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The Importance of Social Communication Abilities in Relation to the Quality of Economic Education
Holečková, Lenka ; Trnka, Jan (advisor) ; Asztalos, Ondřej (referee) ; Velichová, Ľudmila (referee)
The thesis deals with social communication in economic education with special focus on actual level of students' communication abilities within selected institutions. The special attention is paid to the aspects and the competencies that are crucial to be developed. The work is divided into two parts and two related research problems. The base of the thesis lies in the application of rhetorical and social communication aspects into economic subjects in which the influence of these aspects on the quality of presentation is researched with the help of experimental method and observation. The presentation is focused on economic topic that is presented by students to their colleagues. The evaluation is focused on final quality of presentation (evaluated with the help of selected aspects). Next key part of the thesis is aimed on the development of students' ability to give the arguments in economic subject with the help of active teaching methods. The influence of active teaching methods on students' knowledge is assessed. The students are divided into two groups; the first one is taught with the help of active teaching methods, the second one via classic frontal teaching method. The knowledge of the topic is evaluated by didactic test. The fundamental meaning of active teaching methods with focus on argumentation is highlighted because of its crucial importance for future students' acting in the labour market. The importance of differences between pretest and posttest is evaluated via Paired Two Sample t-test; the importance of differences between experimental and control group via Student's t-test. The main methods used in the work are experiment, observation, scaling, survey, didactic test and statistic interpretations such a Shapiro-Wilk test, F-test, Paired Two Sample t-test, Student's t-test. On the basis of the results there will be suggested integration of rhetorical and communication aspects and of the selected active teaching methods into teaching of economic subjects. The purpose of the work is to show the importance of communication aspects integration into teaching of economic subjects and to suggest the possibilities how to develop the communication aspects.
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Modern teaching methods in economic subjects.
Maxa, Radek ; Rotport, Miloslav (advisor) ; Asztalos, Ondřej (referee) ; Paseková, Marie (referee)
The main objective of this thesis is a comprehensive assessment of the practical usability and effectiveness of modern activating teaching methods in economic subjects in fulfilling the RVP economics and business and RVP Business Academy in comparison with traditional (standard) methods. To achieve this goal, a systematic clarification and evaluation of key elements of the choice of adequate methods of teaching, presentation and comparison of traditional, modern activating and comprehensive teaching methods was employed. Selected modern activating methods are described in detail, including the procedure and examples of their application in the teaching of management on the circuit of the secondary vocational schools. Current status in the use of teaching methods by teachers of economic subjects on selected secondary vocational schools was mapped and assessed through quantitative (structured interviewing of students and teachers) and qualitative (interview with trachet of economic subjects at selected schools, testing of students -- pretest and posttest) methods of empirical educational research and realization of experimental teaching. The results of the analysis of the usefulness and effectiveness of modern activating methods in achieving the educational goals of economic education in secondary vocational schools are summarized in the form of a SWOT analysis. The work, inter alia, examines and assesses the barriers in the application of modern methods of teaching, to what extent these methods contribute to the building of the desired competences of students and in particular the so-called, soft skills of students, verifies the effectiveness of the textbooks Management based on modern activating methods in meeting educational goals. The thesis provides outputs for management of secondary schools including, in particular, the RVP Business Academy and RVP economics and business, which may become a guideline, the stimulus for change methods and forms of teaching, the need to offset the interest of schools from traditional methods to modern activating methods. It can become a tool and an inspiration for each of economic subjects in the adoption and subsequent implementation of modern teaching methods, since it contains a procedure for their application. The intention of the processing of the research problem and solved in the framework of this thesis was to contribute to pedagogical theory and practice the findings supporting the need for qualitative changes in the process. It offers practical recommendations and observations, how should a teacher of economic subjects at secondary vocational schools to proceed with the introduction of modern activating methods. The chosen research methods and processes to provide a relatively large amount of data, the processing to get a deeper insight on the role, effectiveness and applicability of modern teaching methods in the environment of the contemporary secondary economic education.
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The concept of teaching macroeconomics at higher education institutions with economics-based curricula
Marková, Lucie ; Rotport, Miloslav (advisor) ; Asztalos, Ondřej (referee) ; Pavelková, Jaroslava (referee)
The ultimate objective of the present PhD thesis is to propose effective instructional methods to be employed in teaching macroeconomics as an academic subject, their selection being determined by the personality type recognition of the students of economics-based academic programmes. First, a current state of academic education and an increase in the number of university/college students, schools and faculties are analysed. Within the sector of higher education institutions (HEI) providing academic training in economic sciences, the focus is on the rationale of the inclusion of macroeconomics in their syllabi. Having conducted the quantitative research, the MBTI questionnaire being employed to measure personality types, the composition of academic study groups in the chosen economics-based schools was examined from the viewpoint of the given typology. An analysis of currently applied forms and methods of instruction in macroeconomics at the Private University College of Economic Studies (PUCES) is accompanied by the interpretation of their impact on the academic achievements of particular personality types. Based on the research findings, appropriate teaching methods are matched with respective personality types and subsequently with the entire study group comprising different types of personalities. The present dissertation thesis consists of an introduction, seven chapters and a conclusion. The introduction presents the aim of the thesis, an overview of the current state of relevant research on the topic as well as research hypotheses and methodology. Chapter 1 explores the current state of HEI programmes affected by soaring numbers of students, HEIs and their faculties. Chapter 2 focuses on macroeconomics as a scientific discipline and an academic subject incorporated in the syllabuses of the selected HEIs. Chapter 3 concentrates on academic teaching, outlining the philosophies, modes and methods of academic instruction. In chapter 4, personality typologies are exposed, focusing selectively on their development, emphasising those with significant social influence. The MBTI personality typology is given special attention, corresponding basic personality dimensions, dispositions and study successfulness being considered. Chapter 5 describes the results of the research of the student groups' structure according to MBTI typology in five chosen HEIs, summarizing the outcomes from the schools being tested. In chapter 6, macroeconomics examination results achieved by PUCES students are displayed, being related to respective personality categories in compliance with the above typology. In the last chapter, optimal methods and instructional approaches are suggested for teaching particular personality types of students, the heterogeneous composition of the study groups being taken into consideration.
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Implementing entrepreneurship education into the system of education
Hofman, Václav ; Krpálek, Pavel (advisor) ; Asztalos, Ondřej (referee) ; Malach, Josef (referee)
This thesis on the ways of implementation of entrepreneurship education in the Czech business school system describes entrepreneurship and education as two such extraordinary opportunities that need to be leveraged and interconnected if we are to develop the human capital required for building the societies of the future. It sees the entrepreneurship education as the engine fuelling innovation, employment generation and economic growth. The thesis consolidates existing knowledge and good practices in entrepreneurship education around the area that covers the lifelong learning process, starting with youth individuals. It searches for the effective goals of Czech educational system that prepare the current and future generations of entrepreneurs, workers, teachers, managers and individuals with the skills needed to succeed and help others. The research on entrepreneurship and entrepreneurial skills is provided. The core methodology components contain observation, questionnaire survey, school documentation analysis, personal managed conversation and statistical interpretation using the method of T-test. The thesis consolidates sharing and development of innovative new tools, approaches and delivery methods suitable for entrepreneurship courses. Achieving the EU goals, it also urges didactic action and provides recommendations to teachers, government, school management and universities on the development and delivery of effective education programmes for entrepreneurship. Finally, the thesis forms the objectives of entrepreneurship education as a critical component for addressing the global challenges of the 21st century. They should be clear from the start and outcomes should be measured to ensure that the intended results are being delivered.
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Analysis of Quality of 'Teaching of the Tertiary Professional School and Raising its Level with Emphasis on Competence for Employment and Entrepreneurial Activities and Thinking in the Environment of the Tertiary Business Entrepreneutial School
Bejdáková, Blanka ; Asztalos, Ondřej (advisor) ; Krpálek, Pavel (referee) ; Šlosár, Rudolf (referee)
It has been the primary objective of this doctoral thesis to determine the level of the quality of teaching at a particular tertiary professional school and suggest avenues leading to potential further improvement of the quality of the teaching. Quality of teaching is a relatively broad term; therefore, the thesis places emphasis primarily on the level of the students' key competences, primarily the competence for employment and entrepreneurial activities. In order to fulfil this objective we need to define the quality standards of the teaching at tertiary professional schools, obtain relevant information about contents and structure of curricula, teaching methods and forms deployed at the school and also information about the students' level of knowledge and skills. Last but not least, students and their future employers should express their opinion of the quality of teaching. Scientific benefit of this thesis is the creation of my own model of quality evaluation of the teaching at tertiary technical schools, which in the future, after further verification in practice, could become a basis for elaboration of a uniform methodology for quality evaluation of the teaching at tertiary professional schools, particularly those with economic specialisation. The secondary scientific benefit of the thesis can be found in obtaining the information about contents and methods of education used at a particular economic tertiary professional school and utilisation of such information for development of key competences, with emphasis on the competence for employment and entrepreneurial activities. Results of the research may also serve as a basis for creation of the teaching and learning document for similar branches and also as a basis for decision-making as to whether and in which form should the integrating subject be included into the teaching. The objective of the thesis has been achieved by means of the research made at the Tertiary Business Entrepreneurial School (Vyšší obchodní podnikatelská škola), Masná 13, Prague 1. The research consists in analysis of the contents, method and forms of education at this school, and also in the experiment when an integrating subject is included into the teaching in the third grade. The final output is the recommendations and generalisations applying to tertiary professional schools in general, particularly to tertiary professional schools with economic specialisation. The thesis deals with the issue from two points of view, advancing from the general to the specific so that generally valid recommendations can be pronounced in the conclusion again. The first part of the thesis introduces general startpoints for the ensuing research task. It is subdivided into five chapters. The first chapter describes the subject and methodology of the research. The second chapter defines the significance of human capital for competitiveness of the Czech Republic. The third chapter summarizes the startpoints and tools of the school reform with emphasis on educational objectives in the area of students' key competences. The fourth chapter deals with the substance and tools of entrepreneurial education and thinking. The fifth chapter describes the history and the present of tertiary professional school education, suggesting its potential development in the future. The subsequent part containing the research itself is subdivided into three chapters. The sixth chapter characterises the Tertiary Business Entrepreneurial School, analysing its conditions for educating students, monitoring its competitors and defining its strong and weak points, its opportunities and threats. The seventh chapter contains the substance of the research task itself. The eighth chapter subsequently evaluates the results of the research, verifies the hypotheses and formulates recommendations applicable to tertiary professional schools in general.
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Possibilities of implementing a system of recognition of non-formal and informal learning in the Czech Republic
Čiháková, Hana ; Rotport, Miloslav (advisor) ; Asztalos, Ondřej (referee) ; Marinková, Helena (referee)
The main actor of lifelong learning (LLL) is a learner. It is important to assess and support their entire learning -- i.e. to value learning -- not only that occurring within formal education system but non-formal and informal learning as well. However, non-formal and informal learning outcomes have been not certified by certificates recognized by society as a whole yet. Moreover, informal learning occurs without curricula and teaching. These are the reasons why it is technically necessary to develop suitable instruments and schemes for recognizing learning outcomes which enable implementation of the LLL system. With regard to implementation of the LLL system in the Czech Republic, there are realized various projects and initiatives, national and sector equivalents of European instruments are created or European instruments for implementation of the European LLL concept are introduced (the National occupations system, the National qualifications framework, a system of recognition non-formal and informal learning outcomes, the Law no. 179/2006, Coll. on recognition of further education outcomes, the European Credit transfer system for Vocational Education and Training). The paper is concerned with opportunities and obstacles in the way of implementation of all the instruments mentioned above into LLL concept of the Czech Republic.
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