{"id":1317,"date":"2023-08-29T14:19:46","date_gmt":"2023-08-29T12:19:46","guid":{"rendered":"https:\/\/evaltep.xcreative.cz\/uncategorized\/zamestnatelnost-absolventu-vysokych-skol-evaluacni-pripadova-studie-z-iss-fsv-uk\/"},"modified":"2023-09-15T15:39:45","modified_gmt":"2023-09-15T13:39:45","slug":"employability-of-university-graduates-case-study-from-iss-fsv-uk","status":"publish","type":"post","link":"https:\/\/evaltep.xcreative.cz\/en\/articles\/employability-of-university-graduates-case-study-from-iss-fsv-uk\/","title":{"rendered":"Employability of University Graduates (Case Study from ISS FSV UK)"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>Employability of University Graduates (Case Study from ISS FSV UK)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstrakt<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pr\u00e1ce \u201eZam\u011bstnatelnost absolvent\u016f vysok\u00fdch \u0161kol\u201c pojedn\u00e1v\u00e1 o vztahu mezi terci\u00e1rn\u00edm vzd\u011bl\u00e1v\u00e1n\u00edm absolvent\u016f a jejich v\u00fdsledky na trhu pr\u00e1ce. Teoretick\u00e1 \u010d\u00e1st pr\u00e1ce se zab\u00fdv\u00e1 v\u00fdznamem vzd\u011bl\u00e1v\u00e1n\u00ed ve vztahu k zam\u011bstnatelnosti absolvent\u016f. Metodologick\u00e1 \u010d\u00e1st tento vztah dokumentuje na p\u0159\u00edpadov\u00e9 studii Institutu sociologick\u00fdch studi\u00ed, Fakulty soci\u00e1ln\u00edch v\u011bd Univerzity Karlovy. Evaluace byla vybr\u00e1na jako v\u00fdzkumn\u00e1 metoda, kterou bude zam\u011bstnatelnost posuzov\u00e1na. Analytick\u00e1 \u010d\u00e1st postupn\u011b odhaluje koncep\u010dn\u00ed model hodnocen\u00e9ho programu, zainteresovan\u00fdch stran a&nbsp;jejich z\u00e1jm\u016f. C\u00edlem t\u00e9to pr\u00e1ce je odpov\u011bd\u011bt na evalua\u010dn\u00ed ot\u00e1zky t\u00fdkaj\u00edc\u00ed se \u00farovn\u011b pracovn\u00edho v\u00fdkonu absolvent\u016f a jejich dovednost\u00ed v&nbsp;souvislosti s&nbsp;jejich zam\u011bstnatelnost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Abstract<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The work \u201eEmployability of university graduates\u201d deals with the relationship between tertiary education of graduates and their labor market outcomes. In the theoretical part the work deals with the importance of education in&nbsp;relation to the employability of graduates. The methodological part approaches this relationship on a case study of the Institute of Sociological Studies, Faculty of Social Sciences, Charles University. Evaluation as&nbsp;a&nbsp;research method is chosen to solve the employability. The analytical part gradually reveals the conceptual model of the evaluated program, stakeholders and their interests. The aim of this part is to answer the evaluation questions about the level of work performance of graduate employability skills.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Kl\u00ed\u010dov\u00e1 slova<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zam\u011bstnatelnost, evaluace, univerzita, zam\u011bstnavatel, Logic model, zainteresovan\u00e1 osoba, z\u00e1jmy<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Keywords<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Employability, evaluation, university, employer, Logic model, stakeholder, interests<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1.&nbsp;&nbsp;&nbsp; Expozice probl\u00e9mu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vztah mezi vzd\u011bl\u00e1n\u00edm absolvent\u016f vysoko\u0161kolsk\u00fdch instituc\u00ed a jejich uplatn\u011bn\u00edm na trhu pr\u00e1ce je ji\u017e del\u0161\u00ed dobu p\u0159edm\u011btem z\u00e1jmu a\u0165 ji\u017e na univerzitn\u00ed, st\u00e1tn\u00ed \u010di na mezin\u00e1rodn\u00ed \u00farovni. Hlavn\u00edm akt\u00e9rem zam\u011bstnatelnosti, kter\u00e1 v\u00fd\u0161e uveden\u00fd vztah vystihuje, se st\u00e1v\u00e1 absolvent, jeho\u017e \u00fakol v&nbsp;podob\u011b nalezen\u00ed odpov\u00eddaj\u00edc\u00ed profese je \u010d\u00edm d\u00e1l t\u00edm n\u00e1ro\u010dn\u011bj\u0161\u00ed. Nasv\u011bd\u010duj\u00ed tomu sociologick\u00e9 pr\u016fzkumy i vlastn\u00ed zku\u0161enost \u010derstv\u011b vystudovan\u00fdch mlad\u00fdch lid\u00ed, kte\u0159\u00ed st\u00e1le v\u00edce spat\u0159uj\u00ed ve vzd\u011bl\u00e1n\u00ed v\u00fdhodnou investici, je\u017e je m\u00e1 ochr\u00e1nit p\u0159ed negativn\u00edmi soci\u00e1ln\u00edmi riziky a z\u00e1rove\u0148 jim umo\u017enit lep\u0161\u00ed startovn\u00ed pozici do nov\u00e9 profesn\u00ed \u0161tafety \u017eivota. Proces zam\u011bstnatelnosti absolvent\u016f pramen\u00ed ji\u017e v samotn\u00e9 vysoko\u0161kolsk\u00e9 instituci, jej\u00ed\u017e&nbsp;d\u016fle\u017eitost tak nab\u00fdv\u00e1 na z\u0159eteli.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro \u00fa\u010dely t\u00e9to pr\u00e1ce byla vybr\u00e1na jako vysoko\u0161kolsk\u00e1 instituce Univerzita Karlova, konkr\u00e9tn\u011b Institut sociologick\u00fdch studi\u00ed Fakulty soci\u00e1ln\u00edch v\u011bd (d\u00e1le ISS FSV UK). Leto\u0161n\u00ed rok dovr\u0161il dvacet let sv\u00e9 existence, b\u011bhem kter\u00e9 j\u00edm pro\u0161lo mnoho mlad\u00fdch a perspektivn\u00edch sociolog\u016f, kte\u0159\u00ed na\u0161li sv\u00e9 uplatn\u011bn\u00ed jako v\u00fdzkumn\u00ed pracovn\u00edci v akademick\u00e9m prost\u0159ed\u00ed, ale&nbsp;i&nbsp;v&nbsp;komer\u010dn\u00edch agentur\u00e1ch. I p\u0159es tyto \u00fasp\u011bchy Institut v\u00ed o sv\u00fdch absolventech jen d\u00edl\u010d\u00ed, kus\u00e9 informace, kter\u00e9 lze jen obt\u00ed\u017en\u011b vyu\u017e\u00edt pro rozvoj vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00fd je sou\u010dasnou dobou vy\u017eadov\u00e1n. P\u0159edlo\u017een\u00fd p\u0159\u00edsp\u011bvek se proto sna\u017e\u00ed objasnit zam\u011bstnatelnost absolvent\u016f ISS FSV UK a to prost\u0159ednictv\u00edm evaluace jej\u00edch absolvent\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>2.&nbsp;&nbsp;&nbsp; C\u00edle pr\u00e1ce<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159edkl\u00e1dan\u00e1 pr\u00e1ce si jako prvn\u00ed c\u00edl vyty\u010duje sezn\u00e1mit \u010dten\u00e1\u0159e s problematikou vyv\u00edjej\u00edc\u00edho se vztahu mezi v\u00fdznamem vysoko\u0161kolsk\u00e9ho vzd\u011bl\u00e1n\u00ed a&nbsp;uplatn\u011bn\u00edm absolvent\u016f vysoko\u0161kolsk\u00fdch instituc\u00ed na trhu pr\u00e1ce. Ji\u017e del\u0161\u00ed dobu je f\u00e1ze mezi studiem na vysok\u00e9 \u0161kole a profesn\u00edm \u017eivotem pod&nbsp;drobnohledem mnoh\u00fdch studi\u00ed, je\u017e jako spojnici mezi studiem a&nbsp;uplatn\u011bn\u00edm se na trhu pr\u00e1ce definuje zam\u011bstnatelnost. S v\u00fdvojem postoje k zam\u011bstnatelnosti a v\u00fdzkumy s t\u00edm souvisej\u00edc\u00edmi bude \u010dten\u00e1\u0159 sezn\u00e1men v&nbsp;\u00favodn\u00ed teoretick\u00e9 \u010d\u00e1sti pr\u00e1ce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V navazuj\u00edc\u00ed metodologick\u00e9 kapitole si pr\u00e1ce klade za c\u00edl p\u0159ibl\u00ed\u017eit \u010dten\u00e1\u0159i evalua\u010dn\u00ed metodu v\u00fdzkumu, je\u017e je aplikov\u00e1na na \u0159e\u0161en\u00ed v\u00fdzkumn\u00e9ho probl\u00e9mu t\u00e9to pr\u00e1ce, kter\u00fdm je zam\u011bstnatelnost student\u016f a p\u0159edev\u0161\u00edm absolvent\u016f ISS FSV UK. Ne\u017e v\u0161ak pr\u00e1ce p\u0159istoup\u00ed k anal\u00fdze v\u00fdsledk\u016f, je d\u016fle\u017eit\u00e9 uv\u00e9st evalua\u010dn\u00ed design v\u00fdzkumu, od kter\u00e9ho se odv\u00edj\u00ed i v\u00fdzkumy, je\u017e byly v souladu s pot\u0159ebami pr\u00e1ce provedeny.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hlavn\u00edm c\u00edlem pr\u00e1ce je, jak u\u017e bylo nazna\u010deno, zodpov\u011bzen\u00ed ot\u00e1zky, zda&nbsp;a&nbsp;do jak\u00e9 m\u00edry ISS FSV UK vzd\u011bl\u00e1v\u00e1 sv\u00e9 studenty v souladu s pot\u0159ebami trhu pr\u00e1ce. Tomuto c\u00edli se v\u011bnuje analytick\u00e1 \u010d\u00e1st pr\u00e1ce, kter\u00e1 za\u010d\u00edn\u00e1 st\u011b\u017eejn\u00edm ukotven\u00edm procesu poskytov\u00e1n\u00ed terci\u00e1rn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed Institutem sociologick\u00fdch studi\u00ed do vizu\u00e1ln\u00edho modelu. Od tohoto modelu se&nbsp;n\u00e1sledn\u011b odv\u00edj\u00ed identifikace v\u0161ech akt\u00e9r\u016f a p\u0159edev\u0161\u00edm jejich z\u00e1jm\u016f, kter\u00e9 jsou z&nbsp;hlediska evaluace kl\u00ed\u010dov\u00e9. V\u0161e n\u00e1sledn\u011b p\u0159ech\u00e1z\u00ed k anal\u00fdze, je\u017e poskytne \u010dten\u00e1\u0159i zaj\u00edmav\u00e9 v\u00fdsledky a z\u00e1v\u011brem zodpov\u00ed evalua\u010dn\u00ed ot\u00e1zky a z\u00e1rove\u0148 tak napln\u00ed hlavn\u00ed c\u00edl t\u00e9to pr\u00e1ce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.&nbsp;&nbsp;&nbsp; Co je zam\u011bstnatelnost?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Exetersk\u00e1 univerzita definuje zam\u011bstnatelnost jako: \u201eStanoven\u00ed jasn\u00fdch mechanizm\u016f, d\u00edky kter\u00fdm studenti mohou rozv\u00edjet sv\u00e9 schopnosti a vyu\u017e\u00edt \u0161irokou \u0161k\u00e1lu dovednost\u00ed a p\u0159\u00edle\u017eitost\u00ed k pos\u00edlen\u00ed sv\u00e9ho vlastn\u00edho akademick\u00e9ho studia, co\u017e&nbsp;jim umo\u017en\u00ed, aby byli l\u00e9pe zam\u011bstnateln\u00ed.\u201c (Lees, 2002) Lees z\u00e1rove\u0148 upozor\u0148uje na rozd\u00edlnost mezi zam\u011bstnatelnost\u00ed (employability) a zam\u011bstnanost\u00ed (employment). Zam\u011bstnanost znamen\u00e1 \u201em\u00edt pr\u00e1ci, m\u00edt zam\u011bstn\u00e1n\u00ed\u201c. Zam\u011bstnatelnost znamen\u00e1 \u201em\u00edt vlastnosti pot\u0159ebn\u00e9 pro udr\u017een\u00ed zam\u011bstn\u00e1n\u00ed a&nbsp;pro postup na pracovi\u0161ti\u201c. Zam\u011bstnatelnost\u00ed z pohledu vysok\u00fdch \u0161kol je pak m\u00edn\u011bna \u201etvorba absolvent\u016f, kte\u0159\u00ed maj\u00ed schopnosti pro zam\u011bstnanost. Tento c\u00edl prol\u00edn\u00e1 celou univerzitu, p\u0159edev\u0161\u00edm z pohledu poskytov\u00e1n\u00ed akademick\u00fdch program\u016f i dal\u0161\u00edch u\u010debn\u00edch aktivit. Zam\u011bstnatelnost je tedy o u\u010den\u00ed a u\u010den\u00ed, jak&nbsp;u\u010dit\u201c. Zam\u011bstnatelnost tak dle Leea nen\u00ed produkt, n\u00fdbr\u017e proces. (Lees, 2002)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Harvey (2001) se ve sv\u00e9 zpr\u00e1v\u011b Zam\u011bstnatelnost a rozmanitost zmi\u0148uje, \u017ee&nbsp;\u201ezam\u011bstnatelnost m\u00e1 mnoho definic, kter\u00e9 lze rozd\u011blit na dv\u011b skupiny. Prvn\u00ed skupina se vztahuje ke schopnosti studenta z\u00edskat, udr\u017eet si a rozv\u00edjet zam\u011bstn\u00e1n\u00ed po ukon\u010den\u00ed studia. Druh\u00e1 skupina definic je zam\u011b\u0159ena na zlep\u0161en\u00ed studentsk\u00fdch atribut\u016f, kter\u00fdmi jsou dovednosti, znalosti, postoje a schopnosti\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.1&nbsp;&nbsp;&nbsp;&nbsp; V\u00fdzkumy zam\u011bstnatelnosti<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Za po\u010d\u00e1tky v\u00fdzkumu spojen\u00e9ho se zam\u011bstnatelnost\u00ed lze dle Harveyho (2001) ozna\u010dit druhou polovinu 90. let. Darling (1997) ve zpr\u00e1v\u011b z roku 1997 hovo\u0159\u00ed o pot\u0159eb\u011b rozvoje kl\u00ed\u010dov\u00fdch dovednost\u00ed neboli v\u0161eobecn\u00fdch schopnost\u00ed (generic skills). Ty jsou kl\u00ed\u010dov\u00fdm term\u00ednem pou\u017e\u00edvan\u00fdm v&nbsp;souvislosti s indik\u00e1tory zam\u011bstnatelnosti ve v\u011bt\u0161in\u011b zem\u00ed (Pegg, a dal\u0161\u00ed, 2012). To, co se ale pod t\u00edmto term\u00ednem skr\u00fdv\u00e1, se v r\u016fzn\u00fdch zem\u00edch li\u0161ilo. Koncem 90. let byl tedy v\u00fdzkum ji\u017e roz\u0161\u00ed\u0159en v p\u0159edn\u00edch sv\u011btov\u00fdch zem\u00edch, ale s nejednozna\u010dnou terminologi\u00ed. Nap\u0159\u00edklad Univerzita Sydney (Weligamage, 2009) jako sv\u00e9 indik\u00e1tory zam\u011bstnatelnosti, tedy v\u0161eobecn\u00e9 schopnosti sv\u00fdch absolvent\u016f pro uplatn\u011bn\u00ed se na trhu pr\u00e1ce, pou\u017e\u00edv\u00e1 tyto: v\u011bdomostn\u00ed schopnosti, kognitivn\u00ed schopnosti, osobn\u00ed schopnosti, osobn\u00ed vlastnosti a praktick\u00e9 schopnosti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak uv\u00e1d\u00ed Harvey (2004), identifikace kl\u00ed\u010dov\u00fdch schopnost\u00ed je charakteristick\u00e1 pr\u00e1v\u011b pro obdob\u00ed druh\u00e9 poloviny 90. let. S postupuj\u00edc\u00ed a zlep\u0161uj\u00edc\u00ed se anal\u00fdzou pot\u0159eb zam\u011bstnavatel\u016f a atribut\u016f absolvent\u016f doch\u00e1z\u00ed na za\u010d\u00e1tku nov\u00e9ho tis\u00edcilet\u00ed k posunu od v\u00fdzkumu \u201ekl\u00ed\u010dov\u00fdch schopnost\u00ed\u201c sm\u011brem k&nbsp;ucelen\u011bj\u0161\u00edm p\u0159\u00edstup\u016fm. Swiatek (2001) poukazuje na v\u00fdzkum pot\u0159eb zam\u011bstnavatel\u016f, zji\u0161\u0165uje prov\u00e1zanost studentsk\u00fdch o\u010dek\u00e1v\u00e1n\u00ed a zam\u011bstnaneck\u00fdch pot\u0159eb, a uv\u00e1d\u00ed, \u017ee odpov\u011bdnost za napln\u011bn\u00ed t\u011bchto pot\u0159eb a z\u00e1rove\u0148 o\u010dek\u00e1v\u00e1n\u00ed student\u016f p\u0159eb\u00edraj\u00ed vysoko\u0161kolsk\u00e9 instituce.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Po vzoru Swiatka a dal\u0161\u00edch, Knight a York z Akademie vysok\u00fdch \u0161kol Velk\u00e9 Brit\u00e1nie (2006) uv\u00e1d\u00ed, \u017ee mnoho univerzit po cel\u00e9m sv\u011bt\u011b pravideln\u011b prov\u00e1d\u00ed pr\u016fzkumy pot\u0159eb zam\u011bstnavatel\u016f, kte\u0159\u00ed krom\u011b deklarace sv\u00fdch pot\u0159eb hodnot\u00ed i znalosti a dovednosti absolvent\u016f t\u011bchto univerzit. Av\u0161ak&nbsp;jako pr\u016fkopn\u00edk se v tomto smyslu ozna\u010duje australsk\u00e9 Ministerstvo \u0161kolstv\u00ed, v\u011bdy a v\u00fdchovy, kter\u00e9 v roce 2001 provedlo pod veden\u00edm Davida Curtise a Phillipa McKenzie studii Indik\u00e1tory zam\u011bstnatelnosti pro australsk\u00fd pr\u016fmysl (Curtis, a dal\u0161\u00ed, 2002). Podle v\u00fdsledk\u016f studie kladou zam\u011bstnavatel\u00e9 u sv\u00fdch zam\u011bstnanc\u016f d\u016fraz na dv\u011b oblasti \u2013 studentsk\u00e9 vlastnosti a&nbsp;studentsk\u00e9 schopnosti. Jako st\u011b\u017eejn\u00ed vlastnosti jsou ve studii jmenov\u00e1ny: loajalita, oddanost, poctivost a bez\u00fahonnost, nad\u0161en\u00ed, spolehlivost, sebeprezentace, zdrav\u00fd rozum, pozitivn\u00ed sebev\u011bdom\u00ed, smysl pro humor, vyv\u00e1\u017een\u00fd p\u0159\u00edstup k pr\u00e1ci a rodinn\u00e9mu \u017eivotu, schopnost pracovat pod tlakem, motivace a p\u0159izp\u016fsobivost. Mezi schopnosti pot\u0159ebn\u00e9 pro zam\u011bstnavatele pak studie vyhodnotila tyto: komunikace, t\u00fdmov\u00e1 pr\u00e1ce, schopnost \u0159e\u0161it probl\u00e9my, organiza\u010dn\u00ed schopnosti, sebevzd\u011bl\u00e1v\u00e1n\u00ed, sebek\u00e1ze\u0148, iniciativn\u00ed a podnikatelsk\u00e9 schopnosti. Z\u00e1v\u011brem studie je pak doporu\u010den\u00ed, aby univerzity v Austr\u00e1lii upravily sv\u00e9 u\u010debn\u00ed pl\u00e1ny a zm\u011bnily metodiku v\u00fduky na podporu rozvoje t\u011bchto schopnost\u00ed a vlastnost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Frye v roce 2001 zjistil, \u017ee v r\u00e1mci troj\u00faheln\u00edku akt\u00e9r\u016f zam\u011bstnatelnosti mohou vznikat v o\u010dek\u00e1v\u00e1n\u00edch a jejich napln\u011bn\u00ed probl\u00e9my, kter\u00e9 shrnul a&nbsp;popsal v n\u00e1sleduj\u00edc\u00edm modelu (Frye, 2001):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>poskytov\u00e1n\u00ed vysokou \u0161kolou vs. aspirace student\u016f \u2013 zde vznik\u00e1 rozpor mezi nab\u00edzen\u00fdmi kurzy vysok\u00e9 \u0161koly a o\u010dek\u00e1v\u00e1n\u00edm a pot\u0159ebami student\u016f;<\/li>\n\n\n\n<li>aspirace student\u016f vs. po\u017eadavky zam\u011bstnavatel\u016f \u2013 v t\u00e9to situaci vznik\u00e1 probl\u00e9m mezi t\u00edm, \u010deho cht\u011bj\u00ed studenti skrze vzd\u011bl\u00e1n\u00ed dos\u00e1hnout a t\u00edm, jak\u00e9 schopnosti po nich jejich budouc\u00ed zam\u011bstnavatel\u00e9 po\u017eaduj\u00ed;<\/li>\n\n\n\n<li>po\u017eadavky zam\u011bstnavatel\u016f vs. poskytov\u00e1n\u00ed vysokou \u0161kolou \u2013 probl\u00e9m vznik\u00e1 mezi po\u017eadavky zam\u011bstnavatel\u016f na konkr\u00e9tn\u00ed schopnosti absolvent\u016f a t\u00edm, jak vysok\u00e1 \u0161kola p\u0159ipravuje absolventy do&nbsp;profesn\u00edho \u017eivota.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">V roce 2001 Harvey p\u0159ich\u00e1z\u00ed se zjednodu\u0161uj\u00edc\u00edm modelem zam\u011bstnatelnosti, na jeho\u017e za\u010d\u00e1tku stoj\u00ed vysok\u00e1 \u0161kola, kter\u00e1 d\u00edky rozvoji p\u0159\u00edle\u017eitost\u00ed zam\u011bstnatelnosti p\u0159iprav\u00ed absolventa na budouc\u00ed uplatn\u011bn\u00ed v praxi (Harvey, 2001). Realisti\u010dt\u011bj\u0161\u00ed model p\u0159edstavuje Harvey o rok pozd\u011bji (Harvey, 2004), kdy jsou do modelu zapojeni kl\u00ed\u010dov\u00ed akt\u00e9\u0159i (vysok\u00e1 \u0161kola, absolventi a zam\u011bstnavatel\u00e9) a dal\u0161\u00ed faktory, jak ukazuje sch\u00e9ma \u010d. 1.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"445\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-2.jpg\" alt=\"\" class=\"wp-image-405\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-2.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-2-300x257.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-2-88x75.jpg 88w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/1-2-480x411.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Na za\u010d\u00e1tku cel\u00e9ho procesu, dle Harveyho, existuje rozvoj p\u0159\u00edle\u017eitost\u00ed zam\u011bstnatelnosti, kter\u00fd zprost\u0159edkov\u00e1v\u00e1 vysok\u00e1 \u0161kola, a do kter\u00e9ho se zapojuje hlavn\u00ed akt\u00e9r, tedy student, pota\u017emo absolvent. Na rozvoj p\u0159\u00edle\u017eitost\u00ed zam\u011bstnatelnosti p\u016fsob\u00ed i obor, kter\u00fd si student vybral. Na zam\u011bstnatelnost absolvent\u016f maj\u00ed dopad t\u0159i st\u011b\u017eejn\u00ed procesy, z nich\u017e prvn\u00ed je pedagogick\u00fd proces, kter\u00fd podporuje rozvoj zam\u011bstnatelnosti, je\u017e sest\u00e1v\u00e1 ze \u010dty\u0159 \u010d\u00e1st\u00ed:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1.&nbsp;&nbsp; rozvoje atribut\u016f\/indik\u00e1tor\u016f\/kompetenc\u00ed zam\u011bstnatelnosti,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2.&nbsp;&nbsp; pracovn\u00edch zku\u0161enost\u00ed, kter\u00e9 absolvent m\u016f\u017ee z\u00edskat i mimo akademickou sf\u00e9ru,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3.&nbsp;&nbsp; rozvoje sebe-propaga\u010dn\u00edch a kari\u00e9rn\u00edch dovednost\u00ed,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4.&nbsp;&nbsp; ochoty u\u010dit se a kriticky reflektovat proces sebevzd\u011bl\u00e1v\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Druh\u00fdm procesem je absolventova sebereflexe cel\u00e9ho v\u00fdvoje, kter\u00fdm pro\u0161el a t\u0159et\u00ed proces obn\u00e1\u0161\u00ed schopnost jasn\u00e9ho vyj\u00e1d\u0159en\u00ed a p\u0159edveden\u00ed nabyt\u00fdch zku\u0161enost\u00ed, znalost\u00ed a dovednost\u00ed, tedy zam\u011bstnatelnosti. Svou zam\u011bstnatelnost pak absolvent projev\u00ed p\u0159i p\u0159ij\u00edmac\u00edm \u0159\u00edzen\u00ed a st\u00e1v\u00e1 se zam\u011bstnan\u00fdm. Na tento koncov\u00fd akt maj\u00ed vliv je\u0161t\u011b extern\u00ed faktory,<br>kter\u00fdmi jsou region\u00e1ln\u00ed specifika ale i makroekonomick\u00e9 projevy jako ekonomick\u00e1 krize, recese atd. V p\u0159\u00edpad\u011b samostatn\u00e9 v\u00fdd\u011ble\u010dn\u00e9 \u010dinnosti se zam\u011bstnatelnost st\u00e1v\u00e1 pro absolventa portfoliem, tedy souborem z\u00edskan\u00fdch atribut\u016f, zku\u0161enost\u00ed, znalost\u00ed a dovednost\u00ed, kter\u00e9 absolvent vyu\u017e\u00edv\u00e1 p\u0159i sv\u00e9 v\u00fdd\u011ble\u010dn\u00e9 \u010dinnosti na trhu pr\u00e1ce. Nutno podotknout, \u017ee&nbsp;krom\u011b extern\u00edch faktor\u016f, kter\u00e9 p\u016fsob\u00ed na zisk zam\u011bstn\u00e1n\u00ed, p\u016fsob\u00ed na&nbsp;proces p\u0159ij\u00edmac\u00edho \u0159\u00edzen\u00ed i&nbsp;osobn\u00ed charakteristika absolventa (viz&nbsp;Gunawerdena, a dal\u0161\u00ed, 2001), tedy pohlav\u00ed, v\u011bk, osobnostn\u00ed rysy \u010di&nbsp;etnicita.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.2&nbsp;&nbsp;&nbsp;&nbsp; Mezin\u00e1rodn\u00ed charakter v\u00fdzkumu zam\u011bstnatelnosti<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zat\u00edmco o 90. letech Harvey (2004) hovo\u0159\u00ed jako o po\u010d\u00e1tc\u00edch v\u00fdzkumu spojen\u00e9ho se zam\u011bstnatelnost\u00ed absolvent\u016f vysok\u00fdch \u0161kol, od roku 2000 lze hovo\u0159it dle Harveyho o ji\u017e pokro\u010dil\u00fdch v\u00fdzkumech zam\u011bstnatelnosti na&nbsp;\u00farovni jednotliv\u00fdch univerzit \u010di zem\u00ed. Za zem\u011b lze uv\u00e9st p\u0159\u00edklad Velk\u00e9 Brit\u00e1nie (Harvey, 2001). Jako d\u016fkaz v\u00fdzkumu jednotliv\u00fdch univerzit v&nbsp;celosv\u011btov\u00e9m m\u011b\u0159\u00edtku lze uv\u00e9st p\u0159\u00edklady kanadsk\u00e9 Univerzity Guelph a&nbsp;Univerzity v Sydney (Weligamage, 2009), Technick\u00e9 univerzity ve&nbsp;Wroclawi (Swiatek, 2001), University Keleniya na Sr\u00ed Lance (Weligamage, 2009), Univerzity v Manchesteru (Elias, a dal\u0161\u00ed, 1999) a dal\u0161\u00edch. V&nbsp;roce 2006 v\u0161ak&nbsp;p\u0159ich\u00e1z\u00ed zm\u011bna ve v\u00fdzkumech zam\u011bstnatelnosti absolvent\u016f v podob\u011b mezin\u00e1rodn\u00edho projektu Reflex[1]. Jak uv\u00e1d\u00ed p\u0159\u00edmo auto\u0159i tohoto projektu za\u0161ti\u0165ovan\u00e9ho EU a OECD, jeho\u017e se \u00fa\u010dastnilo 16 zem\u00ed v\u010detn\u011b \u010cesk\u00e9 republiky, Jim Allen a Rolf van den Velden (2006), Evropa a&nbsp;zbytek sv\u011bta se&nbsp;vyv\u00edj\u00ed sm\u011brem ke vzd\u011blanostn\u00ed spole\u010dnosti, \u00fa\u010dinn\u00fd syst\u00e9m vysoko\u0161kolsk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed je tak pro ekonomiku a spole\u010dnost st\u00e1le d\u016fle\u017eit\u011bj\u0161\u00ed. Nicm\u00e9n\u011b, Allen a van der Velden p\u0159ipou\u0161t\u00ed, \u017ee existuje st\u00e1le jist\u00e1 nejasnost mezi tendencemi vzd\u011blanostn\u00ed spole\u010dnosti, ve kter\u00e9 se nach\u00e1z\u00edme, a po\u017eadavky vysoko\u0161kolsk\u00fdch absolvent\u016f, kte\u0159\u00ed o\u010dek\u00e1vaj\u00ed, \u017ee&nbsp;zapln\u00ed v t\u00e9to spole\u010dnosti vedouc\u00ed pozice. Na jednu stranu jsou od nich vy\u017eadov\u00e1ny vysoce odborn\u00e9 znalosti a dovednosti, ale z\u00e1rove\u0148 se o\u010dek\u00e1v\u00e1, \u017ee budou velmi flexibiln\u00ed a adaptabiln\u00ed, schopn\u00ed a ochotn\u00ed p\u0159ijmout v\u00fdzvy ne zcela spjat\u00e9 s&nbsp;jejich vystudovan\u00fdm oborem. Vzd\u011blanostn\u00ed spole\u010dnost tak podle autor\u016f vy\u017eaduje zcela nov\u00fd typ pracovn\u00edk\u016f: flexibiln\u00ed profesion\u00e1ly.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Projekt \u201eFlexibilita odborn\u00edk\u016f ve vzd\u011blanostn\u00ed spole\u010dnosti: Nov\u00e9 po\u017eadavky na terci\u00e1rn\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed v Evrop\u011b\u201c zn\u00e1m\u00fd pod zkratkou REFLEX si&nbsp;tak klade t\u0159i propojen\u00e9 ot\u00e1zky:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1.&nbsp;&nbsp; Jak\u00e9 kompetence jsou po\u017eadov\u00e1ny absolventy vysok\u00fdch \u0161kol, aby&nbsp;odpov\u00eddaj\u00edc\u00edm zp\u016fsobem fungovali ve vzd\u011blanostn\u00ed spole\u010dnosti?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2.&nbsp;&nbsp; Jakou roli hraj\u00ed vysoko\u0161kolsk\u00e9 instituce p\u0159i pomoci absolvent\u016fm rozvinout tyto kompetence zam\u011bstnatelnosti?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3.&nbsp;&nbsp; Jak\u00e9 tenze vznikaj\u00ed mezi absolventy, vysoko\u0161kolsk\u00fdmi institucemi a&nbsp;zam\u011bstnavateli p\u0159i dosahov\u00e1n\u00ed sv\u00fdch vlastn\u00edch c\u00edl\u016f a jak mohou b\u00fdt tyto tenze vy\u0159e\u0161eny?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Projekt Reflex v\u00fd\u0161e uveden\u00fdmi ot\u00e1zkami pota\u017emo c\u00edli de facto sumarizuje dosavadn\u00ed v\u00fdvoj v oblasti v\u00fdzkumu zam\u011bstnatelnosti, jeliko\u017e identifikuje a&nbsp;ur\u010duje m\u00edru d\u016fle\u017eitosti a pln\u011bn\u00ed kompetenc\u00ed\/indik\u00e1tor\u016f zam\u011bstnatelnosti, tyto kompetence d\u00e1v\u00e1 do vztahu s vysoko\u0161kolsk\u00fdmi institucemi, kter\u00e9&nbsp;absolventy maj\u00ed t\u011bmito kompetencemi vybavit, a do cel\u00e9 problematiky zapojuje t\u0159i st\u011b\u017eejn\u00ed akt\u00e9ry \u2013 krom\u011b vysoko\u0161kolsk\u00fdch instituc\u00ed a absolvent\u016f i zam\u011bstnavatele. To v\u0161e povy\u0161uje na mezin\u00e1rodn\u00ed m\u011b\u0159\u00edtko pro&nbsp;sjednocen\u00ed postupu v t\u00e9to spole\u010densk\u00e9 problematice a komparativnost v\u00fdsledk\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3.3&nbsp;&nbsp;&nbsp;&nbsp; V\u00fdzkum zam\u011bstnatelnosti v \u010cesk\u00e9 republice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V \u010cesk\u00e9 republice se zam\u011bstnatelnost\u00ed zab\u00fdv\u00e1 v\u00fdhradn\u011b St\u0159edisko vzd\u011bl\u00e1vac\u00ed politiky (d\u00e1le SVP) Pedagogick\u00e9 fakulty Univerzity Karlovy v Praze v&nbsp;\u010dele s Janem Kouck\u00fdm. Problematiku p\u0159echodu absolvent\u016f vysok\u00fdch \u0161kol ze vzd\u011bl\u00e1v\u00e1n\u00ed do zam\u011bstn\u00e1n\u00ed a jejich uplatn\u011bn\u00ed na pracovn\u00edm trhu zpracov\u00e1v\u00e1 SVP v r\u00e1mci projektu \u201eStudie zam\u011bstnatelnosti absolvent\u016f vysok\u00fdch \u0161kol\u201c, kter\u00fd byl poprv\u00e9 \u0159e\u0161en v letech 2006\u20132007 jako projekt technick\u00e9 pomoci ESF pro Ministerstvo \u0161kolstv\u00ed, ml\u00e1de\u017ee a t\u011blov\u00fdchovy (M\u0160MT). Projekt m\u00e1 dv\u011b hlavn\u00ed \u010d\u00e1sti: (1) \u00fa\u010dast na mezin\u00e1rodn\u00edm v\u00fdzkumu uplatn\u011bn\u00ed absolvent\u016f vysok\u00fdch \u0161kol REFLEX a (2) vytvo\u0159en\u00ed datab\u00e1ze o zam\u011bstnatelnosti\/nezam\u011bstnanosti absolvent\u016f vysok\u00fdch \u0161kol (Kouck\u00fd, 2012).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zat\u00edmco prvn\u00ed \u010d\u00e1st projektu vych\u00e1z\u00ed z mezin\u00e1rodn\u00edho \u0161et\u0159en\u00ed REFLEX, kter\u00fd je pops\u00e1n v\u00fd\u0161e, druh\u00e1 \u010d\u00e1st vych\u00e1z\u00ed ze \u0161et\u0159en\u00ed, kter\u00e9 SVP prov\u00e1d\u00ed ro\u010dn\u011b od roku 2007. V\u00fdstupem je ka\u017edoro\u010dn\u00ed zpr\u00e1va \u201ePostaven\u00ed vysoko\u0161kol\u00e1k\u016f a uplatn\u011bn\u00ed absolvent\u016f vysok\u00fdch \u0161kol na pracovn\u00edm trhu\u201c (Kouck\u00fd, a dal\u0161\u00ed, 2011). Zam\u011bstnatelnost se v p\u0159\u00edpad\u011b t\u00e9to \u010d\u00e1sti v\u00fd\u0161e zm\u00edn\u011bn\u00e9 studie \u201eStudie zam\u011bstnatelnosti absolvent\u016f vysok\u00fdch \u0161kol\u201c definuje jako \u201eschopnost z\u00edskat prvn\u00ed zam\u011bstn\u00e1n\u00ed, udr\u017eet si pr\u00e1ci a b\u00fdt schopn\u00fd se pohybovat na trhu pr\u00e1ce\u201c, p\u0159i\u010dem\u017e auto\u0159i Kouck\u00fd a Zelenka vych\u00e1z\u00ed z kontextu Bolo\u0148sk\u00e9ho procesu[2]. T\u00edm k zam\u011bstnatelnosti p\u0159istupuj\u00ed podobn\u011b, jak ji definuje Harvey (2001) v prvn\u00ed skupin\u011b definic. Indik\u00e1torem zam\u011bstnatelnosti je pro n\u011b zam\u011bstnanost, p\u0159edev\u0161\u00edm ale m\u00edra nezam\u011bstnanosti absolvent\u016f ve stanoven\u00e9 dob\u011b po absolutoriu, shoda mezi oborem a \u00farovn\u00ed vzd\u011bl\u00e1n\u00ed a zam\u011bstn\u00e1n\u00ed, m\u00edra vyu\u017eit\u00ed nabyt\u00fdch znalost\u00ed a dovednost\u00ed, tedy m\u00edra vyu\u017eit\u00ed sv\u00e9 odbornosti, snadnost z\u00edsk\u00e1n\u00ed zam\u011bstn\u00e1n\u00ed \u010di p\u0159\u00edjem.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">SVP sv\u00e9 studie pro jejich mezin\u00e1rodn\u00ed charakter stanovuje plo\u0161n\u011b na celou \u010ceskou republiku, sb\u011br dat tak prob\u00edh\u00e1 v r\u00e1mci v\u0161ech vysoko\u0161kolsk\u00fdch instituc\u00ed \u010cR. T\u00edm SVP sni\u017euje vysoko\u0161kolsk\u00fdm instituc\u00edm \u010cR \u00fasil\u00ed, kter\u00e9&nbsp;by musely vyvinout v souvislosti s vlastn\u00edmi v\u00fdzkumy o&nbsp;zam\u011bstnatelnosti absolvent\u016f, proto\u017ee v\u00fdsledky \u0161et\u0159en\u00ed studie Reflex, ale&nbsp;i&nbsp;\u201ePostaven\u00ed vysoko\u0161kol\u00e1k\u016f a uplatn\u011bn\u00ed absolvent\u016f vysok\u00fdch \u0161kol na&nbsp;pracovn\u00edm trhu\u201c jsou jim St\u0159ediskem vzd\u011bl\u00e1vac\u00ed politiky poskytov\u00e1ny individu\u00e1ln\u011b. Z tohoto hlediska se tak individu\u00e1ln\u00ed v\u00fdzkum st\u00e1v\u00e1 v r\u00e1mci \u010cR ojedin\u011bl\u00fdm. N\u00e1sleduj\u00edc\u00ed \u010d\u00e1st pr\u00e1ce je tak uk\u00e1zkou p\u0159\u00edpadov\u00e9 studie aplikovan\u00e9 na konkr\u00e9tn\u00ed univerzit\u011b, konkr\u00e9tn\u011b na ISS FSV UK.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>4.&nbsp;&nbsp;&nbsp; Evalua\u010dn\u00ed v\u00fdzkumn\u00fd p\u0159\u00edstup<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jako v\u00fdzkumn\u00fd p\u0159\u00edstup byla zvolena evaluace, kter\u00e1 vhodn\u00fdm zp\u016fsobem dok\u00e1\u017ee naplnit vyty\u010den\u00fd hlavn\u00ed c\u00edl t\u00e9to pr\u00e1ce. Jeliko\u017e je na evalua\u010dn\u00ed metod\u011b v\u00fdzkumu postavena cel\u00e1 analytick\u00e1 \u010d\u00e1st pr\u00e1ce, je nutn\u00e9 tento pojem vymezit. Nej\u010dast\u011bji pou\u017e\u00edvan\u00fdm v\u00fdkladem je Scrivenova definice (Stufflebeam, a dal\u0161\u00ed, 2007), ve kter\u00e9 jde o posouzen\u00ed v\u011bcn\u00e9ho z\u00e1kladu (merit), jen\u017e je pova\u017eov\u00e1n za parametr, kter\u00fd vystihuje a charakterizuje samotnou podstatu objektu evaluace, a hodnoty (worth), je\u017e odkazuje k vn\u00edm\u00e1n\u00ed v\u011bcn\u00e9ho z\u00e1kladu konkr\u00e9tn\u00edmi zainteresovan\u00fdmi stranami[3].<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Objektem evaluace, nebo t\u00e9\u017e evaluovan\u00fdm programem, je poskytov\u00e1n\u00ed terci\u00e1rn\u00edho vzd\u011bl\u00e1n\u00ed Institutem sociologick\u00fdch studi\u00ed (d\u00e1le ISS) Fakulty soci\u00e1ln\u00edch v\u011bd Univerzity Karlovy (d\u00e1le ISS FSV UK), na kter\u00e9m autor t\u00e9to pr\u00e1ce studuje. V\u011bcn\u00fdm z\u00e1kladem je, v souladu s c\u00edli t\u00e9to pr\u00e1ce, tvorba vysoko\u0161kolsky vzd\u011blan\u00fdch odborn\u00edk\u016f v oboru Sociologie a Soci\u00e1ln\u00ed a ve\u0159ejn\u00e1 politika. Tento v\u011bcn\u00fd z\u00e1klad je sou\u010dasn\u011b i c\u00edlem ISS FSV UK. Hodnotou bude v na\u0161em p\u0159\u00edpad\u011b vy\u0161\u0161\u00ed zam\u011bstnatelnost absolvent\u016f ISS FSV UK. K m\u011b\u0159en\u00ed zam\u011bstnatelnosti absolvent\u016f byly vyu\u017eity poznatky nabyt\u00e9 v&nbsp;teoretick\u00e9 \u010d\u00e1sti pr\u00e1ce, p\u0159edev\u0161\u00edm Harveyho definice zam\u011bstnatelnosti a&nbsp;v\u00fdsledky v\u00fdzkum\u016f prov\u00e1d\u011bn\u00fdch p\u0159edn\u00edmi sv\u011btov\u00fdmi ale i \u010desk\u00fdmi univerzitami.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>5.&nbsp;&nbsp;&nbsp; C\u00edl evaluace a evalua\u010dn\u00ed ot\u00e1zky<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z charakteru programu a p\u0159edev\u0161\u00edm z ur\u010den\u00ed jeho v\u011bcn\u00e9ho z\u00e1kladu a n\u00e1sledn\u00e9 hodnoty vyv\u011br\u00e1 i c\u00edl evaluace. C\u00edlem evaluace je ov\u011b\u0159it zda, a&nbsp;do&nbsp;jak\u00e9 m\u00edry, vybavil ISS FSV UK sv\u00e9 absolventy kompetencemi zam\u011bstnatelnosti v souladu s jejich pot\u0159ebami a pot\u0159ebami trhu pr\u00e1ce, kter\u00fd&nbsp;p\u0159edstavuj\u00ed v na\u0161em p\u0159\u00edpad\u011b potencion\u00e1ln\u00ed zam\u011bstnavatel\u00e9 absolvent\u016f ISS FSV UK.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">C\u00edl evaluace je d\u00e1le rozlo\u017een na evalua\u010dn\u00ed ot\u00e1zky, kter\u00e9 budou v z\u00e1v\u011bru pr\u00e1ce zodpov\u011bzeny. Evalua\u010dn\u00ed ot\u00e1zky zn\u00ed:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Vybavil ISS FSV UK sv\u00e9 absolventy alespo\u0148 na 90 % komunika\u010dn\u00edmi dovednostmi, po\u010d\u00edta\u010dovou gramotnost\u00ed, schopnost\u00ed orientovat se a osvojovat si nov\u00e9 poznatky, koncep\u010dn\u00edm a analytick\u00fdm my\u0161len\u00edm, odborn\u00fdmi praktick\u00fdmi zku\u0161enostmi a dovednostmi a schopnost\u00ed argumentovat a kriticky myslet?<\/li>\n\n\n\n<li>Vybavil ISS FSV UK sv\u00e9 absolventy alespo\u0148 na 80 % schopnost\u00ed t\u00fdmov\u00e9 pr\u00e1ce, znalost\u00ed ciz\u00edho jazyka a sebe prezenta\u010dn\u00edmi dovednostmi?<\/li>\n\n\n\n<li>Vybavil ISS FSV UK sv\u00e9 absolventy alespo\u0148 na 70 % kreativitou, odborn\u00fdmi teoretick\u00fdmi znalostmi, organiza\u010dn\u00edmi schopnostmi a&nbsp;toleranc\u00ed \u010di schopnost\u00ed uznat ciz\u00ed n\u00e1zor?<\/li>\n\n\n\n<li>Vybavil ISS FSV UK sv\u00e9 absolventy alespo\u0148 na 60 % odborn\u00fdmi teoretick\u00fdmi znalostmi?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>6.&nbsp;&nbsp;&nbsp; Evalua\u010dn\u00ed design<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Evalua\u010dn\u00ed design se odv\u00edj\u00ed od evalua\u010dn\u00edho p\u0159\u00edstupu, kter\u00fdm byla zvolena dle evalua\u010dn\u00edho c\u00edle \u201eC\u00edlen\u00e1 evaluace\u201c (Goal-based evaluation[4]). Z c\u00edl\u016f programu byl vybr\u00e1n ten, kter\u00fd si ISS FSV UK stanovuje ve sv\u00e9m z\u00e1kladu, tedy Tvorba vysoko\u0161kolsky vzd\u011blan\u00fdch odborn\u00edk\u016f ve sv\u00e9m oboru. Tento c\u00edl bude v analytick\u00e9 \u010d\u00e1sti v procesu tvorby koncep\u010dn\u00edho modelu, identifikace zainteresovan\u00fdch stran a jejich z\u00e1jm\u016f operacionalizov\u00e1n a konkretizov\u00e1n do podoby kompetenc\u00ed zam\u011bstnatelnosti. V d\u016fsledku volby tohoto typu p\u0159\u00edstupu je jako hlavn\u00ed typ dle sv\u00e9ho \u00fa\u010delu zvolena sumativn\u00ed evaluace[5]. Evalu\u00e1torem je v na\u0161em p\u0159\u00edpad\u011b autor t\u00e9to pr\u00e1ce, tedy intern\u00ed osoba, kter\u00e1 je zainteresovan\u00e1 v evaluovan\u00e9m programu. Dle typu realiz\u00e1tora evaluace lze evaluaci klasifikovat jako intern\u00ed. Data, kter\u00e1 byla pou\u017eita pro&nbsp;\u00fa\u010dely evaluace, poch\u00e1z\u00ed z kvantitativn\u00edho i kvalitativn\u00edho v\u00fdzkumu, kter\u00e9 provedl autor pr\u00e1ce. Jedn\u00e1 se tedy o sm\u00ed\u0161enou metodologii designu evaluace (mixed-method design).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><br><strong>6.1&nbsp;&nbsp;&nbsp;&nbsp; Charakteristika proveden\u00fdch v\u00fdzkum\u016f<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V kvantitativn\u00ed f\u00e1zi v\u00fdzkumu byl pou\u017eit jako n\u00e1stroj standardizovan\u00fd dotazn\u00edk. Data do v\u00fdzkumu nazvan\u00e9ho Perspektiva 2013 byla sb\u00edr\u00e1na pomoc\u00ed metody sb\u011bru dat CAWI[6]. Tento zp\u016fsob byl vybr\u00e1n vzhledem k&nbsp;charakteru c\u00edlov\u00e9 populace a p\u0159edev\u0161\u00edm d\u00edky finan\u010dn\u00edm a \u010dasov\u00fdm v\u00fdhod\u00e1m tohoto zp\u016fsobu dotazov\u00e1n\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">C\u00edlovou populaci p\u0159edstavuj\u00ed sou\u010dasn\u00ed studenti magistersk\u00fdch a doktorsk\u00fdch obor\u016f ISS FSV UK a absolventi t\u011bchto dvou cykl\u016f. Tito tvo\u0159\u00ed dv\u011b st\u011b\u017eejn\u00ed zainteresovan\u00e9 strany (viz d\u00e1le). D\u00e1le se do n\u00ed \u0159ad\u00ed studenti,<br>kte\u0159\u00ed&nbsp;zanechali magistersk\u00e9ho studia, ale bakal\u00e1\u0159sk\u00e9 studium museli \u00fasp\u011b\u0161n\u011b dokon\u010dit na ISS. Za\u010dle\u0148uj\u00ed se do n\u00ed i absolventi ISS, jejich\u017e bakal\u00e1\u0159sk\u00e9 studium neprob\u00edhalo na ISS, tedy studenti, kte\u0159\u00ed p\u0159e\u0161li na navazuj\u00edc\u00ed studium z jin\u00e9ho institutu. C\u00edlov\u00e1 populace sest\u00e1v\u00e1 z jedinc\u016f, jejich\u017e z\u00e1znamy v&nbsp;datab\u00e1zi za\u010d\u00ednaj\u00ed rokem 2000. Studenti star\u0161\u00edch ro\u010dn\u00edk\u016f studia (p\u0159ed&nbsp;rokem 2000) ji\u017e nejsou vzhledem k jejich distanci od ISS relevantn\u00ed. N\u00e1sleduj\u00edc\u00ed tabulka \u010d. 1 ukazuje pro ilustraci p\u0159ehled celkov\u00e9ho po\u010dtu student\u016f magistersk\u00e9ho a doktorsk\u00e9ho cyklu na ISS v \u010d\u00edslech a pr\u016fm\u011brn\u00e9 ro\u010dn\u00edky studia.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"302\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-1.jpg\" alt=\"\" class=\"wp-image-406\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-1.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-1-300x174.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-1-129x75.jpg 129w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/2-1-480x279.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Kvalitativn\u00ed v\u00fdzkum sest\u00e1v\u00e1 ze dvou \u010d\u00e1st\u00ed, ze semistrukturovan\u00fdch hloubkov\u00fdch rozhovor\u016f proveden\u00fdch se zam\u011bstnavateli student\u016f a absolvent\u016f, kte\u0159\u00ed tvo\u0159\u00ed t\u0159et\u00ed, pro \u00fa\u010dely t\u00e9to pr\u00e1ce st\u011b\u017eejn\u00ed, zainteresovanou stranu a z hloubkov\u00fdch rozhovor\u016f s absolventy navazuj\u00edc\u00edho magistersk\u00e9ho studia na ISS.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>6.2&nbsp;&nbsp;&nbsp;&nbsp; Charakteristika kvantitativn\u00edch a kvalitativn\u00edch dat<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kvantitativn\u00ed data, na kter\u00fdch je realizov\u00e1na v\u00fdrazn\u011bj\u0161\u00ed \u010d\u00e1st analytick\u00e9 \u010d\u00e1sti pr\u00e1ce, byla sb\u00edr\u00e1na pomoc\u00ed vlastn\u00edho on-line v\u00fdzkumu nazvan\u00e9ho Perspektiva 2013. Ten sest\u00e1v\u00e1 z 27 uzav\u0159en\u00fdch ot\u00e1zek, dvou ot\u00e1zek uspo\u0159\u00e1dan\u00fdch do formy Likertovy \u0161k\u00e1ly, jedn\u00e9 otev\u0159en\u00e9 ot\u00e1zky a sociodemografick\u00fdch ot\u00e1zek. V\u00fdzkum je roz\u010dlen\u011bn do dvou z\u00e1kladn\u00edch blok\u016f \u2013 aktu\u00e1ln\u00ed uplatn\u011bn\u00ed student\u016f a absolvent\u016f v profesn\u00edm \u017eivot\u011b a hodnocen\u00ed kvality vzd\u011bl\u00e1n\u00ed poskytnut\u00e9ho ISS FSV UK. P\u0159i sb\u011bru bylo dosa\u017eeno 48%&nbsp;n\u00e1vratnosti, co\u017e v kombinaci s NRB anal\u00fdzou, kter\u00e1 neprok\u00e1zala nutnost v\u00e1\u017eit data, p\u0159edstavovalo dosta\u010duj\u00edc\u00ed mno\u017estv\u00ed dat (412 dotazn\u00edk\u016f). Data tak lze i vzhledem k tomu, \u017ee se jedn\u00e1 o census, pova\u017eovat za&nbsp;reprezentativn\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00e9matem rozhovor\u016f s p\u0159edstaviteli zam\u011bstnavatel\u016f absolvent\u016f ale i student\u016f ISS FSV UK byly p\u0159edev\u0161\u00edm po\u017eadavky zam\u011bstnavatel\u016f a jejich z\u00e1jmy v oblasti z\u00edsk\u00e1n\u00ed absolvent\u016f \u010di student\u016f ISS FSV UK jako pracovn\u00edk\u016f jejich spole\u010dnost\u00ed. D\u00edl\u010d\u00edm t\u00e9matem bylo posouzen\u00ed absolvent\u016f vych\u00e1zej\u00edc\u00edch z ISS jako odborn\u00edk\u016f a operacion\u00e1ln\u00ed definice jejich \u201eodbornosti\u201c. Tato data byla pou\u017eita p\u0159edev\u0161\u00edm k anal\u00fdze z\u00e1jm\u016f zam\u011bstnavatel\u016f a&nbsp;k&nbsp;nastaven\u00ed krit\u00e9ri\u00ed \u00fasp\u011bchu evalua\u010dn\u00edch ot\u00e1zek.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00e9matem rozhovor\u016f druh\u00e9 f\u00e1ze kvalitativn\u00edho v\u00fdzkumu byla uplatnitelnost absolvent\u016f v profesn\u00edm \u017eivot\u011b ve spojitosti se znalostmi a dovednostmi, kter\u00e9 jim ISS FSV UK poskytlo. Studium na ISS FSV UK bylo ve&nbsp;vztahu k uplatn\u011bn\u00ed d\u00e1le hodnoceno, p\u0159i\u010dem\u017e byly ve\u0161ker\u00e9 ot\u00e1zky sm\u011b\u0159ov\u00e1ny k prohlouben\u00ed pozn\u00e1n\u00ed problematiky, kterou rozkryl kvantitativn\u00ed v\u00fdzkum. Tyto kvalitativn\u00ed rozhovory tak dopl\u0148uj\u00ed a navazuj\u00ed na kvantitativn\u00ed v\u00fdzkum.<br>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>7.&nbsp;&nbsp;&nbsp; Evalua\u010dn\u00ed proces<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>7.1&nbsp;&nbsp;&nbsp;&nbsp; Identifikace c\u00edl\u016f evaluovan\u00e9ho programu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Koncep\u010dn\u00ed model v podob\u011b logick\u00e9ho modelu (d\u00e1le LM) je prvn\u00edm \u010dl\u00e1nkem cel\u00e9ho evalua\u010dn\u00edho procesu. Vzhledem k tomu, \u017ee evaluovan\u00fd program, tedy poskytov\u00e1n\u00ed terci\u00e1rn\u00edho vzd\u011bl\u00e1n\u00ed Institutem sociologick\u00fdch studi\u00ed FSV UK, ji\u017e prob\u00edh\u00e1 a prim\u00e1rn\u011b do sebe nezahrnuje evalua\u010dn\u00ed proces, LM absentuje. Proto bylo p\u0159istoupeno k identifikaci c\u00edl\u016f ISS FSV UK, d\u00edky kter\u00fdm byl LM zp\u011btn\u011b vytvo\u0159en.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jak se lze do\u010d\u00edst na internetov\u00fdch str\u00e1nk\u00e1ch ISS, FSV UK \u201evznikla v roce 1990 jako v\u00fdraz pot\u0159eby pozdvihnout v\u00fduku soci\u00e1ln\u00edch v\u011bd i sociologick\u00fd v\u00fdzkum na standardn\u00ed \u00farove\u0148 b\u011b\u017enou ve vysp\u011bl\u00fdch zem\u00edch. ISS FSV UK vznikl v roce 1993 slou\u010den\u00edm b\u00fdval\u00e9 Katedry sociologie a soci\u00e1ln\u00ed politiky a \u00dastavu soci\u00e1ln\u011b politick\u00fdch v\u011bd FSV UK s c\u00edlem integrovat dv\u011b z\u00e1kladn\u00ed funkce: (1) vychov\u00e1vat vysoko\u0161kolsky vzd\u011blan\u00e9 odborn\u00edky v oborech sociologie, soci\u00e1ln\u00ed politiky a ve\u0159ejn\u00e9 politiky; (2) rozv\u00edjet v\u011bdeckou \u010dinnost v dan\u00e9 oblasti.\u201c (ISS FSV UK, 2013).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">T\u00edmto jsou stanoveny nejobecn\u011bj\u0161\u00ed c\u00edle ISS FSV UK \u2013 v\u00fdchova odborn\u00edk\u016f v&nbsp;oboru a rozvoj v\u011bdeck\u00e9 \u010dinnosti. Z\u00e1kladn\u00edm probl\u00e9mem takto postaven\u00fdch c\u00edl\u016f je v principu evaluace jejich p\u0159\u00edli\u0161n\u00e1 obecnost a slo\u017eit\u00e9 realiza\u010dn\u00ed uchopen\u00ed. L\u00e9pe jsou c\u00edle strukturov\u00e1ny a rozvedeny v N\u00e1vrhu koncepce rozvoje Institutu sociologick\u00fdch studi\u00ed, kter\u00fd v roce 2009 stanovil doktor Martin H\u00e1jek, \u0159editel ISS FSV UK (H\u00e1jek, 2009). Ten ve sv\u00e9m n\u00e1vrhu ukotvuje t\u0159i z\u00e1kladn\u00ed c\u00edle, jejich\u017e pln\u011bn\u00ed p\u0159edpokl\u00e1d\u00e1 v letech 2009 a\u017e 2012. C\u00edle jsou tyto:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>podpora v\u00fdzkumn\u00e9 \u010dinnosti na ISS,<\/li>\n\n\n\n<li>zv\u00fd\u0161en\u00ed efektivity v\u00fduky,<\/li>\n\n\n\n<li>rozvoj doktorsk\u00e9ho studia jako kombinace studia a badatelsk\u00e9 \u010dinnosti.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Tyto c\u00edle u\u017e se vyzna\u010duj\u00ed jasn\u011bj\u0161\u00edm ohrani\u010den\u00edm a to jak \u010dinnosti, tak \u010dasov\u00e9ho napln\u011bn\u00ed. Zat\u00edmco prvn\u00ed bod kop\u00edruje obecn\u00fd druh\u00fd c\u00edl institutu s&nbsp;t\u00edm rozd\u00edlem, \u017ee na n\u011bj klade vy\u0161\u0161\u00ed d\u016fraz, druh\u00fd a t\u0159et\u00ed c\u00edl maj\u00ed rozvojov\u00fd \u00fa\u010del. Dal\u0161\u00edmi body N\u00e1vrhu koncepce jsou:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>zv\u00fd\u0161en\u00ed transparentnosti \u0159\u00edzen\u00ed institutu,<\/li>\n\n\n\n<li>zefektivn\u011bn\u00ed vyu\u017eit\u00ed studentsk\u00e9ho hodnocen\u00ed kurz\u016f,<\/li>\n\n\n\n<li>u\u010dinit internet z\u00e1kladn\u00edm komunika\u010dn\u00edm kan\u00e1lem a to jak uvnit\u0159 institutu, tak navenek (H\u00e1jek, 2009).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Na za\u010d\u00e1tku dubna 2013 byl na str\u00e1nk\u00e1ch ISS zve\u0159ejn\u011bn nov\u00fd N\u00e1vrh koncepce 2013, kter\u00fd v sob\u011b zahrnuje shrnut\u00ed \u00fasp\u011bch\u016f p\u0159ede\u0161l\u00e9ho t\u0159\u00edlet\u00e9ho obdob\u00ed a z\u00e1rove\u0148 stanovuje nov\u00e9 c\u00edle na dal\u0161\u00ed t\u0159\u00edlet\u00ed. V \u00favodn\u00edm ohl\u00e9dnut\u00ed za p\u0159ede\u0161l\u00fdm obdob\u00edm je konstatov\u00e1no \u00fasp\u011b\u0161n\u00e9 spln\u011bn\u00ed nastaven\u00fdch c\u00edl\u016f av\u0161ak bez jejich zp\u011btn\u00e9ho souhrnu a komplexn\u00edho hodnocen\u00ed \u010di rozpracov\u00e1n\u00ed. D\u00e1le jsou uvedeny nov\u00e9 c\u00edle pro dal\u0161\u00ed obdob\u00ed, kter\u00e9 zn\u00ed:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>v\u011bt\u0161\u00ed vyu\u017eit\u00ed person\u00e1ln\u00ed politiky jako prost\u0159edku k posilov\u00e1n\u00ed v\u011bdeck\u00e9ho v\u00fdkonu pracovi\u0161t\u011b,<\/li>\n\n\n\n<li>podpora zapojen\u00ed do mezin\u00e1rodn\u00ed akademick\u00e9 komunity jako n\u00e1stroj zvy\u0161ov\u00e1n\u00ed kvality akademick\u00e9 pr\u00e1ce,<\/li>\n\n\n\n<li>zah\u00e1jit diskuzi o podob\u011b vzd\u011bl\u00e1vac\u00edho kurikula. (H\u00e1jek, 2013)<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Prvn\u00ed c\u00edl navazuje na transformaci z p\u0159ede\u0161l\u00e9ho obdob\u00ed, kter\u00e9 autor dokumentu ozna\u010duje za \u00fasp\u011b\u0161n\u00e9. Druh\u00fdm c\u00edlem je zv\u00fd\u0161en\u00ed v\u011bdeck\u00e9ho \u00fasil\u00ed v&nbsp;mezin\u00e1rodn\u00edm m\u011b\u0159\u00edtku. C\u00edlem t\u0159et\u00edho bodu je restrukturalizace v\u00fduky s&nbsp;d\u016frazem na p\u0159izp\u016fsoben\u00ed se dynamick\u00e9mu rozvoji p\u0159edm\u011btu studia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoli byl vybr\u00e1n pro \u00fa\u010dely t\u00e9to pr\u00e1ce pouze jeden z c\u00edl\u016f, tedy v\u00fdchova vysoko\u0161kolsky vzd\u011blan\u00fdch odborn\u00edk\u016f, roz\u0161\u00ed\u0159en\u00fd o uplatn\u011bn\u00ed t\u011bchto odborn\u00edk\u016f v profesn\u00edm \u017eivot\u011b, porovn\u00e1n\u00ed obou v\u00fd\u0161e uveden\u00fdch koncepc\u00ed ukazuje z hlediska evaluace v\u00fdznamn\u00e9 zji\u0161t\u011bn\u00ed. Ob\u011b koncepce postr\u00e1daj\u00ed specifikaci krit\u00e9ri\u00ed, kter\u00e1 by z\u0159eteln\u011b prok\u00e1zala, zda a v jak\u00e9 m\u00ed\u0159e do\u0161lo ke&nbsp;spln\u011bn\u00ed c\u00edl\u016f, kter\u00e9 si Institut od roku 2009 stanovil. Oba dokumenty tak&nbsp;dokl\u00e1daj\u00ed, \u017ee pln\u011bn\u00ed c\u00edl\u016f je monitorov\u00e1no ale v nekonkr\u00e9tn\u00ed form\u011b bez&nbsp;vymezen\u00ed m\u011b\u0159itelnosti. Ani jeden z nich se nezab\u00fdv\u00e1 ryze v\u00fdchovou vysoko\u0161kolsky vzd\u011blan\u00fdch odborn\u00edk\u016f. Jeliko\u017e ani v jin\u00fdch dokumentech tento c\u00edl nen\u00ed bl\u00ed\u017ee charakterizov\u00e1n, nen\u00ed mo\u017en\u00e9 dovodit jeho \u00fasp\u011b\u0161nost pln\u011bn\u00ed. N\u00e1sleduj\u00edc\u00ed \u010d\u00e1st pr\u00e1ce se proto na pln\u011bn\u00ed tohoto c\u00edle zam\u011b\u0159uje. Pro&nbsp;tyto \u00fa\u010dely je proto vysoko\u0161kolsk\u00e1 odbornost operacionalizov\u00e1na do&nbsp;podoby m\u011b\u0159iteln\u00fdch kompetenc\u00ed zam\u011bstnatelnosti a m\u011b\u0159ena p\u0159\u00edmo u&nbsp;nositel\u016f t\u00e9to odbornosti, tedy student\u016f a absolvent\u016f ISS FSV UK.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"357\" height=\"520\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/3.jpg\" alt=\"\" class=\"wp-image-407\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/3.jpg 357w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/3-206x300.jpg 206w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/3-51x75.jpg 51w\" sizes=\"auto, (max-width:767px) 357px, 357px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\"><strong>7.2&nbsp;&nbsp;&nbsp;&nbsp; Logick\u00fd model evaluace<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z identifikovan\u00fdch c\u00edl\u016f Institutu byl na p\u0159ede\u0161l\u00e9 stran\u011b, viz sch\u00e9ma \u010d. 2, vytvo\u0159en LM programu. Jeho \u00fa\u010delem je vizualizace proces\u016f, kter\u00e9 cel\u00fd program determinuj\u00ed, a d\u00e1le pak ur\u010den\u00ed indik\u00e1tor\u016f jednotliv\u00fdch v\u00fdsledk\u016f. LM sest\u00e1v\u00e1 ze syst\u00e9mu vztah\u016f, kter\u00e9 jsou jednosm\u011brn\u00e9 a za\u010d\u00ednaj\u00ed vstupy. Ty v na\u0161em p\u0159\u00edpad\u011b p\u0159edstavuje p\u0159edev\u0161\u00edm financov\u00e1n\u00ed programu. Dal\u0161\u00ed sloupce pol\u00ed v LM maj\u00ed charakter v\u00fdvoje, kter\u00fd program o\u010dek\u00e1v\u00e1 v podob\u011b napln\u011bn\u00ed sv\u00fdch c\u00edl\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Za dopady, kter\u00e9 charakterizuj\u00ed posledn\u00ed \u010dl\u00e1nek LM, byl stanoven vy\u0161\u0161\u00ed po\u010det habilitovan\u00fdch pedagog\u016f na ISS spojen\u00fd s jejich postupn\u00fdm v\u00fdvojem a vy\u0161\u0161\u00ed odbornost\u00ed. Dal\u0161\u00edm dopadem bude zlep\u0161en\u00ed hodnocen\u00ed ISS pota\u017emo cel\u00e9 UK v celost\u00e1tn\u00edm ale i mezin\u00e1rodn\u00edm hodnocen\u00ed, d\u00e1le mo\u017enost aplikace evalua\u010dn\u00edho procesu i na jin\u00e9 instituty univerzity, ale p\u0159edev\u0161\u00edm lep\u0161\u00ed zam\u011bstnatelnost absolvent\u016f ISS FSV UK na trhu pr\u00e1ce. Pro&nbsp;\u00fa\u010dely t\u00e9to pr\u00e1ce je posledn\u00ed uveden\u00fd dopad st\u011b\u017eejn\u00ed (ozna\u010den \u0161ed\u00fdm r\u00e1mcem). Pr\u00e1ce se tak\u00e9 zab\u00fdv\u00e1 dlouhodob\u00fdmi v\u00fdsledky, konkr\u00e9tn\u011b v\u00fdchovou vysoko\u0161kolsky vzd\u011blan\u00fdch odborn\u00edk\u016f. Do modelu byly zahrnuty i&nbsp;v\u00fdstupy a aktivity, kter\u00e9 p\u0159edch\u00e1z\u00ed v\u00fdsledk\u016fm a dopad\u016fm. Celkov\u011b model podl\u00e9h\u00e1 ur\u010dit\u00e9mu kontextu, ve kter\u00e9m doch\u00e1z\u00ed k jeho realizaci.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vzhledem k tomu, \u017ee program je ji\u017e funk\u010dn\u00ed a za evalua\u010dn\u00ed p\u0159\u00edstup byla zvolena c\u00edlen\u00e1 evaluace, aktivity a v\u00fdstupy nejsou p\u0159edm\u011btem evaluace. P\u0159edm\u011btem evaluace se tak st\u00e1vaj\u00ed jej\u00ed v\u00fdsledky[7].<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Funkce takto sestaven\u00e9ho LM spo\u010d\u00edv\u00e1 pouze ve vizualizaci procesu programu. Takto s n\u00edm pracuje Frechtling (2010). Jin\u00fd p\u0159\u00edstup, uv\u00e1d\u011bn\u00fd nap\u0159\u00edklad doktorem E. Taylor-Powellem (2003) nebo P. McCawley (2013) ch\u00e1pe v\u00fdsledky v LM p\u0159edev\u0161\u00edm jako sadu indik\u00e1tor\u016f, kter\u00e9 ukazuj\u00ed pln\u011bn\u00ed c\u00edl\u016f. K nastaven\u00ed indik\u00e1tor\u016f v LM, v na\u0161em p\u0159\u00edpad\u011b kompetenc\u00ed odbornosti, pota\u017emo zam\u011bstnatelnosti, byla nezbytn\u00e1 identifikace zainteresovan\u00fdch stran a p\u0159edev\u0161\u00edm jejich z\u00e1jm\u016f. N\u00e1sleduj\u00edc\u00ed kapitola proto odhaluje zainteresovan\u00e9 strany a jejich z\u00e1jmy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>7.3&nbsp;&nbsp;&nbsp;&nbsp; Identifikace zainteresovan\u00fdch stran a jejich z\u00e1jm\u016f<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro evaluaci je p\u0159i stanoven\u00ed LM d\u016fle\u017eit\u00e9 identifikovat zainteresovan\u00e9 strany (d\u00e1le ZS) a p\u0159edev\u0161\u00edm jejich z\u00e1jmy, kter\u00e9 se poj\u00ed s evaluovan\u00fdm programem. Z\u00e1jmy pomohou l\u00e9pe interpretovat v\u00fdsledky anal\u00fdzy. V po\u010d\u00e1te\u010dn\u00ed f\u00e1zi evaluace jsou d\u016fle\u017eit\u00e9 pro spr\u00e1vn\u00e9 nastaven\u00ed cel\u00e9 evaluace. V&nbsp;na\u0161em p\u0159\u00edpad\u011b jsou krom\u011b veden\u00ed ISS, tedy mana\u017eer\u016f programu, prim\u00e1rn\u00edmi ZS:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1.&nbsp;&nbsp;&nbsp;&nbsp; pedagogov\u00e9 vyu\u010duj\u00edc\u00ed na ISS FSV UK,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2.&nbsp;&nbsp;&nbsp;&nbsp; sou\u010dasn\u00ed studenti ISS FSV UK,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3.&nbsp;&nbsp;&nbsp;&nbsp; b\u00fdval\u00ed studenti ISS FSV UK, kte\u0159\u00ed nedokon\u010dili studium a nestali se absolventy \u017e\u00e1dn\u00e9ho studijn\u00edho cyklu,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4.&nbsp;&nbsp;&nbsp;&nbsp; absolventi ISS FSV UK,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5.&nbsp;&nbsp;&nbsp;&nbsp; potencion\u00e1ln\u00ed uchaze\u010di o studium na ISS FSV UK,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6.&nbsp;&nbsp;&nbsp;&nbsp; zam\u011bstnavatel\u00e9 student\u016f ale p\u0159edev\u0161\u00edm absolvent\u016f ISS FSV UK,<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7.&nbsp;&nbsp;&nbsp;&nbsp; veden\u00ed FSV UK, pod kter\u00e9 ISS pat\u0159\u00ed, pota\u017emo veden\u00ed cel\u00e9 UK.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dal\u0161\u00edmi zainteresovan\u00fdmi stranami jsou:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>M\u0160MT,<\/li>\n\n\n\n<li>person\u00e1l ISS FSV UK, kter\u00fd se nepod\u00edl\u00ed na v\u00fduce,<\/li>\n\n\n\n<li>partnersk\u00e9 instituce spolupracuj\u00edc\u00ed s ISS FSV UK.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>7.4&nbsp;&nbsp;&nbsp;&nbsp; Z\u00e1jmy zainteresovan\u00fdch stran<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I p\u0159es r\u016fznorodost z\u00e1jm\u016f ZS z nich lze vytvo\u0159it dv\u011b z\u00e1kladn\u00ed skupiny. Jedna skupina sest\u00e1v\u00e1 ze z\u00e1jm\u016f a p\u0159edev\u0161\u00edm c\u00edl\u016f ISS a z\u00e1jm\u016f pedagog\u016f. Tyto z\u00e1jmy a c\u00edle jsou charakteristick\u00e9 orientac\u00ed p\u0159edev\u0161\u00edm na v\u00fdzkumnou \u010dinnost. Z n\u00ed pro pedagogy plyne finan\u010dn\u00ed ohodnocen\u00ed, Institut orientuje sv\u00e9 c\u00edle p\u0159edev\u0161\u00edm na postgradu\u00e1ln\u00ed studium, ve kter\u00e9m v\u00fdzkumn\u00e1 \u010dinnost odvisl\u00e1 od grant\u016f prob\u00edh\u00e1 p\u0159ednostn\u011b. Do druh\u00e9 skupiny pat\u0159\u00ed studenti, absolventi a zam\u011bstnavatel\u00e9. Tuto skupinu tmel\u00ed z\u00e1jem zam\u011bstn\u00e1n\u00ed. Studenti zam\u011bstn\u00e1n\u00ed vn\u00edmaj\u00ed p\u0159edev\u0161\u00edm jako dopln\u011bk studia, kter\u00fd se postupn\u011b umoc\u0148uje, z\u00edsk\u00e1vaj\u00ed tak\u00e9 pro n\u011b nezbytnou praxi (my\u0161leno p\u0159edev\u0161\u00edm pracovn\u00ed zku\u0161enosti). Toto jim \u0161kola velmi dob\u0159e umo\u017e\u0148uje. U absolvent\u016f lze zam\u011bstn\u00e1n\u00ed pova\u017eovat za jejich hlavn\u00ed z\u00e1jem, jeho\u017e napln\u011bn\u00ed jim zprost\u0159edkuj\u00ed zam\u011bstnavatel\u00e9.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pr\u016fse\u010d\u00edkem obou skupin je odbornost, jej\u00edm\u017e dodavatelem je \u0161kola a p\u0159\u00edjemcem student pota\u017emo absolvent, kter\u00fd ji uplatn\u00ed u zam\u011bstnavatele. Nahl\u00ed\u017een\u00ed na odbornost se ale u obou skupin li\u0161\u00ed. Zat\u00edmco ISS vn\u00edm\u00e1 odbornost jako sp\u00ed\u0161e absolutorium se v\u0161emi jeho n\u00e1le\u017eitostmi a na prohlouben\u00ed odbornosti se ve form\u011b v\u00fdzkumn\u00e9 \u010dinnosti zam\u011b\u0159uje d\u00e1le v postgradu\u00e1ln\u00edm studiu, vn\u00edm\u00e1n\u00ed odbornosti studenty a absolventy je odli\u0161n\u00e9. Ti&nbsp;odbornost pova\u017euj\u00ed za soubor teoretick\u00fdch znalost\u00ed a praktick\u00fdch dovednost\u00ed, kter\u00e9 lze z\u00edskat propojen\u00edm s prax\u00ed (ta je v tomto kontextu vn\u00edm\u00e1na jako pracovn\u00ed zku\u0161enost s potencion\u00e1ln\u00edmi zam\u011bstnavateli). Odbornost se tak st\u00e1v\u00e1 kl\u00ed\u010dov\u00fdm p\u0159edm\u011btem evaluace. Jej\u00ed kompetence jsou ve&nbsp;form\u011b dlouhodob\u00fdch v\u00fdsledk\u016f stanoveny v LM a spolu s krit\u00e9rii zasazeny do evalua\u010dn\u00edch ot\u00e1zek, kter\u00e9 budou zodpov\u011bzeny v z\u00e1v\u011bru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anal\u00fdza z\u00e1jm\u016f zainteresovan\u00fdch stran odhalila je\u0161t\u011b jednu v\u00fdznamnou skute\u010dnost a tou je u skupiny student\u016f, absolvent\u016f a zam\u011bstnavatel\u016f nep\u0159\u00edmo vyj\u00e1d\u0159en\u00e1 pot\u0159eba zam\u011bstnatelnosti, tedy nabyt\u00ed teoretick\u00fdch znalost\u00ed a praktick\u00fdch dovednost\u00ed a zku\u0161enost\u00ed (viz odbornost), kter\u00e9 by si osvojil student ji\u017e v r\u00e1mci studia. \u00dast\u0159edn\u00edm t\u00e9matem pr\u00e1ce je zam\u011bstnatelnost absolvent\u016f, kterou p\u0159\u00edmo respondenti nezmi\u0148ovali, p\u0159esto k n\u00ed ve&nbsp;sv\u00fdch z\u00e1jmech dosp\u011bli. Anal\u00fdza tak u\u017e v t\u00e9to f\u00e1zi potvrzuje vysokou d\u016fle\u017eitost zam\u011b\u0159en\u00ed se na zam\u011bstnatelnost absolvent\u016f, jej\u00ed\u017e v\u00fdchodiska jsou pops\u00e1na v teoretick\u00e9 \u010d\u00e1sti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Druhou \u010d\u00e1st\u00ed rozhovor\u016f se zam\u011bstnavateli byla identifikace kompetenc\u00ed spojen\u00fdch s odbornost\u00ed. Krom\u011b teoretick\u00fdch znalost\u00ed a p\u0159edev\u0161\u00edm praktick\u00fdch dovednost\u00ed byla zmi\u0148ov\u00e1na zejm\u00e9na: v\u00fdborn\u00e1 angli\u010dtina, odborn\u00e9 vyjad\u0159ov\u00e1n\u00ed, schopnost t\u00fdmov\u00e9 pr\u00e1ce, touha u\u010dit se nov\u00fdm v\u011bcem, um\u011bt formulovat probl\u00e9m a nach\u00e1zet jeho \u0159e\u0161en\u00ed, v\u00fdborn\u00e1 znalost pr\u00e1ce s kancel\u00e1\u0159sk\u00fdmi aplikacemi, mil\u00e9 a p\u0159\u00edjemn\u00e9 vystupov\u00e1n\u00ed, kultivovanost, sebejistota a p\u0159esv\u011bd\u010divost, spolehlivost a pe\u010dlivost. To v\u0161e na vysok\u00e9m stupni pln\u011bn\u00ed, co\u017e bylo v upraven\u00e9m LM p\u0159evedeno do procentu\u00e1ln\u00edho vyj\u00e1d\u0159en\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>7.5&nbsp;&nbsp;&nbsp;&nbsp; Upraven\u00fd logick\u00fd model s krit\u00e9rii \u00fasp\u011bchu<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nyn\u00ed lze po identifikaci ZS a jejich z\u00e1jm\u016f p\u0159edstavit upraven\u00fd LM s nastaven\u00edm krit\u00e9ri\u00ed \u00fasp\u011bchu, viz tabulka \u010d. 2.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"442\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/4.jpg\" alt=\"\" class=\"wp-image-408\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/4.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/4-300x255.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/4-88x75.jpg 88w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/4-480x408.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Prvotn\u00ed LM ukazoval celkov\u00fd syst\u00e9m proces\u016f programu. Jeho v\u00fdsek p\u0159edstavuje v\u00fd\u0161e uveden\u00fd LM, kter\u00fd se zam\u011b\u0159uje pouze na v\u00fdsledky, kter\u00e9&nbsp;evaluuje pomoc\u00ed sady kompetenc\u00ed a indik\u00e1tor\u016f. V p\u0159\u00edpad\u011b odbornosti lze hovo\u0159it o kompetenc\u00edch, tento term\u00edn podporuj\u00ed jak v\u00fdsledky anal\u00fdzy, tak teoretick\u00fd podklad. Z nabyt\u00fdch kompetenc\u00ed zam\u011bstnatelnosti logick\u00fd model p\u0159edpokl\u00e1d\u00e1 jednosm\u011brn\u00fd vztah k uplatn\u011bn\u00ed absolvent\u016f v&nbsp;profesn\u00edm \u017eivot\u011b, kter\u00fd je takt\u00e9\u017e operacionalizov\u00e1n do&nbsp;podoby indik\u00e1tor\u016f zam\u011bstnatelnosti. D\u016fle\u017eit\u00fdm informa\u010dn\u00edm p\u0159\u00ednosem pro problematiku zam\u011bstnatelnosti absolvent\u016f na trhu pr\u00e1ce jsou i jedinci, kte\u0159\u00ed jsou nezam\u011bstnan\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Z hlediska teoretick\u00e9ho uchopen\u00ed tak kompetence odbornosti p\u0159edstavuj\u00ed kompetence zam\u011bstnatelnosti tak, jak je ch\u00e1pe Harvey v druh\u00e9 skupin\u011b definic, tedy jako \u201ezlep\u0161en\u00ed studentsk\u00fdch atribut\u016f, kter\u00fdmi jsou dovednosti, znalosti, postoje a schopnosti\u201c. T\u00edm se tedy \u201eodbornost\u201c st\u00e1v\u00e1 kompetenc\u00ed zam\u011bstnatelnosti, jedn\u00edm z p\u0159edpoklad\u016f lep\u0161\u00ed zam\u011bstnatelnosti.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.&nbsp;&nbsp;&nbsp; Anal\u00fdza v\u00fdsledk\u016f<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.1&nbsp;&nbsp;&nbsp;&nbsp; Kompetence odbornosti neboli zam\u011bstnatelnosti absolventa<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anal\u00fdza dat v\u00fdzkumu Perspektiva 2013 za\u010d\u00edn\u00e1 detekc\u00ed uplatn\u011bn\u00ed student\u016f a absolvent\u016f ISS v profesn\u00edm \u017eivot\u011b, p\u0159i\u010dem\u017e hlavn\u00ed \u010d\u00e1st anal\u00fdzy je sm\u011b\u0159ov\u00e1na na odhalen\u00ed aktu\u00e1ln\u00ed a pot\u0159ebn\u00e9 \u00farovn\u011b kompetenc\u00ed zam\u011bstnatelnosti, pota\u017emo odbornosti absolvent\u016f. V n\u00e1sleduj\u00edc\u00ed anal\u00fdze se proto t\u011bmto kompetenc\u00edm budeme v\u011bnovat. Pro zisk re\u00e1ln\u011bj\u0161\u00edho obrazu situace nejen na ISS ale i mimo n\u011bj byly jako kompara\u010dn\u00ed standard pou\u017eity v\u00fdsledky pr\u016fzkumu proveden\u00e9ho na Fakult\u011b soci\u00e1ln\u00edch studi\u00ed Masarykovy univerzity (d\u00e1le FSS MU). Anal\u00fdza vych\u00e1z\u00ed z m\u011b\u0159en\u00ed d\u016fle\u017eitosti kompetenc\u00ed zam\u011bstnatelnosti (viz graf \u010d. 1).<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"378\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/5.jpg\" alt=\"\" class=\"wp-image-409\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/5.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/5-300x218.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/5-103x75.jpg 103w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/5-480x349.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Z anal\u00fdzy vypl\u00fdv\u00e1, \u017ee v\u0161echny kompetence jsou pro absolventy d\u016fle\u017eit\u00e9. V\u011bt\u0161ina z nich se pohybuje mezi hodnotami 4 a\u017e 4,5 a jejich celkov\u00fd pr\u016fm\u011br tak \u010din\u00ed 4,3 bodu. P\u0159esto je jedna kompetence v\u00fdznamn\u011b m\u00e9n\u011b d\u016fle\u017eit\u00e1 ne\u017e ostatn\u00ed a tou jsou odborn\u00e9 teoretick\u00e9 znalosti (vyzna\u010deny tmav\u0161\u00edm odst\u00ednem). Jejich d\u016fle\u017eitost je ve srovn\u00e1n\u00ed s ostatn\u00edmi v pr\u016fm\u011bru o 1 bod ni\u017e\u0161\u00ed. P\u0159i d\u011blen\u00ed v\u00fdsledk\u016f podle typu respondent\u016f nebyly zaznamen\u00e1ny \u017e\u00e1dn\u00e9 v\u00fdznamn\u00e9 odchylky, a to p\u0159edev\u0161\u00edm v d\u016fsledku ji\u017e vysok\u00fdch sk\u00f3r\u016f d\u016fle\u017eitosti. V\u00fdjimku tvo\u0159\u00ed absolventi doktorsk\u00e9ho studia. Jejich stanoven\u00ed d\u016fle\u017eitost\u00ed je je\u0161t\u011b vy\u0161\u0161\u00ed ne\u017e u zbyl\u00e9 populace a to v\u010detn\u011b odborn\u00fdch teoretick\u00fdch znalost\u00ed, jejich\u017e pr\u016fm\u011br d\u016fle\u017eitosti \u010din\u00ed 4,4 bodu. S vysv\u011btlen\u00edm tak&nbsp;vysok\u00e9 d\u016fle\u017eitosti p\u0159ich\u00e1z\u00ed HR. Z nich je patrn\u00e9, \u017ee vysok\u00e1 d\u016fle\u017eitost je mnohdy pau\u0161alizov\u00e1na do podoby, ve kter\u00e9 je d\u016fle\u017eit\u00e9 \u00fapln\u011b v\u0161e, co\u017e&nbsp;potvrzuje i shlukov\u00e1 anal\u00fdza, kter\u00e1 odhaluje, \u017ee respondenti tvo\u0159\u00ed prakticky koherentn\u00ed skupinu, pro kterou jsou v\u0161echny kompetence d\u016fle\u017eit\u00e9. Podobn\u00e9 v\u00fdsledky lze naj\u00edt i v z\u00e1v\u011brech FSS MU. Teoretick\u00e9 znalosti tvo\u0159\u00ed v\u00fdjimku z d\u016fvodu jejich vysok\u00e9ho zastoupen\u00ed ve vzd\u011bl\u00e1n\u00ed poskytovan\u00e9ho ISS. Vysok\u00e1 m\u00edra teoretick\u00fdch znalost\u00ed u zam\u011bstnavatel\u016f ale nen\u00ed pot\u0159ebn\u00e1 a tak jejich d\u016fle\u017eitost kles\u00e1.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A\u010dkoli jsou v\u0161echny kompetence pova\u017eov\u00e1ny za d\u016fle\u017eit\u00e9 jak u student\u016f ISS, tak i FSS MU, m\u00edra, do kter\u00e9 jimi \u0161kola studenta vybavila, u\u017e tak vysok\u00e9ho hodnocen\u00ed nedosahuje (viz graf \u010d. 2).<br>&nbsp;<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"409\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/6.jpg\" alt=\"\" class=\"wp-image-410\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/6.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/6-300x236.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/6-95x75.jpg 95w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/6-480x378.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Z v\u00fdsledk\u016f je patrn\u00e9, \u017ee jedinou kompetenc\u00ed, kter\u00e1 p\u0159evy\u0161uje ve vybavenosti svou d\u016fle\u017eitost, jsou odborn\u00e9 teoretick\u00e9 znalosti. Statisticky shodn\u00e1 vybavenost s d\u016fle\u017eitost\u00ed je zaznamen\u00e1na u kompetence tolerance, uzn\u00e1n\u00ed odli\u0161n\u00fdch n\u00e1zor\u016f. V\u0161emi ostatn\u00edmi kompetencemi \u0161kola vybavila studenty v\u00fdznamn\u011b m\u00e9n\u011b, ne\u017e jakou pro n\u011b maj\u00ed d\u016fle\u017eitost. Z\u00e1v\u011bry HR nazna\u010duj\u00ed, \u017ee vysv\u011btlen\u00ed nedostate\u010dn\u00e9 vybavenosti spo\u010d\u00edv\u00e1 v nevyv\u00e1\u017eenosti studia, kter\u00e9 je vn\u00edm\u00e1no jako p\u0159\u00edli\u0161 teoreticky zam\u011b\u0159en\u00e9. Praktick\u00e9 zam\u011b\u0159en\u00ed studia se prom\u00edt\u00e1 i do mnoh\u00fdch kompetenc\u00ed odbornosti. U znalosti ciz\u00edch jazyk\u016f se potvrzuje jejich vysok\u00e1 pot\u0159eba, po\u010d\u00edta\u010dov\u00e1 gramotnost je u zam\u011bstnavatel\u016f vn\u00edm\u00e1na jako nezbytnost, p\u0159edev\u0161\u00edm z hlediska kancel\u00e1\u0159sk\u00fdch aplikac\u00ed. Jak uvedl jeden zam\u011bstnavatel: \u201eCo naplat, kdy\u017e absolvent ovl\u00e1d\u00e1 SPSS, ale neum\u00ed s powerpointem a v excelu ud\u011blat slu\u0161n\u00fd graf.\u201c I sami absolventi se zmi\u0148uj\u00ed o pot\u0159eb\u011b kurz\u016f zam\u011b\u0159en\u00fdch na v\u00fduku z\u00e1kladn\u00edch kancel\u00e1\u0159sk\u00fdch aplikac\u00ed. Komunika\u010dn\u00ed dovednosti a schopnost sebeprezentace jsou velmi postr\u00e1d\u00e1ny. Respondenti tyto kompetence uv\u00e1d\u011bli v souvislosti s dokon\u010dov\u00e1n\u00edm v\u00fdzkumn\u00fdch projekt\u016f, tedy prezentac\u00ed z\u00e1v\u011bre\u010dn\u00fdch zpr\u00e1v z v\u00fdzkumu, kter\u00e9 by prob\u00edhaly jak p\u0159ed samotn\u00fdmi zam\u011bstnavateli, tak i spolu\u017e\u00e1ky.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kompetence tak lze rozd\u011blit do dvou skupin (potvrzeno jak hierarchickou shlukovou anal\u00fdzou, tak faktorovou anal\u00fdzou), z nich\u017e prvn\u00ed (v grafu \u010d. 2 ozna\u010dena \u0161ed\u00fdm r\u00e1mcem) tvo\u0159\u00ed kompetence spojen\u00e9 s teoretick\u00fdmi znalostmi. Do t\u00e9to skupiny pat\u0159\u00ed schopnost orientovat se a osvojovat si nov\u00e9 poznatky, schopnost argumentovat a kriticky myslet, tolerance a uzn\u00e1n\u00ed jin\u00fdch n\u00e1zor\u016f a koncep\u010dn\u00ed a analytick\u00e9 my\u0161len\u00ed. D\u00edky spojitosti t\u011bchto kompetenc\u00ed s teoretick\u00fdmi znalostmi \u0161kola i t\u011bmito kompetencemi vybavila studenty a absolventy ve v\u011bt\u0161\u00ed m\u00ed\u0159e (v pr\u016fm\u011bru o 1,5 stupn\u011b) ne\u017e druhou skupinou kompetenc\u00ed a t\u011bmi jsou praktick\u00e9 kompetence. Ty jsou sdru\u017eeny okolo odborn\u00fdch praktick\u00fdch zku\u0161enost\u00ed a dovednost\u00ed a sest\u00e1vaj\u00ed ze zb\u00fdvaj\u00edc\u00edch sedmi kompetenc\u00ed. Spojitost s nedostate\u010dn\u011b uspokojenou prakticky zam\u011b\u0159enou pot\u0159ebou student\u016f a absolvent\u016f vytv\u00e1\u0159\u00ed i v\u00fdznamn\u00fd rozd\u00edl mezi d\u016fle\u017eitost\u00ed prakticky orientovan\u00fdch kompetenc\u00ed a m\u00edrou jejich osvojen\u00ed b\u011bhem studia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">V\u00fdsledky d\u016fle\u017eitosti a m\u00edry osvojen\u00ed si jednotliv\u00fdch kompetenc\u00ed jsou shodn\u00e9 jak pro studenty, tak absolventy ISS. Absolventi ISS a FSS MU se&nbsp;ve sv\u00e9m zp\u011btn\u00e9m hodnocen\u00ed kompeten\u010dn\u00ed vybavenosti \u0161kolou celkov\u011b shoduj\u00ed, vybavenost jednotliv\u00fdch kompetenc\u00ed vn\u00edmaj\u00ed bez v\u00fdznamn\u00fdch rozd\u00edl\u016f (pouze 0,1 bodu nap\u0159\u00ed\u010d kompetencemi). V\u00fdjimkou je kompetence odborn\u00fdch praktick\u00fdch zku\u0161enost\u00ed a dovednost\u00ed, kter\u00fdmi vybavilo ISS sv\u00e9&nbsp;absolventy v pr\u016fm\u011bru o 0,5 stupn\u011b v\u00edce ne\u017e FSS MU. P\u0159esto u obou instituc\u00ed z\u016fst\u00e1v\u00e1 pot\u0159eba neuspokojena.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.2&nbsp;&nbsp;&nbsp;&nbsp; Segmenty zam\u011bstnatelnosti<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Zat\u00edmco m\u00edra d\u016fle\u017eitosti jednotliv\u00fdch kompetenc\u00ed tvo\u0159ila prakticky uniformn\u00ed vysokou d\u016fle\u017eitost vn\u00edmanou v\u0161emi respondenty, u ot\u00e1zky, do&nbsp;jak\u00e9 m\u00edry vybavila \u0161kola sv\u00e9 studenty jednotliv\u00fdmi kompetencemi, se&nbsp;n\u00e1zory respondent\u016f dle shlukov\u00e9 anal\u00fdzy odli\u0161uj\u00ed. Vznikaj\u00ed tak t\u0159i z\u00e1sadn\u00ed segmenty zam\u011bstnatelnosti (viz graf \u010d. 3), jejich\u017e charakteristiky jsou uvedeny d\u00e1le.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"155\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/7.jpg\" alt=\"\" class=\"wp-image-411\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/7.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/7-300x89.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/7-150x45.jpg 150w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/7-480x143.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">Tyto segmenty byly podle charakteru odpov\u011bd\u00ed pojmenov\u00e1ny jako Pesimist\u00e9, Realist\u00e9 a Optimist\u00e9. Ka\u017ed\u00fd z t\u011bchto segment\u016f se vyzna\u010duje r\u016fzn\u00fdm chov\u00e1n\u00edm a to jak v r\u00e1mci hodnocen\u00ed poskytov\u00e1n\u00ed jednotliv\u00fdch kompetenc\u00ed zam\u011bstnatelnosti, tak i ostatn\u00edch ukazatel\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.2.1&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Segment prvn\u00ed \u2013 Pesimist\u00e9<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Tato skupina je nejm\u00e9n\u011b po\u010detn\u00e1, tvo\u0159\u00ed ji 1\/5 respondent\u016f, jejich\u017e hodnocen\u00ed m\u00edry vybavenosti je ve v\u0161ech kompetenc\u00edch v\u00fdznamn\u011b podpr\u016fm\u011brn\u00e9[8]. Jsou to p\u0159edev\u0161\u00edm respondenti, kte\u0159\u00ed zanechali studia na ISS, a\u0165&nbsp;u\u017e&nbsp;navazuj\u00edc\u00edho \u010di doktorsk\u00e9ho (v nich ze 44 %), absolventi navazuj\u00edc\u00edho studia do tohoto segmentu spadaj\u00ed jen ze 14 %. Dle v\u00fdsledk\u016f jsou z 29 % pesimist\u00e9 mu\u017ei (29 % vs. 16 % \u017eeny). Pesimist\u00e9 poch\u00e1z\u00ed p\u0159edev\u0161\u00edm z oboru navazuj\u00edc\u00ed Sociologie (z 26 %). V tomto oboru je pro n\u011b charakteristick\u00e1 p\u0159\u00edslu\u0161nost p\u0159edev\u0161\u00edm v zam\u011b\u0159en\u00ed Aplikovan\u00e9ho sociologick\u00e9ho v\u00fdzkumu, v jeho\u017e r\u00e1mci jsou zastoupeni z 34 %. V zam\u011bstn\u00e1n\u00ed maj\u00ed tito lid\u00e9 v\u00fdznamn\u011b v\u00edce \u010d\u00e1ste\u010dn\u00e9 \u00favazky (zastoupen\u00ed z 33 %) ne\u017eli pln\u00e9 (pouze z&nbsp;15&nbsp;%), p\u0159i\u010dem\u017e jejich zastoupen\u00ed je v\u00fdznamn\u011b vy\u0161\u0161\u00ed (z 24 %) v soukrom\u00e9m sektoru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Pro pesimisty je z\u00e1sadn\u00ed ot\u00e1zkou vyv\u00e1\u017eenost studia. Na z\u00e1klad\u011b anal\u00fdzy vypl\u00fdv\u00e1, \u017ee jako vyv\u00e1\u017een\u00e9 studium p\u0159\u00edli\u0161 nehodnot\u00ed (jen z 21 %). Naopak pat\u0159\u00ed mezi zast\u00e1nce n\u00e1zoru, \u017ee v\u00fduka je z hlediska jejich pot\u0159eb p\u0159\u00edli\u0161 teoretick\u00e1 (v t\u00e9to odpov\u011bdi dosahuj\u00ed pesimist\u00e9 30% pod\u00edlu). Pot\u0159eba vyv\u00e1\u017een\u00ed studia a t\u00edm tedy v\u00edce praktick\u00fdch p\u0159edm\u011bt\u016f je pro pesimisty st\u011b\u017eejn\u00ed. Pr\u00e1v\u011b oni si p\u0159edev\u0161\u00edm p\u0159ej\u00ed dle HR celosemestr\u00e1ln\u00ed v\u00fdzkumn\u00e9 projekty, na kter\u00fdch by zu\u017eitkovali sv\u00e9 teoretick\u00e9 v\u011bdomosti a propojili je tak &nbsp;s&nbsp;praktick\u00fdmi dovednostmi. Pesimist\u00e9 poci\u0165uj\u00ed nejv\u00edce nedostate\u010dnou spojitost ISS s potenci\u00e1ln\u00edmi zam\u011bstnavateli absolvent\u016f. Dle HR z\u00edsk\u00e1n\u00ed praktick\u00fdch dovednost\u00ed \u0161kola nech\u00e1v\u00e1 na v\u00fdzkumn\u00fdch agentur\u00e1ch. Z\u00e1sadn\u00ed probl\u00e9m spat\u0159uj\u00ed pesimist\u00e9 ale i realist\u00e9 v neaktu\u00e1lnosti u\u010diva, kter\u00e9&nbsp;vn\u00edmaj\u00ed p\u0159edev\u0161\u00edm ve v\u00fdzkumn\u00fdch aspektech jako zastaral\u00e9. Jak&nbsp;uv\u00e1d\u00ed jedna respondentka: \u201eJe fajn v\u011bd\u011bt, jak prob\u00edhal v\u00fdzkum v Marienthalu, jak&nbsp;ale&nbsp;v\u00fdzkumy prob\u00edhaj\u00ed nyn\u00ed? Jak\u00e9 jsou trendy v\u00fdzkumu dne\u0161ka?\u201c.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anal\u00fdza tak\u00e9 uk\u00e1zala, \u017ee pesimist\u00e9 jsou v\u00fdznamn\u011b m\u00e9n\u011b p\u0159esv\u011bd\u010den\u00ed ne\u017e&nbsp;zbyl\u00e9 dv\u011b skupiny o tom, \u017ee u\u010ditel\u00e9 vyu\u017e\u00edvaj\u00ed studentsk\u00e9ho hodnocen\u00ed ke zlep\u0161en\u00ed v\u00fduky. Pro pesimisty je tak\u00e9 typick\u00e9, oproti ostatn\u00edm dv\u011bma segment\u016fm, nejni\u017e\u0161\u00ed p\u0159esv\u011bd\u010den\u00ed o nabyt\u00e9 odbornosti. M\u016f\u017eeme \u0159\u00edci, \u017ee&nbsp;\u010d\u00edm&nbsp;vy\u0161\u0161\u00ed v\u00fdskyt kontaktu s pedagogem, jeho\u017e odborn\u00e1 \u00farove\u0148 neodpov\u00eddala V\u0160 standard\u016fm, t\u00edm sp\u00ed\u0161e pat\u0159\u00ed jedinec do skupiny pesimist\u016f. Lid\u00e9, kte\u0159\u00ed&nbsp;se domn\u00edvaj\u00ed, \u017ee v\u00fduka jazyka byla naprosto nedostate\u010dn\u00e1, p\u0159\u00edslu\u0161\u00ed z&nbsp;29&nbsp;% do segmentu pesimist\u016f. Pesimist\u00e9 se v\u00fdznamn\u011b v\u00edce ne\u017e&nbsp;zbyl\u00e9 dva segmenty domn\u00edvaj\u00ed, \u017ee studium by \u0161lo absolvovat i o dva semestry d\u0159\u00edve (u t\u00e9to odpov\u011bdi z 33 %). Pokud pesimist\u00e9 tvrd\u00ed, \u017ee doba studia je adekv\u00e1tn\u00ed, pak to je p\u0159edev\u0161\u00edm v d\u016fsledku pracovn\u00edho vyt\u00ed\u017een\u00ed, kter\u00e9 by jim nedovolilo zakon\u010dit studium d\u0159\u00edve. Studium pesimist\u00e9 vn\u00edmaj\u00ed jako v\u016fbec \u010di p\u0159\u00edli\u0161 nen\u00e1ro\u010dn\u00e9 (v t\u00e9to odpov\u011bdi z 38 %). Celkov\u011b jsou tito lid\u00e9 nespokojeni s t\u00edm, co jim studium do \u017eivota poskytlo. Pesimist\u00e9 jsou tak zklaman\u00ed ze studia na ISS, nespokojen\u00ed z nenapln\u011bn\u00e9ho o\u010dek\u00e1v\u00e1n\u00ed, p\u0159edev\u0161\u00edm v oboru Sociologie a to hlavn\u011b zam\u011b\u0159en\u00ed Aplikovan\u00e9ho sociologick\u00e9ho v\u00fdzkumu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.2.2&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Segment druh\u00fd \u2013 Realist\u00e9<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Realist\u00e9 tvo\u0159\u00ed nejpo\u010detn\u011bj\u0161\u00ed skupinu student\u016f\/absolvent\u016f ISS FSV UK, konkr\u00e9tn\u011b 47 %, tedy t\u00e9m\u011b\u0159 polovinu. Jejich hodnocen\u00ed vybavenosti kompetencemi dosahovalo pr\u016fm\u011brn\u00fdch hodnot, tedy 3,2 stup\u0148\u016f. Podobn\u011b jako&nbsp;pesimist\u00e9 ale hodnot\u00ed siln\u011b negativn\u011b vybavenost po\u010d\u00edta\u010dovou gramotnost\u00ed a znalost ciz\u00edho jazyka. Realist\u00e9 jsou p\u0159edev\u0161\u00edm mlad\u00ed lid\u00e9 do&nbsp;26&nbsp;let (v t\u00e9to v\u011bkov\u00e9 kohort\u011b z 57 %) pracuj\u00edc\u00ed nej\u010dast\u011bji na DPP nebo&nbsp;DP\u010c. Podobn\u011b jako pesimist\u00e9 budou i realist\u00e9 pova\u017eovat v\u00fduku ciz\u00edho jazyka za velmi nedostate\u010dnou. T\u00edm charakteristika realist\u016f kon\u010d\u00ed. Ve&nbsp;v\u0161em ostatn\u00edm dosahuj\u00ed podobn\u00fdch v\u00fdsledk\u016f jako celek.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.2.3&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Segment t\u0159et\u00ed \u2013 Optimist\u00e9<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159esn\u011b t\u0159etinu dot\u00e1zan\u00fdch tvo\u0159\u00ed segment Optimist\u00e9. Ti se vyzna\u010duj\u00ed optimistick\u00fdm hodnocen\u00edm toho, do jak\u00e9 m\u00edry je ISS vybavila v jednotliv\u00fdch kompetenc\u00edch. V pr\u016fm\u011bru d\u00e1vaj\u00ed necel\u00e9 4 body, nejlep\u0161\u00ed vybavenosti dosahuje schopnost orientovat se a osvojovat si nov\u00e9 poznatky (4,5 bodu), odborn\u00e9 teoretick\u00e9 znalosti (4,3 bodu), koncep\u010dn\u00ed a analytick\u00e9 my\u0161len\u00ed (4,3&nbsp;bodu), schopnost argumentace a kritick\u00e9ho my\u0161len\u00ed (4,3 bodu) a tolerance, uzn\u00e1n\u00ed odli\u0161n\u00fdch n\u00e1zor\u016f (4,3 bodu). Nejhor\u0161\u00ed je znalost ciz\u00edho jazyka, kter\u00e1 p\u0159esto dos\u00e1hla na hodnotu 3 bod\u016f.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Optimist\u00e9 v\u00fdznamn\u011b nepat\u0159\u00ed mezi st\u00e1vaj\u00edc\u00ed studenty (u nich jen z 25 %). V\u00fdznamn\u011b \u010dast\u011bji to jsou absolventi navazuj\u00edc\u00edho studia. Mezi optimisty pat\u0159\u00ed v\u00fdznamn\u011bji star\u0161\u00ed absolventi nad 31 let s kombinovanou formou studia (v t\u00e9 45 %). Optimisty jsou tedy hlavn\u011b absolventi oboru Ve\u0159ejn\u00e1 a&nbsp;soci\u00e1ln\u00ed politika (na tomto oboru a\u017e z 50 %), naopak je nenajdeme t\u00e9m\u011b\u0159 v\u016fbec v zam\u011b\u0159en\u00ed Aplikovan\u00e9ho sociologick\u00e9ho v\u00fdzkumu. D\u00e1le se ukazuje, \u017ee tito lid\u00e9 ve vy\u0161\u0161\u00ed m\u00ed\u0159e ne\u017eli ostatn\u00ed skupiny nestudovali na ISS hned od bakal\u00e1\u0159sk\u00e9ho studia, ale p\u0159ech\u00e1zeli na navazuj\u00edc\u00ed studium odjinud (ze&nbsp;43 %). V ot\u00e1zce pr\u00e1ce maj\u00ed tito lid\u00e9 p\u0159edev\u0161\u00edm pln\u00e9 \u00favazky, naopak velmi m\u00e1lo budou vykon\u00e1vat pouze p\u0159\u00edle\u017eitostnou pr\u00e1ci. Profesn\u011b se&nbsp;uplat\u0148uj\u00ed nej\u010dast\u011bji ve ve\u0159ejn\u00e9m sektoru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jsou jedinou skupinou, kter\u00e1 z poloviny hodnot\u00ed studium p\u0159ev\u00e1\u017en\u011b jako&nbsp;vyv\u00e1\u017een\u00e9 podobn\u011b p\u0159im\u011b\u0159en\u00fd je i rozsah v\u00fduky ciz\u00edch jazyk\u016f (dokonce z&nbsp;63 %). Tito lid\u00e9 tvrd\u00ed v\u00fdznamn\u011b v\u00edce ne\u017e ostatn\u00ed, \u017ee ISS klade p\u0159ibli\u017en\u011b stejn\u00fd d\u016fraz jak na dal\u0161\u00ed akademick\u00e9 p\u016fsoben\u00ed, tak na p\u0159echod na&nbsp;pracovn\u00ed trh (v t\u00e9to odpov\u011bdi ze 45 %). Z\u00e1rove\u0148 se domn\u00edvaj\u00ed, \u017ee ISS dok\u00e1\u017ee p\u0159ibli\u017en\u011b stejn\u011b na ob\u011b tato p\u016fsobi\u0161t\u011b p\u0159ipravit. Pat\u0159\u00ed v\u00fdznamn\u011bji oproti zb\u00fdvaj\u00edc\u00edm dv\u011bma segment\u016fm do skupiny absolvent\u016f, kte\u0159\u00ed se c\u00edtili jako odborn\u00edci ve sv\u00e9m oboru. S neodbornou \u00farovn\u00ed pedagoga neodpov\u00eddaj\u00edc\u00ed \u00farovni studia na V\u0160 se setkali ze v\u0161ech segment\u016f nejm\u00e9n\u011b. Zast\u00e1vaj\u00ed n\u00e1zor, \u017ee sou\u010dasn\u00e1 d\u00e9lka studia je p\u0159im\u011b\u0159en\u00e1 (ze 44 %). Studium pro n\u011b bylo celkov\u011b ve srovn\u00e1n\u00ed s ostatn\u00edmi skupinami nejn\u00e1ro\u010dn\u011bj\u0161\u00ed. S t\u00edm, co jim do&nbsp;\u017eivota ISS dalo, jsou spokojeni. Mezi velmi spokojen\u00fdmi budou z 60 % na prvn\u00edm m\u00edst\u011b mezi ostatn\u00edmi segmenty. P\u0159i op\u011btovn\u00e9 volb\u011b by optimist\u00e9 v drtiv\u00e9 v\u011bt\u0161in\u011b p\u0159\u00edpad\u016f dali p\u0159ednost tomu sam\u00e9mu oboru na UK, v\u00fdznamn\u011b v\u00edce ne\u017e zbyl\u00e9 dva segmenty.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>8.3&nbsp;&nbsp;&nbsp;&nbsp; Shrnut\u00ed<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kompetence odbornosti, pota\u017emo zam\u011bstnatelnosti, jsou jak pro studenty, tak pro absolventy velmi d\u016fle\u017eit\u00e9 (celkov\u00fd pr\u016fm\u011br 4,3 bod\u016f z 5 mo\u017en\u00fdch). Stupe\u0148 vybavenosti t\u011bmito kompetencemi, kter\u00fd poskytuje ISS FSV UK, je ov\u0161em vn\u00edm\u00e1n studenty i absolventy v\u00fdznamn\u011b pod \u00farovn\u00ed jejich d\u016fle\u017eitosti. Vybavenost kompetencemi je tak nedosta\u010duj\u00edc\u00ed. N\u00e1sleduj\u00edc\u00ed tabulka \u010d. 3 ukazuje dosa\u017een\u00e9 v\u00fdsledky vybavenosti kompetencemi odbornosti ve&nbsp;srovn\u00e1n\u00ed s komparativn\u00edm standardem FSS MU a krit\u00e9rii \u00fasp\u011bchu.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"520\" height=\"493\" src=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/8-1.jpg\" alt=\"\" class=\"wp-image-413\" srcset=\"https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/8-1.jpg 520w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/8-1-300x284.jpg 300w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/8-1-79x75.jpg 79w, https:\/\/evaltep.xcreative.cz\/wp-content\/uploads\/2023\/08\/8-1-480x455.jpg 480w\" sizes=\"auto, (max-width:767px) 480px, 520px\" \/><\/figure>\n<\/div>\n\n\n<p class=\"wp-block-paragraph\">\u0160ed\u00e9 sch\u00e9ma tak potvrzuje v\u00fd\u0161e uveden\u00e9 rozd\u011blen\u00ed kompetenc\u00ed shlukuj\u00edc\u00edch se kolem (1) odborn\u00fdch teoretick\u00fdch znalost\u00ed (prvn\u00ed skupina odd\u011blena tlustou \u010d\u00e1rou) a (2) odborn\u00fdch praktick\u00fdch zku\u0161enost\u00ed a dovednost\u00ed (druh\u00e1 skupina).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Vn\u00edm\u00e1n\u00ed nedostate\u010dnosti rozd\u011bluje respondenty na t\u0159i segmenty \u2013 Pesimisty (20 %), Realisty (47 %) a Optimisty (33 %). Pesimist\u00e9 jsou celkov\u011b v&nbsp;hodnocen\u00ed nejp\u0159\u00edk\u0159ej\u0161\u00ed a poch\u00e1z\u00ed z \u0159ad student\u016f, kte\u0159\u00ed zanechali studia a&nbsp;to hlavn\u011b v zam\u011b\u0159en\u00ed Aplikovan\u00e9ho sociologick\u00e9ho v\u00fdzkumu. Hodnocen\u00ed realist\u016f je pr\u016fm\u011brn\u00e9 a odpov\u00edd\u00e1 v\u011bt\u0161inou celkov\u00fdm v\u00fdsledk\u016fm jednotliv\u00fdch ukazatel\u016f. Optimist\u00e9 jsou protikladem pesimist\u016f, jejich hodnocen\u00ed je tak nejpozitivn\u011bj\u0161\u00ed, p\u0159esto v kompetenc\u00edch odbornosti st\u00e1le v\u00fdznamn\u011b pod \u00farovn\u00ed d\u016fle\u017eitosti kompetenc\u00ed. Jsou nej\u010dast\u011bji p\u0159\u00edslu\u0161n\u00edky studia Ve\u0159ejn\u00e9 a soci\u00e1ln\u00ed politiky, p\u0159edev\u0161\u00edm kombinovan\u00e9ho studia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Z\u00e1v\u011br<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Je patrn\u00e9, \u017ee zam\u011bstnatelnost absolvent\u016f vysoko\u0161kolsk\u00fdch instituc\u00ed je dnes d\u016fle\u017eit\u00fdm a diskutovan\u00fdm t\u00e9matem mnoh\u00fdch sv\u011btov\u00fdch univerzit ale&nbsp;i&nbsp;n\u011bkter\u00fdch vysoko\u0161kolsk\u00fdch instituc\u00ed v r\u00e1mci \u010cesk\u00e9 republiky<br>jako&nbsp;nap\u0159\u00edklad Univerzitou Palack\u00e9ho v Olomouci. Na mezin\u00e1rodn\u00edm poli se v\u00fdznamn\u011b zam\u011bstnatelnost\u00ed absolvent\u016f zab\u00fdv\u00e1 studie Reflex, kterou&nbsp;za\u0161ti\u0165uje OECD, a j\u00ed\u017e se \u00fa\u010dastn\u00ed pod veden\u00edm SVP PedF UK i \u010cesk\u00e1 republika.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Situace na ISS FSV UK ale v\u00fdznamn\u011b nenasv\u011bd\u010duje tomu, \u017ee by zam\u011bstnatelnost absolvent\u016f t\u00e9to instituce byla v jej\u00edm st\u0159edu z\u00e1jmu. Hlavn\u00ed c\u00edle Institutu jsou orientov\u00e1ny p\u0159edev\u0161\u00edm na prohlubov\u00e1n\u00ed a zvy\u0161ov\u00e1n\u00ed kvality v\u00fdzkumn\u00e9 \u010dinnosti, je\u017e je prim\u00e1rn\u011b orientov\u00e1na na postgradu\u00e1ln\u00ed studium. Toto sm\u011b\u0159ov\u00e1n\u00ed pramen\u00ed ji\u017e z c\u00edl\u016f Univerzity Karlovy, kter\u00e1 m\u00e1 p\u016fsobit jako \u201eresearch university\u201c. Na absolventy, kte\u0159\u00ed nepokra\u010duj\u00ed v postgradu\u00e1ln\u00edm studiu, se tak vztahuje jen jedin\u00fd c\u00edl a t\u00edm je u\u010dinit z nich odborn\u00edky ve sv\u00e9m oboru. Odbornost absolvent\u016f se tak st\u00e1v\u00e1 kl\u00ed\u010dem k jejich zam\u011bstnatelnosti, jej\u00ed\u017e kompetence a indik\u00e1tory v\u0161ak celkov\u011b nespl\u0148uj\u00ed krit\u00e9ria \u00fasp\u011bchu. Poskytovan\u00e1 odbornost se tak ukazuje jako nedostate\u010dn\u00e1. Institut tak nevzd\u011bl\u00e1v\u00e1 sv\u00e9 studenty v souladu s t\u00edm, jak by pot\u0159ebovali, a jak vy\u017eaduj\u00ed jejich zam\u011bstnavatel\u00e9, u nich\u017e bylo zji\u0161t\u011bno, \u017ee pln\u00ed sekund\u00e1rn\u00ed roli vzd\u011bl\u00e1vac\u00ed instituce t\u00edm, \u017ee nov\u011b p\u0159ijat\u00e9 zam\u011bstnance praktick\u00e9 poznatky dou\u010duj\u00ed. V n\u00e1vaznosti na toto zji\u0161t\u011bn\u00ed anal\u00fdza jako&nbsp;hlavn\u00ed probl\u00e9m odkryla p\u0159\u00edli\u0161nou teoreti\u010dnost v\u00fduky, kter\u00e1 je dle&nbsp;vn\u00edm\u00e1n\u00ed student\u016f a absolvent\u016f ISS v nedostate\u010dn\u00e9 m\u00ed\u0159e propojena se&nbsp;soukrom\u00fdm sektorem, jen\u017e by vnesl do vzd\u011bl\u00e1n\u00ed sou\u010dasn\u00e9 metodologick\u00e9 a&nbsp;v\u00fdzkumn\u00e9 trendy, jejich\u017e pot\u0159eba z \u00fast student\u016f a absolvent\u016f siln\u011b zazn\u00edv\u00e1.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Situace ale nen\u00ed vn\u00edm\u00e1na v\u0161emi studenty a absolventy stejn\u011b. Limit\u016fm \u00fasp\u011bchu se nejv\u00edce bl\u00ed\u017e\u00ed obor Ve\u0159ejn\u00e1 a soci\u00e1ln\u00ed politika, p\u0159edev\u0161\u00edm jeho kombinovan\u00e1 forma, a zam\u011b\u0159en\u00ed Teoretick\u00e9 sociologie. D\u00edky siln\u00e9mu z\u00e1jmu Institutu a cel\u00e9 Univerzity o v\u00fdzkumnou \u010dinnost a jej\u00edmu prohlubov\u00e1n\u00ed v postgradu\u00e1ln\u00edm studiu se k \u00fasp\u011b\u0161n\u00e9mu napln\u011bn\u00ed krit\u00e9ri\u00ed bl\u00ed\u017e\u00ed v\u00fdznamn\u011b hodnocen\u00ed student\u016f doktorsk\u00e9ho studia. Ti vykazuj\u00ed tak\u00e9 podstatn\u011b vy\u0161\u0161\u00ed uplatn\u011bn\u00ed ve vystudovan\u00e9m oboru, ne\u017eli zbyl\u00ed studenti a absolventi navazuj\u00edc\u00edho studia, a z\u00e1rove\u0148 vy\u0161\u0161\u00ed upot\u0159eben\u00ed sv\u00fdch znalost\u00ed a&nbsp;vy\u0161\u0161\u00ed m\u00edru nabyt\u00fdch praktick\u00fdch zku\u0161enost\u00ed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Naopak jako z\u00e1va\u017en\u00e1 se jev\u00ed situace u, v sou\u010dasn\u00e9 dob\u011b preferovan\u00e9m, zam\u011b\u0159en\u00ed Aplikovan\u00e9ho sociologick\u00e9ho v\u00fdzkumu, v n\u011bm\u017e se nach\u00e1z\u00ed p\u0159edev\u0161\u00edm segment pesimist\u016f, kte\u0159\u00ed hodnot\u00ed vybavenost kompetencemi zam\u011bstnatelnosti nejh\u016f\u0159e. N\u011bkte\u0159\u00ed z nich proto zanech\u00e1vaj\u00ed studia. V\u00fdsledky tak ukazuj\u00ed, \u017ee studenti zanech\u00e1vaj\u00ed studia v d\u016fsledku p\u0159edev\u0161\u00edm neuspokojen\u00fdch pot\u0159eb n\u00e1ro\u010dnosti a praktick\u00e9ho pojet\u00ed studia.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anal\u00fdza komparativn\u00edho standardu ale prok\u00e1zala srovnateln\u00e9, v praktick\u00e9m sm\u011bru dokonce v\u00fdznamn\u011b lep\u0161\u00ed (jak bylo zji\u0161t\u011bno p\u0159edev\u0161\u00edm d\u00edky kurz\u016fm statistiky), v\u00fdsledky s t\u00edmto standardem, kter\u00fdm bylo v\u00fdzkumn\u00e9 \u0161et\u0159en\u00ed na FSS MU. Situace Institutu tak nen\u00ed ojedin\u011bl\u00e1, ale naopak s ostatn\u00edmi podobn\u00fdmi instituty srovnateln\u00e1.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">P\u0159i aplikov\u00e1n\u00ed Freyovy teorie m\u016f\u017eeme \u0159\u00edci, \u017ee v situaci Institutu nebyla napln\u011bna (1) aspirace student\u016f vzhledem k tomu, co jim poskytuje ISS FSV UK. Dostate\u010dn\u011b se tak\u00e9 nesetk\u00e1vaj\u00ed (2) po\u017eadavky zam\u011bstnavatel\u016f s&nbsp;t\u00edm, co absolvent\u016fm poskytuje ISS FSV UK.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Pozn\u00e1mky pod \u010darou:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[1] Tento rok (pozn. kv\u011bten 2013) pr\u00e1v\u011b prob\u00edh\u00e1 sb\u011br dat do t\u0159et\u00ed vlny projektu Reflex. Druh\u00e1 vlna se uskute\u010dnila v roce 2010.<br>[2] Bolo\u0148sk\u00fd proces je dohoda 47 evropsk\u00fdch i mimoevropsk\u00fdch st\u00e1t\u016f, kter\u00e9 t\u00edmto zp\u016fsobem cht\u011bly zv\u00fd\u0161it dostupnost, p\u0159ita\u017elivost a kvalitu vysoko\u0161kolsk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed a vytvo\u0159it Evropskou oblast vysoko\u0161kolsk\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed (EHEA), kter\u00e1 byla zalo\u017eena v roce 2010 k p\u0159\u00edle\u017eitosti 10. v\u00fdro\u010d\u00ed aktu Bolo\u0148sk\u00e9 deklarace. Jedn\u00edm z d\u00edl\u010d\u00edch c\u00edl\u016f je podpo\u0159it mezin\u00e1rodn\u00ed mobilitu student\u016f a u\u010ditel\u016f a zav\u00e9st srovnateln\u00e9 vysoko\u0161kolsk\u00e9 tituly, aby se podpo\u0159ilo vz\u00e1jemn\u00e9 uzn\u00e1v\u00e1n\u00ed dosa\u017een\u00e9ho vzd\u011bl\u00e1n\u00ed a t\u00edm i zam\u011bstnatelnost absolvent\u016f (European Ministers of Education, 1999).<br>[3] Jako zainteresovan\u00e1 strana (v origin\u00e1le \u201estakeholder\u201c) jsou nej\u010dast\u011bji v evalua\u010dn\u00edm v\u00fdzkumu ozna\u010dov\u00e1ni jednotlivci, skupiny \u010di organizace, kter\u00e9 maj\u00ed v\u00fdznamn\u00fd z\u00e1jem na tom, jak dob\u0159e interven\u010dn\u00ed program funguje (Stufflebeam, a dal\u0161\u00ed, 2007).<br>[4] Hlavn\u00edm rysem c\u00edlen\u00e9 evaluace je zp\u016fsob testov\u00e1n\u00ed, kdy jsou k p\u0159edem definovan\u00fdm c\u00edl\u016fm b\u011bhem evaluace p\u0159i\u0159azov\u00e1ny skute\u010dn\u011b dosa\u017een\u00e9 a empiricky ov\u011b\u0159en\u00e9 v\u00fdsledky a oba typy informac\u00ed jsou n\u00e1sledn\u011b porovn\u00e1ny (Stufflebeam, a dal\u0161\u00ed, 2007).<br>[5] \u00da\u010del sumativn\u00ed evaluace spo\u010d\u00edv\u00e1 v posouzen\u00ed \u00fasp\u011b\u0161nosti v dosahov\u00e1n\u00ed projektov\u00fdch c\u00edl\u016f. Nast\u00e1v\u00e1 v dob\u011b, kdy u\u017e lze hodnotit dosa\u017een\u00e9 v\u00fdsledky evaluovan\u00e9ho programu.<br>[6] Computer Assisted Web Interview \u2013 metoda sb\u011bru dat na webov\u00fdch str\u00e1nk\u00e1ch, na kter\u00e9 je v p\u0159\u00edpad\u011b v\u00fdzkumu Perspektiva 2013 odkazov\u00e1no pomoc\u00ed linku um\u00edst\u011bn\u00e9ho v rozes\u00edlan\u00e9m mailu.<br>[7] O \u010dlen\u011bn\u00ed podle p\u0159edm\u011btu evaluace (v origin\u00e1le object of evaluation) se zmi\u0148uje D. Stufflebeam a A. J. Shinkfield (2007). Vych\u00e1z\u00ed p\u0159itom z typu evaluace, kterou je tzv. Evaluace programu (program evaluation). Programem se mysl\u00ed syst\u00e9m pl\u00e1novan\u00fdch aktivit tvo\u0159\u00edc\u00ed funk\u010dn\u00ed celek a sleduj\u00edc\u00ed spole\u010dn\u00fd c\u00edl. M\u016f\u017ee m\u00edt podobu r\u016fzn\u00fdch typ\u016f eduka\u010dn\u00edch akc\u00ed jako nap\u0159. \u0161koln\u00ed vzd\u011bl\u00e1vac\u00ed program, vyu\u010dovac\u00ed hodina, v\u00fdukov\u00fd blok, v\u00fdukov\u00fd projekt nebo integrovan\u00fd tematick\u00fd celek. Kl\u00ed\u010dov\u00fd v\u00fdznam m\u00e1 evaluace programu v rozhodovac\u00edch procesech o budoucnosti programu. Formulov\u00e1na jsou korektivn\u00ed opat\u0159en\u00ed a doporu\u010den\u00ed k modifikac\u00edm. Sou\u010d\u00e1st\u00ed evaluace programu jsou d\u00edl\u010d\u00ed procedury, je\u017e pat\u0159\u00ed k form\u00e1ln\u011b ust\u00e1len\u00fdm term\u00edn\u016fm v podob\u011b odli\u0161n\u00fdch dimenz\u00ed evaluace jako \u00farovn\u00ed, v nich\u017e je program pl\u00e1nov\u00e1n a realizov\u00e1n. T\u011bmi jsou evaluace vstup\u016f (input evaluation), evaluace procesu (process evaluation), evaluace v\u00fdsledk\u016f\/v\u00fdstup\u016f (outcome evaluation) a evaluace dopad\u016f (impact evaluation). Tyto dimenze p\u0159edstavuj\u00ed jednotliv\u00e9 f\u00e1ze programu uveden\u00e9 v LM.<br>[8] Celkov\u00fd pr\u016fm\u011br segmentu Pesimist\u016f je 2,5 stupn\u011b oproti 3,3 stup\u0148\u016fm celkov\u00e9ho souboru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Citovan\u00e1 literatura<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[1] European Ministers of Education. (1999) The Bologna Declaration. Bologna: THE EUROPEAN HIGHER EDUCATION AREA.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[2] Allen, J., Velden van der, R. (2006) The Flexible Professional in&nbsp;the&nbsp;Knowledge Society: New Challenges for Higher Education. Maastricht: Research Centre for Education and the Labour Market, Maastricht University.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[3] Curtis, D. D., McKenzie, P. (2002) Employability skills for&nbsp;Australian industry. Canberra: Department of Education, Science and Training.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[4] Dearing, R. (1997) Higher Education in the Learning Society. Lond\u00fdn: National Committee of Inquiry into Higher Education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[5] Elias, P., et.al. (1999) Moving On: Graduate careers three years after&nbsp;graduation. Menchester: The Higher Education Careers Services Unit a Committee of Vice Chancellors and Principals.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[6] Frechtling, J. (2010) The 2010 User-Friendly Handbook for Project Evaluation. Arlington: VA NSF<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[7] Frye, M. (2001) Matching Employer Needs and Learner aspirations today and tomorrow: The Strategic Challenges for providers. Lond\u00fdn: Further Education Funding Council.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[8] Gunawerdena, G., Vidanapathiraan, U. (2001) Unemployment Mismatch-Iceberg? Or Volcano? Colombo: Government Press.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[9] H\u00e1jek, M. (2013) \u201eO ISS\u201c [Online]. ISS FSV UK. [cit. 2013-04-30] Dostupn\u00e9 z: http:\/\/iss.fsv.cuni.cz\/ISS-142.html.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[10] H\u00e1jek, M. (2009) \u201eO ISS: Rozvoj ISS FSV UK\u201c [Online]. ISS FSV UK. Leden 2009. [cit. 2013-03-24] Dostupn\u00e9 z: http:\/\/iss.fsv.cuni.cz\/ISS-142.html.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[11] Harvey, L. (2001) \u201eDefining and measuring employability\u201c. Quality in&nbsp;Higher Education. 2001 7(2).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[12] Harvey, L. (2004) Employability and diversity. Sheffield: Centre for&nbsp;Research and Evaluation, Sheffield Hallam University.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[13] ISS FSV UK (2013) \u201eO ISS\u201c [online]. ISS FSV UK. 1. B\u0159ezen 2013. [cit.&nbsp;2013-03-03] Dostupn\u00e9 z: http:\/\/iss.fsv.cuni.cz.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[14] Knight, P., York, M. (2006) Embedding employability into&nbsp;the&nbsp;curriculum. Heslington: The Higher Education Academy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[15] Kouck\u00fd, J., Zelenka, M. (2011) Postaven\u00ed vysoko\u0161kol\u00e1k\u016f a&nbsp;uplatn\u011bn\u00ed absolvent\u016f vysok\u00fdch \u0161kol na pracovn\u00edm trhu 2011. Praha: St\u0159edisko vzd\u011bl\u00e1vac\u00ed politiky.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[16] Kouck\u00fd, J. (2012) Zam\u011bstnatelnost absolvent\u016f vysok\u00fdch \u0161kol: St\u0159edisko vzd\u011bl\u00e1vac\u00ed politiky [online]. St\u0159edisko vzd\u011bl\u00e1vac\u00ed politiky. SVP PedF UK, 27. \u00danor 2012. [cit. 2013-05-17] Dostupn\u00e9 z: http:\/\/www.strediskovzdelavacipolitiky.info\/default.asp?page=absvs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[17] Lees, D. (2002) Information for Academic Staff on Employability. Exeter: University of Exeter.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[18] McCawley, P., F. (2013) \u201eUniversity of Idaho Extension\u201c [online]. University of&nbsp;Idaho 2013. [cit. 2013-05-08] Dostupn\u00e9 z: http:\/\/www.uidaho.edu\/extension.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[19] Pegg, A., et.al. (2012) Pedagogy for employability. Heslington: The&nbsp;Higher Education Academy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[20] Stufflebeam, D. L., Shinkfield, A. (2007) Evaluation Theory, Models, &amp;&nbsp;Applications. San Francisco: A Wiley Imprint.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[21] Swiatek, J. (2001) Student and Employer Expectation. Wroclaw: Wroclaw University of Technology.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[22] Taylor-Powell, E., Jones, L., Henert, E. (2003) Enhancing Program Performance with Logic Models. Wisconsin: University of Wisconsin.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">[23] Weligamage, S.S. (2009) Graduates\u00b4 Employability Skills: Evidence from&nbsp;Literature Review. Kelaniya: Department of&nbsp;Accountancy, University of Kelaniya.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The work \u201eEmployability of university graduates\u201d deals with the relationship between tertiary education of graduates and their labor market outcomes. In the theoretical part the work deals with the importance of education in relation to the employability of graduates. The methodological part approaches this relationship on a case study of the Institute of Sociological Studies, Faculty of Social Sciences, Charles University. Evaluation<\/p>\n<p>as a research method is chosen to solve the employability. The analytical part gradually reveals the conceptual model of the evaluated program, stakeholders and their interests. The aim of this part is to answer the evaluation questions about the level of work performance of graduate employability skills.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[26],"tags":[],"class_list":["post-1317","post","type-post","status-publish","format-standard","hentry","category-articles"],"acf":[],"_links":{"self":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1317","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/comments?post=1317"}],"version-history":[{"count":2,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1317\/revisions"}],"predecessor-version":[{"id":1320,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/posts\/1317\/revisions\/1320"}],"wp:attachment":[{"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/media?parent=1317"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/categories?post=1317"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/evaltep.xcreative.cz\/en\/wp-json\/wp\/v2\/tags?post=1317"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}