Abstract: Higher education governance in Europe has undergone many fundamental changes in last two decades. While some of these changes are evident in Czech higher education as well, this
has been sorely neglected in higher education research. The few studies that address this topic fall into two ultimately unsatisfactory approaches: they report either on the extant higher edu-
cation legislation or the experience of governance practitioners. Social scientific studies of the actual governance mechanisms are completely lacking. In this article, we take the first step to
rectify this neglect. We have carried out semi-structured interviews with both teachers and students at two Czech universities’faculties of education and technology, respectively. The
aim of this article is to uncover the governance processes and mechanisms at these two faculties with a special focus on the roles of students in these mechanisms. The main finding of this study is that academics at both faculties decisively control governance of teaching, research, third role and funding, relegating students and external actors to clearly marginal roles. The study thus supports the findings of several previous studies arguing that Czech universities are governed by academic oligarchy.
Abstract: The article presents a review of several differing conceptualizations of so called third role of higher education institutions. It particularly concentrates on the third role pronouncement by international organizations focusing on educational policy – OECD, European Union and UNESCO. Conceptualizations are described, analyzed and compared. Finally the conceptualization of the third role in the Czech strategic documents focused on tertiary education is analyzed (Dlouhodobý záměr Ministerstva školství, mládeže a tělovýchovy; Bílá kniha terciárního vzdělávání) in the light of the the results of the previous comparation.
Zprávy – projevy při příležitosti 20. výročí Fakulty sociálních věd UK