Authors:T. Andrei, D. Teodorescu, R. Bourbonnais, and B. Oancea
The aim of this study is to highlight the characteristics of corruption and non-academic behaviour in higher education. Using data series recorded at a representative student sample we emphasise causal relationships between certain components of corruption and aspects of academic behaviour in universities, and the usefulness and quality of university education. The novelty of this study is the usage of a simultaneous equation model in analysing the causal relationship between corruption, academic behaviour, the quality of education and the utility of studies. By applying the simultaneous equation model we outline a number of factors that can directly contribute to the reduction of corruption. These factors include the stimulation of the academic behaviour of students and teachers, the improvement of the quality of education, and the increase of the usefulness of studies in personality development.
The forces of globalization are creating fundamental upheaval in the market for management education. As a consequence, international relevance has generally become a prerequisite for a business school’s ability to maintain a leading market position domestically. This article examines how business schools of the CEE region are coping with the pressures to widen the geographical scope of their activities in the face of tight resource constraints and still unresolved governance issues. While most business schools around the globe are struggling with similar issues, they manifest themselves in unique ways within the CEE region. Their resolution may ultimately enable regional business schools to lead the intellectual response to the fall-out of the still ongoing financial crisis.
Csernyák L, Hajagos B, Steiner F 1981: Determination of the density contrast surface on the basis of gravitational map (in Hungarian). Nehézipari Müszaki Egyetem Közl. , I., 29, 145--184.
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occasional conversations about the “good old days” is not to be overlooked either as a motivational factor (I13, I16, I26, I44, I8).
In the case of the early elderly, self-taught learning was common (I21, I22, I26, I29, I48). Self