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Kritička pedagogija i kritičko mišljenje dva su istaknuta koncepta koja zajednički pojam „kritičnosti“ dijele kao polazišnu točku, dok se istodobno granaju dalje u različitim pravcima. U filozofijama ovih koncepata kriju se razlike, što proizlazi iz činjenice da je sam pojam kritičnosti različito poiman u humanističkim znanostima u odnosu na društvene znanosti. Usporedno analiziranje upravo ovih dvaju koncepata odlično oslikava slojevitost pojma kritičnosti te njegova ishodišnog, odnosno praktičnog uporabnog djelovanja. Cilj teorijskog dijela rada predstaviti je i kritički usporediti glavne značajke dviju tradicija: kritičke pedagogije i kritičkoga mišljenja. Stoga se u radu nudi kratak povijesni pregled razvoja obiju tradicija, upućuje se na njihove različite perspektive i glavne definicije. Nadalje, analizira se pojam kritičnosti te se predstavljaju interpretacije tog pojma unutar različitih misaonih škola oslanjajući se prvenstveno na pedagoga Andrewa Stablesa (2003). Odvojeno se objasnilo poimanje kritičnosti kroz prizme kritičkoga mišljena i kritičke pedagogije kako bi bilo moguće odrediti njihove poveznice, ali i razloge njihovog neslaganja. Kao polazište za analizu kritičke pedagogije uzima se Pedagogija obespravljenih Paula Freirea (2002), a kroz prizmu tradicije opće pedagogije objašnjavaju se razlike i sličnosti u praktičnoj primjeni načela ovih dvaju tradicija. U empirijskom dijelu rada prikazuje se istraživanje provedeno sa studentima pedagogije Filozofskog fakulteta u Splitu kojemu je cilj bio utvrditi kako studenti studija pedagogije razumijevaju koncepte kritičke pedagogije i kritičkog mišljenja te njihov odnos. Rezultati su pokazali da studenti iz ovog istraživanja, baš kao i studenti iz drugih istraživanja, ne poznaju i ne razumiju dovoljno dobro koncepte kritičkoga mišljenja i kritičke pedagogije i odnose među njima, što upućuje na potrebu ostvarivanja transformirajućega visokoškolskog obrazovanja koje povezuje znanje i iskustvo studenata i potiče njihovo kritičko mišljenje i djelovanje., Critical pedagogy and critical thinking are two prominent concepts that share the common notion of “criticality” as a starting point, while at the same time branching off in different directions. Differences are hidden in the philosophies of these concepts, which results from the fact that the very concept of criticality is understood differently in the humanities compared to the social sciences. The comparative analysis of these two concepts perfectly illustrates the layering of the concept of criticality and its original, i.e., practical, useful effect. The aim of the theoretical part of the work is to present and critically compare the main features of two traditions: critical pedagogy and critical thinking. Therefore, the paper offers a brief historical overview of the development of both traditions, referring to their different perspectives and main definitions. Furthermore, the concept of criticality is analysed and interpretations of this concept are presented within different schools of thought, relying primarily on the pedagogue Andrew Stables (2003). The concept of criticality was explained separately through the prisms of critical thinking and critical pedagogy in order to determine their connections, as well as the reasons for their disagreement. Paul Freire’s Pedagogy of the Oppressed (2002) is taken as a starting point for the analysis of critical pedagogy, and the differences and similarities in the practical application of the principles of these two traditions are explained through the prism of the tradition of general pedagogy. The empirical part of the paper presents the research conducted with pedagogy students of the Faculty of Philosophy in Split, the aim of which was to determine how pedagogy students understand the concepts of critical pedagogy and critical thinking and their relationship. The results showed that students from this research, just like students from other researches, do not know and understand the concepts of critical thinking and critical pedagogy and the relationships between them well enough, which points to the need to achieve a transforming higher education that connects the knowledge and experience of students and encourages their critical thinking and action.

Rad obrađuje nastanak i razvitak europskih sveučilištâ od srednjega vijeka do 21. stoljeća i njihova glavna obilježja. Na početku je prikazan razvoj sveučilišta od srednjega vijeka do renesanse i humanizma, nakon čega je razrađeno razdoblje prosvjetiteljstva i tri modela visokoga obrazovanja: francuski, njemački i anglosaksonski. Završno govori o 20. i 21. stoljeću te ključnim značajkama, od kojih je pojava treće misije sveučilišta. Kritički je analiziran koncept treće misije koja podupire sveučilišta da intelektualni kapital koriste za ekonomski i civilni napredak društva. Ustvrdili smo da kod treće misije dobrim djelom postoji neravnoteža, tj. da se posebno promiču ekonomske aktivnosti i komercijalna suradnja s industrijom, a civilne su aktivnosti unutar sveučilišta prilično marginalizirane., The paper deals with the origin, development and main features of European universities from the Middle Ages to the present day. The author explores the centuries– old tradition in the work and activities of a university, which is especially evident in teaching and scientific research. University professors have been engaged in teaching since the Middle Ages, but it was not until the 19th century that scientific research came to be the second mission of the university, primarily due to Wilhelm von Humboldt. The scientific research carried out at universities has contributed significantly to the development of modern science and new scientific fields of specialization. Humboldt emphasized that higher education ought to promote a person’s integral development, the search for truth and the synthesis of knowledge. The paper also analyzes the university’s third mission which became evident in the 1980s. The two basic priorities of the third mission are to encourage universities to contribute their intellectual capital to 1)the economic and 2)the social development of society. Although both are important for the promotion of a democratic and an economically stable society, it is apparent that the third mission promotes, in particular, the economic activities and commercial cooperation between universities and industry, while civic engagement is somewhat neglected.

Tradicionalne i osnovne misije sveučilišta, nastava i istraživanje sve se više proširuju. Treća misija sveučilišta je višedimenzionalan koncept koji poprima široke razmjere na svjetskom nivou. Kao cilj rada postavlja se proučavanje osnovnih sličnosti i razlika u pristupima trećoj misiji sveučilišta kada je riječ o američkim u odnosu na europska sveučilišta. Kao polazna osnova za usporedbu uzima se činjenica da treća misija sveučilišta svoje porijeklo ima na američkom kontinentu dok se nastanak sveučilišta vezuje za Europu. Cilj rada je konkretiziran na sljedeće zadatke: ispitati utjecaj globalnih obrazovnih politika na pristupe trećoj misiji sveučilišta; ispitati razlike u načinu funkcioniranja europskih u odnosu na američka sveučilišta; objasniti obrazovne implikacije provedbe treće misije na europskim sveučilištima. Kao zaključak rada ističe se da je neophodno razumijevanje globalnih društveno-ekonomskih utjecaja na proces visokog obrazovanja kako bi se sveobuhvatnije pristupilo obrazovnim reformama i načinima njihovog sprovođenja. Također, s obzirom na sudjelovanje sve brojnijih interesnih grupa u okviru realizacije treće misije sveučilišta, neminovno je razvijanje stavova o vrijednostima i načelima treće misije kod svih onih koji su uključeni u proces visokog obrazovanja., The traditional and basic missions of the university, teaching and research are expanding. Terminology on the third mission of the university is gaining wide scope at the global level. The aim of this paper is to study basic similarities and differences in approach to the third mission of the university by comparing American to European universities. The starting point for comparing these approaches is the fact that the third mission of the university has its origins in the American continent, while the creation of the university is linked to Europe. The aim of this paper is to specify the following tasks: to examine the impact of global education policies on approaches to the third mission of the university; to examine the differences in the way European universities operate in relation to American universities; to explain the educational implications of the implementation of the university’s third mission at European universities. In conclusion, it is necessary to understand the global socioeconomic impacts on the process of higher education in order to approach educational reforms and ways of implementing them more comprehensively. Also, given the growing number of the participating interest groups in the implementation of the third mission of the university, it is inevitable to develop attitudes about the values and principles of the third mission among all those who are involved in the process of higher education.

Misija suvremenoga visokoškolskoga obrazovanja je stvoriti kompetentne pojedince koji mogu pristupiti i kretati se na tržištu rada u vrijeme globalizacije i internacionalizacije. Na to se usmjeravaju europske i hrvatske obrazovne politike. U pozadini suvremenog visokoškolskog obrazovanja je kompetencijski pristup u obrazovanju. U dokumentima obrazovnih politika ističu se pojmovi tržište rada, zapošljivost, ishodi učenja i transverzalne kompetencije. Ovim radom u teorijskom dijelu nastoji se analizirati obrazovne politike na području Europe i Republike Hrvatske koje se usmjeravaju na potrebe tržišta rada. Donosi se pregled smjernica za pisanje ishoda učenja. U radu se prikazuju mjere strateških dokumenta u obrazovnim politikama visokoškolskog obrazovanja koje usmjeravaju na unaprjeđivanje ishoda učenja i visokoškolskog obrazovanja općenito prema potrebama tržišta rada i društva. Istraživačkim pitanjima nastoji se analizirati koliko su ishodi učenja odabranih studijskih programa Sveučilišta u Splitu jasno i transparentno napisani prema smjernicama izloženima u teorijskom dijelu, te koliko su ti ishodi usporedivi sa deskriptorima 7. razine HKO., The mission of modern higher education is to create competent individuals who can access and move in the labour market at a time of globalization and internationalization. This is what European and Croatian education policies are focused on. In the background of modern higher education is the competency-based education approach. Education policy documents highlight the concepts of labour market, employability, learning outcomes and transversal competences. In the theoretical part this paper aims to analyze educational policies in Europe and the Republic of Croatia that focus on the needs of the labour market. An overview of the guidelines for writing learning outcomes is provided. The paper presents measures of strategic documents focused on improving learning outcomes and higher education in general according to the needs of the labour market and society brought by the education policies in higher education. Research questions aim to analyze how clear and transparent the learning outcomes of selected study programs of the University of Split are according to the guidelines outlined in the theoretical part, and how comparable these outcomes are to the descriptors of level 7 of the CROQF.

Izborna geografija je dio političke geografije te nastoji pronaći i objasniti veze političkih izbora i ostalih prostornih fenomena. Izborna geografija nastoji objasniti kako određena životna sredina, interesi te karakteristike stanovništva utječu na izborna ponašanja, odnosno rezultate glasovanja. Ovaj rad se bavi analizom predsjedničkih izbora u RH u novom tisućljeću. Rezultati izbora prikazani su po jedinicama lokalne i regionalne samouprave koji su se detaljnije objasnili i analizirali. Također, istraženo je kakav utjecaj prostorni identitet regije, prosječna dob i visoko obrazovanje imaju na rezultate glasovanja. Electoral geography is a part of political geography that tries to find and explain the connection between elections and other spatial phenomena. Electoral geography tries to explain how a certain environment, interests and the characteristics of the population can and do affect electoral behaviour, i.e. voting results. This paper analyses the presidential elections in the Republic of Croatia in the 21st century. The election results are presented on both the municipality level, as well as county level, and the results are further explained and analysed. Also, this paper is trying to examine the connection between the spatial identity of certain regions, average and higher education on the results of the presidential elections.

Gledajući kroz povijest, svaki val pokazuje svoju jedinstvenu uzročnost između inovacije, difuzije, institucionalne promjene, promjene produktivnosti, promjene u broju tvrtki i zaposlenika i relativne cijene čimbenika (Lundquist, Olander i Svensson Henning, 2008). Povećanje broja tehnoloških inovacija zahtijeva od današnjih djelatnika da neprestano ažuriraju svoje vještine kako bi bili spremni odgovoriti na nove uloge u sektorima u kojima rade, na koje utječu ili će utjecati nove tehnologije. U radu će biti prikazane inicijative koje su poduzele pojedine vlade i tvrtke počevši od obrazovanja, posebno visokog obrazovanja, prilagođujući nastavne programe, sudjelujući u izradi novih kurikula te, u konačnici, u stvaranju nove radne snage koja je spremna odgovoriti zahtjevima rada na tržištu digitalne ekonomije. Učinkovite vještine u korištenju tehnologijom, u kombinaciji sa znanjem i kompetencijama za inovacije, mogu povećati usklađenost digitalnih vještina s potrebama digitalne ekonomije. Većina industrija i sektora prepoznaje da će, budući da se sve više digitaliziraju, postojati sve veća potražnja za djelatnicima koji posjeduju različite stupnjeve digitalnih vještina. Rad donosi pregled definicija digitalnih vještina s detaljnim uvidom u područja koja obuhvaćaju te su navedene razlike među pojmovima koji se vežu za digitalnu pismenost, kao što su informacijsko-komunikacijska tehnološka pismenost, te informacijska, medijska i internetska pismenost. Iznimno je važno navrijeme ’uskočiti’ u val digitalnih promjena. Koliko su pojedine velesile poput SAD-a, Kine i Australije, u tome uspjele te kakva je situacija u Europi i u Hrvatskoj kada je u pitanju prilagodba vremenu digitalne transformacije, osnovna je svrha ovog rada. Odgovor na navedena pitanja prikazan je u obliku formulacija, definicija, statističkih podataka, strategija ulaganja te analizom mnogobrojnih relevantnih izvora. U istraživanju su primijenjene induktivna i deduktivna metoda, kao i metoda analize i sinteze., Looking through history, each wave shows its unique causality between innovation, diffusion, institutional changes, productivity changes, changes in the number of companies and employees, and relative price factors (Lundquist, Olander and Svensson Henning, 2008). An increasing number of technological innovations requires the current workforce to continually update their skills to be ready to respond to new roles in the sectors in which they operate, and which are influenced or will be influenced by new technologies. The paper will show the initiatives taken by individual governments and companies, starting from education, especially higher education, adapting curricula, participating in the new curricula development, and ultimately creating a new workforce that is ready to respond to the work demands of the digital economy market. Effective skills in using technology, combined with knowledge and innovation competencies, can increase the digital skills compatibility with the needs of the digital economy. Most industries and sectors recognise that, as more and more digitalizations are made, there will be more and more demand for employees with different levels of digital skills. An overview of the definition of digital skills with detailed insight into the areas that they encompass is made, and the differences between the terms related to digital literacy, such as information and communication technology literacy, information, media and Internet literacy are listed. It is of the utmost importance to ‘jump’ into the wave of digital changes on time. How many great major powers have succeeded at this, such as the United States, China, Australia, and what is the situation in Europe and Croatia when it comes to adaptation in the times of digital transformation. These are the primary questions and the purpose of this paper. The answer to these questions is presented in terms of formulations, definitions, statistical data, investment strategies and analysis of many relevant sources. Inductive and deductive methods, methods of analysis and synthesis were used.

U visokom obrazovanju u Republici Hrvatskoj ne postoji jasna granica između sveučilišnog i stručnog studija jer sveučilišta mogu organizirati obje vrste studija, sveučilišne i stručne. Ovim se radom utvrđuju razlike sveučilišnih i stručnih studija po pitanju ekonomskih studijskih programa u Republici Hrvatskoj. Također se želi istražiti koliko su studenti upoznati s razlikama sveučilišnih i stručnih programa studija. Stoga se uz analizu razlika sveučilišnih i stručnih studija provela anketa nad studentima prvih godina studijskih programa Ekonomskog fakulteta u Splitu. U radu su postavljene dvije hipoteze. Prva hipoteza glasi: Stručni studijski programi se sadržajno bitno razlikuju od srodnih sveučilišnih studija. Rezultati istraživanja pokazali su kako se Prva hipoteza nprihvaća. Druga hipoteza ovoga rada glasi: Očekivanja budućih studenata od izabranog studijskog programa nisu bila realna s obzirom na stvarnu razliku stručnih i sveučilišnih studija. Zaključuje se kako se druga hipoteza ne prihvaća. Naime, većina ispitanika upisala je željeni smjer, te slaganjem s navedenim tvrdnjama potvrđuju da su pri izboru bili dobro upoznati sa razlikama navedenih studijskih programa. There is no clear boundary between university and professional studies in higher education in the Republic of Croatia because universities can organize both types of studies, university and professional. This paper has determined differences between university and professional studies on the example of economic studies in Republic of Croatia. It will also explore how much students are familiar with differences in university and professional study programs. Therefore, the difference between university and professional studies was analysed by the survey on students of the first years at the Faculty of Economics in Split. Two hypotheses have been made in this paper. The first hypothesis reads: Professional study programs are essentially different from related university studies. The results of the research showed that the first hypothesis is accepted. The second hypothesis of this paper reads: The expectations of future students from the chosen study program were not realistic due to the real difference between professional and university studies. It is concluded that the other hypothesis is not accepted. Namely, most of the respondents are enrolled in the desired direction, and by agreeing with the statements it is visible that differences to the various study programs were well known.

Ableism, kao disciplinirajuće-normirajući imperativ sposobnosti, predstavlja opresivnu paradigmatsku poziciju koja, koristeći se moći proizašloj iz društveno konstruiranih normativnih dihotomija poput normalno/nenormalno, sposobnost/nesposobnost te valjano/nevaljano obilježava, vrjednuje i kategorizira osobe, marginalizirajući pritom jedne te povlaštujući druge. U kontekstu visokog obrazovanja, kao i drugih društvenih institucija, je ableism upisan u temeljne obrazovne pretpostavke, oblikujući time i organizirajući cjelokupan odnos visokog obrazovanja i invaliditeta, odnosno, studenata/ica s invaliditetom, između ostalog, i kroz tekstove službenih visokoobrazovnih dokumenata. Stoga je cilj ovog rada bio, na temelju teorijskog okvira kritičkih studija invaliditeta, studija ableisma i kritičke sociologije invaliditeta, metodom kritičke analize diskursa, dobiti dublji uvid u diskurse i način konstruiranja diskursa koji kroz jezične prakse i obrasce normativizirajućih tekstova visokoobrazovnih dokumenata uređuju, oblikuju i reproduciraju invaliditet te studente/ice čine objektom politika. U završnom su dijelu rada stoga opisana četiri konstiruirajuća diskursa proizašla iz analize obuhvaćenih tekstova: socijalni, medicinski i neoliberalni diskurs invaliditeta te diskurs ljudskih prava i humanitarizma. Ovi diskursi, iako proturječni, kroz tekstove pravnog okvira djeluju usklađeno i međusobno nadopunjavajuće, izmjenjujući se pritom na razinama dokumenata, ali i definicija. Međutim, oni prvenstveno, usprkos načelnoj usmjerenosti legislativnog okvira ka društveno pravednoj perspektivi i naglašavanju potrebe za društvenom promjenom, upućuju na konzistentnost medicinskih perspektiva invaliditeta i neoliberalnog pristupa tijelu i obrazovanju, čime se osobe s invaliditetom smješta u okvir osobne neadekvatnosti, nedostatnosti i oštećenja. Ableism, being considered a disciplining-normative imperative of ability, is an oppressive paradigmatic position which, by using the power derived from socially constructed normative dichotomies, such as normal/abnormal, ability/disability, and valid/invalid, evaluates and categorizes persons, marginalizing ones and privileging others. In the context of higher education, as well as other social institutions, has ableism been inscribed into the fundamental educational premises, thus forming and organizing the entire relation between higher education and disability, ie, students with disabilities, through official higher education policy documents, among other things. Therefore was the aim of this paper to use the theoretical knowledge of critical disability studies, studies of ableism and critical sociology of disability and the method of critical discourse analysis, to gain a deeper insight into the discourses that, through linguistic forms and practices of normative texts of higher education policy documents, regulate, shape and reproduce disability, and form students with disabilities as policy objects. The final part of the paper shows four constituing discourses that have emerged from the analysis of the texts: the social, medical and neoliberal discourse of disability, and the discourse of human rights and humanitarianism. These discourses, albeit contradictory, operate in harmonized and mutually complementary ways, both on the level of documents as well as on the level of each definition. However, in spite of the principle orientation of the legislative framework towards a socially just perspective emphasizing the need for social change, these discourses primarily point to the consistency of the medical perspectives of disability and the neoliberal approach to body and education, which places persons with disabilities into the framework of personal inadequacy, insufficiency and impairment.

The purpose of this paper is to examine the innovative practices that can be used as a tool for quality enhancement in higher education. More specifically, the paper seeks to examine how specific innovation contributes to the achievement of strategic goals and to reveal the most influencing practices for higher education institutions. The study included two phases: a survey and structured interviews with the management of the higher education institutions. A survey was conducted to determine the level of innovativeness and strategic planning in Croatian higher education institutions. In total, 135 managers’ replies were collected. Second phase included structured interviews with managers from 11 higher education institutions. The research revealed that, although majority of Croatian higher education institutions (HEIs) implemented strategy and plans for enhancing teaching quality, it doesn’t fulfil their aim to motivate students and to enhance their teaching and learning practices. This paper integrates different approaches in analysis of teaching and learning quality. It combines strategic and innovation management with quality management practices and provides comprehensive framework for investigating teaching and learning (T&L) quality. The study draws attention to the importance of innovative practices as a tool for quality enhancement in higher education and suggests a set of guidelines for HEI’s management to enhance teaching and learning quality., Svrha ovog rada je istražiti inovativne prakse koje se mogu koristiti kao alat za unaprjeđenje kvalitete visokog obrazovanja. Konkretnije, rad analizira kako specifične inovacije doprinose ostvarenju strateških ciljeva te otkriva koje su najznačajnije prakse visokih učilišta primijenjene u realizaciji tih ciljeva. Istraživanje je provedeno u dvije faze: anketno istraživanje i strukturirani intervjui s vodstvom visokih učilišta. Anketno istraživanje je provedeno u svrhu određivanja razine inovativnosti i aktivnosti strateškog planiranja koje su implementirane na hrvatskim visokim učilištima. Ukupno je 135 članova vodstva odgovorilo na upitnik. Druga faza je uključila strukturirane intervjue s predstavnicima vodstva 11 visokih učilišta. Istraživanja su pokazala da, iako većina hrvatskih visokih učilišta ima implementirane strategije i planove za unaprjeđenje kvalitete učenja i poučavanja, oni ne ispunjavaju svrhu motiviranja studenata i razvoja praksi učenja i poučavanja. U ovom radu su integrirani različiti pristupi analizi kvalitete učenja i poučavanja. Sveobuhvatan okvir za istraživanje kvalitete učenja i poučavanja uključio je strateški menadžment, inovacije i upravljanje kvalitetom. Posebno se ističe značaj inovativnih praksi za razvoj kvalitete učenja i poučavanja te se predlažu smjernice za vodstvo visokih učilišta kako bi se unaprijedila kvaliteta učenja i poučavanja.

The aim of the paper is to analyse the justification for and efficiency of the organisation of a Living Lab within the higher education system as an environment for the development of stimulating tourism ideas and entrepreneurship recommendations. The paper proposes the methodology by means of which the set problem area would be addressed and innovative solutions and recommendations reached for tourism entrepreneurship.For the purposes of identification of the concept elements and research methodology which the “Living Lab”, as an innovative dynamic laboratory implements, quantitative statistics and qualitative methods of creative thinking Brainstorming and Brainwriting are analysed in the paper. Through the Living Lab model, they contribute to the development of creativity and generate quality and innovative ideas and, in accordance with these, establishment of the most efficient model for problem solving in the tourism environment is proposed.The purpose of the paper is to present an innovative model of consideration and evaluation of problems and potential solutions in tourism entrepreneurship. Summarised considerations represent a scientific contribution to the new theory of problem solving and innovations in tourism entrepreneurship. This work is licensed under aCreative Commons Attribution-NonCommercial 4.0 International License.

Odnosi s javnošću su od iznimne važnosti za svaku organizaciju, tvrtku ili pojedinca koji u današnje vrijeme želi konkurirati na tržištu. Odnosi s javnošću dio su strateškog upravljanja, a zadaća im je stvoriti i održati ugled tvrtke te povećati prepoznatljivost stalnim i dosljednim dijalogom sa zajednicom. U današnje vrijeme, vrijeme modernih tehnologija, sve više organizacija koristi društvene medije u svrhu odnosa s javnošću. Bez odnosa s javnošću nema ni uspješne, ni kvalitetne organizacije. Svrha ovoga rada istražiti je koliki broj ustanova visokog obrazovanja u Hrvatskoj koristi moderne tehnologije, odnosno društvene mreže kao alat odnosa s javnošću, odnosno da li društvene mreže utječu na odabir studija studenata. U prvom dijelu rada, teorijskom, opisani su odnosi s javnošću, društvene mreže, struktura obrazovanja, a u drugom dijelu rezultati provedenog istraživanja. Public relations has become extremely important for any organization, company or individual that wants to compete in the market nowadays. Public relations is a part of strategic management, and its goal is to create and maintain a company's reputation and to increase recognition by maintaining a constant and consistent dialogue with the community. Nowadays, at the time of modern technologies, more and more organizations use social media for the purpose of public relations. Without public relations, there is no quality or successful organization. The purpose of this paper is to investigate how many institutions of higher education in Croatia use modern technologies as a tool in public relations, or whether social media affect students' selection of studies. In the first part of the paper, public relations, social networks and education structures are described theoretically, and in the second part the research is conducted

Glavni cilj ovog rada je bio analizirati efikasnost javne potrošnje na visoko obrazovanje koristeći se DEA metodom za izračun tehničke efikasnosti, te na temelju toga rangirati zemlje Europske Unije od najefikasnije prema najneefikasnijoj i pokušati odrediti razloge (ne)efikasnosti. S obzirom na to da je problem istraživanja efikasnost državnih izdvajanja na visoko školstvo, postavljene su dvije hipoteze. Prva od tih hipoteza sugerira da sve zemlje članice EU postižu visoku tehničku efikasnost javnih izdataka na visoko obrazovanje; u drugoj hipotezi se pretpostavilo da zemlje sa višim javnim izdacima postižu i viši koeficijent efikasnosti u korištenju resursa. DEA je ne-parametrijska metoda koja koristi linearno programiranje i sa lakoćom kombinira višestruke inpute i višestruke outpute, što je čini pogodnom za ovo istraživanje. DEA dodjeljuje pondere inputima i outputima i na temelju dobivenih rezultata, rangira zemlje po efikasnosti. Analizirani modeli u ovom radu bili su modeli varijabilnih prinosa na opseg, sa tri inputa (broj diplomiranih studenata, akademsko osoblje i javni izdaci na visoko obrazovanje po studentu) i dva outputa (broj diplomiranih studenata i zapošljivost) u dvije godine: 2013. (Model 1) i 2016. (Model 2). Modeli su bili izlazno usmjereni. Rezultati istraživanja pokazali su da zemlje Europske Unije, uistinu, postižu visoki koeficijent tehničke efikasnosti, međutim druga hipoteza je pokazala da je gotovo polovica zemalja u oba promatrana modela bila u donjoj polovici što se varijable izdvajanja za visoko školstvo po studentu (u EUR) tiče. U Modelu 1, 16 od 28 zemalja je postiglo maksimalnu tehničku efikasnost, dok je u Modelu 2 to uspjelo 15 zemalja. Zemlja sa najslabijim rezultatom efikasnosti iz Modela 1 se pokazala maksimalno efikasnom u drugom testiranom modelu, dok su određene zemlje koje su se pokazale efikasnima u prvom modelu, bile i dalje na zavidnoj razini efikasnosti, ali ipak nisu dosegle maksimum. The main goal of this research was to explore and analyse the efficiency of public expenditures on higher education in the EU – 28 countries using Data Envelopment Analysis (DEA), and rank countries from the most efficient ones to the inefficient ones as well as to try to determine the reasons for (in)efficiency. Considering that the main problem of this paper was researching the efficiency of public expenditure on higher education, there were two hypotheses. The first hypothesis suggested that all of the countries members of EU will achieve high coefficient of technical efficiency of public expenditure on higher education; the second hypothesis assumed that countries with greater public expenditures on higher education will achieve a higher coefficient of technical efficiency in using their resources. DEA is a non-parametric method that uses linear programming and combines multiple inputs and multiple outputs with ease, which makes it suitable for this research. DEA assigns weights to inputs and outputs and by doing so, after the scores are calculated, it ranks the decision making units by their efficiency coefficient. The analyzed models that were used in this paper were models of variable returns to scale with three inputs (number of students enrolled, academic staff and public expenditure on higher education per student in EUR) and two outputs (number of graduates and employability) in two years: 2013. (Model 1) and 2016. (Model 2). These models were, also, output oriented. We have reached the following conclusions: the countries of European Union, indeed achieve high coefficient of technical efficiency, however, second hypothesis showed that almost half of the countries in both observed models were in the bottom half when analyzing public expenditure on higher education per student (in EUR). In Model 1, 16 out of 28 countries managed to achieve maximum technical efficiency, while 15 countries achieved it in Model 2. The country with the weakest score from Model 1, Greece, was amongst the most efficient ones in Model 2, whilst certain countries that were efficient in Model 1, did not reach maximum coefficient in Model 2, although their score is, nevertheless, high.

Globalizacija je proces koji utječe na sve aspekte društva, uključujući i visoko obrazovanje. Stoga, međunarodna suradanja predstavlja važan aspekt funkcioniranja, pozicioniranja i razvoja svake visokoškolske institucije. Sveučilište u Mostaru je jedina visokoškolska institucija koja baštini hrvatsku kulturu i jezik u Bosni i Hercegovini. S druge strane, jedan od osnovnih ciljeva Sveučilišta u Mostaru je otvorenost prema drugima i drugačijima, koji se postiže, između ostalog, i kroz različite oblike međunarodne suradnje. Stoga je razvoj Sveučilišta u Mostaru jedan od neupitnih preduvjeta opstanka Hrvata u Bosni i Hercegovini, ali i razvoja cjelokupnog bosanskohercegovačkog društva u korist svih građana. Predmet ovog rada je analiza učinaka odabranih aspekata internacionalizacije. Za potrebe analize korišteni su sekundarni podatci analizom sadržaja podataka iz službenih evidencija Sveučilišta u Mostaru. Rezultati pokazuju napredak u međunarodnoj suradnji Sveučilišta u Mostaru te da mogu i trebaju biti jedan od smjerova razvoja Sveučilišta u Mostaru., Globalization is a process which effects every aspect of society including higher education. Therefore, international cooperation serves as an important aspect of functioning, positioning and development of every higher education institution. The University of Mostar is higher educational institution, which preserves Croatian heritage and language in Bosnia and Herzegovina. On the other hand, one of the University’s basic goals is transparency toward those who are different, which is accomplished through different forms of international cooperation among many other things. Therefore, the development of the University of Mostar is one of the crucial prerequisites for the survival Croats in Bosnia and Herzegovina, but also for the development of the whole society from which all of its citizens benefit. The main thesis of the paper is analysis of the selected impacts of internationalization of University of Mostar. Secular data used for the sake of this paper were taken from analysis of the official University’s records. The results show progress with University’s international communication and they confirm that this is one of the best directions for the future success of University’s development.

Glavni je cilj ovog rada dobiti uvid u oblike i kvalitetu podrške namijenjenu studentima s invaliditetom u visokoškolskom obrazovanju u Republici Hrvatskoj. Uvid je dobiven prilikom analiziranja postojeće dokumentacije i relevantnih rezultata istraživanja. Prilikom analiziranja osam sveučilišta u Republici Hrvatskoj (Split, Zadar, Rijeka, Dubrovnik, Pula, Zagreb, Osijek i Slavonski Brod), dobiven je uvid o tome kako je pozicionirana podrška studentima s invaliditetom u sveučilišnim dokumentima i u pravnim dokumentima Republike Hrvatske te djelovanje i ustrojstvo Ureda za studente s invaliditetom., The main goal of this paper is to gain insight into the forms and quality of support intended for students with disabilities in higher education in the Republic of Croatia. The insight was obtained during the analysis of existing documentation and relevant research results. During the analysis of eight universities in the Republic of Croatia (Split, Zadar, Rijeka, Dubrovnik, Pula, Zagreb, Osijek and Slavonski Brod), an insight was gained into how support for students with disabilities is positioned in university documents and in legal documents of the Republic of Croatia, as well as the operation and organization. Office for students with disabilities.

Polazeći od poimanja sustava visokog obrazovanja kao javnog dobra i značaja socijalne dimenzije obrazovanja, u fokusu ovog rada je studiranje djece iz skrbi za koju je samo sudjelovanje u obrazovnom procesu, a osobito postizanje višeg obrazovanja značajan čimbenik socijalne uključenosti. Rad donosi rezultate istraživanja provedenog u okviru istraživačkog projekta »Izazovi studiranja i podrške studentima odraslima u javnoj skrbi« financiranog od strane Sveučilišta u Zagrebu. S ciljem opisa specifičnosti i doživljaja studentskog života, provedeno je kvalitativno istraživanje s 23 mlade osobe s iskustvom života u alternativnoj skrbi. Održano je 5 fokusnih grupa u 5 sveučilišnih gradova: Zagrebu, Rijeci, Splitu, Osijeku i Puli. Prikupljeni podaci obrađeni su i grupirani analizom (tematskog) okvira u sljedeće teme: motivi upisa na fakultet, obilježja studiranja, percepcija sebe i drugih vršnjaka, čimbenici koji olakšavaju studiranje te socijalna mreža. Rezultati ovog istraživanja ukazuju na potrebu za pružanjem ciljane, sustavne podrške kako bi ova skupina mladih mogla unaprijediti i ostvariti svoje potencijale i lakše prevladala nepovoljne okolnosti koje prate njihov obrazovni put. U tu svrhu, važno je planirati suradnju između sustava socijalne skrbi i sustava odgoja i obrazovanja na svim razinama., Based on the perception of higher education system as a public good and the importance of the social aspect of education, this paper focuses on children from care, for whom mere participation in the education process, and especially in higher education, is a significant factor of social inclusion. The paper presents the results of research carried out as part of “The challenges of pursuing studies and providing support to students brought up in public care”, a research project financed by the University of Zagreb. The aim of qualitative research carried out on 23 students with in-care experience was to describe the particularities and experience of their student life. Five focus groups were held in five university cities: Zagreb, Rijeka, Split, Osijek and Pula. The collected data was processed and grouped according to the analysis of the (thematic) framework in the following themes: motives for enrolment, characteristics of studying, perception of self and other peers, facilitating factors in the studying process and social network. The results of this research indicate the need to provide targeted, systematic support in order for this group to improve and realize their potential and more easily overcome the unfavourable circumstances that have characterised their educational path. Hence, it is important to plan cooperation between the social care system and education system on all levels.

Doprinos sveučilišta društvenom razvoju danas se ogleda ne samo u domeni profesionalnog utjecaja na okruženje u kojem djeluje kroz temeljne akademske djelatnosti već i angažmana za povećanje kvalitete života sudionika lokalne zajednice. Da bi se to postiglo potrebno je ići korak dalje od klasičnog obrazovanja te poticati veću participaciju studenata u rješavanju problema lokalne zajednice. Metoda za postizanje ovog cilja široko je priznata diljem svijeta, a radi se o obrazovanju društveno odgovornih i aktivnih građana putem integracije modela društveno korisnog učenja u kurikulum visokog obrazovanja. Cilj ovog diplomskog rada je ponuditi pregled modela i programa koji omogućuju doprinos sveučilišta razvoju civilnog društva usmjeravanjem i olakšavanjem aktivnog sudjelovanja studenata u zajednici kroz društveno korisno učenje unutar sustava visokoškolskog obrazovanja. Također, u radu će biti istaknute i mogućnosti doprinosa društvenog korisnog učenja unapređenju profesionalnih kompetencija budućih stručnjaka pomažućih profesija. Dodatna vrijednost ovog diplomskog rada bit će i prikaz postojećih studijskih programa koji u svojim kurikulumima imaju integrirano i društveno korisno učenje što može poslužiti i kao primjer dobre prakse za organizaciju i unapređenje takvog oblika učenja na Edukacijsko-rehabilitacijskom fakultetu Sveučilišta u Zagrebu., Universities today don't benefit society purely by their proffesional influence but also by increasing the general quality of life of the people in the local community. To achieve this beneficial influence, it is necessary to depart from what's considered to be the „classic“ educational model and start working on including university students in solving various problems that burden the local community. There are various methods of doing this, however the most acclaimed and recognized method worldwide is educating socially responsible and active citizens by integrating the model of service learning in the universities’curriculums. The aim of this paper is to provide a different view of programs and models that help universities to develop a more civilized society by coordinating and enabling activities of university students in the community through service learning programs. This paper gives an insight in the way afore mentioned programs can increase and develop professional competence among students of humanities and social sciences. An added value to this paper is an overview of various educational programs that already include service learning in their curriculums. In that sense, this paper contributes to the development and improvement of such programs at University of Zagreb.