<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The first part of this article surveys the current experience with the use of benchmarking at Czech universities specializing in economics and management. The results indicate that collaborative benchmarking is not used on this level today, but most actors show some interest in its introduction. The expression of the need for it and the importance of benchmarking as a very suitable performance-management tool in less developed countries are the impetus for the second part of our article. Based on an analysis of the current situation and existing needs in the Czech Republic, as well as on a comparison with international experience, recommendations for public policy are made, which lie in the design of a model of a collaborative benchmarking for Czech economics and management in higher-education programs. Because the fully complex model cannot be implemented immediately – which is also confirmed by structured interviews with academics who have practical experience with benchmarking –, the final model is designed as a multi-stage model. This approach helps eliminate major barriers to the implementation of benchmarking. </p></abstract>

The first part of this article surveys the current experience with the use of benchmarking at Czech universities specializing in economics and management. The results indicate that collaborative benchmarking is not used on this level today, but most actors show some interest in its introduction. The expression of the need for it and the importance of benchmarking as a very suitable performance-management tool in less developed countries are the impetus for the second part of our article. Based on an analysis of the current situation and existing needs in the Czech Republic, as well as on a comparison with international experience, recommendations for public policy are made, which lie in the design of a model of a collaborative benchmarking for Czech economics and management in higher-education programs. Because the fully complex model cannot be implemented immediately – which is also confirmed by structured interviews with academics who have practical experience with benchmarking –, the final model is designed as a multi-stage model. This approach helps eliminate major barriers to the implementation of benchmarking.

Benchmarking in Czech Higher Education

NISPAcee Journal of Public Administration and Policy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Benchmarking in Czech Higher Education"}

The first part of this article surveys the current experience with the use of benchmarking at Czech universities specializing in economics and management. The...

Benchmarking in Czech Higher Education

Publicado en línea: 29 ene 2016

Páginas: 101 - 124

DOI: https://doi.org/10.1515/nispa-2015-0011

Palabras clave
benchmarking, higher education, economics and management faculties

© NISPAcee

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Benchmarking in Czech Higher Education

Publicado en línea: 29 ene 2016

Páginas: 101 - 124

DOI: https://doi.org/10.1515/nispa-2015-0011

Palabras clavebenchmarking, higher education, economics and management faculties

© NISPAcee

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
benchmarking, higher education, economics and management faculties