Study Success at the Clash Point of Excellence and Social Dimension

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F03302032%3A_____%2F18%3AN0000003" target="_blank" >RIV/03302032:_____/18:N0000003 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/content/pdf/10.1007%2F978-3-319-77407-7.pdf" target="_blank" >https://link.springer.com/content/pdf/10.1007%2F978-3-319-77407-7.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Study Success at the Clash Point of Excellence and Social Dimension

Popis výsledku v původním jazyce

The chapter examines the tension between the search for excellence and the concern for equity, with a focus on four former socialist countries in Eastern Europe, the Czech Republic, Hungary, Poland and Slovakia. The authors use study success, completion and dropout as a filter to assess the impact of national and institutional policies to foster excellence in research and teaching. The purpose of their research is to test whether excellence and inclusion can be promoted at the same time. Relying on information from the Europe-wide report on success (HEDOCEstudy), data from the OECD’s Education at a Glance and national reports for eachof the four countries reviewed in their article, Vlk and Stiburek review the range of national and institutional approaches used to promote success. In all four countries, the government introduced negative financial incentives to discourage students from taking too long to complete their studies. This meant, concretely, that they would have to pay fees if they exceeded a set time for finishing. Acting in a more proactive way, the Czech Republic has established social scholarships targeted for students with special needs. The beneficiaries appear to be more successful than the other students. Besides financial incentives, Poland and Hungary are providing students with detailed information on labour market outcomes to help them in their choice of academic programmes. Some universities have put in place counselling and support services for at-risk students. Looking in more depth at the Czech experience, the article finds out that, due to the high degree of institutional autonomy, the government’s ability to boost completion rates and reduce the number of dropouts is limited. The main instrument is the funding formula which takes graduation rates into account in the budget allocation to universities. The Ministry of Education also relies on institutional performance plans to boost social integration and improvements in academic success among at-risk students. At the same time, however, the priority given to excellence and increased research productivity appears to take the attention of university leaders away from teaching effectiveness and the need to decrease dropouts. Based on the results of their case studies, the authors conclude that striving for excellence may lead universities to neglect important aspects that are not at the heart of national policies or measured by international rankings, such as the quality of teaching and learning, student support, diversity and other key elements of the social dimension. To reverse this trend, they argue convincingly in favour of devoting additional resources to curriculum reform and innovative pedagogical initiatives to stimulate student engagement and recommend that QA evaluations take completion rates more systematically into consideration.

Název v anglickém jazyce

Study Success at the Clash Point of Excellence and Social Dimension

Popis výsledku anglicky

The chapter examines the tension between the search for excellence and the concern for equity, with a focus on four former socialist countries in Eastern Europe, the Czech Republic, Hungary, Poland and Slovakia. The authors use study success, completion and dropout as a filter to assess the impact of national and institutional policies to foster excellence in research and teaching. The purpose of their research is to test whether excellence and inclusion can be promoted at the same time. Relying on information from the Europe-wide report on success (HEDOCEstudy), data from the OECD’s Education at a Glance and national reports for eachof the four countries reviewed in their article, Vlk and Stiburek review the range of national and institutional approaches used to promote success. In all four countries, the government introduced negative financial incentives to discourage students from taking too long to complete their studies. This meant, concretely, that they would have to pay fees if they exceeded a set time for finishing. Acting in a more proactive way, the Czech Republic has established social scholarships targeted for students with special needs. The beneficiaries appear to be more successful than the other students. Besides financial incentives, Poland and Hungary are providing students with detailed information on labour market outcomes to help them in their choice of academic programmes. Some universities have put in place counselling and support services for at-risk students. Looking in more depth at the Czech experience, the article finds out that, due to the high degree of institutional autonomy, the government’s ability to boost completion rates and reduce the number of dropouts is limited. The main instrument is the funding formula which takes graduation rates into account in the budget allocation to universities. The Ministry of Education also relies on institutional performance plans to boost social integration and improvements in academic success among at-risk students. At the same time, however, the priority given to excellence and increased research productivity appears to take the attention of university leaders away from teaching effectiveness and the need to decrease dropouts. Based on the results of their case studies, the authors conclude that striving for excellence may lead universities to neglect important aspects that are not at the heart of national policies or measured by international rankings, such as the quality of teaching and learning, student support, diversity and other key elements of the social dimension. To reverse this trend, they argue convincingly in favour of devoting additional resources to curriculum reform and innovative pedagogical initiatives to stimulate student engagement and recommend that QA evaluations take completion rates more systematically into consideration.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50601 - Political science

Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

European Higher Education Area: The Impact of Past and Future Policies

ISBN

978-3-319-77407-7

Počet stran výsledku

14

Strana od-do

189-202

Počet stran knihy

721

Název nakladatele

Springer International Publishing AG

Místo vydání

Cham

Kód UT WoS kapitoly

000466533300013