Prepared by: Quality Department (kvalita@rect.muni.cz)
Last update: September 2022
Self-Evaluation Report of Degree
Programme B-PEM Business Economics
and Management
Regular Internal Evaluation of Bachelor’s or Master’s Degree Programmes
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Identification of the Degree Programme under evaluation
Tip: In the case of the evaluated Degree Programme being delivered in different languages, both programmes are
assessed in one report. Please identify both programmes in the table below.
Name Business Management
Type B: Bachelor’s
Profile Academic
Form Full-time and combined
Language Czech language
Faculty ECON: Faculty of Economics and Administration
Part I
Specification and Internal Structure of the Degree Programme
(Supporting documents: Export of Degree Programme data, Export of statistical data on the Degree Programme,
Management data in the IS)
1. Briefly outline the current position of the Degree Programme within the Degree Programmes
offered by the Faculty and the University.
The Bachelor’s degree programme in Business Economics and Management is (and has been since its
creation in 2011) one of the largest study programmes of the Faculty of Economics and Administration
of Masaryk University (FEA MU). From 2019 to 2022, 130–142 full-time students participated in the
programme, as did 36–1 students the combined form. It is the only programme among the Bachelor’s
programmes offered by the university and faculty that focuses on how businesses operate, and which,
given the contents of the programme, enables students who have completed the programme to also apply
the acquired knowledge and competences in organisations of a non-profit nature. Students who have
completed the programme may continue their studies in the follow-up Master’s degree programme of
the same name, or even a doctoral study programme. Although the evaluation also concerns the
combined form of studies, it is necessary to mention that the programme is no longer open for new
students interested in this form of study, with only the last remaining students currently participating in
the programme (in the reporting period, 36 students took part in the programme in 2019, of which 21
started the academic year 2020/2021, and of which 8 remain active in the academic year 2022/2023 and
11 have interrupted their studies).
2. Describe any changes that have occurred in the last reporting period with regards to development
in the field and trends in education:
a) in the structure of the Degree Programme’s graduate profile (study objectives, learning outcomes and
graduate employment);
b) at the level of study courses (e.g. changes in compulsory and elective courses).
In the reporting period, there were only small, i.e. insignificant, changes both in the graduate profile and
regarding the studied courses. Regarding the graduate profile, the wording of some learning outcomes
was amended in line with the update of the contents of the taught courses, which corresponds with the
development of knowledge. Regarding the studied courses, several new restricted elective courses were
added, namely the following courses: Intercultural Communication, Operations Management, and
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Logistics and Supply Chain Management. This was done in order to enrich the existing offer with
courses that broaden the spectrum of professional knowledge and competences of students completing
the programme. The course Marketing was moved from the third to the second year (because of the need
to acquire the necessary knowledge to write the final Bachelor’s thesis) and the names of the courses
changed from the original Management 1 and Marketing 1 (in the follow-up Master’s degree programme
the course Management 2 is no longer taught, and Marketing 2 was renamed). In the combined form of
studies, the courses Financial Accounting 1 and 2 were expanded. In addition to the changes stated
above, the guarantors of some courses changed. In 2019, the guarantor of the programme also changed.
3. If the Degree Programme differs significantly from the original field of study (new study plan,
curriculum), assess how the transformation has worked in practice and whether you plan any
changes in this respect.
When the discipline was transformed into a programme in 2018, there were no substantial changes, both
in the full-time and combined forms of study. The original nature of the field was maintained in
accordance with the intent of the faculty management.
4. Evaluate the structure of the curriculum:
a) based on the implementation of the curriculum to date, identify the learning outcomes of the
programme that are difficult to achieve in the curriculum or difficult to verify with students;
b) in the case of multiple curricula, pay particular attention to any overlap between them and their content;
c) where the programme under evaluation includes a major and a minor curriculum, indicate appropriate
combinations with the major and minor curricula included in other programmes of study.
The accredited programme has 13 learning outcomes. It can be stated that the instruction in practice is
focused on achieving them, although in certain cases it would be desirable if the degree of achievement
was higher. This concerns, in particular, the outcome: “to present and discuss in the given language, to
be able to write reports and summaries”, whereby the ability to write reports and summaries is taught
to a very limited extent through the contents and the nature of teaching of foreign languages. However,
in this case it must be stated that the teaching of foreign languages at FEA MU is evaluated as excellent,
both by the students themselves and by the employers of graduates. More room could be provided for
the outcome: “to participate in teamwork in solving model situations”, as this learning method is used
in a smaller number of courses than desirable given the expectations and need for practice. The most
problematic outcome to achieve is: “to independently carry out certain activities such as bookkeeping,
calculations, drawing up and evaluating budgets, marketing plans, leadership, planning, etc.” Although
the instruction includes, among other things, drawing up marketing plans, calculations and budgets, the
bookkeeping and calculations as such, as well as the evaluation of the calculations and plans, are only
models. Leadership is only taught and trained in one course and to a very limited extent. It is therefore
questionable whether students acquire this competence to a degree adequate to the expected outcome.
What is difficult to demonstrate is the outcome: “to apply the acquired knowledge in practice” because
of the absence of the compulsory course Practical Training in the curriculum. Another problem linked
to achieving the required extent of the outcomes is the fact that part of the outcomes take place in courses
other than profile ones.
The programme has currently been implemented in the form of a single curriculum. The programme
does not contain any major or minor curricula in any of its forms.
5. In the table below, please assign the related learning outcome that the course fulfils to the profiling
courses of the Degree Programme (profiling foundation courses and profiling foundation theory
courses). Comment on whether the profiling courses sufficiently cover the learning outcomes.
For clarity, please apply the numbered learning outcomes below:
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1. Is able to apply general methods of professional work in the studies in the given field.
2. Masters both written and oral professional styles of presentation.
3. Masters English or another world language at a good level, both in general and
technical terms, with an orientation towards economic terms.
4. Is able to present and discuss in the given language, and is able to write reports and summaries.
5. Is able to apply appropriate tools of quantitative analysis to basic types of economic tasks.
6. Is able to interpret the results of statistical surveys, and is able to independently search for data and
information.
7. Is able to explain basic theoretical and methodological knowledge of general economic theory.
8. Understands theoretical knowledge of business economics and management.
9. Is able to apply this knowledge in solving model and practical situations.
10. Participates in teamwork in solving model situations.
11. Is able to apply acquired knowledge in practice.
12. Is able to analyse selected fields of economics and management of a real-world enterprise.
13. Is able to independently carry out certain activities such as bookkeeping, calculations, drawing up
and evaluating budgets, marketing plans, leadership, planning, etc.
Profiling courses (name): 1 2 3 4 5 6 7 8 9 10 11 12 13
Bachelor Thesis x x x x
Bachelor Thesis Seminar 1 x x x x x x x x x
Bachelor Thesis Seminar 2 x x x x x x x x x x
Microeconomics 1 x x x x x x x
Macroeconomics 1 x x x x x
Corporate Economics x x x x x x x x
Business Economics x x x x x x x x x
Management x x x x x x x
The profiling courses cover most of the learning outcomes relatively well. There are some problems
concerning outcomes 10, 11, 12 and 13, which are outcomes closely associated with the studied
programme. This result is due to the broad scope of the studies, which includes study fields that do not
relate to economics and the management of businesses, but to the broader context of the functioning of
economics as such. However, this knowledge does not profile students who completed the programme
Business Management. Although the learning outcomes may not be covered by all or most of the courses
that form the graduate profile, learning outcomes 12 and 13, in particular, involve crucial learning that
is only acquired in one course. Bachelor Thesis Seminar 1 and Bachelor Thesis Seminar 2 are courses
in which the students gain methodological knowledge that they should use to apply their professional
knowledge in a bachelor thesis. In order to therefore continue the programme, we need to alter the
programme content, extend the offer with courses that truly profile graduates, as well as alter – extend
the list of profiling courses.
Learning outcomes (numbered according to the DP characteristics (export PDF file from the IS MU):
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6. Evaluate how the number of studies in the Degree Programme has developed, pay attention to:
a) the distribution of studies among the curricula with regards to the form of study and their evolution over
time;
b) drop-out rates, transfers between programme plans or forms of study;
c) completion rates (in standard study time, std. time + one year, absolute numbers).
At present, the total number of students actively studying in the programme in both forms is 329 (resp.
336), of which 321 full-time and 8 combined. An additional 20 (resp. 21) students interrupted their
studies (9 full-time and 11 (resp. 12) combined. Regrettably, the available statistics differ to the reported
numbers. The combined form of studies is no longer offered to new students. This is due to the
decreasing number of prospective students and the faculty’s strategy to open a new, professionally
oriented programme.
The following table showing the numbers of active studies indicates that the number of students was
gradually decreasing, but that the in the last year of the reporting period the number increased again.
The number of students reflects not only the interest, but also the intent of the faculty concerning the
target number. Regarding the combined form of studies, see the information above. In general, it can be
stated that the number of students was quite stable in the reporting period.
Rok Year
Počty studií k 31. 10. Numbers of studies to 31.10.
Přerušená studia Interrupted studies
aktivní Active
občané SR Slovak citizens
ostatní cizinci Other foreigners
prezenční forma Full-time studies
kombinovaná forma Combined studies
prezenční Full-time
kombinovaná Combined
In 2022, the drop-out rate was 49.7% and 49.1% in full-time and combined studies, respectively. The
study failure rate was 19.4% and 51.6% in full-time and combined studies, respectively. The figures are
stated in the tables below and suggest that the number of full-time students who failed has been
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increasing (regarding students of the combined form, the data do not require further examination due to
the termination of the programme).
Full-time studies:
Combined studies:
Rok Year
Počet absolventů Number of graduates
Počet neúspěšných Number of dropouts
Počet jinak ukončených Number of studies finished otherwise
The tables below contain data on the drop-out rate in the first two semesters:
Ročník Year
Zapsaní Enrolled
Míra ukončení Time of termination
Do 1. sem In first semester
Do 2. sem In second semester
Do 3. sem In third semester
Po 1. semestru After first semester
Po 2. semestru After second semester
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The data and development indicate that the drop-out rate of students who switched from a different
programme is almost zero, which may be explained by their true interest in the programme studies. In
the reporting period, the drop-out rate in the first year increased quite considerably (in the second
semester of the academic year 2021/2022 almost a third of students dropped out, while in the academic
year 2019/2020 the drop-out rate was just under 18%). The figure for the academic year 2021/2022 is
strange, with the actual drop-out rate for this academic year certainly not being 100% after the 1st and
2nd semesters.
There are three reasons for dropping out – the respective number of students is stated for each of the
reasons for the reporting period:
- termination of studies due to failure to meet requirements – 53 full-time students and 20 students of
the combined form;
- leaving studies upon written notice – 88 full-time students and 28 students of the combined form;
- leaving studies by not enrolling after interruption – 1 full-time student and 1 student of the combined
form.
With regards to the numbers of students in both forms of studies, it is evident that the drop-out rate of
students of the combined form was higher, which is understandable considering the time required for
the studies.
To a certain extent, switching to a different degree programme can be regarded as dissatisfaction with
the studies, which is included in the overall measurement of the success rate of studies. In the previous
period, 1 student in each form of studies switched to a different programme.
The reasons for dropping out are not available for the evaluation. However, the number is quite high,
and it would be advisable to examine the reasons and, in particular, prevent their occurrence and impact.
7. Evaluate the trend in admissions over the reporting period:
a) applicants in relation to those admitted and enrolled in the programme in the stated years;
b) interest in each curriculum in absolute numbers and by priority;
c) evaluate the interest in combinations with other Degree Programmes (in cases of combined studies
only, preference for major and minor plans).
The following point will only deal with full-time studies and this curriculum because the admission of
students to the combined form was terminated. According to the data in the table below, the number of
submitted applications is decreasing, which is not positive. To a certain degree, this fact is associated
with demographic trends. However, it would be useful to have data concerning the programmes of other
universities and colleges for comparison. The number of admitted students varies depending on the
success in the entrance examination (and on other factors, such as possible admission without entrance
examination if the required criteria have been met). What is positive, however, is the growing number
of enrolled students, especially in comparison with the number of submitted applications and the number
of admitted students.
Full-time studies
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Combined studies
As stated above, the combined form of study is no longer open to new students, which is also indicated
in the table below.
Rok Year
Počet podaných přihlášek Number of applications
Počet přijatých Number of admitted
Počet zapsaných Number of enrolled
Počet přestoupených Number of transferred
The curriculum under evaluation does not have any combined studies.
Part II
Teaching, Learning and Evaluation
(Supporting documents: Export of Degree Programme data, Course characteristics, Course Opinion Poll results)
8. Describe innovative and interactive elements in teaching (e.g. e-learning support, video lectures,
real-life simulated learning, field teaching/excursions, group work, flipped learning, blended
learning, problem-based learning, case-based learning, etc.):
a) evaluate how they contribute to achieving the intended learning outcomes;
b) indicate which of them worked best in your teaching.
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For almost all courses, an interactive curriculum has been created (i.e. e-learning support). According
to the statistics, such a curriculum has been created for more than three-quarters of the courses (76.6%)
– for more details see Annex No. 4. However, the data are not fully updated. For example, the course
Bachelor Thesis had and has a curriculum. Regrettably, the guarantor does not have the right to view
the folders of various courses in the information system (IS), so it is impossible to find out whether and
to what extent there are all the required study materials for the course in the information system.
However, we have a statistical figure about the rate of availability of materials for courses in the IS (for
2022, this was 93.6%) and an overview of courses and the number of materials for each course that are
contained in folders in the information system. The overview indicates that the number of shared
materials is fine.
The materials for most of the courses include video recordings of lectures, which proved very good for
reviewing the acquired knowledge at a time and pace convenient to the students. The folders of courses
in the IS can also be used by students to hand in their assignments (in 2022, it was used for this purpose
for 61.7% of courses; however, the particular overview of courses does not show whether they are used
for handing in assignments – zero is stated for each course). These folders also allow the entry of
assignment specifications, online tests (80.9% of courses) and the like. In addition, course tabs enable
a number of interactive processes and facilitate communication with students and knowledge sharing.
Before the beginning of each semester, the information for courses is checked, altered and supplemented
(if needed). Once again, this depends on how the guarantors of each course make use of these options.
According to the results of the student satisfaction survey, satisfaction prevails.
The COVID-19 pandemic and the associated lockdowns that also affected Masaryk University led to
the introduction of the MS Teams platform for education. This platform provides a number of elements
that enrich instruction and delivers numerous benefits, in particular for students of the combined form
of study. Once again – not all instructors take advantage of the opportunities. The IS, including MS
Teams, therefore helps to apply blended learning.
In many courses, the instructors use an interactive board that makes it possible to include videos in the
instruction, share knowledge and ideas, and co-create content that is presented in real time to all
participants and can also be saved at the end and shared for further use.
The use of various online tools during the instruction (e.g online quizzes, surveys, word clouds, open
texts) that stimulate creativity and prepare students (particularly full-time ones) for teamwork has been
increasingly seen in the instruction of various courses. It is also very important to work with real-world
data and real-world databases and, of course, use methods and techniques for storing and analysing data,
presenting results and the like (in particular, in the courses Statistics 1 and Statistics 2, Financial
Accounting 1 and Financial Accounting 2, and Managerial Accounting).
In most courses (particularly in seminars and partially also lectures), discussion methods are used. In
seminars, the T-P-S (Think-Pair-Share) method is often used. This method requires the clear
specification of a certain topic for reflection, the activation of connections, and the sharing of the results
of the aforementioned reflection. Where the topic has the nature of a problem, problem-based learning
is used, often in combination with flipped learning, which is necessary for a number of assignments.
This is particularly the case for courses where it is necessary – for better understanding – to have more
time and instruction using case-based learning. Real-world assignments to solve the problems of
companies were used in the course Marketing. Gaming principles, together with the methods stated
above, have been fully implemented in the Managerial Game (seminar part of the course Management),
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which also encourage teamwork. Practically in all courses, students work with real-world situations
from the operations in companies/organisations and environments in which companies/organisations
exist, which considerably helps to achieve the planned learning outcomes. The methods and approaches
have been used because of numerous benefits that they bring. It is impossible to say which methods
have proved themselves best. This depends on the nature, content and objectives of the particular course,
with not all approaches being suitable for all instruction. It goes without saying that this also depends
on the year of instruction – with regards to the age of students and the need to gradually switch from
instruction typical for secondary schools to university instruction. In technical courses, the following
approaches are most suitable: case-based and problem-based learning, as they make it possible for
students to better understand and partially experience solving the real-world problems of existing
companies against a certain background and context.
9. Comment on the main changes and measures implemented in the last reporting period (e.g.
based on the results of the study course survey) at the level of individual courses, in particular with
regards to:
a) study objectives, study load and teaching methods;
b) the evaluation of students according to transparent, objective and predetermined criteria;
c) the provision of formative feedback.
In the previous period, only non-substantial changes were made, of which the majority related to the
contents of courses. The changes were made on the basis of: a) student survey results; b) development
of knowledge as perceived by the guarantors of courses; and c) development of practical needs and
requirements (employer survey results). The study objectives were therefore partially reformulated, as
a result of which, some contents of courses were changed (e.g. by including sustainability aspects,
Industry 4.0 and the circular economy in the curriculum – courses Management, Operations
Management, and Logistics and Supply Chain Management). The instruction during courses was
enriched with a number of innovative elements and methods (for more details see Question 8 in Part II).
For certain courses, the study load was also slightly decreased (mostly by re-evaluating and altering the
proportion of load in terms of direct instruction and home studies).
The guarantors of courses are obliged, by the start of the semester at the latest, to clearly define the
conditions for completing the course, including clearly set criteria – if there is an interactive curriculum,
the conditions are stated in it in detail, otherwise such information is available in the specific course
information in the IS. The conditions are also re-evaluated on the basis of feedback from students, but
in such a way as to maintain continuity and similar conditions over a certain period of time. In addition
to the course surveys stated above, a number of instructors have been in intensive communication with
students during the course of semesters in order to garner ideas how to improve and enrich the
instruction.
Formative feedback is provided in various forms, depending on the nature of the course, the content and
nature of the requirements, and the instruction methods used. Feedback may therefore be provided
immediately during the course of a discussion about the presentation of seminar papers, or continuously
in relation to seminar papers submitted during the course of studies through comments from the
instructors. Mutual evaluation of undergraduate students was not used in the previous period. This also
applies to various tests taken during the course of the semester and subsequent discussions about their
results. Intensive feedback is provided in the Managerial Game in the course Management, not only by
the instructors, but also by the other teams in the form of game results in weekly cycles. Similarly, team
projects pass various evaluation control points.
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10. Evaluate the content and scope of the state final examination in relation to the requirements and
structure of the profiling courses of the assessed study programme. Evaluate the suitability of the
final state examination in relation to the profile of the graduate. Evaluate the suitability of the
setting of the final qualification paper.
The form of the final state examination was changed in 2020 in order to bring it closer to the standards
of top foreign universities and to more clearly fulfil the objectives related to the graduate profile. The
attention now focuses on the final thesis. The examination contains two closely interconnected parts.
The first part is the defence of the final thesis, whereby the student is expected to present, explain and
defend the formulation of the thesis objectives, the need to solve the problem, the research design, the
results of analyses, and the proposed solutions to the problem. The second part (discussion) relates to
the graduate profile. During the discussion, it is verified whether and to what extent the student has
acquired the knowledge and competences required (the discussion is based on the profiling courses and
on the knowledge and competences acquired during the course of writing the final thesis). The Board
asks questions covering both the knowledge gained in profiling courses and the topic of the final thesis.
The list of profiling courses and the knowledge and competences are stated in Question 5 in Part I of
this report. This form of the final state examination eliminates duplicate testing in the courses that have
already been completed by the student during their studies and better reflects the degree of acquired
knowledge and competences with regards to proving how the student is able to apply and link the
knowledge to real-life practice. A certain problem may be the fact that professional knowledge is only
verified in three technical profile courses (courses of the profiling basis) that do not relate to the
preparation and writing of the bachelor thesis, i.e. methodological knowledge necessary for mastering
the work associated with the bachelor thesis, and a number of topics included in other courses that the
students complete as compulsory or compulsory elective courses. In this respect, it should be considered
for future periods whether to include additional courses among the profiling courses in order to achieve
greater concordance between the graduate profile and the contents of the final state examination. In
2022, the success rate in the final state examination was 92.3%, with the failure rate higher for the
defence of the final thesis than for the technical discussion.
Regarding the final thesis, the spectrum of possible focuses, and therefore the general content of theses,
was also broadened. As a result, students may process “research papers”, i.e. not to only solve a problem
of one particular business or organisation, but, based on their own empirical research, offer new
knowledge of selected factors of the functioning of markets.
Students work on the final thesis for three semesters and pass three control points in the form of the
fulfilment of requirements set out for the courses Thesis, Bachelor Thesis Seminar 1, and Bachelor
Thesis Seminar 2. For the first two courses, an instructional part, which has a methodological nature,
was introduced. According to the external members of the final state examination boards from other
university departments and other partner universities and colleges, the level of final theses is very high.
This was achieved particularly by placing greater emphasis on various parts of the work on the thesis
and by the aforesaid innovation regarding the introduction of methodology instruction in various courses
related to the final thesis. Students are encouraged to provide clear arguments for the thesis objectives
and for the need to solve a clearly formulated problem (research or managerial one), with great attention
also paid to the methodological part of the work, the analyses carried out, and the clear formulation of
valid recommendations and proposals. The requirements regarding the resources used increased
considerably, with a move away from coursebooks and textbooks to high-quality and relevant academic
articles from which the students may gain considerably better findings for the closely specified problems
that they address in their theses. The objectives of the qualification thesis given by the programme
characteristics (in terms of topics and benefit) are therefore fulfilled and are able to follow the
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development of current trends in the given field and respond to the labour market requirements regarding
the required knowledge and competence of the programme graduates. Writing theses in the English
language is encouraged (financial motivation).
11. Indicate the scientific research, grant or other creative activities within the evaluated Degree
Programme that have been/are being carried out with the involvement of students. Describe any
opportunities and forms of motivation for student involvement. Indicate any major awards
(including nominations for major awards) won by students in the field of study concerned in the
last 5 years.
Undergraduate students have not yet been engaged in any scientific-research, grant or other creative
activities. If they have, a list of engaged students is regrettably not available.
In connection with this point of the Self-Evaluation Report, there appears room for thinking about:
extension of possibilities of engaging undergraduate students in various research and creative projects,
e.g. specific research projects that fall under the Grant Agency of Masaryk University. This applies
particularly to full-time students. Timely engagement of students in activities like this may be a
significant stimulation factor in encouraging their interest not only in the follow-up Master’s degree
programme, but also in doctoral studies. So far, this role has been, to a limited extent, played by writing
bachelor theses.
In the reporting period, 3 students were given the Dean’s Award for Excellent Bachelor Thesis (2 first
places and 1 third place). In the same period, 8 students were rewarded for excellent study results.
12. Evaluate the system of internships, practical training and placements of students on the evaluated
study programme. Indicate any innovations that have taken place in the last reporting period.
No system of practical training was created and therefore introduced for undergraduate students. At this
study level, there is no special course Practical Training, unlike at the follow-up study level. However,
it must be mentioned that due to the high number of students in the programme, neither the faculty nor
the department is able to secure and guarantee practical training for each student of the programme.
A certain substitution is the elective course MPX_TPSC Top Students Centre, which has a limited
capacity, but where students have opportunities to meet practicing experts during interactive technical
workshops and gain not only knowledge, but also experience and competences. However, the course is
not a priori created for the undergraduate level of studies or for the degree programme Business
Economics and Management.
Internships are also not actively offered to undergraduate students, apart from ERASMUS+ internships
or international internships organised by AISEC.
Practical training is integrated in the instruction through dealing with case studies, in the course
Management through the Managerial Game, where students take part in teamwork, and through lectures
and discussions with practicing experts (compulsory elective courses Marketing, Intercultural
Communication, Operations Management, and Logistics and Supply Chain Management). This process
also takes place when students are working on a bachelor thesis that has the form of a case study,
whereby the student deals with a particular problem in a particular company.
13. Identify the main external partners on the Degree Programme (professional organisations,
employers, internship providers, etc.) and evaluate the process of establishing and maintaining
relationships with them. Evaluate the extent and possibilities of involving practitioners in teaching
in relation to the focus and profile of the Degree Programme.
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The degree programme has no external partners or rather has no officially known partners. Cooperation
with external partners (businesses, in particular) takes place at the level of specific taught courses,
mostly in the form of lectures given by external experts, and in sporadic cases in the form of practical
assignments or projects assigned to students by businesses. Partners are also contacted regarding
possible field trips. These forms of cooperation only take place in those courses secured by the parent
department of the programme, i.e. only in a few courses, in particular Marketing, Logistics and Supply
Chain Management, and Operations Management.
This is not satisfactory, especially when there is a greater number of prospective possibilities of
cooperation available. Individual relationships for the given number of students is not sufficient, with
greater interconnection with practice requiring an additional level of cooperation.
14. Assess the accessibility of the programme for people with specific needs:1
a) if the programme being evaluated requires a specific skill that you consider to be a serious
barrier for a group of persons with disabilities, please specify the skill(s);
b) the Universal Educational Design Standards require that the physical learning environment
complies with Decree 398/2009, the virtual environment complies with the accessibility rules of Act
365/2000. If you are aware of any risks that the programme has in this area, please indicate them;
c) is the study programme prepared beyond the universal design so that the learning environment
is adequately adapted to the individual needs of people with specific needs? If you are aware of
any risks that the programme has in this area, please indicate them;
The programme does not require any specific skill, the absence or reduction of which would constitute
a serious obstacle for any group of people with disabilities. Extraordinary care is provided to various
groups of students with diverse disabilities by the Teiresias Centre of Masaryk University, which is in
very close contact with instructors. This means that the degree programme is prepared to make it
possible even for students with specific needs to study, and the environment (both offline and online) is
always adequately adapted. No risks are assumed to be present.
The physical and virtual environments comply with all relevant regulations within the Universal Design
for Learning standards. In this respect, no risks are assumed to be present.
1
Regarding the evaluation, please consult the Teiresias Centre whose task it is to verify accessibility of the study environment
and secure the necessary individual adaptations through technologies.
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Part III
Staffing
(Supporting documentation on staffing from the IS MU)
15. Evaluate the development and current structure of academic staff by number and age with regards
to future Degree Programme staffing.
During the reporting period – see the tables below – the number of academic staff providing
instruction on the programme fell considerably – from 143 to 109 persons (a decrease of 34 persons)
- which may be a consequence of the decrease in the number of students, particularly those following
the combined form. While in 2018 the proportion of staff aged 35 years or less was approximately
36.4%, in 2022, this proportion dropped to 24.7%. By contrast, the proportion of the second age
group (36–55 years) increased from 50.3% (2018) to 64% (2022). There was no change in the third
age group, while in the last group there was a considerable decrease in the number of staff. In 2022,
there was only one member of staff in the age group of 71 or more years, while in 2018 this stood
at 5. This implies that the age of staff rose slightly. Regarding changes in job positions, the largest
decrease was seen in the number of non-academic staff (from 44 to 10), while the largest increase
was seen in the number of lecturers (from 19 to 33). At present, 33% of instructors on the programme
are lecturers. What is positive is the reduction in the age of professors. In 2022, the majority of
workers in this position were between 36 to 55 years of age. However, there are very few academic
workers in this position. Together with associate professors, they provide 22.9% of the instruction this
proportion has slightly increased since 2018. For the next 5-year period, the age structure is
acceptable, subject to developments over time. The question is whether the number of lecturers
participating in the instruction is not too high. Information explaining this situation is not available.
The current structure of the academic staff on the programme
Job position Up to 35 years 36–55 years 56–70 years
71 and more
years
Professor 0 5 2 0
Associate professor 0 16 2 0
Assistant professor 11 24 2 1
Assistant 3 0 0 0
Lecturer 6 22 5 0
Other (not member of academic
staff)
7 3 0 0
The structure of the academic staff on the programme in 2018
Job position Up to 35 years 36-55 years 56-70 years 71 and more
years
Professor 0 0 3 3
Associate professor 0 17 2 2
Assistant professor 11 28 3 0
Assistant 7 4 0 0
Lecturer 1 15 3 0
Other (not member of academic staff) 33 8 3 0
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16. Evaluate the contribution of foreign experts to teaching in the Degree Programme.
From the total number of 109 teachers, there are 9 foreign teachers (of which 6 from the Slovak
Republic, 1 from Iran, 1 from India and 1 from Serbia), which represents 8.3% (5.5% excl. Slovakia).
In the evaluation in 2018, this proportion was 11.2% (2.1% excl. Slovakia). In other words, the
proportion of foreign teachers (excl. Slovakia) has increased slightly, but their proportion is still very
low. For further details see Point 18 in Part IV.
17. Comment on the current state of the number of theses supervised by one academic.
From 109 teachers in 2022, a total of two teachers supervise more than 10 Bachelor’s theses, two
teachers supervise 10 Bachelor’s theses, and 29 teachers supervise more than 5 Bachelor’s theses, i.e. 6
to 9 bachelor theses. (However, if Master’s theses are also taken into account, 39 teachers supervise 11
or more theses, with some also supervising doctoral theses.) From the aforesaid 39 teachers, 16 teachers
supervise 15 or more theses, 9 of which are members of staff of the Department of Corporate Economy.
Although the supervision of theses is spread over three semesters (after introduction of the additional
course called Bachelor Thesis in the fourth semester of instruction), it cannot be said that the workload
of certain teachers resulting from this work is low. On the other hand, it should be noted that it is
necessary to evaluate the workload resulting from teaching, working on projects, and fulfilling the third
mission of the university, and whether they work full-time or part-time, because such a narrow
evaluation does not provide any adequate informational value. However, in recent years, the workload
associated with the supervision of final theses has also been partially shifted to the staff of other
departments or other colleges and to practitioners, which means that a slight improvement of the current
situation can be expected in the future.
Annex No. 4 contains a list of academic staff teaching on the programme and the number of final theses
supervised by them.
Part IV
Internationalisation
(Supporting documents: Export of statistical data on the Degree Programme, management data in the IS)
18. Evaluate the international dimension of the Degree Programme:
a) the structure of offers from partner universities at which students of the programme can undertake a
study abroad or internship;
b) the evolution of student mobility and their interest in participating in study abroad (including
identification of possible barriers to mobility);
c) the space devoted to learning in a foreign language within the curriculum (including teaching in a
foreign language, learning a foreign language, as well as compulsory foreign language literature, etc).
The structure of the offer of partner colleges is abundant. The faculty has agreements with more than 70
universities and colleges from all over the world (6 of them rated as TOP) in the ERASMUS programme
and 20 in the CEEPUS programme. However, it must be pointed out that the offer does not always fully
correspond with the programme Business Management. In addition to the programmes stated above,
students may also go to study abroad as Freemovers and, in the reporting period, through the
development project of the Ministry of Education, Youth and Sports of the Czech Republic. The offers
16/33 Self-Evaluation Report of the Degree Programme
from Western European countries prevail. Undergraduate students go to study abroad less often than
students in the follow-up Master’s degree programme, which is to be expected with regards to their age,
knowledge and experience. In the reporting period, only full-time students went to study abroad. Most
often, students went to study abroad under the Erasmus programme. One student undertook an internship
abroad (in Great Britain) under the Freemovers programme.
The list in the table in Annex No. 2 shows that the countries chosen for such study visits are very diverse.
In the reporting period, the interest in foreign study visits and internships was quite small because of the
situation related to the COVID-19 pandemic, as indicated by the table below. The reason for the slightly
smaller number of studies abroad in 2022 compared to 2021, which was affected by measures related to
COVID-19, is unknown. In 2022, a total of 18 students went to study abroad and, except for 2020, this
number is very similar to the numbers from the other years in the reporting period. The proportion of
students going to study abroad in relation to enrolled students was around 15%. It would be advisable
to compare this percentage across similar programmes at other universities and colleges in the Czech
Republic and abroad. However, it is evident that in this case there is room for improvement in the form
of the increased promotion of available options and the more active addressing of students.
At the level of Bachelor’s degree studies, there has been long-term cooperation with the University of
Huddersfield in the form of one-year studies (3rd year) at this university on the basis of the Double
Degree Programme Agreement, with an option to also earn a British diploma. Students also have the
option to continue in the follow-up Master’s degree programme.
The number of students on foreign study visits – full-time studies:
Typ výjezdu Type of foreign placement
Počty výjezdů Numbers of foreign placement
Compulsory courses also include a foreign language taught for 4 semesters. No course – compulsory or
compulsory elective – was taught in a foreign language in the Bachelor’s degree programme in the
reporting period, but students may choose an optional course taught in a language other than Czech.
Information about the usage of this option is not available. An exception to that stated above is the
course Marketing, which is partially taught in the English language (lectures).
Each student is obliged to complete at least one course taught in a foreign language during their studies,
while being allowed to select a course offered by any other faculty of MU to fulfil this requirement. This
obligation may also be fulfilled by undertaking a one-semester study visit at a partner university abroad
or other equivalent ways, e.g. an internship abroad.
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The guarantors of courses are obliged to include publications in the English language in the literature
required for the studies, with teachers using numerous materials written in the said language for their
instruction. The proportion of instruction in a foreign language is definitely not ideal. It would therefore
be desirable to gradually include more courses, particularly technical courses, in the curriculum.
18/33 Self-Evaluation Report of the Degree Programme
Part V
SWOT Analysis and Draft Development Plan
for the Degree Programme
19. Formulate the strengths and weaknesses of the Degree Programme, as well as the opportunities
and threats to its implementation.
Internal strengths Internal weaknesses
Size of the degree programme
Breadth of knowledge acquired by the
graduates
Education encouraging logical and critical
thinking
Existence of follow-up Master’s and doctoral
studies
Large number of opportunities to study
abroad
Wide range of elective courses throughout
the university
High-quality teaching materials
Relatively modern technical equipment in
classrooms and workplaces
Breadth and depth of expertise of the
teaching staff
Age structure (including the structure of
academic qualifications)
Facilities of Masaryk University
Insufficient number of technical courses related to
the programme
Impossibility for students to specialise within the
programme due to the small number of technical
courses
Little interconnection with practice
Lower engagement of experts in the field in the
instruction of courses
No compulsory course taught in a foreign language
Low degree of electivity within the degree
programme
External opportunities External threats
Decline in the number of colleges
with economic focus (particularly private
ones)
Growing prestige of Masaryk University
Growing interest in cooperation of businesses
with FEA with regards to improvements in
communication and deepening cooperation
Demand for graduates with broad economic
education that are able to use logical and
critical thinking to interconnect knowledge
from various economic fields in various types
of organisations
Change in financing of colleges, which will
promote the quality of education
Strong competition from many similar degree
programmes at other colleges
Lower interest in the studies of Business
Economics and Management in comparison with
other programmes
Low population years
National budget deficit
Change in financing of colleges
Declining interest of employers in graduates with a
too broad study profile
Decline in the quality of prospective students
Decline in the volume of funds, or an unstable flow
of funds
20. Evaluate how the development plan from the previous 5-year period has been implemented so
far. If necessary, comment on the steps taken outside the development plan. In case of nonfulfilment
of certain parts of the plan, justify the strategy chosen.
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The evaluation of the fulfilment of the development plan is based on Annex No. 1.
The development plan created in 2018 states that at the time of preparation of the Self-Evaluation
Report there was an intensive discussion “about the future profiling of Bachelor’s degree programmes
and the contents of the faculty-wide shared foundation for studies” at the faculty. “Based on detailed
analyses and surveys of the decision-making schemes and the preferences of prospective students, the
passage of enrolled students through studies, and the options available for graduates in further
education and practice, Bachelor’s degree programmes” were to be “gradually restructured and
innovated”. It can be stated that during the previous 5 years, certain changes were made to the
programme that resulted in the clearer profiling of graduates. Discussions concerning the contents of
the faculty-wide shared foundation (scope and contents) are still ongoing and are expected to deliver
desirable changes in the spring of 2024. The changes should reflect the requirements and expectations
of employers, prospective students and students alike, as well as the restrictions associated with
faculty funding. The reasons for non-fulfilment of the development plan are primarily associated with
problems in finding a compromise between the available possibilities and the needs of multiple
parties.
We have failed to introduce changes in the admissions procedure that are required in order to select
students who are really interested in the programme and really want to study and complete it, and
who perceive the positives of the programme, so that the students do not drop out or the number of
drop-outs is reduced. In this case, the reason is the difficulty in finding the appropriate form for the
admissions procedure, one that is not time- and finance-intensive in terms of processing, and one that
makes it possible to really secure or support the aforementioned objective. The objectives relating to
increasing the motivation of students by offering a wide range of elective courses and foreign
internships also went unfulfilled - motivation has not increased. However, the number of students
going to study abroad is relatively stable. Some students are discouraged by the relatively substantial
theoretical character of the studies and the obligation to study courses which they are not interested
in and are not sure about the reasonability of their inclusion in the programme.
The development plan mentioned the objective of acquiring funds and the objective to increase the
practicality of instruction through finding partners for contractual research. For the bachelor’s studies,
this possibility is limited but not impossible – at least for the third year and the first semester of this
year, or for the final bachelor theses. This objective was only partially fulfilled. The reasons may be
a relative lack of interest on the part of businesses, the quality of work with businesses, including the
conditions for contractual research, and the communication with prospective partners.
However, during the reporting period, we managed to increase the expertise of the academic staff,
both in the form of the completion of doctoral studies, and the successful habilitation of 3 members
of the department’s staff, which has had, and still has to this day, a positive impact on the age and
qualification structure of teachers in the department. Unfortunately, the appointments procedure
(professorship) remains a large problem. In the reporting period, the department gained 2 new
members of staff from abroad for post-doc positions, one of which has already been teaching. The
department’s management is very interested in attracting additional staff from abroad (for the postdoc
positions as well as the positions of assistant professor, associate professor or professor) on the
basis of selection procedures.
21. Based on the results of the SWOT analysis and the outcomes of the self-evaluation, outline the
objectives for the development of the Degree Programme in the next period.
Degree Programme development
objective (what)
Measures leading to the objective (how) Measure
implementation,
year or cycle
(when)
Successful re-accreditation of
the innovated Bachelor’s degree
programme in accordance with
Preparation of accreditation materials
Negotiation at the level of faculty management
2023 or 2024
20/33 Self-Evaluation Report of the Degree Programme
the needs and requirements of
practice, prospective students
and students alike, and which
reflects new trends in business
economics and management.
Extend the number of available
technical courses in the field of
business economics and
management with regards to the
need to narrow the breadth of
knowledge covered by the
existing programme, despite its
name and focus.
Discussions at the department and faculty
levels
2023 and
beyond
Increase the number of courses
taught in the English language
Preparation of courses in the English language 2023 and
beyond
Increase the proportion of
modern teaching methods
involving higher student
activation
Sharing knowledge and experience among
colleagues, presentation of possibilities at
departmental meetings and trainings Acquiring
knowledge of methods during foreign
internships and in discussions with colleagues
from other universities at the national and
international levels
2023 and
beyond
Continue conducting surveys
among employers (businesses)
and students (graduates) of the
programme
On the basis of the developed questionnaires,
to ascertain from two groups of respondents
(companies and graduates) the correctness of
the direction of degree programmes, or the
correctness of the concept of programmes and
courses in terms of the required and acquired
competences
2023 and
beyond
Increase engagement of
practicing experts in the
instruction – lectures,
workshops, seminars, dealing
with practical problems in
seminars, or final papers
Create and put into operation a platform of
cooperating businesses from among the
faculty’s partners, members of TopSec or the
Investors Club, JIC, Regional Chamber of
Commerce (RHK) and the like, which would
facilitate the sharing of the needs and
possibilities of businesses and the needs and
possibilities of students in the form of mutual
cooperation
2023 and
beyond
Cooperation with other FEA
departments in supervising final
theses of PEM programmes
Evaluation of the existing cooperation in the
supervision of final theses and the adoption of
measures that will increase the quality and
successful defence thereof by students
2023 and
beyond
Increase the engagement of
external experts in the field as
supervisors, consultants and
readers of final theses
Create a database of external experts in the
field and a record of the number and rating of
the papers evaluated by them
2023 and
beyond
Drawn up by: doc. Ing. Alena Klapalová, Ph.D.
Date: 12.12.2022
21/33 Self-Evaluation Report of the Degree Programme
Annex No. 1: Study programme development intentions from the 2018 programme evaluation
report
At the faculty there is an intensive discussion about the future profiling of Bachelor’s degree
programmes and the contents of the faculty-wide shared foundation for studies. Based on detailed
analyses and surveys of the decision-making schemes and the preferences of prospective students, the
passage of enrolled students through studies, and the options available for graduates in further education
and practice, Bachelor’s degree programmes will be gradually restructured and innovated.
Considering the long-term uncertainty in the area of funding of post-secondary education
establishments, i.e. universities, faculties and departments, (in terms of the volume or stability of the
funds), it appears appropriate to secure funding resources, as far as possible, outside of or independent
of the national budget. In this respect, it seems to be an advisable strategy to carry out contractual
research with businesses, which would (in addition to securing additional funds) also increase the
practicality of instruction both through the engagement of students in the research and through the
engagement of experts from those businesses in the instruction.
The improvement and intensification of communications with businesses is not only necessary in
connection with contractual research, but also with regards to the continuous and permanent need to
ascertain what (knowledge, competences) they require from graduates, so that it is possible to
appropriately adjust the graduate profile and instruction content.
It will also be advisable to modify the manner of admitting full-time and part-time students in order to
select students who are really interested in the programme and really want to study and complete it. This
should result in a considerable reduction in the number of students dropping out of their studies.
The motivation of students to study may also be supported by the current wide range of elective courses
that make it possible for students to gain the required specialisation. Another motivation factor is the
large number of opportunities to study abroad and, last but not least, the follow-up Master’s degree
programmes in the field.
In the long term, it is also necessary to maintain a high level of support from the faculty and university
with regards to modern technical equipment for classrooms and workplaces.
On a continuous basis, it is necessary to increase the expertise of the academic staff, either in the form
of doctoral graduates or habilitations and professorships. It is realistic to assume that every year, one or
two students will successfully complete their doctoral studies. The objective for the next five years is to
achieve at least two successful habilitations for department staff and at least one successful professorial
appointment. This would further enhance the prestige of not only the university and faculty, but
primarily the department. Achievement of the aforementioned objectives will strengthen not only the
structure of the academic qualifications within the department, but also the age structure, since it will
enable the greater engagement of younger staff members.
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Annex No. 2: International Student Study Visits in Full-Time Form of Study in 2019 - 2022
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Stát/instituce State/Institution
Počty studií Number of studies
Něměcko Germany
Nizozemsko Netherlands
Francie France
Španělsko Spain
Rakousko Austria
Chorvatsko Croatia
Finsko Finland
Belgie Belgium
Švédsko Sweden
Itálie Italy
Litva Lithuania
Portugalsko Portugal
Austrálie Australia
Lucembursko Luxembourg
Slovinsko Slovenia
Korejská republika Republic of Korea
Spojené státy United States
Polsko Poland
Lichtenštejnsko Liechtenstein
Řecko Greece
Čína China
Kanada Canada
Norsko Norway
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Velká Británie Great Britain
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Annex No. 3: Number of Final Theses Supervised by Teachers in the Programme
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Kvalifikační práce Qualification papers
Údaj je uveden ve tvaru počet aktuálně vedených
prací / celkový počet i v minulosti vedených prací
(jde o práce na MU od roku 2000).
The data is given in the form of the number of
currently supervised theses / total number of
theses supervised in the past (theses at MU since
2000).
Akademický pracovník Academic staff
Bakalářské práce Bachelor theses
Magisterské práce Master theses
Dizertační práce Dissertations
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Annex No. 4: Existence of Interactive Curriculums in Courses
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JARO 2022 SPRING 2022
PODZIM 2021 AUTUMN 2021
33/33 Self-Evaluation Report of the Degree Programme
Předměty s interaktivní osnovou Subjects with the interactive syllabus
Celkem předmětů Total subjects
Kód Code
Název Name
Povinnost Obligation
Osnova Syllabus