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The aim of this paper is to point out the importance of the concept of Open science within the academic community and highlight the connection and application of this global idea within higher education, emphasizing its advantages as well as the obstacles that may be encountered. The paper will highlight numerous European initiatives that are being developed between different organizations with the aim of advocating Open science. Furthermore, the emphasis of the paper will be on the idea of openness in science and the importance of the values promoted by the European University initiative in relation to the given topic. Methodology. this paper aims to show, through the Case study - example of the Library and Documentation Center of the Faculty of Economics and Business in Zagreb (FEB), that it is possible to successfully use the integrative approach of open science within the academic community by following examples of good practice within the University and higher education libraries. The limitation of the paper is that it is a Case study of one organization - the Faculty of Economics and Business Zagreb and its Library and Documentation Center. Originality. The originality of this paper is that on the basis of researching recent literature of the foreign and Croatian experts on open science and higher education, we present an overview of this topic from the aspect of the higher education Library and Documentation Center of the Faculty of Economics and Business Zagreb (FEB). The social impact and practical application of this paper is manifested in the need to promote the concept of open science in higher education, describing the current practice at the FEB Zagreb and the associated higher education library, which shows the efforts to adopt the model of "openness" through various activities and numerous projects. [ABSTRACT FROM AUTHOR]

Bishop Strossmayer left a significant mark in the preservation of Croatian culture, especially by promoting the spiritual and educational dimension of art. Therefore, the paper presents the results of internal research conducted using Google Form among 54 first and fifth-year students of History and Croatian Language and Literature at the Faculty of Humanities and Social Sciences and students of Fine Arts at the Academy of Arts and Culture of the J.J. Strossmayer University of Osijek. They confirmed the initial hypothesis that students are most familiar with data related to their specific field of study and lack broader knowledge of the bishop's work, especially his vision of art. It is surprising, however, that some questions were answered better by first-year students than by fifth-year students, which leads to the conclusion that a greater cross-curricular correlation is needed for today's students to better understand the work of Bishop Strossmayer. At the same time, this also leads to the conclusion that students acquire greater knowledge about the person and work of Bishop Strossmayer during their secondary education and that they do not expand it enough during their studies. [ABSTRACT FROM AUTHOR]

Public sector salary policy aims at making the salary system more transparent and keeping it at the same level in different public authorities and services. In practice, governing bodies use salary policy to demonstrate their priorities in managing the entire public sector. Such an approach frequently carries particular discriminatory features. The paper aims at presenting the system of determining the salaries of employees in public authorities and public services and giving an overview of the currently applicable legal framework in this regard. Considering the size of the public sector, a salary analysis was made on a sample of the salaries of university teaching personnel, doctors and judges. The criteria for selecting the jobs in question in the sample are the features common to each profession: independence in decision-making and work as set by the legal framework, a clear hierarchy of advancement in the profession, budget financed salaries and external evaluation related to potential advancement within the system. For each group of the aforesaid categories of employees, the similarities and differences in the salary determination system are shown. Accordingly, the extent to which the principle of equal pay for equal work is respected as stipulated by the provisions of the Labour Law, as well as potentially discriminatory elements in the determining salaries system within the public sector are established. [ABSTRACT FROM AUTHOR]

The aim of this work is to create the best possible foundation for a discussion on the role of Political economy as a core discipline within theoretical economics in the social sciences in Croatia. Narrower focus of this work is the role and importance of the subject of Political economy in the education of jurists. The paper is divided into three parts, the introduction provides an overview of the current practice of studying economic disciplines, especially political economy at the Faculty of Law University of Zagreb. In the second part, the paper discusses an exceptional academic debate on the role of economics and economic analysis of law in the education of jurists held at the conference of leading American experts. At the end of the article, the authors raise new questions and propose solutions to specific issues of Political economy in the education of future jurists. [ABSTRACT FROM AUTHOR]

Although there is a wide consensus on theoretical concepts and the pragmatic focus of IL, specifically in academic librarianship, many initial premises in the field have lately been discussed and questioned. The re-examination of wide-held assumptions in information literacy, the critique of its proclaimed purpose and practical manifestations led to the shift towards critical information literacy. The aim of this paper is to determine whether critical information literacy provides a distinctive theoretical contribution to the contemporary discourse in information literacy. Based on qualitative literature analysis the authors will examine some basic ideas and conceptual assumptions of critical information literacy and contrast and compare the dominant instrumentally-focused approach to information literacy with critical approaches. Specifically, the authors will try to determine to what extent core concepts of critical information literacy reflect on questions, dilemmas and problems identified in information literacy theory and praxis in the last decades, and whether critical information literacy offers a viable framework for perceived weaknesses, with an explicit outlook to the context of higher education. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the theoretical and empirical framework of the debate on widening participation in higher education and explores to what extent the lessons learnt in this field have been applied in the field of public policy. Widening participation is based on the assumption that the probability of entering and successfully completing higher education is contingent on a complex range of social, economic and cultural characteristics of potential students, and that the measures aimed at widening participation must acknowledge the multi-faceted nature of inequities in education. In this context, this paper analyses the extent to which international stakeholders in higher education acknowledge widening participation as a priority. Special attention is given to the question of whether their policy documents take into account the results and implications of empirical research in this field. Finally, the paper assesses the potential impact of these documents on the debate on this topic in Croatia. [ABSTRACT FROM AUTHOR]

Our postmodern era is characterized by the ending of a University and disappearance of the idea of higher education. The awareness of the ending of a University should contain a clear image of its beginning. But that is not the case. Even after so much time, there are still opacities regarding the origin, forming and growth of the idea of a University, especially regarding its forming in the Middle Ages. The only thing certain is that the idea and reality of a University cannot be attributed solely to one civilization and historical period. The author considers that the idea of higher education and its first establishments was not conceived in the West, but in the East, in ancient India, China, and Greece and early Byzantium. The paper treats the attitude that the Muslim mind is responsible for the idea of higher education and its first historical establishments. It contributed to the appearance and growth of the medieval Western-European idea of a University and to its concrete realizations. Further on, the author develops a discourse on nature of an European medieval University and its complete institutional establishment in the 20th century. [ABSTRACT FROM AUTHOR]

The main proposition of this paper is that the Croatian legal framework for higher education fails to meet the criteria of the internal market of the EU. In the first part, the author draws a distinction between education as public good and education as service, and explains how EU law affects the regulatory autonomy of the Member States in the area of higher education. In the second part, the author analyses hitherto identified barriers to the exercise of market, freedoms created by national legal frameworks of higher education. The third part discusses the Croatian legal framework and tests it against EU standards. The author concludes that deficiencies of Croatian higher education law are partly caused by the ignorance of policy makers and partly by the structural weakness of the negotiating process, where chapters are negotiated independently from one another and focused on formal fulfillment of benchmarks. [ABSTRACT FROM AUTHOR]

The need for the higher education process to be economically efficient, together with the need for equity and equality in access to higher education services for everyone represents the starting point of this paper. The analysis was conducted using data from a survey on a random sample of young people who recently finished their education using three criterion variables: completion of the study, study success, and the speed of study completion. These variables were chosen because all three individually and in total indicate the efficiency of the process of higher education, but taken together with the data about students and their form of study, other costs of study, family socio-economic background, and eligibility for indirect state financial assistance, also indicate the problems of equality in access to public higher education in Croatia. The obtained results show that the chances for completion of the study are primarily related to the socio-economic status of students. Completion is especially low for students from lower socio-economic strata who do not pay tuition fee, which suggests that the existing instruments of financial aid for non-academic costs are not sufficient for this group. The speed of study completion is primarily influenced by the costs students have to pay for tuition, lower socio-economic status of the students, and eligibility for financial aid conditioned by the dynamics of the study (scholarships). [ABSTRACT FROM AUTHOR]

Factual evidence is a necessary precondition for efficient creation of any public policy, and education policies are not an exception. This paper portrays changes in participation, completion, duration and structure of fee regimes in Croatian tertiary education system, based upon the data collected by Croatian Central Bureau of Statistics. During the past two decades Croatian higher education system went through the greatest transformation in last fifty years. Considerable massification and commercialization of tertiary education ensued. Both processes reached their full pace well before adoption of the Bologna process, and are most visible in professional studies, and academic courses in business, economics and law faculties. Despite expansion of system and prolongation of average study duration, completion rate has somewhat increased during the past decade. Taken together, this was reflected as considerable increase in number of students and proportion of cohort that successfully completes tertiary education. Though, with about 40% of students failing to graduate, Croatia still lags behind majority of EU and OECD countries, both with regard to proportion of cohort which graduates and number of students who drop out of tertiary education. [ABSTRACT FROM AUTHOR]