Stakeholder Groups of Public and Private Universities in the Czech Republic – Identification, Categorization and Prioritization

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, h ps://doi.o g/10.1515/ e ecp-2015-0022 This Ve sion is a ailable a : h ps://hdl.handle.ne /10419/179837 S anda d-Nu zungsbedingungen: Die Dokumen e au EconS o dü en zu eigenen wissenscha lichen Zwecken und zum P i a geb auch gespeiche und kopie we den. Sie dü en die Dokumen e nich ü ö en liche ode komme zielle Zwecke e iel äl igen, ö en lich auss ellen, ö en lich zugänglich machen, e eiben ode ande wei ig nu zen. 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I he documen s ha e been made a ailable unde an Open Con en Licence (especially C ea i e Commons Licences), you may exe cise u he usage igh s as speci ied in he indica ed licence. h ps://c ea i ecommons.o g/licenses/by-nc-nd/3.0/ REVIEW OF ECONOMIC PERSPECTIVES – NÁRODOHOSPODÁŘSKÝ OBZOR VOL. 15, ISSUE 3, 2015, pp. 305–326, DOI: 10.1515/ e ecp-2015-0022 © 2015 by he au ho s; licensee Re iew o Economic Pe spec i es / Ná odohospodářský obzo , Masa yk Uni e si y, Facul y o Economics and Adminis a ion, B no, Czech Republic. This a icle is an open access a icle dis ibu ed unde he e ms and condi ions o he C ea i e Commons A ibu ion 3.0 license, A ibu ion – Non Comme cial – No De i a i es. 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. 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