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(1) Background: The current situation is bringing about changes manifested in the digitalisation of management processes, the aspects of knowledge management, and the transmission of global risks. Demands in the area of soft skills are increasing. Therefore, this study aims to identify the requirements for competences necessary for the effective performance of job positions in public administration in the Czech Republic, including the mapping of interest in further training. (2) Methods: The data were collected in 2020 via questionnaires from 245 employees in relevant positions. The data were analysed using the correlation analysis method for establishing relationships between variables applying the Pearson correlation coefficient. Gender differences and differences between rank-and-file and executive employees were subjected to the Mann–Whitney U-test. (3) Results: The more competence is required by the employer, the more frequently it is used by employees and the more favourably the workers assess themselves in this competence. At the same time, they have a greater need and are willing to train this particular competence. A significant trend has been identified in the case of executives. Soft skills are used most frequently and the employees would like to further train them. The least interest is shown in project management training. As to professional competences, digital systems are the most frequently used and required. (4) Conclusions: The research suggests trends in the development of modern technologies, digitalisation, and information systems that will contribute to effective work in public administration. Soft skill development in rank-and-file and executive employees will also be needed.
Pavel Krpálek; Kateřina Berková; Andrea Kubišová; Katarína Krelová; Dagmar Frendlovská; Daniela Spiesová. Formation of Professional Competences and Soft Skills of Public Administration Employees for Sustainable Professional Development. Sustainability 2021, 13, 5533 .
AMA StylePavel Krpálek, Kateřina Berková, Andrea Kubišová, Katarína Krelová, Dagmar Frendlovská, Daniela Spiesová. Formation of Professional Competences and Soft Skills of Public Administration Employees for Sustainable Professional Development. Sustainability. 2021; 13 (10):5533.
Chicago/Turabian StylePavel Krpálek; Kateřina Berková; Andrea Kubišová; Katarína Krelová; Dagmar Frendlovská; Daniela Spiesová. 2021. "Formation of Professional Competences and Soft Skills of Public Administration Employees for Sustainable Professional Development." Sustainability 13, no. 10: 5533.
Higher education includes space for creating cross-cutting competence profiles of future professionals aimed at addressing key sustainability challenges in increasingly complex and global contexts. The research seeks to identify and evaluate the level of engagement in environmental education in study programmes at a career-oriented higher education institution in the Czech Republic. The research sample consisted of 3680 students of the Tourism and Finance and Management study programmes of the College of Polytechnics Jihlava, who participated in work placements in the course of their studies. An educational analysis was applied for qualitative research and evaluation of the level of implementation of the environmental educational component. Quantitative research was based on a questionnaire method, with tests to verify hypotheses being performed at a significance level of 5%. It was proven that the inclusion of an environmental component was influenced by the study programme. This influence was confirmed for the Tourism study programme, while for Finance and Management it was not verified. The environmental component in the Tourism study programme is developed through work placements; however, with regards to major study subjects taught, qualitative research analysing the inclusion of environmental aspects in these subjects proved the opposite. The Finance and Management study programme does not currently use the potential for environmental education development. The research revealed certain drawbacks and uncovered the potential to streamline environmental education at the career-oriented higher education institution.
Pavel Krpálek; Kateřina Berková; Katarína Krpálková Krelová; Andrea Kubišová; Dagmar Frendlovská; Stanislav Szabo. Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic. Sustainability 2020, 12, 6736 .
AMA StylePavel Krpálek, Kateřina Berková, Katarína Krpálková Krelová, Andrea Kubišová, Dagmar Frendlovská, Stanislav Szabo. Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic. Sustainability. 2020; 12 (17):6736.
Chicago/Turabian StylePavel Krpálek; Kateřina Berková; Katarína Krpálková Krelová; Andrea Kubišová; Dagmar Frendlovská; Stanislav Szabo. 2020. "Environmental Education in the Preparation of Students of Tourism and Finance and Management in the Czech Republic." Sustainability 12, no. 17: 6736.
Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students' preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students´ learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject. Keywords: learning style, VARK model, deep problem-based learning style, Czech tertiary education, subject Marketing.
Kateřina Berková; Jana Borůvková; Dagmar Frendlovská; Pavel Krpálek; David Melas. LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS. Problems of Education in the 21st Century 2020, 78, 486 -499.
AMA StyleKateřina Berková, Jana Borůvková, Dagmar Frendlovská, Pavel Krpálek, David Melas. LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS. Problems of Education in the 21st Century. 2020; 78 (4):486-499.
Chicago/Turabian StyleKateřina Berková; Jana Borůvková; Dagmar Frendlovská; Pavel Krpálek; David Melas. 2020. "LEARNING STYLE PREFERENCES OF UNIVERSITY AND COLLEGE STUDENTS." Problems of Education in the 21st Century 78, no. 4: 486-499.
The article presents the results of research into entrepreneurship education in economic and non-economic study programmes of the College of Polytechnics Jihlava (n = 104). The College represents a regional public college of professional orientation in the Vysočina Region, where the business potential is relatively high. Significant differences in attitudes concerning entrepreneurship among students of economic and non-economic programmes have not been proven. As well the correlation between attitudes (interest in conducting business, having preconceptions to start a business and subjective evaluation of one's own ideas) and the students' knowledge of entrepreneurship was not significantly demonstrated. Despite these insignificant differences, there have been links in students’ attitudes. Students of both programmes have a great interest in doing business even at the cost of having preconception to start a business. Above all, the high risk and uncertainty of business earnings are perceived very negatively. They also admit that they do not have enough knowledge and are thus afraid of starting a business, even though they have their own business ideas. Therefore, it is desirable to focus on new platforms for the development of entrepreneurship education and thus support the potential of students.
Kateřina Berková; Dagmar Frendlovská; Jan Pospíšil Závodný; Hana Vojáčková; Dana Kolářová. Education towards Entrepreneurial Careers in a Czech College: An Empirical Study. Journal on Efficiency and Responsibility in Education and Science 2020, 13, 1 -9.
AMA StyleKateřina Berková, Dagmar Frendlovská, Jan Pospíšil Závodný, Hana Vojáčková, Dana Kolářová. Education towards Entrepreneurial Careers in a Czech College: An Empirical Study. Journal on Efficiency and Responsibility in Education and Science. 2020; 13 (1):1-9.
Chicago/Turabian StyleKateřina Berková; Dagmar Frendlovská; Jan Pospíšil Závodný; Hana Vojáčková; Dana Kolářová. 2020. "Education towards Entrepreneurial Careers in a Czech College: An Empirical Study." Journal on Efficiency and Responsibility in Education and Science 13, no. 1: 1-9.
The article is focused on the importance of selected pedagogical factors, which influence the motivation of Czech vocational secondary school students to study accounting. It examines teacher's and student's motivation for various fields of study and levels of education. Determining the key factors influencing motivation is fundamental to gradually improving the learning process. For the purposes of the research, the criteria selected were teacher's communication and presentation skills, teacher's ability to explain the curriculum, teacher's ability to develop thinking in students and teacher expertise. Some 187 students participated in the research that involved completing a questionnaire survey. The data were analyzed using the Kruskal-Wallis test and the modified Tukey method for multiple comparisons at a significance level of 5%. The results are surprising. Pedagogical competencies do not influence student motivation to study accounting compared to other research studies. The different results can be primarily attributed to the structure of the research sample and to the more varied types of secondary vocational schools represented in the study. It will be necessary to carry out further research, expand the sample and examine other factors that may influence motivation, such as intellectual level, academic success, individual ambition, etc.
Ivana Kucharova; Kateřina Berková; Daniela Pfeiferová; Pavel Krpálek. The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic. Universal Journal of Educational Research 2019, 7, 2844 -2850.
AMA StyleIvana Kucharova, Kateřina Berková, Daniela Pfeiferová, Pavel Krpálek. The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic. Universal Journal of Educational Research. 2019; 7 (12):2844-2850.
Chicago/Turabian StyleIvana Kucharova; Kateřina Berková; Daniela Pfeiferová; Pavel Krpálek. 2019. "The Influence of Teacher Competencies on Student Motivation to Study Accounting at Secondary Vocational Schools in the Czech Republic." Universal Journal of Educational Research 7, no. 12: 2844-2850.
Kateřina Berková; College of Polytechnics Jihlava; Pavel Krpálek; Katarína Krpálková Krelová; College of International and Public Relations Prague; University of Economics. Future economic professionals: development of practical skills and competencies in higher education from the point of view of international employers. Economic Annals-ХХI 2019, 176, 91 -98.
AMA StyleKateřina Berková, College of Polytechnics Jihlava, Pavel Krpálek, Katarína Krpálková Krelová, College of International and Public Relations Prague, University of Economics. Future economic professionals: development of practical skills and competencies in higher education from the point of view of international employers. Economic Annals-ХХI. 2019; 176 (3-4):91-98.
Chicago/Turabian StyleKateřina Berková; College of Polytechnics Jihlava; Pavel Krpálek; Katarína Krpálková Krelová; College of International and Public Relations Prague; University of Economics. 2019. "Future economic professionals: development of practical skills and competencies in higher education from the point of view of international employers." Economic Annals-ХХI 176, no. 3-4: 91-98.
Kateřina Berková; Jana Borůvková; Lenka Lízalová. Motivation of Students of Economic and Technical Fields as a Tool of Competitiveness of Universities and Colleges: Empirical Study. Journal on Efficiency and Responsibility in Education and Science 2018, 11, 72 -77.
AMA StyleKateřina Berková, Jana Borůvková, Lenka Lízalová. Motivation of Students of Economic and Technical Fields as a Tool of Competitiveness of Universities and Colleges: Empirical Study. Journal on Efficiency and Responsibility in Education and Science. 2018; 11 (4):72-77.
Chicago/Turabian StyleKateřina Berková; Jana Borůvková; Lenka Lízalová. 2018. "Motivation of Students of Economic and Technical Fields as a Tool of Competitiveness of Universities and Colleges: Empirical Study." Journal on Efficiency and Responsibility in Education and Science 11, no. 4: 72-77.
The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected - the economic field - Finance and Management (N = 52 students) and the technical field - Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success - the Bloom's Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students' achievement in the six cognitive dimensions of the Bloom's Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 - Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 - Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom's Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.
Kateřina Berková; Jana Borůvková; Lenka Lízalová. RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION. Problems of Education in the 21st Century 2018, 76, 762 -778.
AMA StyleKateřina Berková, Jana Borůvková, Lenka Lízalová. RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION. Problems of Education in the 21st Century. 2018; 76 (6):762-778.
Chicago/Turabian StyleKateřina Berková; Jana Borůvková; Lenka Lízalová. 2018. "RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION." Problems of Education in the 21st Century 76, no. 6: 762-778.
Kateřina Berková; Pavel Krpálek. Approaches to the development of cognitive process dimensions in financial literacy: an empirical study. Journal of International Studies 2017, 10, 173 -188.
AMA StyleKateřina Berková, Pavel Krpálek. Approaches to the development of cognitive process dimensions in financial literacy: an empirical study. Journal of International Studies. 2017; 10 (3):173-188.
Chicago/Turabian StyleKateřina Berková; Pavel Krpálek. 2017. "Approaches to the development of cognitive process dimensions in financial literacy: an empirical study." Journal of International Studies 10, no. 3: 173-188.