Slabá, Ma ie
A icle
S akeholde G oups o Public and P i a e Uni e si ies in
he Czech Republic – Iden i ica ion, Ca ego iza ion and
P io i iza ion
Re iew o Economic Pe spec i es
P o ided in Coope a ion wi h:
Masa yk Uni e si y, Facul y o Economics and Adminis a ion
Sugges ed Ci a ion: Slabá, Ma ie (2015) : S akeholde G oups o Public and P i a e Uni e si ies in he
Czech Republic – Iden i ica ion, Ca ego iza ion and P io i iza ion, Re iew o Economic Pe spec i es,
ISSN 1804-1663, De G uy e , Wa saw, Vol. 15, Iss. 3, pp. 305-326,
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REVIEW OF ECONOMIC PERSPECTIVES – NÁRODOHOSPODÁŘSKÝ OBZOR
VOL. 15, ISSUE 3, 2015, pp. 305–326, DOI: 10.1515/ e ecp-2015-0022
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S akeholde G oups o Public and P i a e
Uni e si ies in he Czech Republic – Iden i ica ion,
Ca ego iza ion and P io i iza ion
Ma ie Slabá
1
Abs ac : Wi h ega d o changes in he en i onmen o e ia y educa ion and e ia y
educa ional sys ems, uni e si ies a e now unlikely o succeed as ‘sepa a ed closed’
ins i u ions ha a e un esponsi e o hei en i onmen and s akeholde s. S akeholde
analysis is conside ed as an impo an pa o uni e si y managemen and ma ke ing and
uni e si ies ha e o ake ca e o key s akeholde g oups and build long e m ela ion-
ships wi h hem. This pape ocuses on he s akeholde analysis and adop s he s ake-
holde heo y and analysis o he needs o he Czech ma ke o e ia y educa ion. This
pape analyses esul s o he au ho ’s online ques ionnai e ha p o ided he inpu o
da a analysis deploying basic desc ip i e analysis and i s s eps o s akeholde analysis
– iden i ica ion, ca ego iza ion and p io i iza ion. Resul s o au ho ’s esea ch show ha
he e a e only sligh di e ences be ween public and p i a e uni e si ies and hei pe -
spec i e conce ning gene ic s akeholde g oups o uni e si ies. Howe e he esea ch
e ealed wo con o e sial s akeholde g oups – dono s and compe i o s. In compa ison
wi h o he s akeholde g oups pe cep ion o hese wo s akeholde g oups by public and
p i a e uni e si ies is e y di e en . S akeholde g oups o public and p i a e uni e si-
ies we e ca ego ized in o ou basic g oups - p ima y in e nal s akeholde g oups, p i-
ma y ex e nal s akeholde g oups, seconda y in e nal s akeholde g oups, and seconda y
ex e nal s akeholde g oups. P ima y in e nal and ex e nal s akeholde g oups which a e
c ucial o su i al o uni e si ies a e he mos impo an s akeholde g oups o uni e -
si ies. The au ho iden i ied en mos impo an s akeholde g oups o public and p i-
a e uni e si ies sepa a ely, based on assigned p io i ies ha will be used o u he
esea ch.
Key wo ds: s akeholde , uni e si y, s akeholde managemen , s akeholde g oup
JEL Classi ica ion: I29, M19, M39
Recei ed: 25 Augus 2014 / Accep ed: 1 Sep embe 2015 / Published: 30 Sep embe
2015
1
Ins i u e o Technology and Business in České Budějo ice, Depa men o Tou ism and Ma ke-
ing, Ok užní 10, 37001 České Budějo ice, e-mail: slaba@mail. s ecb.cz
REVIEW OF ECONOMIC PERSPECTIVES
306
In oduc ion
Uni e si ies and o he e ia y educa ion ins i u ions ha e had o undamen ally change
no only in he Czech Republic bu also all o e he wo ld du ing las yea s as new
ends and lo s o changes in he ma ke o e ia y educa ion appea ed. The e ia y
educa ion ma ke is a ec ed by he g owing compe i ion, dec easing en olmen s, global-
isa ion, changes in he e ia y educa ion sys ems, nega i e end o demog aphic cu e
in de eloped coun ies, emphasis on in e na ional compa isons o uni e si ies, conse-
quences o global economic and inancial c ises ha a ec ed mainly uni e si y unding,
dec ease in public expendi u es on educa ional ins i u ions, e c.(Ande son, I iggs, Bu -
on, 2001; OECD, 2013; Pa k, 2011; Lumby, Foske , 1999).
These changes in he s uc u e o he ma ke o e ia y educa ion and he e ia y educa-
ional sys em a ound he globe ha e esul ed in new app oaches o uni e si y manage-
men and esponsibili ies o educa ional manage s (Ande son, I iggs, Bu on, 2001).
Uni e si ies and o he e ia y educa ion ins i u ions ha e been con on ed wi h inc eas-
ing ou side p essu e aimed a uni e si y change (Ama al, Magalhães, 2002). As Pa k
s a ed, “in ecen yea s, much a en ion has been paid o he idea o academic capi alism
and he no ion o he en ep eneu ial uni e si y” (Pa k, 2011, p. 84). The compe i ion o
public and lo s o new p i a e uni e si ies, inc easing p essu e, e c. b ough a business
o ien a ion o he managemen o uni e si ies, all basic s a egic decisions, ma ke ing
managemen and communica ion and building ela ionships wi h all in e es ed g oups –
s akeholde g oups in he Czech Republic, oo.
S akeholde managemen including s akeholde iden i ica ion, p io i iza ion, ca ego iza-
ion and analysis can be conside ed as one o hese new business o ien a ions in uni e -
si y managemen and ma ke ing managemen .
This pape ocuses on iden i ica ion, ca ego iza ion and p io i iza ion o key s akeholde
g oups o public and p i a e uni e si ies in he Czech Republic. The e o e, i is neces-
sa y o i s make a b ie in oduc ion o he s akeholde heo y.
“The wo d 's akeholde ' assumed a p ominen place in public and non p o i manage-
men heo y and p ac ice in he las 20 yea s, and especially in he las decade” (B yson,
2004, p. 22). The s akeholde concep s a ed o ob ain a signi ican place also in he
uni e si y managemen and ma ke ing. Lo s o au ho s and in e na ional o ganiza ions
de o e hei esea ches and a icles o he s akeholde managemen in e ia y educa ion
sec o and s a egic managemen o he e ia y educa ion – o example Pa is (2003),
Eu ydice (2008), Ma ić (2013), Wagne , Hassanein, Head (2008), Ande son, I iggs,
Bu on (2001), Lumby, Foske (1999), Maina des, Al es, Raposo (2010), Rowley
(1997)Bu ows (1999), F anz (1998), Kanji, Tambi (1999), Pe ei a, Sil a (2003), Lica a,
F ankwick (1996), Rosenmaye (2014) and many o he s. Al hough o da e no comp e-
hensi e esea ch o s akeholde s in e ia y educa ion ma ke in he Czech Republic has
been pe o med.
F eeman’s de ini ion is p obably he mos widely accep ed basic de ini ion o s ake-
holde . F eeman s a es ha s akeholde s a e all ‘g oups and indi iduals ha can a ec ,
o a e a ec ed by, he accomplishmen o o ganiza ional pu pose’ (F eeman, 1984, p.
46). Uni e si ies a e connec ed wi h non-p o i and public sec o , he e o e he au ho
seeked also o a speci ic de ini ion o s akeholde o public and non-p o i o ganiza-
Volume 15, Issue 3, 2015
307
ions. In he poin o iew o he public and non-p o i sec o B yson de ines s akehold-
e s as “any pe son, g oup, o o ganiza ion ha can place a claim on an o ganiza ion‘s
(o o he en i y‘s) a en ion, esou ces, o ou pu , o is a ec ed by ha ou pu ” (B yson,
2011, p. 48).
No so long ago, uni e si ies we e conside ed as closed en i ies sepa a ed om he ex-
e nal en i onmen (Ande son, I iggs, Bu on 2001), bu nowadays hey ha e o in e ac
wi h la ge numbe o s akeholde g oups. Fi s o all i is necessa y o iden i y he basic
s akeholde g oups o uni e si ies. The basic s akeholde g oups o uni e si ies iden i-
ied based on he li e a u e sea ch a e summa ised in he ollowing able.
Table 1 S akeholde G oups o Uni e si ies
Au ho
S akeholde g oups
Bu ows
Managemen , employees, go e nmen en i ies, clien s (s uden s, pa en s, employe s,
employmen agencies), go e nmen egula o s, non-go e nmen al egula o s, supplie s,
compe i ion, inancial in e media ies, dono s, communi ies, alliances and pa ne ships
F anz
Socie y, employe s, s uden s, amilies
Kanji, Tambi
S uden s, pa en s, employe s, go e nmen , educa o s (employees), indus y
Ko le , Fox
Alumni, p ospec i e s uden s, cu en s uden s, pa en s o s uden s, local communi y,
gene al public, mass media, legisla u e and go e nmen agencies, ounda ions, acc edi a-
ion o ganiza ions, s a and adminis a ion, egen s, acul y, us ees, compe i o s, suppli-
e s, business communi y, g an o ganiza ions and dono s
Lica a, F ank-
wick
S uden s, o me s uden s, gene al public, pa en s, local and business communi y, dono s,
eache s and adminis a i e s a , ma ke ing depa men , go e nmen
Pe ei a, Sil a
S uden s, alumni, amilies, acul y, employe s, manage s, employees, supplie s, go e n-
men , socie y, compe i o s, communi y g oup, council
Rowley
S uden s, amilies and pa en s, local au ho i ies, local communi ies, go e nmen , media,
socie ies
Smi h, Ca-
usgil
Supplie s (o p oduc s, se ices and ounding), media a public ela ions p o essionals,
s uden s, employe s, s uden pa en s, communi y
S ě lík
Local communi y, media, gene al public, s uden s
Wea e
S uden s, amilies o s uden s, ins i u ional managemen , eaching s a , go e nmen ,
gene al socie y
Lumby,
Foske
S a e (go e nmen ), communi y, pa en s, cus ome s, s uden s, employe s and business
Ande son,
I iggs, Bu on
Pa en s, indus y, business, local communi y, s uden s (cus ome s), s a , go e nmen
Ma ić
S uden , pa en s, employees, acul y, adminis a i e s a , s a e and ede al go e nmen ,
communi ies, inancial in e media ies, non-go e nmen al egula o s ( ounda ions, ins i u-
ional acc edi ing bodies, p o essional associa ions), go e nmen egula o s, Minis y o
educa ion, alumni, compe i o s
Slan che a,
Le y
Acc edi a ion au ho i ies, minis y o educa ion, go e nmen , legisla o s, dono s and
ounda ions, in e na ional associa ions, non-go e nmen al o ganiza ions.
Mi oiu, An-
d eescu
S uden s, employe s, go e nmen , agencies, minis y
Zai
Fu u e uni e si y candida es (p ospec i e s uden s), p esen s uden s, uni e si y p o es-
so s, employe s, public
REVIEW OF ECONOMIC PERSPECTIVES
308
Sou ce: Bu ows (1999), F anz (1998), Kanji, Tambi (1999), Ko le , Fox (2002), Maina des,
Al es, Raposo (2010, 2013), Maina des, Raposo, Al es, H., (2012), Pe ei a, Sil a (2003), Rowley
(1997), Wea e (1976), Slabá (2012), Lica a, F ankwick (1996), Smi h, Ca usgil (1984), S ě lík
(2006), S ě lík (2009), Lumby, Foske (1999), Ande son, I iggs, Bu on (2001), Ma ić (2013),
Slan che a, Le y (2007), Mi oiu, And eescu, (2010), Zai (2006)
Nea ly all au ho s iden i ied he ollowing s akeholde g oups as uni e si y s akeholde
g oups:
 S uden s (as cus ome s o uni e si y), communi y, local communi y o socie y, pa -
en s (o amilies o s uden s) (excep S ě lík), go e nmen (excep S ě lík and Smi h
and Ca usgil).
On one hand, he e a e he same s akeholde g oups o uni e si ies as well as o he
comme cial and non-comme cial en i ies – o example:
 Communi y, compe i o s, go e nmen , local au ho i ies, media, employees, suppli-
e s, gene al public, e c.
These s akeholde g oups a e ypical o all comme cial (F eeman, 2010; Buysse,
Ve beke, 2003) and non-comme cial en i ies (B yson, 2004; Johnson, Scholes, Whi -
ing on, 2008). On he o he hand, he e a e se e al speci ic s akeholde g oups ha a e
ypical only o uni e si ies. Compe i o s a e one o he mos impo an s akeholde
g oups in business (F eeman 2010). In he case o uni e si ies he e a e only ou au-
ho s ha in ol e compe i o s in he uni e si y s akeholde g oups. The e a e se e al
easons o his ac - educa ion has elemen s o bo h public and comme cial goods
(Lumby, Foske , 1999), and in spi e o he g owing compe i i e igh , lo s o uni e si-
ies do no ca e abou hei compe i ion. Go e nmen and local au ho i ies a e s ake-
holde g oups o p o i as well as non-p o i o ganiza ions.
The e a e se e al special s akeholde g oups o uni e si ies. Among hese s akeholde
g oups he ollowing can be included:
 Minis ies o educa ion, alumni, o acc edi a ion au ho i ies.
Dono s and g an agencies ep esen key s akeholde g oups o su i al o uni e si ies.
Table 1 suppo s he ac ha he e a e lo s o s akeholde g oups o uni e si ies depend-
ing on many di e en aspec s – goals, mission compe i i e posi ion o uni e si y, e c.
S akeholde g oups may be classi ied as p ima y o seconda y, in e nal o ex e nal,
academic o non-academic, indi idual o collec i e, based on hei needs, expec a ions,
powe o in luence e c. (Maina des, Al es, Raposo, 2013; F eeman, 2010; Hillman,
Keim, 2001). Fo he pu pose o his pape , he au ho will ocus on he classi ica ion o
s akeholde s in o he g oups o p ima y and seconda y and in e nal and ex e nal s ake-
holde g oups.
P ima y s akeholde s a e he mos impo an s akeholde s o uni e si ies who ha e o
be engaged in all decisions o he uni e si y. P ima y s akeholde s can be de ined as
hose s akeholde s “who bea some o m o isk as a esul o ha ing in es ed some
o m o capi al, human o inancial, some hing o alue, in a i m” (Cla kson, 1994, p.
5). P ima y s akeholde s a e essen ial o he su i al o any o ganiza ions (Cla kson,

Volume 15, Issue 3, 2015
309
1995). P ima y s akeholde s a e ep esen ed sha eholde s, employees, supplie s, cus-
ome s, o clien s, dis ibu o s, communi y, in es o s and go e nmen au ho i ies (Hill-
man, Keim, 2001; Laan, Ees, Wi eloos uijn, 2008). P ima y s akeholde s a e some imes
called ‘p i a e’ s akeholde s and seconda y s akeholde s a e called ‘public’ s akeholde s
(Laan, Ees, Wi eloos uijn, 2008). F om ano he poin o iew, “p ima y s akeholde s
a e hose who ha e a ecip ocal and di ec exchange ela ionship wi h he co po a ion,
whe eas seconda y s akeholde s y o in luence hese exchange ela ionships much
mo e indi ec ly” (Laan, Ees, Wi eloos uijn, 2008, p. 302). The e o e, Laan, Ees and
Wi eloos uijn a gue ha seconda y s akeholde s a e hose “who do no ha e equen
and di ec exchange wi h he i m’ s akeholde s” (Laan, Ees, Wi eloos uijn, 2008, p.
301). In con as wi h p ima y s akeholde s, i is ypical o seconda y s akeholde s ha
hey depend on he o ganiza ion when i comes o ealiza ion o hei goals, aims and
needs, bu he o ganiza ion is no c ucially dependen upon hese s akeholde s. Rela ion-
ships wi h seconda y s akeholde s a e ypically cha ac e ized by an imbalance o powe .
On he o he hand, p ima y s akeholde s depend on he o ganiza ion and o ganiza ion
depends on hem and he powe is in balance.
Basically speaking, in e nal s akeholde s a e s akeholde s inside an o ganiza ion ( o
example managemen , sha eholde s, s a , e c.) and ex e nal s akeholde s a e s akehold-
e s ou side an o ganiza ion ( o example socie y, supplie s, go e nmen , compe i o s,
media, e c.) (Plessis, Ge be , 2009). In he case o cus ome s, he e is an inconsis ency
in he non-inclusion o in e nal and ex e nal s akeholde g oups among di e en au ho s.
Plessis and Ge be claim ha cus ome s a e ex e nal s akeholde g oup (Plessis, Ge be ,
2009), Chinyio, F eeman and o example Eesley and Lenox include cus ome s in o
in e nal s akeholde g oups (Chinyio e al., 2010, F eeman 2010, Eesley, Lenox, 2006).
Simila si ua ion is o example in he case o supplie s, oo. In he case o in e nal
s akeholde g oups, i is necessa y no only o pay su icien a en ion o he app op ia e
communica ion, bu i is impo an o ocus on he in e -o ganiza ional us as s a ed by
Fiala, P okop and Ži elo á, oo (2012).These s akeholde g oups di ec ly pa icipa e in
he company pe o mance ha is a ec ed by he in e -o ganiza ional us (Fiala, P okop,
Ži elo á, 2012).
The aim o his pape is iden i ica ion and analysis o he key s akeholde g oups o
public and p i a e uni e si ies in he Czech Republic. An analysis o s akeholde g oups
o public and p i a e uni e si ies will in ol e ca ego iza ion and p io i iza ion o iden-
i ica ion o key s akeholde g oups o uni e si ies. Key s akeholde s ep esen s ake-
holde s wi h po en ial isk. Key s akeholde s ha e he powe o in luence he success o
ailu e o he o ganiza ion, and can be de ined as s akeholde s who ha e he powe o
p e en he o ganiza ion om achie ing i s objec i es and po en ially may cause he
o ganiza ion goals o ail (Mosaic, 2015).
Ca ego iza ion o s akeholde g oups can be made in a ie y ways. Each s akeholde
g oup can be conside ed as one ca ego y and di ided in o sub-ca ego ies (Plessis, Ge -
be , 2009). Fo example he s akeholde g oup (ca ego y) o employees includes he
ollowing g oups (in he case o uni e si ies) - academic s a , non-academic s a , man-
age s, adminis a ion s a , e c. As we can see, he e will be an eno mous numbe o
s akeholde g oups in his case, hence o he au ho ’s esea ch, s akeholde g oups will
be ca ego ized in o g oups o in e nal and ex e nal, p ima y and seconda y s akeholde s.
REVIEW OF ECONOMIC PERSPECTIVES
310
Iden i ica ion and p io i iza ion o s akeholde g oups a e essen ial s eps o s akeholde
analysis owa ds es ablishing a signi ican compe i i e ad an age o any uni e si y in
he u bulen ma ke o e ia y educa ion wi h ex emely g owing compe i ion. In spi e
o he ac ha se e al au ho s ab oad deal wi h he iden i ica ion and analysis o s ake-
holde s o uni e si ies ( o example Wea e , Bu ows, F anz, Rowley, e c.), he e was
no empi ical esea ch o s akeholde g oups o uni e si ies in he Czech Republic. The
Iden i ica ion, ca ego iza ion and p io i iza ion o he key s akeholde g oups o public
and p i a e uni e si ies in he Czech ma ke and iden i ica ion o di e ences be ween
s akeholde g oups o public and p i a e uni e si ies a e he main p oblem a eas o he
au ho ’s esea ch (based on he discussion abo e).
Me hods
In he line wi h all aspec s and ac s men ioned abo e, his a icle ocuses on he s ake-
holde g oups o public and p i a e uni e si ies in he Czech Republic. The au ho ’s
esea ch ocused on he iden i ica ion and p io i iza ion o key s akeholde g oups o
public and p i a e uni e si ies and hei basic ca ego iza ion. The main pu pose o his
pape is o con i m he sui abili y o s akeholde g oups o uni e si ies as iden i ied
based on he li e a u e sea ch o needs o he Czech ma ke o e ia y educa ion and
iden i ica ion o key s akeholde g oups o public and p i a e uni e si ies. Fo his pu -
pose, he au ho conduc ed a esea ch in he Czech ma ke o e ia y educa ion. The ac
ha nobody has pe o med an adequa e p ima y esea ch o s akeholde s o uni e si ies
in he Czech Republic so a makes his pape con ibu i e. The main esea ch ques ions
and p oblems o his pape a e as ollows:
 Who a e he s akeholde s o uni e si ies in he Czech ma ke ?
 A e he e any di e ences among gene ic s akeholde g oups o public and p i a e
uni e si ies?
 Wha p io i ies a e assigned o key s akeholde g oups o public and p i a e uni e -
si ies?
 A e he e any di e ences be ween p io i iza ion o s akeholde g oups o p i a e and
public uni e si ies?
Based on he esul s o he esea ch he main esea ch p oblem o whe he he e a e
di e ences be ween key s akeholde g oups o public and p i a e uni e si ies and hei
p io i ies will be e i ied.
The whole p ocess o he au ho ’s esea ch o s akeholde g oups o public and p i a e
uni e si ies in he Czech Republic can be desc ibed in ollowing s eps:
1. Iden i ica ion o s akeholde s – p epa a ion o he lis o s akeholde g oups o uni-
e si ies based on li e a u e sea ch;
2. Adap a ion o he p ocessed lis o he needs o he Czech ma ke o e ia y educa-
ion and au ho ’s esea ch;
3. Iden i ica ion o key s akeholde g oups o public and p i a e uni e si ies in he
Czech Republic based on he au ho ' esea ch;
4. Ca ego iza ion o s akeholde s in o g oups o p ima y and seconda y s akeholde
g oups and in e nal and ex e nal s akeholde g oups;
Volume 15, Issue 3, 2015
311
5. P io i iza ion o key s akeholde g oups o public and p i a e uni e si ies in he
Czech Republic;
6. Iden i ica ion o di e ences among p io i ies assigned o s akeholde g oups by
public and p i a e uni e si ies.
Fo he i s s ep o iden i ica ion o s akeholde g oups o uni e si ies, o de e mine
li e a u e e iew o in e na ional li e a u e sou ces (monog aphs, jou nal, pape s, e-
sea ch a icles, books, con e ence pape s, s a is ics, e c.) was one o he mos e icien
ways o loca e sound e idences on he all signi ican s akeholde g oups. Du ing his
i s s ep au ho p ocesses a la ge lis o di e en s akeholde g oups ( o de ail see
Table 1).
The second pa o he i s s ep o iden i ica ion comp ised o an adap a ion o he iden-
i ied s akeholde g oups ha we e iden i ied in he i s s ep o iden i ica ion o he
needs o he Czech uni e si ies. The modi ied lis o s akeholde s o au ho ’s esea ch
is as ollows:
 Acc edi a ion commission Czech Republic;
 Alumni;
 Communi ies;
 Compe i o s;
 Cu en s uden s;
 Dono s and g an o ganiza ions;
 Employe s;
 Facul ies and employees;
 Go e nmen au ho i ies;
 High schools;
 Local go e nmen ;
 Managemen ;
 Ma ke ing and public ela ions depa men s;
 Media,
 Minis y o Educa ion, You h and Spo s;
 Pa en s;
 P ospec i e s uden s.
P io i iza ion is he second s ep a e iden i ica ion o he s akeholde g oups. P io i iza-
ion will be based on he p o essional judgmen o esponden s. The au ho will calcu-
la e p io i ies based on he ollowing o mula:
𝑇𝑜𝑡𝑎𝑙 𝑝𝑜𝑖𝑛𝑡𝑠 = ∑ (18 − 𝑖 )∗ 𝑛
18
𝑖=1 (1)
Legend:
i…. s akeholde posi ion in indi idual anking o p io i y
n… numbe o occu ences o a gi en posi ion o p io i y
18… maximum numbe o s akeholde g oups
REVIEW OF ECONOMIC PERSPECTIVES
312
Based on he o mula 1, each s akeholde g oup will ob ain o al poin s based on he
posi ion in indi idual anking o p io i y and numbe o occu ences o his p io i y in
o al anking. The s akeholde g oup wi h highes poin s will be conside ed as he s ake-
holde g oup wi h highes p io i y – ha means p io i y 1.
Fo analysis o da a, basic s a is ical me hods will be used – absolu e, ela i e equency
and s anda d de ia ion as a measu e o a iabili y.
Online su ey was chosen as he mos e ec i e way o ob aining da a. The esea ch
sample comp ising p i a e and public uni e si ies consis ed o 39 uni e si ies ope a ing
in he Czech Republic. The e a e h ee ypes o uni e si ies in he Czech Republic –
p i a e uni e si ies, public uni e si ies and s a e uni e si ies. In hese days, he e a e 44
p i a e uni e si ies, 26 public uni e si ies and 2 s a e uni e si ies. The esea ch sample
in ol ed 22 p i a e uni e si ies and 17 public uni e si ies. Rep esen a i es o he uni-
e si ies ocusing on ma ke ing o ex e nal ela ionships we e chosen as esponden s o
he au ho ’s esea ch. The o al e u n a e o ques ionnai e o bo h public and p i a e
uni e si ies was mo e han 50% - 56.41% o be p ecise. All ques ions conce ning iden i-
ica ion and p io i iza ion o s akeholde g oups we e mul iple choice ques ions wi h he
possibili y o mul iple answe s. In he case ha some o he impo an s akeholde
g oups we e missing, esponden s could use choice ‘O he ’. All choices in au ho ’s
ques ionnai e we e a anged alphabe ically. The o al amoun o de ined s akeholde
g oups was 17 + 1 (o he ). Fo p io i iza ion esponden s used a scale om 1 o 18 (1
ep esen ed he highes p io i y, 18 ep esen ed he lowes p io i y).
Au ho will use - es o iden i ica ion i he p io i ies assigned by public and p i a e
uni e si ies o he s akeholde g oups a e signi ican ly di e en om each o he (Al -
man, 1991).
Resul s o Au ho ’s Resea ch
Fi s o all, he au ho submi ed a lis o iden i ied s akeholde s o he esponden s who
selec ed s akeholde g oups impo an o hei uni e si y. The pu pose o his pa o
au ho esea ch was o answe he i s esea ch ques ion “Who a e he s akeholde s o
uni e si ies in he Czech ma ke ?” The esul s o iden i ica ion o s akeholde s a e
summa ized sepa a ely o public and p i a e uni e si ies in ables 2 and 3. S akeholde
g oups o public and p i a e uni e si ies we e analysed sepa a ely o answe second
esea ch ques ion ha a emp ed o ind any di e ences among he s akeholde g oups
o public and p i a e uni e si ies.
The ollowing ables analyze equency o he esponden s’ answe . Rela i e equency
o answe s will be used o compa ison o public and p i a e uni e si ies.
As expec ed, all s akeholde g oups we e checked by se e al esponden s. Based on he
esul s summa ized in Table 2, we a e he e o e able o claim ha all selec ed s ake-
holde g oups a e mo e o less impo an o public uni e si ies. All esponden s om
public uni e si ies checked only one g oup o s akeholde s – p ospec i e s uden s –
p ospec i e s uden s ep esen clien s o uni e si ies (cus ome s om he uni e si ies
poin o iew). 15 esponden s om he o al numbe o 17 public uni e si ies checked
media. Alumni (76.5%), oo, a e among he equen ed s akeholde g oups, ollowed by
Volume 15, Issue 3, 2015
319
Table 6 Compa ison o 5 Mos F equen S akeholde G oups o Public and P i a e Uni e -
si ies
S akeholde g oup
Public uni e si ies
P i a e uni e si ies
P ospec i e s uden s
100
100
Media
88.2
90.9
Minis y o Educa ion, You h and Spo s
82.4
95.5
Alumni
76.4
86.4
Cu en s uden s
70.6
95.5
Managemen
90.9
Local au ho i ies
90.9
Go e nmen au ho i ies
77.3
No e: 1) all answe s a e in %,
Sou ce: au ho ’s esea ch
Since p i a e uni e si ies ha e se e al s akeholde g oups wi h he same equency,
he e a e mo e han i e mos impo an s akeholde g oups. Fo p i a e uni e si ies,
p ospec i e s uden s a e he mos equen s akeholde g oup, Minis y o Educa ion,
You h and Spo s and cu en s uden s a e he second mos equen s akeholde g oups,
media, managemen and local au ho i ies a e he hi d mos equen s akeholde g oup,
alumni a e he ou h, and inally go e nmen au ho i ies a e he i h mos equen
s akeholde g oup. We can see in Table 6 ha p i a e uni e si ies pay mo e a en ion o
s akeholde g oups. 70.6% o esponden s among public uni e si ies iden i ied cu en
s uden s o be he second mos equen s akeholde g oup. Fo p i a e uni e si ies,
cu en s uden s a e conside ed o be he second mos equen s akeholde g oup, while
o public uni e si ies hey a e he i h mos equen s akeholde g oup. P i a e uni e -
si ies iden i ied managemen as he hi d mos equen s akeholde and public uni e si-
ies iden i ied managemen as he ele en h mos equen s akeholde g oup o public
uni e si ies. Managemen is adi ionally connec ed wi h business and comme cial sub-
jec . In spi e o he ac ha public uni e si ies ha e o use manage ial ools o be suc-
cess ul in he compe i ion a he ma ke o e ia y educa ion; public uni e si ies a e no
conside ed as comme cial ins i u ion. This ac is p obably he main eason o he di -
e ences be ween answe s o public and p i a e uni e si ies.
The au ho ’s esea ch p o ed ha s akeholde g oups ha had been iden i ied based on
he li e a u e sea ch o he o eign sou ces a e app op ia e o he Czech ma ke o he
e ia y educa ion, oo.
To p epa e ca ego iza ion o s akeholde g oups in he Czech ma ke o he e ia y
educa ion was ano he objec i e o his pape (see Figu e 2 o de ails).
T- es was calcula ed o he i e mos impo an s akeholde g oups. The esul s o he
- es a e as ollows:
Table 7 T- es o Key S akeholde G oups
S akeholde g oup
p- alue
- es
P ospec i e s uden s
-
-
Media
0,0301638
-2,25463
Minis y o Educa ion, You h and Spo s
0,0000131258
-5,03307

REVIEW OF ECONOMIC PERSPECTIVES
320
Alumni
0,04568
-4,3265
Cu en s uden s
0,02364
-3,2564
Sou ce: au ho ’s esea ch
The esul s in he Table 7 indica e ha he e is a s a is ically signi ican di e ence be-
ween he means o he selec ed samples a he 95.0% con idence le el.
Figu e 2 Ca ego isa ion o S akeholde G oups
Sou ce: au ho ’s esea ch
Legend: s akeholde g oups close o he cen e (in he g ey ci cle) ep esen p ima y s akeholde
g oups. S akeholde g oups in he second ci cle ( u he om he cen e) ep esen seconda y
s akeholde g oups. S akeholde g oups in he le side o he igu e a e ca ego ized as in e nal
s akeholde g oups and in he igh side o he igu e a e ex e nal s akeholde g oups.
P ospec i e
s uden s
Cu en s uden s
Media
Acc edi a ion
commission
Compe i o s
Employees
Managemen
Dono s
Alumni
Employe s
Ma ke ing and
PR depa men
Local au ho i ies
Go e nmen
Communi y
Minis y
High schools
Uni e si y
Pa en s
P ima y s akeholde s
Seconda y s akehol-
de s
Ex e nal s akeholde g oups In e nal s akeholde g oups
Volume 15, Issue 3, 2015
321
As we can see om he Figu e 1, he s akeholde g oups o uni e si ies can be di ided
in o ou basic g oups:
 p ima y in e nal s akeholde g oups;
 p ima y ex e nal s akeholde g oups;
 seconda y in e nal s akeholde g oups;
 seconda y ex e nal s akeholde g oups.
P ima y in e nal s akeholde g oups o uni e si ies ep esen s akeholde g oups ha a e
c ucial o su i al o uni e si ies and in ol e s akeholde g oups ha bea isk and
in es men connec ed o uni e si ies. P ima y in e nal s akeholde g oups include em-
ployees, managemen , ma ke ing and PR depa men , which a e esponsible o ma ke -
ing communica ion and c ea ing long e m ela ionships wi h all key s akeholde g oups
and cu en s uden s. Cu en s uden s, who a e among 3 mos impo an s akeholde
g oups o public and p i a e uni e si ies, a e he mos impo an s akeholde g oup
included in p ima y in e nal s akeholde g oups.
P ima y ex e nal s akeholde g oups o uni e si ies include s akeholde g oups ha a e
essen ial o su i al o uni e si ies, despi e no being in di ec close ela ion wi h he
uni e si y. These s akeholde g oups a e in an indi ec connec ion, bu ha e a di ec
in luence on su i al o uni e si ies. Ex e nal s akeholde s a e hose s akeholde g oups
ha exis ou side uni e si y. P ima y ex e nal s akeholde g oups o uni e si ies in ol e
alumni, p ospec i e s uden s, pa en s, as well as dono s, Minis y o Educa ion, You h
and Spo s and Acc edi a ion commission. These s akeholde g oups a e c ucial o
su i al o uni e si ies bu exis ou side uni e si ies and in ol e he mos impo an
s akeholde g oup – p ospec i e s uden s. Excep o pa en s, all p ima y ex e nal s ake-
holde g oups a e included in he en mos impo an s akeholde g oups o public and
p i a e uni e si ies based on he p io i isa ion. The e o e, i is possible o s a e ha hese
s akeholde g oups a e he mos impo an om he uni e si ies’ poin o iew, and ha
uni e si ies ha e o pay he highes a en ion o hese s akeholde g oups.
No s akeholde g oups we e iden i ied as seconda y in e nal s akeholde g oups. This
ac was a subjec o deepe examina ion, and se e al esponden s s a ed ha suppo
s a should be included in his s akeholde g oup.
Lo s o s akeholde g oups a e included in he seconda y ex e nal s akeholde g oups –
o example media, communi y, local au ho i ies, compe i o s, employe s, s a e go -
e nmen and high schools.
P io i iza ion o s akeholde g oups is ano he impo an pa o he s akeholde analysis.
The p io i iza ion iden i ies he mos impo an s akeholde g oups o uni e si ies (see
able 5 o de ails).
Mapping o s akeholde g oups is ano he s ep o s akeholde analysis. Fo mapping i is
necessa y o educe he numbe o s akeholde g oups. The lis o s akeholde g oups
was limi ed o en mos impo an s akeholde g oups o public and p i a e uni e si ies.
The lis o en mos impo an s akeholde g oups ollows in Table 8.
REVIEW OF ECONOMIC PERSPECTIVES
322
Table 8 The Mos Impo an S akeholde G oups
S akeholde g oup
Public uni e si ies
P i a e uni e si ies
P ospec i e s uden s
1
1
Dono s, g an o ganiza ions
2
7
Cu en s uden s
3
2
Acc edi a ion commission Czech Republic
4
6
Media
5
4
Managemen
6
8
Minis y o Educa ion, You h and Spo s
7
5
Alumni
8
11
Compe i o s
9
3
Facul ies and employees
10
10
Go e nmen au ho i ies
12
9
Sou ce: au ho ’s esea ch
As we can see, he au ho iden i ied 10 mos impo an s akeholde g oups o public
and p i a e uni e si ies. The e a e eigh s akeholde g oups ha we e included in en
mos impo an s akeholde g oups o bo h public as well as p i a e uni e si ies – p o-
spec i e s uden s, dono s and g an o ganiza ions, cu en s uden s, Acc edi a ion com-
mission Czech Republic, media, managemen , Minis y o Educa ion, You h and Spo s,
compe i o s and acul ies and employees. Alumni a e conside ed o be he eigh h mos
impo an s akeholde g oup o public uni e si ies; howe e , hey ha e no been as-
signed such an impo ance o p i a e uni e si ies and sco ed p io i y 11. Go e nmen
au ho i ies a e among 10 mos impo an s akeholde g oups o p i a e, bu no o
public uni e si ies.
This lis o en mos impo an s akeholde g oups o public and p i a e uni e si ies
will be used o u he esea ch ha will ocus on s akeholde mapping.
Conclusion
The main con ibu ion o he pape is he applica ion o he s akeholde analysis on he
e ia y educa ion ma ke in he Czech Republic. No simila comp ehensi e esea ch
ocusing on he s akeholde s in e ia y educa ion has been ca ied ou in he Czech
Republic so a . The au ho ’s esea ch shows he eali y ha uni e si ies (and mainly
public uni e si ies) ocus on a limi ed se o s akeholde g oups only. Public uni e si ies
ocus mainly on he s uden s, media and Minis y o Educa ion, You h and Spo s. P i-
a e uni e si ies unde s and he necessi y o communica e wi h key s akeholde g oups
a li le bi mo e han public uni e si ies. Nine s akeholde g oups we e chosen by mo e
han 60% o esponden s om p i a e uni e si ies, and six s akeholde g oups we e
chosen by mo e han 90% o he p i a e uni e si ies in ol ed in he su ey. In he case
o public uni e si ies, only 6 s akeholde g oups we e chosen by mo e han 60% o
esponden s, 3 by mo e han 80% o esponden s, and only 1 s akeholde g oup was
chosen by mo e han 90% o esponden s.
Volume 15, Issue 3, 2015
323
Dono s and compe i o s a e he mos con o e sial s akeholde g oups. Public uni e si-
ies s a e ha dono s a e he second mos impo an s akeholde g oup based on p io i y,
bu p i a e uni e si ies assigned p io i y 7 o dono s. A simila si ua ion is in he case o
compe i o s. Public uni e si ies assigned hem wi h p io i y 9, p i a e uni e si ies p io -
i y 3.
The esul s o he esea ch show ha no all mos equen s akeholde g oups a e he
mos impo an s akeholde g oups wi h highes p io i ies. Fo example 95.5% o p i a e
uni e si ies ma ked s akeholde g oup Minis y o Educa ion, You h and Spo s, bu his
s akeholde g oup is conside ed by he p i a e uni e si ies o be he i h mos impo an
based on he p io i y. On he o he hand, compe i o s we e ma ked by 45.5 p i a e uni-
e si ies, bu a e conside ed o be he hi d mos impo an s akeholde g oup. To
achie e he ele an esul s, i is necessa y o deal no only wi h iden i ica ion, bu p io -
i iza ion o s akeholde s wi h ega d o he equi ed esea ch ocus, oo.
The au ho came o he same conclusion as Rosenmaye : Uni e si ies (bo h p i a e and
public) ha e o wo k wi h s akeholde g oups mo e e icien ly and on a daily basis
(Rosenmaye , 2014). Uni e si ies ha e o ocus mo e on se e al s akeholde g oups –
compe i o s and dono s om he ex e nal s akeholde g oups and employees om he
in e nal s akeholde g oups because employees a e one o he mos impo an elemen s
o se ices.
Fo u he esea ch i was necessa y o iden i y 10 mos impo an s akeholde g oups
based on p io i y. These s akeholde g oups will be used o he hi d s ep o s akeholde
analysis – s akeholde mapping. Ten mos impo an s akeholde g oups a e simila o
bo h – public as well as p i a e uni e si ies. Only go e nmen au ho i ies a e included
in en mos impo an s akeholde g oups o p i a e uni e si ies, bu hey a e no includ-
ed in en mos impo an s akeholde g oups o public uni e si ies based on p io i y.
Di e ences in p io i y ange om 1 deg ee o h ee deg ees. The iden i ied s akeholde
g oups will be included in ano he esea ch ha will ocus on he s akeholde mapping.
Fo mapping i is possible o use di e en ypes o ma ixes and g ids – o example,
powe -in e es ma ix, in luence-a i ude ma ix, h ee dimensional maps, s akeholde -
esponsibili y ma ix and many o he s.
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