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In today’s challenging times subject to daily changes, the active participation of individuals in all spheres of business and social life requires a certain level of digital competence. This strongly applies to the principals of schools in and for the 21st century. In holding this position, they must be actively involved, with great responsibility, in the development of young people so that they can become successful in acquiring the knowledge, skills and competencies needed to overcome challenges and problems in both modern digitally transformed businesses and their private lives. Within the project “e-Schools: Development of the System of Digitally Mature Schools” (e-Schools project), which is in the second phase of its implementation in the Republic of Croatia, it was decided to develop a framework for digital competencies of school principals in order to develop the digital competencies of these very important stakeholders in the educational process. Development of the Framework for Digital Competencies of School Principals was based on scientific research and the steps of the scientific methodology used are described in this paper. The logical requirement placed upon the Framework for digital competencies of school principals was to be aligned with the Framework for Digital Maturity of Schools previously developed within the e-Schools project which defines areas and levels of digital maturity. A total of five areas of digital competencies in the Framework for Digital Competencies of School Principals has been identified: (1) Planning, management and leadership, (2) Digital technologies in learning and teaching, (3) Development of digital competencies, (4) Digital culture and (5) Digital infrastructure. For each of these areas, a set of digital competencies was identified based upon a review and analysis of the relevant literature and strategic documents, and the identification of key school principal tasks. In the next step, content validation of the competencies was performed with the help of a group of experts. Over twenty experts in the field of digital competencies participated in the content validation. In addition to content validation, the experts also determined the degree of importance of each particular competence in a specific identified area. In addition to experts in content validation as well as in the validation of the clarity of digital competencies' formulations, the school principals themselves participated. Validation was performed through focus groups, guided by a qualified moderator according to a predefined protocol. The final version of the competencies was obtained after updating the competencies based on qualitative validation by the experts and school principals who participated in the research. In the last step, after defining the final version of the competencies, a description of the competence and typical activities related to it were identified for each defined competence. As a final result, a total of twenty-five competencies and more than one hundred and seventy typical activities in the five identified areas were defined.

This paper examines behavior patterns related to online security and privacy attitudes from individuals across 28 European Union (EU) countries. By using the k-means clustering, the countries were assigned to three different profiles based on similarities in online security and privacy attitudes. The study revealed significant differences in online security and privacy attitudes between individuals from countries assigned to high, low and medium concerned profile. Concerns about online privacy and security of individuals in high concern profile were significantly higher compared to other two profiles, while individuals in low concern profile expressed a significantly lower level of concern about online privacy and security compared to other two profiles. A cross-national EU-based exploration and visual map-ping of attitudes was provided.

ICT-driven innovations affect all sectors of economy and society where trends like adaptability, remote workforce, augmented reality/virtual reality, internet of things, smart machines and artificial intelligence run the core of digital transformation of every aspect of a business. This article introduces the measurement instrument that was created and validated with intention of questioning certain aspects of digital economy from the user point of view. The validation of the proposed measurement instrument was conducted by applying factor analysis (Principal component analysis - PCA) which revealed critical factors affecting certain aspects of digital economy: e-commerce, e-banking, e-work (telework) and e-employment. Measurement instruments were tested on 197 respondents from two Croatian counties. To maximise the benefits that can be derived from digital transformation it is essential to overcome all barriers and force employment of opened opportunities. Business alignment with IT remains a challenge; therefore, presented results are valuable input in the discussed domain.

The impact of General Data Protection Regulation (GDPR) is profound on higher education institutions (HEI). HEIs become more accountable for the data they possess regarding their research activities, project activities, most notably teaching activities. As well, they ought to provide detailed databases of what sensitive data remains, as well as documents detailing whether it was stored, how it was obtained, who has access to it, and whether it should be deleted or anonymized. Information about students are generated in different ways: when designing different projects, seminars, essays, exams, but also when using e-learning systems. This article present research findings on students' preferred activities and their perceptions of privacy in the online learning system. The students were encouraged to use different activities within the e-learning system and to evaluate what they liked best with regard to the different types of tasks they were supposed to do. Furthermore, students were asked to evaluate their concerns about their privacy when using certain activities within e-learning platform. Extensive discrepancies in the individual learning trajectories demonstrate that there is no such thing as a one-size-fits-all solution in education. Adaptive online learning environment is continuously adapted to accommodate differences between learners in order to address this challenge. Presented results will enable better understanding of student preferences and thus help all participants in the teaching process to address online activities that will help students to achieve the best possible knowledge and skills.

In 2015 the programme entitled “e-Schools: A comprehensive informatization of school operation and teaching processes with the aim of creating digitally mature schools for the 21st century” started in Croatia. The results of the pilot project e-Schools include a Digital Competence Framework for School Employees: Teachers, Principals and Administrative Staff, and based on this, the Curriculum for the Enhancement of Digital Competences of School Employees: Teachers, Principals and Administrative Staff. In the paper, the methodology of transforming the Digital Competence Framework to Curricula is described: from digital competencies expected from school staff, through learning outcomes (units) to the modules and implementation/instruction units to be used as the base for educating school staff and helping them to achieve and/or improve their own digital competencies.

As information service production is performed in short bursts, conventional approaches frequently do not have enough time to produce good user experience (UX). Lean UX and other types of UX both share the same aim in mind: to reach a better user interface. Typical questions that should be addressed in the UX sketching concept of the service may include: Who are our users? For what is the product used? When is it used? What situations is it used in? What will be the most important functionality? What’s the biggest risk to product delivery? As opposed to designing products, services, and solutions based upon the preferences of the design team preferences, it has become standard practice to collate research and personify certain trends and patterns in the data as personas. Personas are fictional characters, created based upon research in order to represent the different user types that might use service, product, site, or brand in a similar way. Creating personas can help to understand users’ needs, experiences, behaviours and goals. This article presents the use of simulation method in teaching students basic concepts of IT service development, focusing specifically on defining customer profiles. The students were “acting” the employers of IT firm that is to develop new mobile, web or desktop application. One of the case study was to define characteristics of customer which will be using this application. Students/employers were invited to use various methods to describe customer profile as well as customer requirements.

The aim of the General Data Protection Regulation (GDPR) is to ensure the consistency of the protection of personal data across the European Union (EU). The GDPR imposes new rules that directly affect every Member State. The purpose of this paper is to identify the practical implications of GDPR and to discuss the changes that have the most practical relevance. The situation regarding the collection, processing and use of personal data at the higher education institution (HEI) in Croatia is analyzed with aim of alignment with the provisions of the GDPR. Accordingly, the areas within the HEI that are subject to change are identified, and measures implemented in order to align to the GDPR are presented.

Prototyping is an important part of the software development process which contributes to the quality of the final product. Accordingly, software engineering students should be taught prototype development and testing, in order to become familiar with users’ needs and also to better understand the application development process. In the process of prototype testing, it is crucial that students evaluate their own work, as well as the work of their peers. Self-evaluation and peer-evaluation of prototypes help students to better understand potential improvements to the application prototype and to implement those improvements in the development of the final product. This paper presents the usability testing of high fidelity prototypes using videos and Moodle workshops in the undergraduate course IT Services Management, and analyzes results of student self-assessment and peerassessment (N=445). An innovative way of prototype testing/evaluation is presented along with the results of teacher evaluation of the prototype ; moreover, student self- assessment and peerassessment are discussed. The results indicate that the student and peer assessments differed from those of the teacher, but the assessments from students and peers are more similar. Student- and peer- assessments are too high when considering teacher grading as a reference framework.

Education of future ICT professionals is becoming much more challenging due to the requirements and expectations that dynamic and innovative ICT market puts in front of higher education institutions (HEI). In order to prepare graduates for the challenges of future labour market, which consider their equipment with a various technical and soft skills, HEIs must be innovative and creative in introducing new pedagogical approaches, especially the ones in collaboration with the industry. In that context, different forms of work-based learning and internship placements in companies are taking part as an integral part of ICT programmes. This paper analyses an obligatory course “Professional practice” at the University of Zagreb, Faculty of Organization and Informatics. As a part of their final semester of graduate studies, students needs to undergo 160 hours of professional practice in companies. During the internship, each student is assigned a mentor from company’s employees who oversees his work. For each day of internship, students are obliged to write diary with a description of daily tasks which is, at the end of the internship, checked and signed by a mentor. Moreover, mentor completes a student evaluation form, as well as student complete company evaluation form. This paper analyses effectiveness of this form of student internship using the following data: 1) students’ evaluations, 2) mentors’ evaluations and 3) conclusions from students’ diaries. Analysis is based on data from generation 2018/2019. The results are discussed in order to detect potential for future improvements

Since the introduction of General Data Privacy Regulation, privacy issues have been put under special attention. Although business entities depend on the personal data of their users, the provisions presented by the modified privacy framework are applicable to higher education institutions (HEI) as well. The teaching process itself mostly depends on accessing, collecting, and sharing student's personal information. Furthermore, the processing and analysing the student’s success of studding is crucial in order to improve the quality of study programs and the study process in general, as well. This paper describes the implementation of the GDPR principle at a higher education institution in the Republic of Croatia. The steps that were needed to ensure the realization of all student rights, as well as the obligations of HEI regarding the securing of privacy throughout the teaching process, are presented. Implementation included the performance of inventory data, the establishment of records of data processing activities and records of privacy breaches. The procedures outlined can be seen as an example of good practice as HEI can align with the requirements of privacy, whereby all pedagogical standards, the achievement of the learning outcomes of a particular study program, as well as the transparency of the student evaluation process is insured and provided.

The Curriculum for the Enhancement of Digital Competences of School Employees: Teachers and Associates, Principals and Administrative Staff developed as the result of Croatian e-Schools project is presented. An open curriculum approach has been chosen that characterizes the flexibility of design and is based on recommendations that allow creativity and the introduction of change in the course of implementation. The digital competence curriculum is intended for the training of beneficiaries who are considered adults, therefore specifics related to adult education are implemented. As the digitalization of society, work and education is moving fast, there is a need to set a guidance to improve digital competence. Schools should be leaders on the use of digital technologies for learning, acquiring skills and competences and to emphasize the importance of digital technologies for future education and employment. We believe that this Curriculum can help address some of the key challenges that schools are currently facing.

The contact center is the center of communication between users and service providers through which companies strive to provide support and retain or increase the customer's satisfaction in working with the service. Today companies that provide support through contact centers add more and more independent channels including email, chat, SMS, social networks and other, without paying attention to the needs of customers nor to the potential that a particular channel delivers. In context of the contact center, omnichannel approach rises as an idea of creating the seamless and integrated environment for modern customer experience (CX) through integrated channels, which allows agents to work on a better interface and to use a richer set of customer and service data. This paper discusses the nature of applying the omnichannel approach to contact centers. To be more precise, focus of paper is on presenting the need for an omnichannel approach in today's contact centers, analyzing literature and defining opportunities and challenges of applying omnichannel approach to contact centers.

TEM Journal; Vol 7, No 1, 2018. ISSN 2217-8309, Possession of generic competences is recognized as a very important characteristic of future professionals in the field of information and communication technologies (ICT). There is a high pressure on higher education institutions (HEIs) to provide students with both technical knowledge and generic competencies. This study introduces a learning environment set in line with the principles of problem-based learning (PBL) aimed at raising students’ generic competences. Based on responses from 227 students, the results suggest that students perceive the set learning environment contributing to the development of a wide range of generic competences.

First part of paper addresses the impact of General Data Protection Regulation (GDPR) on data collection by most popular social networks. GDPR will start to apply on May 25th 2018, and it aims to change the way in which organizations treat data protection. Regulation requires organizations, including social networking service providers (SNSP), operating within the EU to know where personal information of their users is located, how can it be used and when does it have to be deleted. The paper clarifies the rights of the users and the obligations of the SNSP. It analyzes 10 most popular social networks and explores what personal information they collect as well as problems related to the application of GDPR. Second part of the paper presents the use of social networks in omnichannel contact center. Omnichannel is a business model which combines various communication channels in order to improve customer experience. Since modern social networks are abundant with personal user information, it is necessary to determine which of them may be collected and used by omnichannel contact center, while respecting the principles of GDPR.