Our team in worked in previous years on these projects:
The aim of the project “Media in formal and informal education in the Visegrád Group countries” is to conduct scientific research that will result in building transfer of good practices in using media tools in formal and informal education of children and youth from the V4 countries in the face of the development of the knowledge society. The activities will be aimed at disseminating the results of the research, integrating around that idea and activating the communities of researchers, teachers, children and youth.
IBAR – Identifying barriers in promoting European Standards and Guidelines for Quality Assurance at institutional level
Assuring quality of teaching and learning activities is the quintessential task that higher education institutions must face in an increasingly competitive national and international environment. Adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) in 2005 has added new momentum to research in the quality assurance policy domain.
So far, the corresponding research has centred on national (quality assurance agencies), not institutional level, and lacked the outreach to secondary education as well as the theoretical base. The project aims to fill in this gap in theoretical and empirical knowledge and to identify barriers to the ESG Part 1 implementation, and, based on that, to provide recommendations to modification of this document. The research will be done on a sample of 28 HEIs in 7 European countries (CZ, UK, LV, PT, PL, SK, NL).
igher education is becoming increasingly important in knowledge societies and, simultaneously, undergoing rapid and profound change. The present project explores contemporary transformations of higher education from below – through ethnographic studies of university departments. Conceptually, it is framed by theories of massification of higher education and of academic capitalism; through our fieldwork, we also strive to further develop and critically revise these theories. Multi-method ethnography makes it possible to study at the same time what actors do and what they claim (to be doing); and departments are both teaching/learning and research actually take place and therefore where changes and reforms are ultimately negotiated, resisted and implemented.
From the autumn semester 2011 till the autumn semester of 2012, research team members conduct ethnographic fieldwork in five departments that have been carefully selected to represent the diversity within Czech higher education (e.g. ‘hard’ and ‘soft’ as well as ‘pure’ and ‘applied’ subjects; metropolitan and regional as well as public and private institutions). We explore how the contemporary transformations of higher education play out in the concrete practices of higher education: teaching, learning, research and knowledge transfer. We attend and observe lessons, departmental meetings and laboratories as well as informal meetings and demonstrations, talking both to students and academics and reading learning materials, research outputs and institutional documents.