Search the digital library catalog

Abstract: The environmental and climate crisis is gaining priority among critical human concerns; therefore, environmental knowledge and sustainable solutions play a significant role and gaining global popularity as an academic discipline. Additionally, United Nations Sustainable Development Goal no. 4 acknowledges education's role in promoting sustainable development, sustainable lifestyles, human rights, social responsibility, circular economy, and greening our economy and society. In this paper new conceptual framework that focuses on systematically analyzing environmental sustainability integration in study programs and subjects is developed. The main aim is to reflect the conceptual basis of education related to environmental sustainability topics such as sustainable development, social responsibility, circular economy, ecology, environmental protection, and greening to boost future environmental management practices in industry and services. Defining the level of integration of environmental and sustainability-related topics is divided by research field classification and study cycles (BSc, MSc, PhD). The specific added value of the developed conceptual framework is reflected by defining cross-sections and inter-and trans-disciplinary of sustainability topics integrated within specific programs and subjects. The conceptual framework was tested by assessing 1051 programs in progress in Slovenia. It was revealed that the highest share of study programs has an intermediate level of environmental sustainability with 2–3 subjects (392 study programs). These are represented mainly by integrating environmental protection, ecology, and “greening” but less with circular economy and social responsibility. Significant differences among specific study programs and study fields reflect that young intellectuals will not be equally educated and qualified for future managerial challenges. Master students gain the best insight into core sustainability and environmental topics needed for future environmental managers.
Keywords: higher education institution, environmental sustainability, educating environmental expert, managing knowledge supply, environmental competence
Published in DKUM: 19.02.2024; Views: 277; Downloads: 32
Full text (3,07 MB)
This document has many files! More...

Abstract: In this paper, we derived competences from previously developed competence models, ensuring the effective use of advanced technologies in future factories to improve the sustainability of their business models and strategies. Based on the analysis of the Hogan competence model and competence models for sustainability and leadership, we compiled a selection of competences for digitalisation, automation, robotics, artificial intelligence, and soft competences such as emotional intelligence and cultural literacy. We also included competences required for sustainability, corporate social responsibility, and circular economy. The selected competences formed the core for the conceptual development of a decision support tool for the individualised selection of training for employees. The concept was tested in customised training to improve employees’ skills and motivation for lifelong learning at the selected industrial partner. The developed assessment algorithm was used to monitor the progress of individual employees’ skills development before and after their training participation. The results of the assessment help human resource departments make decisions for selecting the most effective and optimal training for employees to improve their sustainability-related competences. Such a systematic approach can improve and evaluate competences that companies need to transition to a circular economy.
Keywords: circular economy, sustainability, competence development, employee training plan, decision support
Published in DKUM: 26.07.2023; Views: 469; Downloads: 60
Full text (3,61 MB)
This document has many files! More...

Abstract: Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their perceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews. Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good. Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from another, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphorical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.
Keywords: competence transfer, inter-organization, project organization, temporary work
Published in DKUM: 10.10.2018; Views: 977; Downloads: 333
Full text (408,38 KB)
This document has many files! More...

Abstract: A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans' sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.
Keywords: ability, competence, design, technology, SketchUp, spatial intelligence
Published in DKUM: 15.12.2017; Views: 1208; Downloads: 181
Full text (437,71 KB)
This document has many files! More...

Abstract: Recent trends of spreading of market globalization, technological progress, internationalization, privatization and other relevant changes are strategically changing the context in which all institutions of society operate and prosper. The higher education sector is also affected, and, in particular, the business education has to be better aligned with these external realities. In this dynamic and changing environment, students, businesses and other stakeholders require knowledge and skills that will provide them with competency in relation to the current economic situation and technological advances. Tourism sector and whole economy increasingly depend on contemporary knowledge that provides appropriate job competency to students and competitive advantage to the providers of services. Adjustment of public higher education institutions is important for enhancing their market position in increasingly competitive market for business education. There is an increasing number of private business schools that have emerged recently, also in the field of tourism that have seen their great potential for business success and earnings in the increasingly competitive business education market, framed by a very dynamic and competitive environment of business education. In addition, business schools have to deal with the trend of shrinking budgetary (public) funding of their operation, which forces them to search for additional funding by providing new educational offerings and strengthening of their market orientation. In the debate about the future of tourism education, there lies a gap between the requirements of the curriculum and the expectations of the industry, which argues that higher education has to serve the tourism of the future - that is to prepare students for a more active role in tourism organizations and in their search for improvements and adaptation to different competitive circumstances. Does business schools% curriculum follow the development of key recent trends in the industry? The main objective of this paper is to identify the key aspects of the dynamic adaptation of university business schools and to elaborate on the possible linkage between the development of professional competences of students in the field of tourism and the professional requirements of organizations in this industry. We will use the comparative method (overview and comparison of tourist programs of selected faculties in selected countries of the former Yugoslavia, review and comparison of their programs regardless of any possible accreditation) and benchmarking analysis that will help us identify differences in achieved professional student competencies in selected faculties and compare them against achieved professional student competencies of selected, leading faculties in central Europe in the field of tourism.
Keywords: graduate professional competence, tourism education, market orientation of public higher education institutions, globalization, privatization of higher education, tourist destinations, marketing
Published in DKUM: 03.08.2017; Views: 1798; Downloads: 385
Full text (613,97 KB)
This document has many files! More...