The aim of the paper is to describe the PhD study and after graduation situation of graduates of Czech universities who completed their programme between 2010 - 2017. The first phase of the investigation was a quantitative study of a representative sample of Czech PhD graduates that aimed at revealing details of their study and after-graduation opportunities and careers. The second phase of the investigation was a qualitative study of a small sample aimed at understanding the reasons of young people to pursue a PhD programme at a university, to reveal academic, social and personal factors that influenced their decision to complete the PhD study and start an employment at a university.
Introduction: The career trajectories of young university teachers have been a relatively frequent research target in North American and Western European countries but an entirely neglected topic of the Czech and Slovak educational research. This paper’s ambition is to narrow the gap. The research goal is to describe one aspect of career advancement of young university teachers - their professional plans after their entry to an academic position at a university after completion of their doctoral studies.
Methods: This qualitative investigation was concentrated on a sample of ten young university teachers currently employed in Czech universities. The data were gathered through in-depth interviews, sound recordings were converted to written transcripts, and then open- and category coded.
Results: The findings show how the young teachers adapted to the workplace environment, how they struggled with the double roles in academia, i.e., an instructor and a researcher, and which personal decisions they made for the next years in employment. I was revealed how the desire to attain assistant professorship overwhelmed their professional, occupational and personal decisions.
Limitations: As concerns the limitation of the findings, the qualitative investigation went deeply into the thinking and decision making of the study participants but was unable to draft wide generalisations.
This empirical study focused on parents who enrolled their two-year old children in preschools in the Czech Republic. Recent provision of the Ministry of Education recommended that preschools accept children who are as young as two years, in response to increased demands of mothers who want to re-enter the employment after maternity leave. The purpose of the study was to examine the reasons of parents to place their children in preschools as well as their satisfaction of the developmental progress of their children in this institution. A representative sample of parents who enrolled their children in preschool from age two was surveyed (N=520). Surprisingly, caring for the child while at work was not the most important reason. They rated it 3.66 on a five-point scale. Other reasons were rated higher: getting the child accustomed to interaction within groups of same-age children (M=4.01), acquiring cognitive skills and knowledge (M=3.89), and getting accustomed to a routine other than that found at home (M=3.75). When asked to assess the developmental progress of their children due to preschool attendance on a 3-point scale, the parents noted progress in communication ability (M=2.35), social skills (M=2.37) as well as overall progress (M=2.62). Concerning demographic characteristics, the estimate of the child’s overall progress in preschool was significantly related to the mother’s level of education and her marital status.