Abstract
The study examines the influence of nudging on the successful studies of Higher educa- tion institutions (HEI's) students. Data from one of the typical countries of the Central
European region (Czech Republic) is analyzed. The goal of the research was to find out how students accept individual forms of nudging. For this purpose, a questionnaire survey at Czech HEIs (N = 207) and structured interviews with experts (N = 19) were conducted.
This study showed that information nudges and high-touch nudges enjoyed the highest level of acceptance. A strong correlation was also found between "most irritating" and group "manipulative" nudges. These forms of nudging fluctuated around the borderline value of acceptance. A strong or moderate correlation was also found between nudges with similar content and different forms. Structured interviews showed that experts supported the use of nudges. They considered it an important tool to influence the study's success.
Experts explained the differences in the acceptance of nudges in connection with the dif- ferent ages of students, the type of study, the students' life experiences, and partly with the type of field of study. They considered parents' education rather ambivalent.