Completed projects
PhD STUDENTS Survey 2021 (2021–2022)
The national survey of male and female PhD students, the PhD STUDENTS Survey 2021, aims to reflect on the learning conditions of PhD students.
The survey is commissioned by the Ministry of Education, Youth and Sports, which already supported similar research on PhD students in 2014. However, the current project is more ambitious. The first wave of data collection will launch a long-term systematic survey of female and male PhD students. PhD studies and the effort to improve their quality and success rate is one of the priorities of the new Strategic Plan for Higher Education for the period from 2021 issued by the Ministry of Education, Youth and Sports.
International cooperation as a tool for enhancing the quality of Ukrainian higher education institutions (2019–2021)
The project aimed to strengthen the capacity of management, young teachers, researchers and master students at selected Ukrainian higher education institutions in the areas of quality education, scientific research, collaboration with practice and community engagement. The objective was achieved through the active participation of Czech higher education academics in sharing know-how and transferring good practice from the Czech University of Life Sciences Prague (CZU) to partner universities.
The implementation of the project included professional thematic workshops on the implementation of educational quality tools and strengthening of scientific research activities. An integral part was strengthening cooperation with the business sector, which involved student practical internships and piloting the formation of a strategy for the development of the region at the BTNAU.
The proposed project built on the experience from the implementation of previous projects in Ukraine and extended the activities to other higher education institutions besides SNAU and SSU – Bila Cerkva National Agrarian University, Kharkiv National Agrarian University and Dnieper State Agrarian-Economic University.
The international EUROSTUDENT research covers the socio-economic dimension of student life in Europe. The survey, which is repeated every three to four years, covers issues such as financial security, housing, experience of mobility abroad and satisfaction with the choice of study programme. The results of the EUROSTUDENT survey are Important not only in terms of the individual research topics, but also because they allow for broad comparisons over time and thus the identification of trends concerning students and their backgrounds.
The main research objective of the SNOP (Study failure with regard to the transition from high school to higher education institution) project supported by the Technology Agency of the Czech Republic within the framework of the ETA programme was to identify the causes of student failure at selected technical faculties of higher education institutions. The project focused mainly on students in /and after the first year of study. The starting point of the project was the issue of the transition between secondary school and higher education institution.
DASCHE (9/2017–7/2020)
Bologna Process indicates that preparation for life as active citizens in a democratic society is one of the main purposes of higher education. Also other relevant European strategies request for social competences of the HE graduates and European Qualifications Framework contains the pillar “competences: autonomy and responsibility”.
Including social competences into curricula and teaching/learning process is difficult. They are multidimensional, grasp under one name a variety of learning outcomes concerning ethical, cultural, group and civic oriented attitudes of learners; often being meta-competences, which cannot be seen independently from knowledge and skills. Higher education institutions and national level policy makers need assistance in designing, delivering and validating social competences of students. The systems of internal and external quality evaluation and assurance face the same difficulty, the ESG for QA in EHEA do not provide sufficient guidance. The DASCHE (Developing, Assessing and Validating Social Competences in Higher Education) project answers these needs and the results offer the model solution for the issue. It is aimed at supporting policy learning between countries and higher education institutions in curricula development, assessment and validation of social competences of students.
The project was implemented in partnership of Universitaet Bremen (Germany), Akademiskas Informacijas Centrs (Latvia), Centre for Higher Education Studies (Czech Republic), University of Durham (United Kingdom), Universiteit Twente (Netherlands), SGH Warsaw School of Economic (Poland, leader).
Establishment of a network of experts in quality assurance in higher education (2018–2019)
Formation of a Network of Higher Education Quality Assurance Experts was a project aimed at providing technical assistance in establishing a network of quality assurance experts in higher education in Ukraine, at the Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine. It was funded by the Czech Development Agency. .
The research project GRADUATE 2018 – Survey of the employment of higher education graduates focused on graduates who completed their studies between 2013 and 2017 and entered the labour market. The survey had two parts: a) graduate survey: description and analysis of the quality of graduates’ studies in relation to their transition and employment in the labour market, and a description of the career paths of graduates; b) employer survey: employers’ experiences with the employment and quality of graduates from the employers’ perspective.
One of the most important outputs of the PERIF (Contribution of Higher Education to Promoting Socio-economic Development in Peripheral Regions of Norway and the Czech Republic) project is a special issue of the journal Higher Education Policy. At the end of 2017, six articles were published in this prestigious periodical, with authors from all three collaborating institutions: Centre for Higher Education Studies, v.v.i., Faculty of Humanities, Charles university (Czech Republic) and Agderforskning (Norway).
The IQAT (Enhancing capacities in implementation of institutional quality assurance systems and typology using Bologna process principles) project, supported by the Erasmus+ programme of the European Union, aimed at strengthening the capacity to implement the Bologna Process reforms at higher education institutions in two Central Asian partner countries – Kazakhstan and Uzbekistan, with an emphasis on internal quality assurance and institutional typologies.
ETER II (8/2015–7/2017)
The aim of the ETER II (Implementing and disseminating the European Tertiary Education Register) project was to implement the European Register of Tertiary Education Institutions, including expert support to the national statistical authority (Ministry of Education, Youth and Sports) in the annual data collection, checking of the delivered data, transferring it to the coordinator, consultation with the coordinator on data validation and expert support on issues related to the Czech education system. It also included cooperation on dissemination of the project results and national support on the use of the registry data.
The project was coordinated by Universita della Svizzera Italiana, Lugano, Switzerland and the partners were Universita Roma La Sapienza (Italy), NIFU – Nordic Institute for Studies in Innovation, Research Education (Norway), Joanneum Research (Austria) and expert consultants from all EU countries.
Developing media literacy in public education: A regional priority in a mediatized age (2015–2016)
The project addressed the implementation of media literacy and media education in the education systems of the Visegrad Group countries. It explored theories along with curricula and classroom practices, then made national recommendations, created international proposals and forums suitable for interactive exchange of experiences as well as the development of an international knowledge base.
Output: Developing Media Literacy in Public Education: A regional priority in a Mediatized Age
The basic objective of the project VEZ (Science for Life, Life for Science) was the systematic training of human resources in secondary, higher vocational and higher education institutions for targeted and methodical support of education in science and technology, focused on the Ústí nad Labem and Karlovy Vary Regions. Further training of academic (scientific, pedagogical and research) staff of higher education institutions in the areas of research and development, its popularisation and dissemination of results into practice was aimed at preparing these human resources also for targeted methodological support of secondary, higher vocational and possibly also primary school teachers.
Shifts in regional value structures in Czech society as a basis for effective orientation of labour market development, decline in unemployment and minimization of social exclusion (1/2014–12/2015)
The main objective of the project was to characterize the state and development of value structures in the society of the Czech Republic, focused on the regions that have been facing unfavourable socio-economic situation for a long time, especially in the Moravian-Silesian, Ústí and Karlovy Vary regions, or in some smaller problematic regions (e.g. Jesenicko, Bruntál, etc.). At the same time, the aim was to compare the accepted and “good” values, which we understand as a source for finding ways to positively oriented social learning and tools for such learning. The modelling of ‘good values’ and pathways to them in comparison with the values adopted in practice will serve as a key starting point for the design of social work, employment policy and the minimisation of social exclusion.
Ensuring the quality of teaching and other educational activities is a fundamental challenge facing higher education institutions in an increasingly competitive national and international environment. The adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) in 2005 gave a new impetus to research on quality assurance policy. The IBAR (Identifying barriers to the implementation of the European Standards and Guidelines at institutional level and formulating recommendations to address them) project aimed to fill the gap in theoretical and empirical knowledge in this area.
The main objective of the SPAV (Cooperation of Technical Faculties of Public Higher Education Institutions with Enterprises and Other Experts Focusing on Bachelor’s Degree Programmes) project was to identify and promote good practice examples of cooperation between technical higher education institutions and faculties and experts from practice in the development and implementation of bachelor’s or master´s study programmes. The project was based on the recommendations of OECD experts from 2006 to deepen the cooperation between tertiary education institutions and practitioners. The main result was a monograph containing research results from all areas addressed in the project, partial results were published as articles in peer-reviewed journals.
The internationalisation of higher education institutions has been part of their activities throughout their existence. It is based on the nature of education: only a small part of education can be national and no part of education can do without international comparisons. The closeness of the higher education institutions to other higher education institutions and their cultures is a barrier to the possibility of fulfilling their basic functions. The objectives and planned outcomes of the ZMOVYS (Foreign Mobility of Higher Education Institutions´ Staff) project were therefore aimed directly at improving the quality of academic staff mobility (management and organisation) and improving the organisational culture of higher education institutions.
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