Survey Perception of Pitfalls of Teaching Economics from the Point of View of Students and University Graduates in the Czech Republic

Abstract

The dynamically evolving societal and corporate environment evokes new needs for knowledge and skills. It is not a surprise that the interest in university education in the Czech Republic is still significant, as proven by the numbers of full-time students and distance students, despite the demographic development of society. Students have a wide range of expectations, assuming that the system and content of education will correlate with market dynamics and the acquired knowledge will be maximally usable in practice. These expectations may remain unfulfilled from the student's point of view. The aim of this article is to determine the perception of teaching the economics subjects by students and university graduates and to present recommendations on how to positively stimulate the perception of teaching economics, based on identified factors that are crucial in the perception of teaching economics subjects from the point of view of students and university graduates. The aim of the work will be achieved through a quantitative survey among students and university graduates, whose studies also included the study of economics subjects. Based on the analysis of a research sample of 315 respondents was found that the key person for acquiring knowledge of economics is the teacher, especially the teacher in the exercise. It was also found out that although the subject of economics itself is often perceived rather negatively by students at first, respondents themselves see added value in teaching economics. The presented findings are beneficial for representatives of universities in the Czech Republic as well as abroad.