Out of the box - Mr. Bartona's diplomas

A link to the list of diploma / bachelor theses published by Mr. Petr Barton at the University of Economics (link to the list at VŠE). He is a rather peculiar teacher and therefore it is also a peculiar topic, which often aroused ridicule and a kind of talk about "the most difficult high school in Prague." But the problem is that it is completely different.

Petr Barton
Petr Barton

Economics (probably like most other disciplines) is studied mainly by two groups of students: those who are really interested in economics (and who may be real economists) and those who are learning it, because "therefore" - just get the data, definitions from textbooks and they are no longer interested. They are not tired of that object, they do not want to know more than what they have to try out during the exam. Economists will probably never be one of them. They don't want to be, they want a degree.

For the former, economics is usually a general science dealing with "human action" as such. They have no problem analyzing crime from an economic perspective.

For the latter, economics is usually the science of "money" or "business" or "management," where something is added and subtracted and some graphs drawn, accounted for - accounting ++. Economic analysis of crime is nonsense for them.

The problem is that both the First and the Second will win the same degree that will "certify" them at one level of education. Yes, only the First (and not the Second) understands the field, but they will probably be treated for some time as well.

The First, if it is really good, will draw the Second with its successes - both are graduates from one school (for example), and when the First Good came out of it, the Second Good will certainly be in the eyes of many. However, the opposite is also true. That The Second Bad One, with his inability, makes it difficult for the First One to succeed. Because in the eyes of others, when the "Second was so bad, the First will be so bad - they have the same school."

It is a redistribution of success. If there are more Seconds than the First, then the Firsts have a difficult path to success in the field, because the inability and failure of the Seconds prevail.

It is therefore necessary to "purify" the field from the Others - to let them seek happiness elsewhere, in a field that will suit them and entertain them. The second is "inflationary" economists. Economists without value (and reducing the value of other economists).

Conservative themes make things worse

If you give the First and the Second as a topic of diploma some variation other than "inflation and economic policy," the Second earns at the expense of the First. Why?

All possible "serious" topics, which many think should be written diploma theses, have already been written millions of pages of text. There is no need to invent much new (it doesn't go very well either). Just rewrite the texts of those "in front of you" and somehow you will go through. There is nothing to spoil. It is the equivalent of "getting out of a textbook," only at the diploma thesis level.

The second will continue to practice mechanical teasing. The greatest work on the entire diploma is its writing, not fiction and a kind of "realization", creation as such. Just mechanical writing (and following the rules).

The first will examine the topic in depth, trying to find a new perspective or other starting points. The greatest work on the entire diploma is its invention and implementation, not its mechanical writing. The first can think "out of the box", which is exactly what an economist needs.

Or make it easier to do the job and do it like the other one.

However, the result is the same title. Equally perceived formal education. "Equality," or as Bastiat put it, "academic socialism."

Redistribution of effort

It is a redistribution of effort - from the First (good) to the Second (bad). It is not a real test of knowledge and economic skills.

I'm not saying the Others are absolute. They can certainly be very intelligent people. Fighters as they belong… but only more suitable for another field. For example in banking, management, accounting, whatever.

Maybe they can't even think that they're studying a field that isn't optimal for them - they just don't have the information. Tuition fees are not paid, there are no student scholarships and interest. They do not know because they do not have real market prices.

How to distinguish who is the First and who is the Second?

How to distinguish between whom to award a degree and to whom to indicate that it should try differently with that economy or whether it is looking for happiness in another field?

It's not that complicated: just enter the original topics. Who is interested in a diploma in a variation of the plethora of economic policy topics? Only one in a million can bring something interesting. The others are works of the style of the Others.

Give the First and the Second as a topic, for example, "Economic analysis of hip-hop with an emphasis on the substitution of production factors of labor and capital" and watch what happens.

Both the First and Second will probably have some problems with the topic. However, První is more likely to successfully complete and defend it. The second collapses over the "unseriousness" of the topic. He collapses that there's nothing about it, not even in the textbook.

And according to the second - what is economics in hip-hop, when he is to be interested in inflation and so on, well just economic topics!

At the same time, it is nothing more than (in other words) an “Economic analysis of the development of lifestyle depending on the degree of substitution of production factors work and capital. ”Does that sound more serious? Textbooks? More economical? Yes. Sounds easy. But only those who think "out of the box" will find out. Economist.

Only the First will appear, not the Second. The first is an economist and can build on a green field. The second is a transcriber and can only mechanically copy what others give it (textbooks, former authors of the same topics).

Mr Bartona's topics, which has flown around Czech Internet users and often aroused ridicule and smirks over the "fading level of education" and something about the "most difficult high school in Prague" are topics that will really test the knowledge and skills of an economist. Challenging topics. Topics great because they really check who is and who is not an economist.


  1. JB's comment above me would be somewhat supplemented and corrected: 1. The faculty, which he decently renounced in one sentence, is the one with the best reputation in the whole school, and includes experts and disciplines that play an important role in today's economic theory: monetary economics and finance, including quantitative ones. Unfortunately, the 2nd Faculty does not teach languages ​​properly - only professional vocabulary (which is quite a few) and in large study groups - on the other hand (a little unexpectedly) it also hides two humanities-oriented fields, which in combination with a school-wide basis and another field at other universities, they can equip the student well in the field of 1) international political relations, and 2) political science. Unfortunately, the main field of International Trade is really not worth much. The 4th JB faculty is grossly underestimated - I would like to point out that decent econometrics and statistical methods are taught here, as well as information systems - the local graduates have some of the best salary conditions in the Czech Republic. And as for the 5th faculty… If she goes in the same direction, it is promising with her, but so far she still has a bit of a reputation from previous years, burdened by disputes between two wings of teachers and a strongly liberal orientation. This is my opinion, whoever has yours, here with it :-)

  2. Surely all of you who criticize VŠE are right, a student with the intelligence of a rocking horse can really study at VŠE. At the University of Economics, yes, but which faculty and which field. But is anyone criticizing the whole of the UK for several fields? Do you throw IFF graduates and fields into the same bag? Certainly not… And believe me, there is a similar difference between the faculties of the University of Economics. He has 5 Prague faculties - at the 1st they study mainly finance and accounting, in comparison with others a decent level, they know what they need; 2. there are international relations - there are quite decent languages ​​to learn, but they have almost nothing to do with economics, the graduates of this do others in most cases a disgrace with their (in) knowledge; 3. they are entrepreneurs, they know something about economics, but the main thing for them is marketing, management and similar sciences, this faculty can also be given by really anyone…; 4. they are statisticians, their biggest problem is that there is nothing to choose from, it is such a math for the people; The 5th faculty are economists (this includes Mr. Bartoň), although they are all part of the University of Economics, so only here is economics taught, untraditionally, modernly, mostly "Chicago and Austrian" in Czech conditions, the fields are different, but bc. Economics (approx. 100 graduates per year) and especially the Master's Economic Analysis (about 30 graduates per year) are fields with a predominance of the first, believe it or not, but especially the analysis is comparable in quality to IES UK, only focused less on mainstream economics. For the next time, try to differentiate individual faculties in the same way as, for example, at Charles University. Thanks.

  3. The only trick is that [if we use the definitions in this article], then the First One, who can think out of the box, will not study ALL, but some school where he will learn to think analytically. Mostly some technical science and then, if necessary, economic concepts and mechanisms such as inflation for a week. and the Druzi will remain at VSE. The division of the First and the Seconds within VSE is fiction and commodity laundering. It is rather a division of the First and the Tech from VSE.

  4. Karel: Why couldn't he deal with stuffed goats for two years? Hand on heart, few people write a diploma in economics for two years. Usually the topic is chosen in the middle of the quarter. But back to the "goats". Otherwise, it is a marketing analysis of the market for a specific product. When we think about it, the situation is very real. In the current market, some products are sold with huge marketing support and then with success… and it doesn't matter if they are stuffed goats or an iPhone! 😉

  5. When working on a diploma, in my opinion, the student should, among other things, gain deeper knowledge from some part of his field. If someone writes a diploma on point processes, then he will probably have a deeper knowledge of point processes, if he writes a diploma on random differential equations, he will probably know something more about random differential equations. After all, the student is forced to study hundreds of pages of literature related to the 2 years he has been working on. But I don't understand how it will be beneficial for a student to deal with "plush goats" for 2 years of his life.
    By the way, if the examiner talks to the student about the material covered in the exam, he should still know if the student understands it or if something, as you write, "parrots" him. Why should the first differ from the second only in the case of a diploma? Isn't it a little late for that at that time?

  6. Your "First" and "Second" are, as someone has already written, in all schools (I apologize to students of nuclear physics, but it does not apply to them), but the problem of VŠE lies in the fact that "Others" is the vast majority and they come out of school like on a treadmill. I looked at the diploma, what someone was throwing over me (evaluation of the shopping center) and it conjured a nice smile on my lips. It's at a worse level than my third-grade seminar at the gym, and it's totally nothing, nothing, nothing. And as for those topics from Barton, one is more interesting than the other, and although I'm completely different, I would easily choose a lot of them. Perhaps except for teddy goats (their less than cute bears, but they are definitely on the market - http://www.usethefuckinggoogle.com and if the assignment of goats is to contain a touch of recession, it is sad).

  7. "It is clear that you are not at university yet. You will find your Seconds at every school to a large extent. The problem with your thoughts is this:

    1) At VŠE, První u Druhý defends the work, because almost everyone defends it there. See here, for example http://static.keymaster.cz/hodnoceni_nakupniho_centra.pdf

    2) Therefore, the First and Second will not distinguish between topics. There will always be on the university topics written by your Second Left back. One possibility is for the Seconds not to get into writing a bachelor's degree at all.

    Try to read about IES in the UK. You will also find your Others there, but to a lesser extent than at VŠE "

    After finding this work on one source, I seriously doubt the level of this school. Let the VŠE defend its students, but if such works are defended at this school, the school will be the target of ridicule.

  8. Sonny: are they at MU the same old backor as other contributors? well that's a great argument .. so.

  9. PB:
    When I read the instructions for the final theses at our school (Masaryk University), a very small number of my own ideas are expected in the bachelor's degree, much larger in the diploma and the largest in the dissertation. So that's it.

  10. Benny, look at the slap now for the opinion that "the btw-goal of the bachelor is not to invent new things either."

  11. To clarify, it should be said that there is an incredible number of fields at the University of Economics - from the above-mentioned tourism (where the "third" advocates anything) to economics, economic analysis at the NF, where it has no second or slightest chance to get to state, let alone make them.

  12. The fact that there are 2 types of people at university that you describe. This is the sad reality of today's higher education. I see it around me and it irritates me a lot. Unfortunately, we can't do anything about it. When you get to everything, you'll understand how it goes. As for the topics, I laughed at them too, I also think that everything is light school. And yet I want to go there for a master's degree. Irony. It's nice that you're defending the topics, there's something to it. But it's all about attitude. Even a clever student economist can take a classic topic and write it himself, he doesn't have to copy anything or even invent anything (the btw-goal of the bachelor is also not to invent new things). I just want to say that it's all absolutely subjective. Hauk: -D

  13. Thanks for this article. Mr. Bartoň performed at a seminar I attended a few years ago and he certainly didn't look at me like a freak [who may seem to many according to the topics listed], but like someone who knows what he's doing and why he's doing it. And he also had a great tie with a map of the London Underground 🙂

  14. I have Introduction to Game Theory with Bartona and he is an excellent teacher. Unlike a number of slow, discreet educators, who are satisfied with putting out the material and referring to their scripts, they try to interpret in an interesting way, connect different areas to each other and arouse students' interest. It would be amazing if more teachers had his approach.

    Yes, VŠE also crawls a trained dachshund, and I have no doubt that the proportion of "secretaries with a degree" produced by this school is higher compared to other schools. (After all, Bartoň was declaring on this topic that the year of his enrollment at the University of Economics in Prague would soon be written straight away, because almost everyone would end up here anyway.)

    However, I think that the author tries to point out the fact that the Second will never take such a topic, because it is too unusual for him. The topics end with the First, who then signal "I'm not just a walking set of scripts, formulas and graphs, but I have something in my head and I can think for myself."

  15. It is clear that you are not at university yet. You will find your Seconds at every school to a large extent. The problem with your thoughts is this:

    1) At VŠE, První u Druhý defends the work, because almost everyone defends it there. See here, for example http://static.keymaster.cz/hodnoceni_nakupniho_centra.pdf

    2) Therefore, the First and Second will not distinguish between topics. There will always be on the university topics written by your Second Left back. One possibility is for the Seconds not to get into writing a bachelor's degree at all.

    Try to read about IES in the UK. You will also find your Others there, but to a lesser extent than at VŠE.

  16. Please define what you mean by "sovereign", Private Kefalin.

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