The article analyzes the challenges posed by rapid shifting from face-to-face to online teaching/learning due to the Covid-19 pandemic. Along with other educational institutions Vilniaus kolegija/University of Applied Sciences had to switch to online teaching/ learning. After a year of new experience, a cross-sectional study was conducted to establish students’ and teachers’ perceptions of online learning and highlight areas for improvement. Two surveys were conducted: a student survey (N=39) and a teacher survey (N=13). The findings revealed that the vast majority of the respondents in both groups feel fully or partially satisfied with online teaching/learning and academic achievements. Of the two main tools engaged in online teaching/learning preference is given to Microsoft Teams, leaving the Moodle platform slightly behind. The authors conclude that despite overall positive feedback some improvements are necessary to raise the quality of online teaching/learning. Further research would help to monitor the development of the situation.
The goal of the paper is to summarize the results of the authors’ questionnaire survey focused on identification and comparison of possible differences in study motivation and job expectations of students of one private and one public university in the Czech Republic to find out potential sources of students’ dissatisfaction and to propose appropriate measures to improve the teaching process in order to achieve the sustainable development of the professional competencies of university students. The questionnaire survey was conducted by authors from February to April 2017. The respondents were full-time and combined bachelor’s students of the College of Regional Development in Prague (private) and the Masaryk Institute of Advanced Studies of the Czech Technical University in Prague (public). The relevant data were obtained from 758 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the type of university (students of the private college and students of the public institute) using contingency tables and chi-square tests of independence. The results support the assumption that the current generation of university students studies to succeed in the future, but it has relatively high expectations about work and career that may reduce its employability if it does not have the appropriate work experience and social habits.
Reforming higher education and science in the world is associated with the widespread introduction of the indicators aimed at promoting their sustainability, productivity, and efficiency. The introduction of new educational technologies and the development of networks in education allow us to speak about the effect of increasing returns and mostly positive feedback. The instability inherent in such processes is an important factor for institutional change. Higher education and the professions associated with it, become large-scaled, which determines the use of indicators in the management plan. Exogenously introduced target indicators of development negatively affect the existing academic freedom and values, as well as hinder their reproduction.
This paper attempts to understand the limitations of quantitative indicators and their impact on the adaptive strategies of the actors achieving them. We think that it is necessary to pay more attention to the problems of academic culture and values as important factors in both economic and social performance. It should be considered that education as a specific type of activity and institution is associated with the production of public goods and trust, and performs an important social function. We scrutinize the system of higher education through the prism of applying development target indicators as a tool of public policy. Our results seem to justify the importance of integrating institutions, values and self-governance mechanisms that promote long-term sustainable development.
The development of human resources is an important condition for ensuring the sustainability of the society and the development of the national economy. Knowledge is becoming more and more one of the basic factors for society sustainability and development. In the 21st century economy, which is based on knowledge, the innovation becomes one of the major factors to increase the competitiveness. It is confirmed by the experience of leading economic systems when investing considerable resources in the society educating. It is especially important for the Baltic States in the context of the creation of the knowledge based society declared in the EU space. Thus one of the basic aims of the Latvian economy policy is to create efficient, competitive and sustainable economy. One of the basic priorities of an up-to-date state development strategy is a modern education and science system as the education level and the development of human capital are the most important indicators that are creating the competitiveness and sustainability of the country. In the article there are considered the global tendencies of the higher education; also the connection of education with innovation and sustainability are analysed. The aim of this study is to focus on sustainable competitiveness concept and provide in-depth understanding of higher education impact on ensuring sustainable competitiveness on national level. In the research there are used primarily quantitative comparative research methods. Quantitative indicators are used to characterize specific features of the higher education impact on economics in the Baltics and Nordics. For the calculations, methodology and definitions the OECD methodology and World Economic Forum, global competitiveness concept is used.