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The purpose of this study is to explore the way higher education institutions adapt to environmental pressures. These pressures can be represented either by various demands or by specific policies. Dropout policy is examined on a Czech case study in order to demonstrate that at the end of the day, higher education institutions respond mainly to the most pressing challenges of an economic nature in the most rational way. As a result, their traditional mission (teaching, research, the third mission), and mainly the social function of the higher education system, may be at stake. At the same time, this study illustrates how difficult it is to introduce any higher education policy without thorough evaluation of other policies in place and of various factors affecting institutional behaviour.

The aim of the paper is to identify how to support the moulding of tacit knowledge which is necessary for success in a managerial position within a framework for the preparation and developmentof managers. The paper is based on an analysis of expert publications and the results of a completed project. Research respondents and theorists agree with the necessity for active involvementof trainees. It is also important to develop knowledge within the framework of manager preparation with significant reflection on learning from mistakes. From the methods of tacit knowledge transfer a close collaboration with experienced people, working in teams, training of model situations, goal-directed interviews, coaching, job rotation, short term attachments and excursions seem to be the most beneficial. It is also important to pay attention to the cultivationof organisational culture, especially in the sense of accepting knowledge sharing as the norm.

The paper deals with tacit knowledge in the pedagogical component ofteacher education. Tacit knowledge is seen – metaphorically – as a bridge between theory and practice. In the paper, the concept of tacit knowledge is characterised; it is a concept that has not been much discussed in Czech literature on education. Tacitknowledge is seen as personal and individual; it is developed through the subject’sexperience and has the following characteristics: it is procedural in nature and can be difficult to express, it is relevant for achieving aims that are considered important, it is developed with just little help of others or without such help whatsoever, it is bound to a specific context. In teacher education, a student teacher develops tacit knowledge through dealing with practical situations. In order for tacit knowledge to develop and improve in students, it must first be made explicit. One of the tools that help make tacit knowledge explicit is self-reflection, which however by itself is not enough for the student to realise what his or her behaviour is and how it can be improved. Such aim can be achieved through sharing experience and tacit knowledge between students and teacher educators (mentors, field didacticians, etc).