Jiří Kropáč

Last modified: 11.03.2022


As academics, we cannot influence our students' social and economic early conditions easily. Family roots and social-economic parents' position of upcoming students to HEA institution is given. Education purposes are not just a degree. Pathway to those achievements in HEA is crooked and theoretical content transferred by lectures' good faith in systematic preparation leads to curricula fulfilment only. The HEA level is dealing with various challenges daily. Those hidden challenges may be invisible insurances of bright future for students in the non-ideal institutional world, balancing on the curricular theoretical framework without functional connectivity. A starting position of our PhD students is poorly supported, especially in the EU context policy for humanities in an early carrier trajectories of research skills development. The endeavour to transfer an excellent practical outputs, developed by students in institutional conditions, research and practice go hand in hand. This analytical study introduces mixed methodological design Interpreting the results of content analysis of interviews conducted with students in PhD programmes and proposes strategies for the best practice transfer to a legal NGO entity. Firstly, monitoring questionnaire analysis helps to create essential structure of the interviews with PhD students' according to their needs. Outputs of this analysis reinforced the transfer of non-governmental professional support for early carrier academics already since 2018. Moreover, it identifies factors of early academics' identity belonging under institutional support curricula. Secondly, National policy content analysis points in 2022 to fundamental improvements in early carrier academics institutional policy, based on practice connection in scientific research HUB. Although, presented outputs are new outcomes of pilot cooperation with NGOs' association Máma studuje z.s., they already represent an applied output for further scientific students' development and suggest how to enrich entrepreneurship with research and teaching excellence to make an impact on other societies out of academia.


early academic carrier, HEA development, Máma studuje NGO association, Mothership platform, PhD identity, PhD students' development, scientific HUB


Barnett, R. (2017). The Ecological University: A Feasible Utopia (1. vol). Routledge.

Bierhanzl, J. (2015). Etika a politika těla. Pokus o foucaultovskou četbu levinase. Filozofia (Philosophy), 70(9), 770–777.

Cohon, R. (2018). Hume's Moral Philosophy. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2018). Metaphysics Research Lab, Stanford University. Retrieved from https://plato.stanford.edu/archives/fall2018/entries/hume-moral/

EACEA (European Education and Culture Executive Agency), Desurmont, A., Riiheläinen, J., Horvath, A., Crosier, D., Kocanova, D., Racké, C., Paquet, M.-F., De Lel, G., Rauhvargers, A., Parveva, T., & Eurydice. (2015). The European Higher Education Area in 2015: Bologna Process : implementation report. Publications Office of the European Union. Retrieved from https://data.europa.eu/doi/10.2797/128576

European Commission (2022). Higher education: A European strategy for universities. Have Your Say. Retrieved from https://ec.europa.eu/info/law/better-regulation/have-your-say/initiatives/13199-Higher-education-a-European-strategy-for-universities_en

EUR-LEX. (2022). EUR-Lex—Recommendation 32005H0251—EN - EUR-Lex. Retrieved from https://eur-lex.europa.eu/eli/reco/2005/251/oj

European Commission, EACEA Eurydice (European Education and Culture Executive Agency), & Eurydice. (2020). The European Higher Education Area in 2020: Bologna Process Implementation Report. Publications Office of the European Union. Retrieved from https://data.europa.eu/doi/10.2797/756192

Eurydice (European Education and Culture Executive Agency). (2018). The European Higher Education Area in 2018: Bologna Process implementation report. Publications Office of the European Union. Retrieved from https://data.europa.eu/doi/10.2797/265898

Kriššák, M. (2018). Rekonstituce tragické zkušenosti ve Foucaultových Dějinách šílenství. REFLEXE, 2017(52), 137–151. Retrieved from https://doi.org/10.14712/25337637.2017.20

Kropáč, J. (2020). Faktor identity v profesním přesvědčení začínajících akademických pracovníků [Disertační práce (Dissertation), Univerzita Palackého v Olomouci, Pedagogická fakulta]. Retrieved from https://theses.cz/id/vvk9ve/#panel_bibtex

Kropáč, J. (2021a). Právní výzvy informačních technologií pro učitele 21. Století (1st ed.). Univerzita Palackého v Olomouci. DOI: https://doi.org/10.5507/pdf.20.24458601

Kropáč, J. (2021b). Chopped-Pot Situation in Teachers Development VIA Action Research Techniques in Cyber Era. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 349–362. DOI: https://doi.org/10.17770/sie2021vol1.6442

Kropáč, J., & Chudý, Š. (2019). Outliers of action research – the identity Construct of future teachers. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 290–299. DOI: https://doi.org/10.17770/sie2019vol1.3942

Krouglov, A. (2018). Transformational partnerships: developing effective university-enterprise cooperation. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 271–280. DOI: https://doi.org/10.17770/sie2018vol1.3398

MEYS. (2022a). Monitoring HEA indicators. Retrieved from https://www.msmt.cz/vzdelavani/vysoke-skolstvi/monitorovaci-ukazatele

MEYS. (2022b). Strategy for the Education Policy of the Czech Republic up to 2020+, MEYS ČR. Retrieved from https://www.msmt.cz/uploads/Strategie_2020_web.pdf

MEYS. (2022c). The Strategic Plan of the Ministry for Higher Education for the period from 2021. Retrieved from


MEYS. (2022d, February 6). Strategy for the Education Policy of the Czech Republic up to 2030+, MEYS ČR. Retrieved from


Pokorny, H., & Warren, D. (2016). Enhancing Teaching Practice in Higher Education (H. Pokorny & D. Warren, Eds.). SAGE. Retrieved from http://repository.londonmet.ac.uk/938/

van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2), 325–342. DOI: https://doi.org/10.1080/07294360.2016.1208154

Výzkum a vývoj v ČR. (2022a). National Research, Development and Innovation Policy of the Czech Republic 2021+ Research and development in Czech republic. Výzkum a Vývoj v ČR. Retrieved from https://www.vyzkum.cz/FrontClanek.aspx?idsekce=932081

Výzkum.cz. (2022b). Methodology for Evaluating Research Organisations and R&D&I Purpose-tied Aid Programmes (2017+). Výzkum a vývoj v ČR. Retrieved from https://www.vyzkum.cz/FrontClanek.aspx?idsekce=799796

Warren, D. (2020). "Social Responsibility" and the Curriculum in Higher Education: The Influence of Teachers' Values – A Case Study. In E. Sengupta, P. Blessinger, & C. Mahoney (Eds.), Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development (Vol. 21,pp. 267–282). Emerald Publishing Limited. DOI: https://doi.org/10.1108/S2055-364120200000021017

Wiegerová, A., Szimethová, M., Gavora, P., Kalenda, J., Navrátilová, H., & Kočicová, S. (2013). Začínající výzkumník: (Od magistra k postdoktorandovi) (1. vyd). Univerzita Tomáše Bati ve Zlíně. Retrieved from https://digilib.k.utb.cz/handle/10563/27486?locale-attribute=cs