl magyarzza az exportpiac-orientci vltozst. Megfigyelhet tovbb, hogy az exportpiac-orientci exportteljestmnyre gyakorolt hatsa ersebb a nemzetkziesedsben vezet magyar egyetemeknl, mg a nemzetkzi piacokon tapasztalhat verseny intenzitsa fokozza a nemzetkzi irnyultsg kialakulst ugyanezen csoportnl. ______ The authors extend the theory of export market orientation to the higher education sector, and explore the association between export coordination, export experience, export market orientation, export performance and the competitive environment in the context of Hungarian higher education sector. The aforementioned relations are analyzed on two subsamples (universities with a top performance vs. universities with a lower performance in regard of internationalization and scientific research). Based on the results, the authors conclude that export experience is a significant predictor of export performance in both groups of institutions, while export coordination can only explain changes in export market orientation for the group comprising the universities that lag behind in terms of internationalization. They observe, moreover, that export market orientation becomes stronger as competitive forces in the environment intensify.
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A munkaer-piaci kvetelmnyeknek megfelelen kialaktott kpzsek versenykpesebbek a trsaiknl. A napjainkban is zajl magyar felsoktatsi reform kzponti elemt alkotja a kpzsek ennek megfelelen trtn talaktsa. Mindez ltjogosultsgot ad egy olyan rendszernek, amely a Budapesti Corvinus Egyetem gazdasginformatikus BSc-kpzsnek kompetenciaelemeit kvnja vizsglni az llsajnlatokban megnyilvnul munkaer-piaci ignyek tkrben. Az ontolgiaalap mdszertan egy egysges fogalmi krt biztost a munkaerpiac eltr szemllet oldaln kifejlesztett modellek egysgestsre s sszehasonltsra. ____ Tendencies can be observed on international and domestic levels that call for restructuring of higher education according to the needs of labor market. This paper presents an information system that can investigate the compliance of education programs and current labor market needs. Competences serve as a basis for this compliance checking, which is built on ontologybased approach. Having examined the distribution of roles (developer, operator etc.) appeared in IT job offers in time and space, a prototype of this system will be showed, related to Business Informatics degree program at Corvinus University of Budapest.
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This paper explores the factors of service quality in higher education and how they contribute to the overall satisfaction and behavioral intentions of students. Our research has three facets. The first is a conceptual issue: using different instrument for the measurement of academic and administrative quality as opposed to an overall assessment of quality. The second is a measurement issue: measuring directly disconfirmation instead of separately measuring perception and expectation. The third issue concerns the concept of minimum service quality level versus an ideal one (zone of tolerance), and their inferences with the disconfirmation concept.
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In the recent four or five years, there have been abrupt and radical changes in the governance of Hungarian higher education. It can then be interesting to assess the state of homo academicus as it looks currently in Hungary. The notion of homo academicus is obvious: it concerns participants in the system of a countrys higher education. The paper as follows still comes back to the definition of homo academicus by referring first to it as occupation, or rather as a profession that can be interpreted in terms of sociology. Secondly, some historic patterns can also be mobilised, based on the assumption that university is a very European institutions that is even rooted in the tradition of the Middle Ages. The elbow-room of seeking for identity and the role to be filled by academics are limited by the effective system of the governance of higher education. It is a key to the chances of academics of meeting the historically corroborated professional standards that they exercise academic freedom. As it cannot be done individually, but in cooperation (through a collegial system), academic freedom is always combined with collective action. The field where this freedom can be exercised can be specified through university autonomy, the lack of which makes a serious barrier to the full development of a character of homo academicus. This is now the case in Hungary, the paper suggests. The paper seeks to gain deeper understanding of the character of academics, their vocation and professional roles, and the governance of higher education, serving as the environment for academic activity, by creating a conceptual framework. The paper is established on the results of sociological research and the experience of legal management, although it remains to be of theoretical nature. It criticises the current Hungarian situation of the governance of higher education, arguing for the reconstruction of university autonomy and financial stability. It also emphasises the importance of predictable regulations.
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A trsadalmi egyenltlensgek nvekedse s a mobilits cskkense vilgszerte aggaszt tendencikat mutat. Magyarorszgon a kzoktats szegnyeket sjt, feltnen diszkriminatv jellege az elmlt vtizedekben slyos veszlybe sodorta a trsadalmi mobilitst. A felsoktats-politika a belpst neheztve (minimumpont- emelsek, dulis tandjrendszer, tandjemelsek) s a teljestmnyelvet tlhajszolva tovbb slyosbtotta a helyzetet, amit a Dikhitel2 bevezetse sem tudott ellenslyozni egy olyan krnyezetben, ahol az llam felsoktats-ellenes propagandt folytat, s kzben drasztikusan cskkenti a finanszrozst. A hibs szablyozs miatt a tbbletpontok rendszere sem mkdik megfelelen. Mindezek miatt a halmozottan htrnyos helyzet hallgatk felsoktats-beli rszarnya felvtelkor jelenleg fl szzalk krl mozog, ami a gimnziumi frhelyek tervezett radiklis szktse miatt vrhatan el fogja rni az abszolt nulla szintet. A tanulmnyban bemutatunk egy ltalunk indtott civil kezdemnyezst, a Hd a felsoktatsba elnevezs programot, amelynek clja, hogy segtsget nyjtson a htrnyos helyzet, fknt roma kzpiskolsoknak a sikeres egyetemi felvtelihez s a diploma megszerzshez. A f tanulsg: viszonylag kevs pnzbl s rvid id alatt mg akkor is lehet eredmnyeket elrni, ha az ltalnos trsadalmi s politikai krnyezet egyltaln nem tmogat.
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A tudsmenedzsment-rendszerek kiptse s mkdtetse egyre npszerbb vllalati cl. A legnagyobb igyekezet ellenre is kudarccal vgzdhet egy ilyen vltozs megvalstsa, ha a szksges felttelek nlkl prblkozunk ezzel a beavatkozssal a szervezet letben. Az egyik legfontosabb elfelttel a bizalomra, kzs tanulsra, fejldsre pl, nyitott szervezeti kultra, mely a tanulszervezeti jellemzkkel rhat le. A szerzk kutatsukban arra voltak kvncsiak, milyen elkpzelseik, vgyaik vannak a felsoktatsban oktat kollgknak az idelisnak nevezett szervezeti kultrrl. Ezeket az elkpzelseket egy kls tancsad cg ltal vgzett krdves felmrsen alapul vizsglat segtsgvel tudtk meg, melynek kirtkelsre a circumplex-mdszer szolglt. Az eredmnyeket sszevetettk a tanulszervezeti jellemzkkel, vizsglva azt a hipotzist, miszerint az oktat kollgk tudat alatt is olyan idelis szervezetet kpzelnek el, mely a tanulszervezeti kultra jellemzivel azonos. _________ To create and to operate a knowledge management system is becoming a more and more popular target of the companies. Realizing the changes above can result in a failure in spite of the biggest will if organizations lack certain prerequisites which are necessary in companies lives. One of the most important prerequisites is organizational culture which can be characterized by confidence, common learning, development and open atmosphere. This is called a learning organizational culture. In their research the authors would have liked to know what kind of dreams the colleagues have about their own organizational culture. They achieve these results from an investigation with questionnaires which were realized by an advisory team. To evaluating the results of this investigation circumplex method was used. These results were compared with the characteristics of learning organization to confirm our hypothesis. According to this idea colleagues have the same images about their successful organization as the characteristics of learning organizations.
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A szerz tanulmnyban vizsglja a tudomnyterletek klnbsgeinek kvetkezmnyeit az oktatsban, a kutatsban s a felsoktatsi intzmnyek irnytsban. A tanulmny els felben a tudomnyterletek episztemolgiai s kzssgi klnbsgeit trgyalja Becher s Trowler (2001) npszer kategorizlsa alapjn. A tanulmny msodik felben a tudomnyszervezdsre, a publikcis gyakorlatra, a doktori kpzsre, az oktats cljra s formira, a dikok tudskpre, valamint a menedzsmentfelfogsra gyakorolt hatst mutatja be. A konklziban egyrszt a minsg- s teljestmnyrtkelsi rendszerek differencilt megkzeltsnek szksgessgre hvja fel a figyelmet, msrszt arra, hogy a Bologna-rendszer s az lethosszig tart tanuls ersdsnek kvetkezmnyeknt egy-egy mesterszakon nemcsak a hallgatsg httere, elismerete lesz sokszn, hanem a tudsrl alkotott kpe is. Ez jfajta oktati szerepeket s oktatsi megkzeltseket tesz szksgess. ________ In the article the consequences of disciplinary difference on teaching, research and institutional management is examined. In the first part of the paper the epistemological and sociological differences of scientific disciplines are summarized based on the popular typology of Becher and Trowler (2001). In the second part the influence of differences on organisation of sciences, publication practices, PhD studies, the goal and form of teaching, students conception of knowledge as well as on the understanding on management and leadership are discussed. In the conclusions, attention is drawn on the necessity of differentiation in quality and performance management processes. Another conclusion is that new roles for teachers and approaches for teaching is required if students conception of knowledge become more heterogeneous which is the result of result of life long learning and Bologna-reform.
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After the change of regime in 1989, Hungarian higher education started to return to its Humboldtian tradition. It was widely accepted that academic freedom could be guaranteed by high degree of institutional autonomy manifested especially in structures of self-governance and avoidance of direct state supervision/interventions. Attempts to introduce boards and other supervising bodies were successfully resisted until 2011. The new government coming into power in 2010, however, introduced new mechanisms of supervision and changed institutional governance and reduced institutional autonomy considerably. Changes in the selection of rectors, the appearance of state-appointed financial inspectors and the newly appointed Chancellors responsible for the finance, maintenance and administration of institutions are important milestones in this process. In the paper I review these developments focusing especially on the analysis of the Chancellor system.
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This volume comprises of selected papers that were originally presented at the first Central European Higher Education Cooperation (CEHEC) conference held in Budapest from 28-29 January 2015. The CEHEC was the first of a series of conferences organized at the initiative of the Center of International Higher Education Studies (CIHES) at Corvinus University of Budapest and Central European University (CEU), in collaboration with partners from the Czech Republic, Poland and Slovakia.
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In the European Higher Education Area the diversification of higher education is considered to be an emphasized value, a guarantee of creativity. The various institutional rankings are the displays of vertical diversity, but in parallel with these, there is an increasing attention directed at horizontal diversity, the entirety of the institutions' activities. The European Mapping Project (U-map) undertook this challenge. The paper presents the research program, which is an attempt to adapt the U-map model to Hungary. According to the results, the U-map method which was intended for application on an international level, is very useful in the identification of the main groups of institutions in a specific national higher education system as well, and may provide a basis for the creation of institutional strategies and the development of the institutions network.
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This study examined the perceptions of state governmental officials and administrators from the state university system, community college system, and independent institutions concerning the ability of various groups to influence state-level higher education policy formation. The study was conducted in Florida for the period 1989-94. Florida has a history of legislative involvement in higher education, a unique system of state universities and community colleges, and a limited number of private institutions of higher education. This study was grounded in the works of Mortimer and McConnell (1978), Millett (1987), Marshall, Mitchell, and Wirt (1989) and Finitfer, Baldwin, and Thelin (1991).^ The study represented the application of an embedded, single-case design. A survey was the primary collection instrument. Respondents were asked questions concerning: (a) personal involvement in higher education, (b) perceptions of the ability of various groups to influence higher education policy, (c) the names of particular individuals considered key players in higher education policy formation, (d) important state-level documents, (e) personal knowledge of key areas of policy formation, and (f) emerging higher education issues in Florida. Quantitative and qualitative methods were used to analyze the different sections of the survey.^ The findings indicated that a power and influence hierarchy exists among the various groups that attempt to influence higher education policy and that this hierarchy is recognized by state government officials and higher education administrators. While an analysis of variance of the various groups revealed a few differences between state government officials and higher education personnel, the high overall agreement was an important finding. Leading members of the legislature, especially the Chair of the Senate Higher Education Committee, and key staff members, especially from the Senate Ways & Means Committee, were considered the most influential. Representatives from higher education institutions and research organizations were considered among the least influential. Emerging issues identified by the respondents included: (a) the political nature of state-level policy formation, (b) the role of legislative staff, (c) the competition for state moneys, (d) legislative concern for state-wide budgetary efficiency, and (e) legislative attempts to define quality and supervise academic program development for higher education. ^
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The purpose of this research was to compare the delivery methods as practiced by higher education faculty teaching distance courses with recommended or emerging standard instructional delivery methods for distance education. Previous research shows that traditional-type instructional strategies have been used in distance education and that there has been no training to distance teach. Secondary data, however, appear to suggest emerging practices which could be pooled toward the development of standards. This is a qualitative study based on the constant comparative analysis approach of grounded theory.^ Participants (N = 5) of this study were full-time faculty teaching distance education courses. The observation method used was unobtrusive content analysis of videotaped instruction. Triangulation of data was accomplished through one-on-one in-depth interviews and from literature review. Due to the addition of non-media content being analyzed, a special time-sampling technique was designed by the researcher--influenced by content analyst theories of media-related data--to sample portions of the videotape instruction that were observed and counted. A standardized interview guide was used to collect data from in-depth interviews. Coding was done based on categories drawn from review of literature, and from Cranton and Weston's (1989) typology of instructional strategies. The data were observed, counted, tabulated, analyzed, and interpreted solely by the researcher. It should be noted however, that systematic and rigorous data collection and analysis led to credible data.^ The findings of this study supported the proposition that there are no standard instructional practices for distance teaching. Further, the findings revealed that of the emerging practices suggested by proponents and by faculty who teach distance education courses, few were practiced even minimally. A noted example was the use of lecture and questioning. Questioning, as a teaching tool was used a great deal, with students at the originating site but not with distance students. Lectures were given, but were mostly conducted in traditional fashion--long in duration and with no interactive component.^ It can be concluded from the findings that while there are no standard practices for instructional delivery for distance education, there appears to be sufficient information from secondary and empirical data to initiate some standard instructional practices. Therefore, grounded in this research data is the theory that the way to arrive at some instructional delivery standards for televised distance education is a pooling of the tacitly agreed-upon emerging practices by proponents and practicing instructors. Implicit in this theory is a need for experimental research so that these emerging practices can be tested, tried, and proven, ultimately resulting in formal standards for instructional delivery in television education. ^
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The University of the West Indies (UWI), established in the British colony of Jamaica in 1948, was mandated to serve the brightest and the best of the British colonies. Unfortunately, the austerity of Jamaica's economy has not helped to augment an open door access to higher education, and UWI is often criticized for not implementing policies to sustain the democratization of higher education; it is accused of functioning as an elitist institution. ^ The purpose of this qualitative study was to determine whether UWI functions democratically as an institution to influence the equity of higher education in Jamaica. A review of the literature reveals many interpretations of the democratization of higher education. Three of Spaulding and Kargodorian's four criteria were utilized to analyze this research. They were (1) equality of access to higher education, (2) equality of participation within the institution of higher education, and (3) equality of educational results. Multiple sources of written data augmented by interviews in Jamaica and Miami were utilized. ^ The analysis revealed that UWI functions in a collaborative relationship with Jamaica's Centralized Educational System as well as with the country's political, economic, and social realms to impact the democratization of higher education. Documentation suggests that, although strong traditional influences continue to exist, UWI has deviated from its original mandate and instead, flexible admittance policies and diversification of expanded programs have contributed to greater accessibility. ^ Despite UWI's reports of improvements which have contributed to more access, UNESCO and some interviewees have not been impressed. A World Bank report on enrollment ratio at the university level in English speaking Caribbean countries reflects less than one percent of the age cohort. The Jamaicans interviewed, especially those from the lower class, felt that their democratic right to receive higher education was not met. UNESCO regards UWI's efforts as just putting a dent in the problem. ^ Recommendations include continuing efforts towards developing curricula more relevant to the Jamaican society, increasing distance education in order to ease UWI's load, expanding financial partnerships with private sectors, and extending research in collaboration with large local and foreign private companies. ^
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This study explored Taiwanese technological higher education administrators' perceptions about the motivation and capability of their institutions to form intercollegiate alliance, their preferred areas of collaboration, and their preferred partner attributes. Possible differences in perceptions of administrators from public and private institutions were also explored. ^ The study targeted six chief administrators in each of 88 technological and vocational higher education institutions in Taiwan. A mix of quantitative and qualitative research designs was used to collect and analyze data. Quantitative data were collected from 328 administrators through a questionnaire and analyzed using univariate and multivariate statistical techniques. In addition, to obtain a deeper understanding of the process of alliance formation, qualitative data were collected through interviews with 13 administrators and content analyzed using emergent themes analysis. ^ Findings revealed that Taiwanese technological education administrators were not strongly confident in the competitive positions of their institutions. They perceived themselves as non-competitive in faculty research performance, in getting financial support, and having easy-access locations. Administrators believed that forming an alliance would help them obtain more external resources, achieve academic enhancement, provide better services, have a stronger voice, and obtain promotion to a higher institutional level. Cost cutting was not believed to be an attainable goal. ^ Strong interest was expressed for an alliance in the sharing of technology, information networks, and library resources; cross-registration; admissions and recruitment practices; school-industry endeavors; and international academic exchanges. Sharing of administrators and staff, joint bidding and purchasing, and cooperative fundraising were considered of less interest. ^ Administrators favored partners who have excellent academic programs, who have complementary skills, who are willing to share resources, and who are enthusiastic leaders. They also wanted partners to match their institutions in performance and prestige and to be geographically close to them. ^ Multivariate analysis of variance did not reveal significant differences between the perceptions of the administrators from public and private institutions. It was concluded that despite governmental encouragement and the institutions' eagerness for forming an alliance, the administrators had little confidence that a sustainable alliance could be arranged. ^
