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1

Factors Influencing the Choice of Higher Education Establishment for Marketing Strategies of Higher Education

100%
Sarkane G., Sloka B.
Economics and Business
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2015
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vol. 27
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issue 1
76-80
EN
The world-wide competition of higher education programs makes education institutions to seek for most efficient ways to attract students. The presented academic research is devoted also to the issues on motives and influencing factors for the choice of study programs. The methods applied in the current paper are as follows: analysis of scientific publications, focus group discussions, surveys of possible future students. For the evaluation of different aspects of choice a scale of 1-10 was used. For the data analysis of the survey descriptive statistical analysis, cross tabulations and correlation analysis, as well as analysis of variance (ANOVA) and factor analysis were applied.
2
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Expektance a valence jako základní proměnné v motivaci studentů k dokončení vysokoškolského studia a dynamika motivace v průběhu studia

100%
Reissová A., Šimsová J.
Psychologie a její kontexty
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2018
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vol. 9
|
issue 1
41–52
EN
Problem. One of the problems currently appreciated at universities is the low motivation of students, which is reflected in students´ achievements and which can result in early termination. Methods. The objective of the study was to identify how strong student motivation towards studying at university and completing university is and whether the approximate intensity of such motivation changes during the course. A modified version of the Vroom expectancy theory of motivation was used to focus particularly on the valence and expectancy. The selected group comprised 713 students from the UJEP Faculty of Social and Economic Studies in Ústí nad Labem. The selected method was written interviews. The obtained data were processed using the statistical Statistica SW. The nonparametric Kruskal-Wallis test was used for evaluation since the data did not show normal distribution. Results. More than half of the respondents ranked the importance of university education (valence) very high, i. e., they selected values between 9 and 10 (on a scale of 1 – 10). In the case of expectancy (of successfully finishing the course), the established values were not as high as in the case of the valence. Afterwards, the reference rate of motivation (65 %) was calculated as a product of the valence and expectancy. Using the Kruskal-Wallis test, it was established that there were no significant changes in the valence variable (P value = 0.0737) between individual years of study during the university course but there are statistically significant changes in the expectancy variable (p = 0.0000). The statistically significant differences between individual years were then identified also in the reference rate of motivation. A significant difference was shown particularly between the first and third year of the bachelor’s course and between the fourth and fifth year (i. e., in the followup master’s course). Discussion and evaluation of results. Within the discussion studies were pointed out which also strive to predict achievements in different areas of human activities. Generally, future achievements can be predicted upon working with individual variables, or it is possible to create model motivation profiles and then match the individuals to individual models. Both ways are possible, and each of them has certain advantages as well as limitations. Further facts which can significantly influence the measurement of performance and motivation of individuals should also be taken into consideration. These can be, for example, different socio-cultural conditions of the specific environment or inter-cultural differences between individuals, the personality of the pedagogue and a number of others. Conclusion. It was established that the valence (the value of university course) was very high, regardless of the year of study. As to the expectancy, the established values are not explicitly positive. The reference rate of motivation reached an average value of 65 %. The Kruskal- Wallis test also proved that the established differences between individual years were not statistically significant as far as the valence, but there is already a statistically significant difference as far as the expectancy. Similarly, a statistically significant difference in the reference rate of motivation was proved between individual years. The reference intensity of motivation is higher at the end of the course than in the initial years.
3
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Kompetencje nauczycieli i wykładowców w procesie edukacji zdalnej – perspektywa studentów

72%
Gagacka M., Sałata E.
Edukacja Ustawiczna Dorosłych
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2020
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issue 4
39-54
EN
In recent months, both schools and universities have entered a period of significant changes and transformations related to the pandemic situation in the world. The current pandemic situation has forced a change in the functioning of educational institutions as well. E-learning, which until recently was used as a supplementary form of education, has become the basic form used at every level of education: from primary school to teaching in higher education. In the new conditions, we are forced to use new technologies, regardless of how we have been prepared for these tasks. We are currently working in a situation of high stress related to pandemic threats. Contacts between teachers and lecturers with pupils or students are very difficult in the time of the pandemic. Teachers and students were suddenly forced to use information and communication technologies. And in these difficult conditions the role of teachers changed from traditional to a new one: consultant or mentor. The aim of the presented study is to try to determine the level of teachers’ preparation for the new situation. The empirical basis of the presented analyzes are empirical studies conducted at the turn of May and June on a sample of students. The subject of the analyzes are students’ opinions on various aspects of the implementation of distance education and the competences of lecturers in the new reality. The presented results will allow for the improvement of distance learning methods and the development of competences of academic teachers.
PL
W ostatnich miesiącach zarówno szkoły, jak i uczelnie weszły w okres znaczących zmian i przeobrażeń związanych z sytuacją pandemiczną na świecie. Obecna sytuacja pandemiczna wymusiła również zmianę w funkcjonowaniu placówek oświatowych. E-learning, który do niedawna był uzupełniającą formą edukacji, stał się podstawową formą stosowaną na każdym poziomie edukacji: od szkoły podstawowej po nauczanie na studiach wyższych. W nowych warunkach jesteśmy zmuszeni do korzystania z nowych technologii, niezależnie od tego, jak yliśmy przygotowani do tych zadań. Obecnie pracujemy w sytuacji dużego stresu związanego z zagrożeniami pandemicznymi. Kontakty nauczycieli i wykładowców z uczniami lub studentami są bardzo utrudnione w czasie pandemii. Nauczyciele i uczniowie zostali nagle zmuszeni do korzystania z technologii informacyjnych i komunikacyjnych. I w tych trudnych warunkach rol nauczycieli zmieniła się z tradycyjnej na nową: konsultanta lub mentora. Celem prezentowanych badań jest próba określenia poziomu przygotowania nauczycieli do nowej sytuacji. Podstawą empiryczną prezentowanych analiz są badania empiryczne przeprowadzone na przełomie maja i czerwca na próbie studentów. Przedmiotem analiz są opinie studentów na temat różnych aspektów realizacji kształcenia na odległość oraz kompetencji wykładowców w nowej rzeczywistości. Przedstawione wyniki pozwolą na doskonalenie metod nauczania na odległość oraz rozwój kompetencji nauczycieli akademickich.
4
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Źródła informacji i motywacje do podjęcia kierunku informacja naukowa i bibliotekoznawstwo na Uniwersytecie Śląskim w Katowicach

72%
Lewandowska J.
Bibliotheca Nostra. Śląski Kwartalnik Naukowy
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2022
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issue 2(62)
23-37
EN
The article presents the results of the survey conducted in 2021, the purpose of which was to learn about the sources of information used by students of the University of Silesia in Katowice on the field of Science Information and Library Science. With these quantitative and qualitative methods, the sources of information about the course were analyzed, as well as students’ motivations to start studies, their career plans after graduation and expectations towards the university, whose task is to prepare them for participation in the labor market. The results of the research can be used for the further development of the field of study and initiate a discussion on changes in the process of communication with the student
PL
W artykule przedstawiono wyniki badań sondażowych wykonanych w 2021 r., których celem było poznanie źródeł informacji wykorzystanych przez studentów Uniwersytetu Śląskiego w Katowicach na temat kierunku informacja naukowa i bibliotekoznawstwo. Dzięki metodom ilościowej oraz jakościowej przeanalizowano źródła informacji o kierunku, a także motywacje studentów do podjęcia studiów, ich plany zawodowe po zakończeniu nauki oraz oczekiwania wobec uczelni, której zadaniem jest przygotowanie ich do uczestnictwa w rynku pracy. Wyniki badań mogą posłużyć dalszemu rozwojowi kierunku oraz zapoczątkowaniu dyskusji na temat zmian w procesie komunikacji ze studentem
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