| Attributes | Values |
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| rdf:type
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| Description
| - When considering the output quality of university graduates, it is important that universities themselves are able to generate a new quality of knowledge through research, stimulated by their teaching staff. This new knowledge can then help the graduates develop their understanding and provide a platform for their future careers. A secondary yet significant contribution to student education is a systematic effort to understand the natural field of study in a broader context, which is a crucial factor for the effectiveness of their own creative work. The educator, whose role is to encourage students to give a critical opinion of the submitted facts, can sometimes be unpleasantly surprised. There is invariably a small group of students who confuse a critical position with an unprincipled position. It is this dichotomy that forces educators and students to cooperate and more than outweighs the problems associated with this integration. From the practical viewpoint, innovative, previously unconsidered areas are more difficult to respond to during lectures as they interrupt the planned flow of the lecture; a teacher is only able to cover a smaller portion of the planned subject matter, however the teacher and students together are able to create new knowledge by spontaneous brainstorming on the germ of a novel idea during their studies. Thus both parties are able to mutually improve their knowledge and skills capital, and both groups become more like partners than rivals. By means of this partnership they are able to create the output value of the university which carries the attribute %22Synergy%22 through a time-concurrent optimisation of science and education. This paper focuses on identifying the concept which encourages the synergistic effect of interaction between teaching and research activities. The methodology is based on the findings, analysis of documents and primary sources of expertise. The research is based on the methodology of linear programming.
- When considering the output quality of university graduates, it is important that universities themselves are able to generate a new quality of knowledge through research, stimulated by their teaching staff. This new knowledge can then help the graduates develop their understanding and provide a platform for their future careers. A secondary yet significant contribution to student education is a systematic effort to understand the natural field of study in a broader context, which is a crucial factor for the effectiveness of their own creative work. The educator, whose role is to encourage students to give a critical opinion of the submitted facts, can sometimes be unpleasantly surprised. There is invariably a small group of students who confuse a critical position with an unprincipled position. It is this dichotomy that forces educators and students to cooperate and more than outweighs the problems associated with this integration. From the practical viewpoint, innovative, previously unconsidered areas are more difficult to respond to during lectures as they interrupt the planned flow of the lecture; a teacher is only able to cover a smaller portion of the planned subject matter, however the teacher and students together are able to create new knowledge by spontaneous brainstorming on the germ of a novel idea during their studies. Thus both parties are able to mutually improve their knowledge and skills capital, and both groups become more like partners than rivals. By means of this partnership they are able to create the output value of the university which carries the attribute %22Synergy%22 through a time-concurrent optimisation of science and education. This paper focuses on identifying the concept which encourages the synergistic effect of interaction between teaching and research activities. The methodology is based on the findings, analysis of documents and primary sources of expertise. The research is based on the methodology of linear programming. (en)
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| Title
| - Synergy of Teaching and Research activities
- Synergy of Teaching and Research activities (en)
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| skos:prefLabel
| - Synergy of Teaching and Research activities
- Synergy of Teaching and Research activities (en)
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| skos:notation
| - RIV/60461373:22340/14:43897314!RIV15-MSM-22340___
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
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| http://linked.open...vai/riv/dodaniDat
| |
| http://linked.open...aciTvurceVysledku
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| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
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| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
| |
| http://linked.open...ai/riv/idVysledku
| - RIV/60461373:22340/14:43897314
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| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - linear programming; synergy; educational activities; Research activities (en)
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| http://linked.open.../riv/klicoveSlovo
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| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...v/mistoKonaniAkce
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| http://linked.open...i/riv/mistoVydani
| |
| http://linked.open...i/riv/nazevZdroje
| - International Multidisciplinary Scientific Conferences on Social Sciences & Arts: Education & Educational Research - Conference Proceedings Volume III
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| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...iv/tvurceVysledku
| - Botek, Marek
- Macák, Tomáš
- Selby, Richard John
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| http://linked.open...vavai/riv/typAkce
| |
| http://linked.open.../riv/zahajeniAkce
| |
| issn
| |
| number of pages
| |
| http://bibframe.org/vocab/doi
| - 10.5593/sgemsocial2014B13
|
| http://purl.org/ne...btex#hasPublisher
| |
| https://schema.org/isbn
| |
| http://localhost/t...ganizacniJednotka
| |
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