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„Učenje za poduzetništvo“ Znanstveni časopis ICEL3 konferencije

„Entrepreneurial Learning“ ICEL3 Conference Scientific Journal

ISSN 1848-1264 UDK 33:37

Volumen 3/Volume 3 Broj 1, 2013. /Number 1, 2013

Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski

University College of Economics, Entrepreneurship and Manage-ment Nikola Subic Zrinski

Glavni urednik/Editor in Chief:Vitomir Tafra

Zagreb, 2013.

Urednički odbor/Editorial board:

mr.sc. Anton Florijan Barišić (Zagreb, Croatia), dr.sc. Marina Gregorić (Zagreb, Croatia), dr.sc. Milan Matijević (Zagreb, Croatia), Marjana Merkač-Skok (Ljubljana, Slovenia), dr.sc. Mirjana Pe-jić-Bach (Zagreb, Croatia), dr.sc. Jozsef Poor (Budapest, Hungary), Vitomir Tafra (Zagreb, Croatia), mr.sc. Zdravko Tkalec (Zagreb, Croatia)

Širi urednički odbor/Extended editorial board:

dr.sc. Ružica Beljo Lučić, (Zagreb, Hrvatska), dr. sc.João Manuel da Silva Carvalho, (Maia, Por-tugal), dr.sc. Emilija Fidancevska (Skopje, Macedonia), dr.sc. Arthashes Gazaryan, (Klaipeda, Lithu-anija), dr. sc. ÅsaHagberg-Andersson, (Turku, Finland), dr.sc. Jan Jonker, (Nijmegen, Nizozemska), dr.sc. Ljubo Jurčić (Zagreb, Croatia), dr.sc. Ivica Katavić, (Zagreb, Croatia), dr.sc. Tanja Mihalič (Lju-bljana, Slovenia), dr.sc. Josip Milat (Split, Croatia), mr.sc. Ivan Miloloža (Zagreb, Croatia), dr.sc. Mi-tar Perušić (Zvornik, Bosna i Hercegovina), dr.sc. Boris Pirjevec (Zagreb, Croatia), dr.sc. Aljoša Še-stanović, (Zagreb, Hrvatska), dr.sc. Gyula Vatai (Budimpešta, Hungary), dr.sc. Diana Vican (Zadar, Croatia),

Nakladnik/Publisher

Visoka škola za ekonomiju, poduzetništvo i upravljanjeNikola Šubić Zrinski

Selska cesta 119, Zagreb, Croatia

Za nakladnika/For Publisher

Vitomir Tafra

MINPOMINISTARSTVO PODUZETNIŠTVA I OBRTA REPUBLIKE HRVATSKEMINISTRY OF ENTREPRENEURSHIP AND CRAFTS

Pokrovitelji:

MINISTARSTVO ZNANOSTI OBRAZOVANJA I SPORTA REPUBLIKE HRVATSKEMINISTRY OF SCIENCE, EDUCATION AND SPORTS OF THE REPUBLIC OF CROATIA

HRVATSKA GOSPODARSKA KOMORACROATIAN CHAMBER OF ECONOMY

HRVATSKA OBRTNIČKA KOMORACROATIAN CHAMBER OF TRADES AND CRAFTS

Predsjednik RH, dr.sc. Ivo Josipović

SADRŽAJ

Uz treći broj časopisa “Učenje za poduzetništvo” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Uvod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1 Uvodni članci / Opening articles

Vitomir TafraUČENJE I OSPOSOBLJAVANJE ZA PODUZETNIŠTVO I OBRAZOVNI SUSTAV - STRATEGIJSKI PRISTUP / LEARNING AND TRAINING FOR ENTREPRENEURSHIPAND EDUCATIONAL SYSTEM - STRATEGIC APPROACH . . . . . . . . . . . . . . 16

2 Žensko poduzetništvo / Female Entrepreneurship

Apostolina Tsaltampasi, Elizabeth TziallaŽENSKO PODUZETNIŠTVO U GRČKOJ / WOMEN ENTREPRENEURSHIP IN GREECE . . . 25

Kelly Ng-Lun, Natasha Shahbaz & Nuray OzbayTHE IMPORTANCE OF FEMALE ENTREPENEURSHIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Martina FerkPOTICANJE PODUZETNIŠTVA ŽENA U ZEMLJAMA ZAPADNOG BALKANA – KRITIČKA ANALIZA I NAJBOLJE PRAKSE /BOOSTING WOMEN ENTREPRENEURSHIP IN WESTERN BALKAN COUNTRIES – CRITICAL ANALYSIS AND BEST PRACTICES . . . . . . . 49

3 Izgradnja poveznica između obrazovnog i poslovnog sektora / Building Links between Education and Business

Anica Hunjet, Goran KozinaPODUZETNIČKO OBRAZOVANJE TEMELJENO NA DRUŠTVENOJ ODGOVORNOSTI . . . 61

Nevena JerakNASLOV RADA: UPRAVLJANJE ZNANJEM U DZS-U/PAPER TITLE: KNOWLEDGE MANAGEMENT IN CBS CROATIA . . . . . . . . . . . . . . . . . . . . 83

Mirjana Borota PopovskaATTITUDES TOWARD CONTINUOUS LEARNING AND NEW COMMUNICATION TECHNOLOGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Željko SudarićPODUZETNIČKIM KOMPETENCIJAMA DO RAZVOJA MALOG I SREDNJEG PODUZETNIŠTVA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Iva Biondić, Ivica Katavić, Anita ZelićDOPRINOS SUVREMENOGA PODUZETNIČKOG OBRAZOVANJA POVEĆANJU ZAPOŠLJIVOSTI U REPUBLICI HRVATSKOJ – STUDIJA SLUČAJA VELEUČILIŠTA VERN’ / CONTRIBUTION OF CONTEMPORARY ENTREPRENEURIAL EDUCATION TO THE INCREASE OF EMPLOYABILITY IN THE REPUBLIC OF CROATIA – CASE STUDY OF VERN’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Mladen Ilić, Dragan StankovićPOTREBA IZOBRAZBE ZA PODUZETNIŠTVO U DRŽAVNOJ UPRAVI / NEED TRAINING FOR ENTREPRENEURSHIP IN CIVIL SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Verica Jovanovski BOJE POSLOVNIH „SVJETOVA“ I USKLAĐENOST SA ŽIVOTNIM VRIJEDNOSTIMA GENERACIJE Y /COLOURS OF BUSINESS “WORLD’S” AND compatibility with the lifetime value of Generation Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

4 Kreativna i poduzetna mala i srednja poduzeća - ključ za razvoj / Creative and Innovative SMEs – Key for Development

Sanja Rocco, Neven ŠipićCREATIVE APPROACH IN DESIGNING FAMILY HOTELS IN CROATIA . . . . . . . . . . . . . . . . 143

Marina GregorićUČINAK CJELOŽIVOTNOG UČENJA NA ODRŽIVI RAZVOJ TURISTIČKE DESTINACIJE / THE IMPACT OF LONG-LIFE LEARNING ON THE SUSTAINABLE DEVELOPMENT OF TOURISM DESTINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Andreja Horvatić, Lucija BačićNOVE TEHNOLOGIJE KAO PROMOTORI TURIZMA I GASTRONOMSKE PONUDE HRVATSKE / NEW TECHNOLOGIES AS PROMOTORS OF TOURISAM AND GASTRONOMY OF CROATIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Marina GašićZELENA EKONOMIJA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Dost Pandrani, David Ferguson ENABLING FACTORS OF GREEN ENTREPRENEURSHIP: A CASE STUDY OF ORGANIC AGRICULTURE PRODUCE IN THE SINDH AND BALOCHISTAN PROVINCES OF PAKISTAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

5 Inovacije i primjeri dobre prakse u učenju za poduzetništvo/ Innovation sand Good Practicesin-Entrepreneurship Education

David McMurtryOBRAZOVANJE ZA PODUZETNIŠTVO U EUROPI – IZAZOVI I PRILIKE ZA EUROPSKE NASTAVNIKE, ZAKONODAVCE I INSTITUCIJE / ENTREPRENEURSHIP EDUCATION IN EUROPE – CHALLENGES AND OPPORTUNITIES FOR EUROPEAN EDUCATORS, POLICYMAKERS AND INSTITUTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Bartosz SobotkaSTRUKOVNO OBRAZOVANJE I POSLOVNI SVIJET – POTRAGA ZA MODELOM SURADNJE / VOCATIONAL EDUCATION AND BUSINESS - LOOKING FOR A COOPERATION MODEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Ibrahim BÜKELSTVARANJE BOLJE BUDUĆNOSTI KROZ UČENJE ZA PODUZETNIŠTVO U OSNOVNIM I SREDNJIM ŠKOLAMA / CREATING BETTER FUTURES THROUGH ENTREPRENEURSHIP EDUCATION IN PRIMARY AND SECONDARY SCHOOLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Upute za suradnike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

Guidelines for collaborators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Uz treći broj časopisa UČENJE ZA PODUZETNIŠTVO

Ovo je treći broj časopisa UČENJE ZA PODUZETNIŠTVO koji izdaje Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski (Zagreb, Hrvatska). Nakladnik je ovaj znanstveni, stručni, poduzetnički projekt nastavio razvijati zahvaljujući prvenstveno domaćim i stranim auto-rima koji su prepoznali priliku prezentiranja svojih postignuća u radovima iz područja učenja za poduzetništvo.

Razlozi koji su Nakladnika naveli na razvoj ovog projekta su, prije svega, značenje glavne teme kojom se časopis bavi te pružanje mogućnosti znanstvenicima i stručnjacima za razmjenu znan-stvenihi stručnih informacija i rezultata istraživanja problema vezanih za odgoj, učenje i obrazo-vanje zapoduzetništvo.

Treća godina izlaženja časopisa Učenje za poduzetništvo govori o upornosti svih aktera odgo-vornih za izdavanje, koji su i u ovim zahtjevnim vremenima smogli dovoljno entuzijazma za razvo-jem ovog projekta.

Časopis Učenje za poduzetništvo je specifičan po tome što se u njemu objavljuju znanstveni i stručni radovi na hrvatskom, crnogorskom, bosanskom, srpskom i engleskom jeziku.

Nakladnik i Urednički odbor su se opredijelili za APA sustav (American Psychological Associati-on)pisanja referenci u tekstu i pisanja bibliografskih jedinica u popisu korištenih izvora. Detaljnije o tom pitanju piše u Uputama za suradnike na kraju svakog sveska koji objavljujemo.

Zahvaljujemo svima koji ponudom svojih znanstvenih i stručnih radova i na sve drugenačine-pomažu održivosti i razvoju ovog znanstvenog i izdavačkog projekta.

Urednički odbor

UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING 9

Uvod

Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski iz Zagreba, or-ganizator je treće Međunarodne konferencije učenja za poduzetništvo ICEL (eng. International conference on entrepreneurial learning). Konferencija zacilj ima doprinos prihvaćanju poduzet-ništva kao odgojno-obrazovne, socijalne i ekonomske vrijednosti. Vrijednosna orijentacija pret-postavlja stvaranje mogućnosti za razvoj poduzetničkih kompetencija na svim razinama obra-zovanja, osposobljavanja i obrazovanja za poduzetništvo kroz formalno, neformalno i informal-no obrazovanje, te poticanje poduzetništva kao gospodarske potrebe Ona je usmjerena na ra-zvoj kapaciteta kroz razumijevanja poduzetništva kao ključne kompetencije za cjeloživotno uče-nje, suradnju obrazovnih, istraživačkih institucija i poduzeća, uz isticanje primjere dobre prakse.

Specifični ciljevi koji se ogledaju u radovima su usmjereni na senzibiliziranje javnosti o cjeloži-votnom učenju za poduzetništvo u gospodarskom, socijalnom i ekološkom okruženju kao genera-tora stvaranja nove vrijednosti s naglaskom na društvene odgovornosti i održivi razvoj. Poticanje suradnje u pogledu međunarodnog i interdisciplinarnog okupljanja stručnjaka iz znanosti i prakse-posebno se ogleda i u prezentaciji zemlje partnera.

Ove godine je kao prva zemlja parner bila Crna Gora. Delegacija je kroz znanstvene radove i ostale prezentacijske aktivnosti upoznala sudionike konferencije o svojim postignućima na pla-nu sustavnog razvoja i inplementaciji učenja za poduzetništvo u obrazovni sustav Crne Gore s naglaskom na strukovno obrazovanje. Prezentirana iskustva pobudila su veliki interes međuna-rodnih i domaćih sudionika.Istinsko integriranje poduzetništva podrazumijeva sustavan pristup razvoju niza osobina ličnosti – stvaralaštva, samostalnosti, kritičnosti, inovativnosti, inicijativno-sti, sposobnosti razumnog preuzimanja rizika, organizacijskih sposobnosti, sposobnosti vođenja i upravljanja, suradničkih vještina i drugih osobina. Krajnji je cilj ovihprocesa stvaranje poduzet-nog društva za konkurentno i inovativno gospodarstvo. Iz tog razloga Europska Unija je obra-zovanje za poduzetništvo, uz ostale ključne kompetencije, odredilo kao nadnacionalni interes.

Međunarodna konferencija potiče i omogućava suradnju stručnjacima, praktičarima i znan-stvenicima u svim segmentima obrazovanja i poduzetničkog učenja u cilju kvalitativne potpore u kreiranju vlastitih rješenja. Upravo razmjena ideja, pogleda, različitih promišljanja, te primjeri do-bre prakse u području poduzetničkog učenja, djelatno doprinose stvaranju razvijanju vlastitih su-stavnih modela i rješenja usmjerenog ka razvoju nacionalnih ekonomija. Iskustva i spremnost na-suradnju kao i primjeri dobre prakse olakšavaju nam integraciju u društveni, kulturni, gospodar-ski i obrazovni prostor Europske Unije.

Definiranjem ciljeva ovogodišnje međunarodne konferencije a sistematiziranih u tematskim cjelinama:implementacija cjeloživotnog učenja za poduzetništvo,poduzetne institucije/škole, iz-gradnja poveznica između obrazovnog i poslovnog sektora, inovacije i primjeri dobre prakse u učenju za poduzetništvo, kreativna i poduzetna mala i srednja poduzeća - ključ za razvoj, financi-ranje iz EU za razvoj - projektni pristup, studentski poduzetnički inkubatori, žensko poduzetništvo, uloga financijskih institucija u jačanju poduzetništva, poticanje poduzetništva u društvu, fokusira-mo pozornost stručne i znanstvene javnosti ka iznalaženju optimalnih riješenja.


12 Uvod

Odabrane radove sudionika ove međunarodne konferencije objavljujemo u časopisu Učenje za poduzetništvo broj 1 i 2 (godište 2013). Časopis će izlaziti dva puta godišnje.

Predsjednik Organizacijskog odbora

Uvodni članci

1Opening articles

16 Vitomir Tafra

OBRAZOVANJE ZA PODUZETNIŠTVO KAO NACIONALNO, NADNACIONALNO I

INTERNACIONALNO PITANJE.

Sažetak:Svaka država osigurava ekonomsko postojanje stvaranjem materijalnih dobara za podmire-nje vlastitih potreba a višak za međunarodnu razmjenu. Stvaranje nove vrijednosti je uvjet opstojnosti nacionalnog gospodarstva kao materijalne pretpostavke opstankanacije i drža-ve te njenog daljnjegrazvoja i napretka (kulturnog i inog). Svaki pojedinac ima prirodnu po-trebu za samorealizacijom u nekom od područja stavranja, biti inženjer, doktor, uzgajati cvi-jeće, slikati i što drugo. U svakoj ljudskoj aktivnosti nužna je i poduzetnost za realizaciju utvr-đene ideje. Podizanje poduzetničkog kapaciteta i gospodarske snage nacije povijesno je traj-ni cilj svake države.U tržišnoj ekonomiji poduzetništvo je osnova gospodrastva. Poduzetnici, naročito mali i srednji čine oko 97% gospodarstva gotovo svih država Europske Unije,su generator nacio-nalne ekonomije. Sustavni odgoj i obrazovanje za poduzetništvo pretpostavka je generiranja poduzetnog po-jedinca, uspješnog poduzetnika, uspješnog gospodarstva i uspješne države. Nadnacionalno pitanje je ono koje nije za nikoga upitno nego se raspravlja kako i na koji način realizirati tu pretpostavku. Zemlje Europske Unije, kojoj i mi sada pripadamo, davno su proglasile, izme-đu ostalih, poduzetništvo kao ključnu kompetenciju koju je nužno sustavno ugraditi u sve ra-zine obrazovanja.

Ključne riječi: poduzetništvo,nacionalno, nadnacionalno, gospodarstvo, stvaranje nove vrijednosti

Abstract:Each country ensures its economic existence by producing material goods to meet its own needs while using the surplus for international trade. Creating a new value is a prerequisite for the sustainability of national economy as a material precondition for the existence of nation and state, as well as their further development and progress (cultural and other). Entrepreneurship is the basis of market economy. Small and medium enterprises in particular, account for 97% of the economy of the majority of EU countries, thus being the driving force of national economy. In addition to entrepreneurs, agricultural manufacturers are an important factor of each economy and therefore need to have entrepreneurial competence as well. Supranational issue is the one that everybody agrees upon and is discussed in order to be achieved. EU countries have identified entrepreneurship as one of the key competences which needs to be systematically implemented on all levels of education with the aim of fostering entrepreneurial mindset. Furthermore, education for entrepreneurship has been listed as one of the key competences which are acquired through lifelong learning.


Key words: lifelong learning, economy, national issue, supranational issue, entreprene-urship, creating new value

Što čini odgoj i obrazovanje za poduzetništvo nacionalnim pitanjem?

Svaka država osigurava ekonomsko postojanje stvaranjem materijalnih dobara za podmirenje vlastitih potreba, a višak za međunarodnu razmjenu. Stvaranje nove vrijednosti uvjet je opstoj-nosti nacionalnog gospodarstva kao materijalne pretpostavke opstanka nacije i države te njenog daljnjeg razvoja i napretka (kulturnog i inog). U tržišnoj ekonomiji poduzetništvo je osnova gospo-drastva. Poduzetnici, naročito mali i srednji, čine preko 97% gospodarstva gotovo svih država Eu-ropske Unije i oni su generator nacionalne ekonomije.

Generiranje i povečanje apsorpcijske sposobnosti gospodarstva u direktnoj je korelaciji sa stupnjem društvenog nivoa poduzetnosti što u korelira sa usvojenošću poduzetničke kompeten-cijenjenih građana.

Svaka društvena zajednica teži za povečanjem osobnog i društvenog standarda, zato i ne čudi činjenica da je poduzetnička kompetencija svrstana u red ključnih kompetencija cjeloživotnog učenja u zemljama europske unije ali i svih ostalih zemalja, razvijenih i onih manje razvijenih. Kom-paracijom nacionalnih politika vezanih za sustavni razvoj poduzetnosti kao kompetencije, uoča-vamo kako gospodarski narazvijenije zemlje sustavno najviše ulažu u cjeloživotno učenje za po-duzetništvo u gotovo svim razinama obrazovanja. Različiti pristupi kao i pojedina riješenja govo-re o vlastitim naporima traženja optimalnog pristupa, u skladu sa nacionalnim miljeom, kako poti-cati i razvijati poduzetnost svakog člana društvene zajednice i kako omogućiti prepoznavanje vla-stitih mogućnosti za uključivanje pojedinaca u pokretanje novih poslovnih projekata i poduzeća. Važno je napomenuti razvijani je koncepta podrške poduzetnicima početnicima i poduzetnicima u fazi rasta i razvoja.

U hrvatskom gospodarstvu posluje ukupno 168.931 subjekat malog gospodarstva.

• Od tog broja 92,2% su mikro poduzeća,

• 6,3 % su mala poduzeća

• srednje velika poduzeća iznose 1,2 %

• a svega 0,3% su velika poduzeća

18 Vitomir Tafra

Kada promatramo ukupno gospodarstvo Republike Hrvatske tada možemo konstatirati da je 99,7 % subjekata malog gospodarstva.

Uzimajući u obzir činjenicu da naše gospodrastvo čini 99,7 % mikro podu-zeća do 5 zaposlenih, tada nam se nameće pitanje kako i na koji način podići njihov poslovni kapacitet u skladu sa ciljevima gospodarskog razvoja zemlje. Također kako potaknuti integrativne procese u cilju jačanja konkurentske spo-sobnosti u uvjetima poslovanja europskog tržišta a uskoro europsko-američ-kog tržišta u okviru europske unije i kako poslovati sa zemljama u okruženju i na ostalim svjetskim tržištima.

Jedna od pretpostavki je sustavno cjeloživotno usvajanje i poduzetničke kompetencije što omogučuje svakom pojedincu lakše prepoznavanje vlastitih potencijala te razvoj potrebnih društvenih kapaciteta kako bi se taj potencijal mogao nesmatano razvijati i kasnije uklopiti u poželjna društveno ekonomska kretanja nacionalnog gospodarstva. Ovdje nema ograničenja ili usmjeravanja isključivo na buduće ili sadašnje poduzetnike nego su ti napori usmjereni pre-ma svakom pojedincu. Jedan od primarnih ciljeva ovakovog pristupa je kori-štenje poduzetničkog potencijala i u redovnom obavljanju radne funkcije. Sin-tagma poduzetan pojedinac – poduzetno poduzeće – poduzetno gos-podarstvo je put ka uspješnom nacionalnom gospodarstvu.

Osim poduzetnika u punom smislu riječi značajni čimbenici su i poljopri-vredni proizvođaći koji nužno moraju ovladati i poduzetničkom kompetenci-jom kako bi se uspješno nosili sa nužnim promjenama u načinu gospodarenja.

Prema podacima Državnog zavoda za statistiku u srpnju 2013. godine stanje je sljedeće:

Aktivno stanovništvo: 1.806.077Ukupno zaposleni: 1.387.967 od toga

• Zaposleni u realnom (pravnom) sektoru: 1.141.338

• Zaposleni u obrtu i slobodnim profesijama: 221.097

• Zaposleni osiguranici i poljoprivrednici: 25.482

Broj nezaposlenih u HR – struktura po godinama starostiTrenutno nezaposlenih prema podacima Hrvatskog zavoda za zapošljavanje:

• 321.080 (18,4 %)Kolovoz 2013.


Registrirana nezaposlenost

• Bez radnog iskustva: 59.103

• Mladi do 24 god.: 56.463

• Mladi do 24 god. bez radnog iskustva: 34.077

• Dugotrajno nezaposleni: 158.807

Svjedoci smo kako se društveni napredak ne dešava sam posebi bez obzira koliko to bilo oči-to i da li,„po prirodi stvari“, bi to trebao netko drugi već učiniti. Zato je potrebno učenje za podu-zetništvo postaviti na pijedestal nadnacionalnog pitanja, u okviru nacionalnog gospodarstva, koje nije upitno nego se vode rasprave i traže operativni koncepti i sustavna riješenja za realizaciju. Ra-zvojni dokumenti europske unije nam to i govore a potpore kroz projektne linije direktno usmje-ravaju sretstva za realizaciju postavljenog cilja: jačanja nacionalne konkurentnosti gospodarstva svake članice a time i europske unije. Upravo setu očituje nadnacionalni karakter cjeloživotnog učenja za poduzetništvo u užem nacionalnom smislu. Kako će se realizairati taj cilj ovisi o svakoj pojedinoj članici i njenoj razradi načina, metoda i opsega, u skladu sa vlastitim potrebama utvrđe-nim ciljevima i nivom razvijenosti gospodarstva i društva u cjelini.

Što smo mi učinili?Sadašnje stanje uobrazovanju za poduzetništvo podsjeća na veliku kuću punu svih potrebnih

stvari za stanovanje i ugodan boravak ali su unesene bez dovoljno reda i nisu sve posložene na odgovarajuće mjesto i zato se ne mogu koristiti na odgovarajući naćin niti pružiti potreban kom-for a neke poćinju i smeteti jer neraspakirane beskorisno zauzimaju prostor.

Za pripremu međunarodnogskupa o stanju obrazovanja za poduzetništvo u obrazovnom su-stavu Republike Hrvatske (2010) postavljeno je pitanje o stanju učenja za poduzetništvo u vrtići-ma i osnovnim školama. Kako bi se dokumentiralo postojeće stanje resorno ministarstvo je posla-lo upit navedenim institucijama u čitavoj hrvatskoj kako bi se referirale što to one čine na tom pla-nu. Odaziv je bio izuzetan. Vrtići i osnovne škole poslale su vrlo vrijedne primjere vlastitog promi-šljanja realizacije učenja za poduzetništvo. Konstatacija ministarstva na toj konferenciji je bila: vi-dite mi to već sve imamo i naše ustanove već godinama realiziraju učenje za poduzetništvo. Sve je bilo točno izneseno ali potrebno je napraviti korak dalje i sva ta pozitivna iskustva i postojeća rije-šenja usustaviti i cjelovito razvijati.

Nacionalna koordinacija učenja za poduzetništvo djeluje, na inicijativu hrvatske gospodarske komore, od 2007. godine. Članice su: ministarstvo poduzetništva i obrta,ministarstvo znanosti, obrazovanja i sporta,ministarstvo turizma,ministarstvo regionalnog razvoja, Hrvatska gospodar-ska komora,Hrvatska obrtnička komora, hrvatski zavod za zapošljavanje i Hrvatska udruga poslo-davaca. To je mjesto usaglašavanja nacionalnih politika djelovanja na području cjeloživotnog uče-nja za poduzetništvo. U okviru ovog nacionalnog tijela generirana je Strategija učenja za poduzet-ništvo koju je Vlada RH usvojila 2010.godine s Akcijskim planom za provedbu.

Upravo na primjeni ovog dokumenta očituje se razumijevanje nadnacionalnog karaktera su-stavnog uvođenja učenja za poduzetništvo u obrazovni sustav Republike Hrvatske.

20 Vitomir Tafra

Nova politička opcija u okviru resornog ministarstva poduzetništva i obrta nije dovela u pita-nje vrijednost Strategije nego je prišla promjeni Akcijskog plana kako bi prilagodila načine reali-zacije vlastitom promišljanju. Na se taj način nadirektnije pridonosi dugoročnom „pospremanju kuće“. Mnistarstvo znanosti, obrazovanja i sporta usvojilo je „Nacionalni okvirni kurikulum“ u ko-jem je obrazovanje za poduzetništvo uvršteno kao obvezna međupredmetna tema u rani odgoj i obrazovanje, osnovne i srednje škole.

Temeljne sistemske pretpostavke su stvorene, vrijedne odgajateljice, učitelji, nastavnici pred-metne nastave u osnovnim i srednjim školama te visokoškolskim ustanovama imaju mogućnost i formalnu obvezu stvaranja školskog i visokoškolskog kurikuluma učenja za poduzetništvo. U obli-ku koncepta još 2008. godineizrađen jeSUSTAV CJELOŽIVOTNOG OBRAZOVANJA ZA PODUZETNIŠ-TVO REPUBLIKE HRVATSK iPlan implementacije E4E – obrazovanja za poduzetništvo, uz navedene nacionalne dokumente i danas aktualan.

Sistemske predpostavke su stvorene, pripremni projekti na senzibilizaciji učenja za poduzet-ništvo u vrtičima i osnovnim školama kroz projekt ministarstva poduzetništva i obrta „Dječji tje-dan poduzetništva“ u realizacije je već šestu godinu, raspolažemo sa 17 godina iskustva u razvo-ju srednjoškolskih vježbovnih tvrtki, Hamag-invest sa partnerskom institucijom Visokom školom za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski već drugu godinu razvija Mrežu stu-dentskih poduzetničkih inkubatora u visokoškolskim ustanovama hrvatske.

Potrebno je još razviti opći nacionalni kurikul učenja za poduzetnišvo temeljem kojeg bi se prišlo izradi posebnih kurikula za svaku razinu obrazovanja. Na taj način bi se olakšao put izradi školskih kurikula na jedinstvenim osnovama omogučujući varijacije na temu, ovisno o specifično-sti lokalne zajednice i invenciji zaposlenika odgojno obrazovne ustanove.

Kada govorimo o kurikulu tada mislimo o cjelovitosti pristupa i uvažavanju svih sastavnica. Jednu od tih sedam sastavnica bih posebno izdvojio, a to je edukacija odgajateljica, učitelja i na-stavnika u svim zazinama obrazovanja.

Brzina implementacije učenja za poduzetništvo ovisi uvrtićima o:

• 10 591 odgojitelja

• 470 pedagoga

• 660 psihologaKoji skrbe za 128. 046 djece u 1.371 vrtića u RH

osnovnim školama o:

• 31 467 učiteljaKoji skrbe za 334 070 učenika u 2067 osnovne škole


srednjim školama o:

• 24 454 nastavnikaKoji skrbe za 183 139 učenika u 724 srednjih škola

visokim školama i fakultetima o:

• 11.357 visokoškolskih nastavnikaKoji skrbe za 188. 285 studenta (3+2) u 7 javnih sveučilišta, 3 privatna sveučilišta, 67 fakulteta

i akademija, 2 privatna veleučilišta, 13 javnih veleučilišta, 27 privatne visoke škole i 3 javne visoke škole ili ukupno 122 visoka učilišta.

Kada govorimo o učenju za poduzetništvo kao nadnacionalnom pitanju u užem kontekstu, uvi-jek moramo imati na umu i njegovu iznimnu odgojnu komponentu toliko važnu u procesu sazrije-vanja ličnosti i njegovom kasnijem razvoju.

Što činiobrazovanje za poduzetništvo nadanacionalnim pitanjem u širem kontekstu tj. u dogo-voru između zemalja napomenuli smo već ranije. Možemo samo naglasiti da je upravo europska unija kroz praktično sve svoje strateške dokumente kao imperativ utkala obvezu svake zemlje čla-nice da sustavno razvija poduzetničke kompetencije vlastite nacije. Operativne mjere i direktne financijske potpore putem različitih projektnih linija dosljedno su u funkciji ostvarenja tog cilja.

Internacionalno pitanje obrazovanja za poduzetništvo svodi se na to da je to imperativ global-nog svjetskog tržišta kao i držanje koraka sa sve intenzivnijim razvojem jačanja konkurentnosti nacionalnih gospodarstava okupljenih u sličnim nadnacionalnim asocijacijama. Upravo efikasnost nacionalnih strategija učenja za poduzetništvo jedan su od nezaobilaznih faktora stabilnosti op-stanka i razvoja nacionalnih gospodarstava.

Literatura:

• Strategija učenja za poduzetništvo 2010.-2014.

• Nacionalni obarzovni kurikulum

• Hrvatski nacionalni kvalifikacijski okvir

• „TheLisbonStrategy“ 2000.-2010.

• „The Oslo Agenda for EntrepreneurshipEducationin Europe“ (2006.)

• Education, AudiovisualandCultureExecutiveAgency,P9 EurydiceandPolicySupport: „Entre-preneurshipEducationat Schoolin Europe - National Strategies,CurriculaandLearningOutcomes“ (ožujak, 2012.)

Žensko poduzetništvo

Female Entrepreneurship

2


WOMEN ENTREPRENEURSHIP IN GREECE

Authors: Apostolina Tsaltampasi, MBA, CEO of OECON Group Elizabeth Tzialla, MA, Head of European Projects Department of OECON Group 7, Karatasou, str P.C. 54626 Thessaloniki, Greece

ŽENSKO PODUZETNIŠTVO U GRČKOJ

SažetakOvaj rad prikazuje položaj ženskog poduzetništva u Grčkoj koristeći se kombinacijom kva-litativne i kvantitativne analize podataka. Podatci su prikupljeni primarnim istraživanjem (provođenjem ankete putem upitnika i intervjua među poduzetnicama i onima koje će to postati) te sekundarnim istraživanjem (prikupljanjem i analizom izvora: radova, knjiga, anke-ta, internetskih izvora itd.)Trenutno je razvoj ženskog poduzetništva iznimno važan za grčko gospodarstvo budući da postoje uvjeti za veću uključenost žena u poduzetništvo. Žene su danas učvrstile svoj polo-žaj u društvu, imaju završene fakultete, oslanjaju se na vlastite snage i sposobnosti, nisu ve-zane isključivo uz obitelj i kuću, kombiniraju obiteljski i poslovni život i tako maksimalno po-državaju produktivnost grčkog gospodarstva. Iako postoji značajan rast ženskog poduzetniš-tva, položaj žena kao poduzetnica nije ni približno jednak položaju muškaraca. Nažalost, ovo je dugotrajno obilježje grčkog tržišnog gospodarstva koje je počiva na spolnoj diskriminaciji.Nesumnjivo je da žene, a posebice obrazovane, imaju više prilika postati poduzetnice. Čak i u sektorima u kojima dominiraju muškarci, manje je predrasuda prema poduzetnicama. Neka su zanimanja, međutim, i dalje stereotipno povezana s pojmovima muškarac i žena pa je sto-ga najčešća ženska poduzetnička aktivnost u području usluga i trgovine.Možemo zaključiti da žene u Grčkoj nose dvostruki teret jer su uglavnom odgovorne za bri-gu o obitelji te je poduzetnicama jako teško jednako se posvetiti poslovnom i obiteljskom životu.

AbstractThis paper was prepared to show the position of women entrepreneurship in Greece. The methodology used is a combination of qualitative and quantitative analysis of data. Collec-tion of data was made by primary research (conduct of a survey among women entrepre-neurs and women – to – be entrepreneurs with questionnaires and interviews) and by sec-ondary research (collection and analysis of resources; papers, books, surveys, internet re-sources, etc). Currently, the development of Women Entrepreneurship holds a significant position for the future of the Greek economy, as the conditions have matured for a more active entrepre-neurship involvement of women.

Women today have strengthen their role in society, hold university degrees, count on their own forces and competences, got out from “family” isolation, combine family and working life and thus support to the maximum the productivity of the Greek economy. Even though, there is a significant rise of Women Entrepreneurship rate, still the position of women as en-trepreneurs is far from being considered equal to that of men. Unfortunately, this is a per-sistent feature of the Greek market economy rooted in long-term gender discrimination. Undoubtedly, there are more opportunities especially for educated women to become en-trepreneurs, even in male dominated sectors as prejudices against self-employed women have declined in some level. However, several occupations continue to be stereotypically associated with notions of masculinity and femininity and therefore women entrepreneuri-al activity is usually in services and trade.In conclusion, women in Greece experience a double burden because they are mainly re-sponsible for care and domestic work while the renegotiation of gender roles and duties within families has not progressed and women entrepreneurship has a personal cost for businesswomen in their personal life.

1. Introduction

Women employment in general, as a notion and as a practice, has been and in some aspects still is a “victim” of contradictions. These contradictions derive from the fact that women em-ployment is examined from various scopes and in relation to diverse and varied factors. For in-stance, women employment can be examined in relation to the level of social values currently prevailing in a society and to the traditional family patterns and the role of women in it, to the conditions of the economy and so on.

Of great importance and worth mentioning are the myths with which women employment and entrepreneurship is in constant fight; the myth of the family as a single concrete format that remains unchanged in social space and during a persons lifetime, the myth of the defined ro-les of the two genders and therefore the inevitable conflict for the destination and the nature of each gender as this role is changing and the myth of the incapability and unwillingness of wo-men to operate creatively and successfully outside the private space of home and family. Howe-ver, in this mythology that discourages women employment, and therefore women entreprene-urship, comes in contrast the reality of the increasing women employment and women entrepre-neurship rates.

In Greece, the words women employment and female entrepreneurship are quite often pre-sent in recent years in daily life, in the news, in the newspapers, on the internet and so on. This fact basically defines a modern reality in Greek economy and society; the reality of Greek women to become entrepreneurs without much hesitation. The new role of women as entrepreneurs has to a degree been accepted in Greek society (however, there is still a long way to be covered to re-ach a full acceptance of women entrepreneurs and their importance in the economy) and it has been the subject of several scientific studies and research by organisations, universities and NGOs at a national, European and international level.

26 Apostolina Tsaltampasi, Elizabeth Tzialla


Entrepreneurship has returned to the headlines and it is recognized its important contribu-tion to economic development, especially today with the rapid development of knowledge and technology and the economic crisis that Greece faces the past 5 years. Women entrepreneurship is on the forefront as it is understandable that women can contribute to the increase of economic activity, can run a business successfully and are capable through their enterprises to contribute to the reinforcement of the Greek economy.

2. First Entrepreneurship Stages of Women

While modern Greek enterprises are treated as the main backbone of economy, until recently entrepreneurship was not investigated from the gender scope. In particular, it did not focus on whether gender was a suspending or enhancing factor to the challenges of the market or affected the production methods selected and the development strategies used.

Entrepreneurship opportunities for women in Greece are relatively in a low rate taking into account the dreadful situation in which the Greek economy is and factors that derive from a so-ciologic point of view (discussed below in the paper). This becomes obvious from the differen-ce between the women that have an entrepreneurial idea and do not make it a reality and the women that actually take the steps further and establish their enterprise and put their ideas into action.

In the first entrepreneurship stages of women in Greece, the following facts are usually identified:

• Family plays a vital role to the primary financing of newly established firms. Except of their contribution to the collection of the needed capital to begin, they hold a primary role to their informal investment,

• Women get involved usually into retail (small retail shops, clothes and cosmetics retail, etc) and into services (hairdressing, makeup artist, etc).

• They still have an increased fear of failure. Even though women enterprises have the ele-ment of innovation, sometimes the fear of failure drives them to most known paths such as retail of common goods and services that are considered to be more female. Also, most of them choose to take over and run their family business fact that implies a lower risk level,

• The way Greek society sees women entrepreneurship is contradictory; women entrepre-neurship is considered a socially approved and incorporated employment choice, however great pay gaps, holding upscale positions and holding decision making positions are not easily accepted, as well as it is not accepted the elimination of women’s primary role into the family.

Most of the women entrepreneurs turn to creating businesses of the services sector as this business choice and the occupations of the services sector are not unfamiliar to women as they are perceived as more feminine.

3. Motives of Women Entrepreneurship

Since the ’70, women in Greece began leaving home and family framework and started choo-sing paid employment as an alternative way to money gaining. In the ’80 there was a boost of wo-men entrepreneurship in Greece along with the baby boom of this decade. In recent years it is evi-dent an increase of the rate of women participation into business sector which to a point is due to the need of outlets for improving Greek economy.

According to the survey of British Graduates Society conducted in Greece in 2013 the moti-ves to start a business for a woman are:

• Taking over of their family business,• Desire for working independence (to have their own business), • To put in action of an entrepreneurial idea they had, • A proposal for a business cooperation, • To gain more income,• To go out of unemployment, • Due to low personal satisfaction from their previous work.

Table 1 Motives of starting a business

According to the survey on Women Entrepreneurship by the British Graduates Society a 54% of the sample stated that before starting their own business they used to work in another firm as employees. This rate indicates that women entrepreneurs gained working experience as em-ployees however did not have enough decision making experience. Also, a 34% declared that be-fore starting their own business they were still university students. Those women are mostly ta-king over a family business. Taking into account the large number of family businesses that ope-rate in Greece, this rate was expected to occur (Table 2). It is evident that most of the women go-ing into business chose to establish their own business in regard of a better income and to ensu-re their personal independence.



Table 2 Working Experience of Greek Women Entrepreneurs

4. Obstacles and Difficulties in Developing Women Entrepreneurship

All enterprises are called to overcome a cycle of difficulties and obstacles that have to do both with evident bureaucratic procedures but also with other factors that derive from the position women hold into the society and the roles they are expected to undertake.

According to a survey conducted in Greece between March and May 2013 by the British Graduates Society into a sample of more than 1000 women entrepreneurs, women as entrepreneurs face the following obstacles:

• Marketing and promotion of their companies• Bureaucracy • Competition • Low access to capital and funding • Lack of institutional/governmental information on entrepreneurial issues

Table 3 Obstacles of Women Entrepreneurship

Moreover, women as entrepreneurs face additional obstacles that derive from their gender. According to the same survey, women face family issues and social perception questions regar-ding their role as entrepreneurs. 49% of the women participating in this survey replied that they encounter a significant problem regarding time management as they are unable to equilibrate fa-mily and business life. Women are devoting more of their time to their working life at the expen-se of family time which as a result produces dissatisfaction by their family members. In another survey conducted by the Greek Association of Women Entrepreneurs in March 2012 at a sample of 200 women, it was shown that 42% of the women that were willing to create their company, were at a great percentage discouraged by their husbands who were either unemployed or their inco-me has significantly shrunk. Those husbands saw their wife’s imminent employability as a threat to their financial status as they felt a threat that they might gain more money and contribute to the family income in a greater percentage than them.

Table 4 Reasons of discouragement of women to be entrepreneurs - SEGE March 2012



Additionally, 25% of them answered that they encounter stereotype behavior and prejudi-ce regarding their role as women and 12% of them have trouble to be accepted by the market and fellow entrepreneurs. Considering the increasing number of women entering the entrepre-neurship field these percentages are quite alarming as they show that gender still plays a role re-garding how women are perceived in their working life which should have not been the case. The case is to evaluate women for their entrepreneurial and managerial skills and for their abi-lity to produce. The Table below sows the graphic representation of the problems faced becau-se of gender.

Table 5 Problems faced because of gender

What it is encouraging is the fact that women surpass men regarding the use of new techno-logies and procedures into their business.

5. Demographic Characteristics of Women Entrepreneurs

In the following graphic it is presented the demographic profile of women entrepreneurs in Greece, as it come out form the survey of BGC.

Table 6 Age of women entrepreneurs – BGS 2013

As it is shown 42% of women entrepreneurs belong to the 45 – 54 age group and 37% at the 35 – 44 age group. This indicates that women decide to get into entrepreneurship after they have gained a significant work experience, their entrepreneurship idea has matured enough and they have found the necessary means to a step further. Furthermore, it is evident that women decide to establish their own business in older ages due to their family obligations (children upbringing, home caring, etc). When their children are old enough to take care of themselves without the constant presence of their mother and all family members are able to deal with household issues, it is the right time for women who wish for to start entrepreneurship.

In the age group 25 – 34 we find only 12% of entrepreneurs which shows that the younger in age the more reluctant are to take the risk and become entrepreneurs. The reasons for this fact have already presented in a previous chapter of this paper. Additionally, this low rate is not only an issue of lack of trust to a young person but also to a young woman by their business contacts (contacts, suppliers, associates, etc).



Along with the age factor, it is important to present the educational level of women entrepre-neurs. According to the results of the survey by the British Graduates Society women entrepre-neurs have better education than men as the hold Master degrees, PhDs and Bachelors. This is in fact a contradictory fact in Greece; even though women have better education and they are fond of learning, they do not use this obtained knowledge further to create their own business.

Table 7 Women entrepreneurs’ educational level – BGS 2013

Nevertheless, the higher educational level of women entrepreneurs is a hopeful message as it shows that the future generation of women entrepreneurs will include individuals with advanced knowledge, skills and qualifications.

6. Qualitative Characteristics of Women Entrepreneurs

As mentioned above, women entrepreneurs indeed face questioning and reluctance regar-ding their role as business women and regarding their capacity to run a business and be producti-ve. However, through keeping a concrete attitude, be confident, serious and responsible, they are able to cope with that reluctance and eventually win not just impressions but also the confiden-ce and esteem of those with who the interact entrepreneurially.


The quantitative characteristics that women entrepreneurs have are considered to be the-ir assets for a successful career in entrepreneurship. According to the results of the survey the greatest asset of them is their persistence and dedication to work. In particular, according to the diagram below, the qualitative characteristics of women entrepreneurs in Greece are:

• Dedication to work and persistence,• Creativity and innovation, • Flexibility, • Understanding of market needs,• Optimism, • Management type, • Balanced risk taking.

Table 6 Qualitative characteristics of Greek women entrepreneurs

Furthermore, what plays a great role in practicing entrepreneurship is the character of the en-trepreneur. It is observed that the stronger the character a woman has and the more concentra-ted is her job, the more successful she is. The character and personality elements that play an im-portant role to women entrepreneurial qualifications are their insight to foresee situations and changes, their communication skills, their concentration to people and individuals, their capacity to build concrete relations, their sociability and their persuasion.


Table 7 Personality elements of Greek women entrepreneurs

Most female enterprises are active into the services sector (the rate reaches 60%), then into retail (21%) and only 10% is in manufacturing and a 9% into producing.

Table8 Business sector of Greek female enterprises


Also, only 5% of them have a pure export orientation and most of them are circulating their services and products both into the internal market and to foreign markets.

Table 9 Market orientation of Greek female enterprises


7. Supporting Associations of Women Entrepreneurship In recent years there is evident a great step towards promoting female entrepreneurship as

an element of promoting equal opportunities in entrepreneurship development and thus in com-petitiveness increase of the Greek the economy. The Institutions that support female entrepre-neurship in Greece are:

Greek Association of Women Entrepreneurs – S.E.G.E.: SEGE is a Pan-Hellenic non-governmen-tal, non-profit making Association and regards women engaged in business activities in Greece. SEGE was founded in 1997 in Thessaloniki and numbers around 700 members. It is governed by a 9-member board. SEGE is a member of the Committee of Trade and Development of the World Trade Organization, the Federation of Industries of Northern Greece, the Association of Organi-zations of Mediterranean Businesswomen, while several of its members are participating in the administration Boards of Greek Chambers. SEGE collaborates with ministries, social partners, bu-siness associations and NGOs at local and European level to promote the interests of women en-gaged in business.

SEGE provides to women entrepreneurs of Greece the environment to develop their busine-sses and themselves, it promotes youth entrepreneurship, improves recognition of their achieve-ments in their businesses and promotes the growth of women-owned businesses through resear-ch and information. SEGE promotes ethics and morality in women entrepreneurship, while taking initiatives that demonstrate a sense of social responsibility.

SEGE provides, counseling to women entrepreneurs, training of women entrepreneurs and of women working at a woman – owned business, mentoring-coaching to women who are either entrepreneurs or want to become one, business networking at national, European and Internati-onal level, organization and support of B2B’s, in Greece and abroad and provides information on business issues.

SEGEs members can associate with women entrepreneurs who are like-minded and willing to share ideas, information and opportunities, attend events, conferences and all relative events that are related to vital issues of entrepreneurship, expand their business networking and knowledge, gain access to business networks in Greece and abroad to develop partnerships at national and international level, participate and take benefit from SEGE’s position as a representative body for the enhancement of social, political and entrepreneurship issues that concern women entrepre-neurs, access to training for themselves and their staff in programs and seminars, get informati-on on entrepreneurship and development funds, from national and European bodies and econo-mic issues of direct interest, participate in a community that recognizes the importance of perso-nal growth and change, share experiences, get access to knowledge and seek new partners and maintain and expand communication networks.

National Network of Women Entrepreneurs Members of Greek Chamber: The primary goal of the Network is to raise awareness of the Greek Chambers and Greek entrepreneurs about the benefits that will occur from the full integration of women into the business market and the economy.


The aim of the Network is to strengthen and consolidate the existing women’s businesses and the development of women entrepreneurship by establishing new enterprises, the promotion of equal opportunities, the elimination of occupational stereotypes and reconciliation between fa-mily and professional life.

General Secretariat of Gender Equality: The General Secretariat for Gender Equality is the res-ponsible governmental agency for planning, implementing and monitoring of the governmental equality policies between women and men in all areas. Regarding entrepreneurship, its aim is to promote equal access and the evolution of gender equality in the labor market and entreprene-urship to ensure partly a fairer distribution of wealth, and human resources, while contributing to alleviate social exclusion and poverty of women.

Additionally, its role is to develop policies that facilitate market integration of women belon-ging to specific cultural or minority groups by respecting diversity and multiculturalism, reducing social exclusion and increasing social cohesion. Social cohesion is perceived as a means of econo-mic growth. Thus, equality obtains also economic and political interest.

8. References

• Antonopoulou, D. (2007). Views of Women Towards Entrepreneurship, Athens: PASEGES.• Skordili, S. (2005). Ownership and Entrepreneurship in manufacturing, services and trade.

In: Stratigaki, M (ed.) Women Entrepreneurship – Views of Ownership and Administration. Athens: Gutenberg, 87-101.

• Stratigaki M. (2005). Business and Upbringing. In: Stratigaki, M (ed.) Women Entreprene-urship – Views of Ownership and Administration. Athens: Gutenberg, 17-40.

• Institute of Entrepreneurship Development (2007). Women Entrepreneurship – Obstacles pf Female Entrepreneurship. Athens: Ministry of Education, Religius Affairs, Sport and Cul-ture.

• www.1169.syzefxis.gov.gr/syn/6/Gidarakou.doc (Retrieved: 10.07.2013) • http://www.bgs.gr/lq- files/pdf/SURVEY%20PRESENTATION%20%20%28final%29.pdf (Re-

trieved: 10.07.2013)


THE IMPORTANCE OF FEMALE ENTREPENEURSHIP

Autori By Kelly Ng-Lun, Natasha Shahbaz & Nuray Ozbay

Key Terms1. Women Entrepreneurship2. Socio-economic growth3. Democratic society4. Policy

Abbreviations

• AWE =Association of Women Entrepreneurs

• ESC = European Study Center

• FSWW = Foundation for the Support of Women’s Work

• ILO = International Labor Organization

• KAGIDER = Women Entrepreneurs Association of Turkey

• KOSGEB = Republic of Turkey Small and medium Enterprises Development Organization İŞKUR = Turkey Business Associations

• KSGM = General Directorate of the Status of Women

• PPP = Public Private Partnership

• SAP = Stabilization and Association Process

• TOBB = The Union of Chambers and Commodity of Exchanges of Turkey

• TURKONFED = The Turkish Enterprise and Business Confederation

• WE = Women Entrepreneurship

• WED = Women entrepreneurship Development

40 Kelly Ng-Lun, Natasha Shahbaz & Nuray Ozbay

Važnost ženskog poduzetništva

Sažetak

Žensko poduzetništvo je prepoznato kao važan element gospodarskog rasta i učinkovita me-toda postizanja demokratskog društva utemeljenog na osnaživanju žena jednakosti spolova.Nužno je osigurati poslove za veći broj žena kako bi se izgradilo poduzetničko okruženje za-snovano na jednakim prilikama za oba spola. Stopa zaposlenosti žena u Turskoj iznosi 26%, a ženskog poduzetništva 6%, što je ispod prosjeka u odnosu na EU i OECD. Poduzetništvo osnažuje žene i dovodi do pozitivnih promjena u gospodarstvu i društvu.Žensko poduzetništvo ima moć transformacije gospodarstva i društva budući da stvara nova radna mjesta i nove sektore te donosi inovativnost, kreativnost i raznolikost. Osim toga, ženske nevladinih udruga osnažuju poduzetnice na mnogim poljima. One s jedne strane tre-baju osnažiti poduzetnice, a s druge strane promijeniti društvo ukidajući tradicionalnu patri-jarhalnu obiteljsku strukturu.Poduzetnice u Turskoj se, međutim, još uvijek suočavaju s preprekama. Usprkos činjenici da žensko poduzetništvo ima značajan potencijal, potrebno je podrobno analizirati prijet-nje i prilike s kojima se poduzetnice susreću kako bi se moglo strateški ulagati u ovaj poten-cijal. Temeljem SWOT analize ključne preporuke su sljedeće: kreditiranje, bolja organizaci-ja čuvanja djece i potreba statističkih podataka. Sve ovo će pomoći ostvariti dugoročni cilj održivosti.

Abstract

Women Entrepreneurship (WE) has been recognized as an important source of economic growth and as an effective method to achieve a democratic society based on women’s em-powerment and gender equality values.It is imperative to provide jobs to more women to build an entrepreneurial society centered on gender equal opportunity. Female employment rate in Turkey is 26%, and female entre-preneurship is 6%, which are fairly below EU and OECD averages. Thus, entrepreneurship is effective in empowering women, actively and creatively while bringing positive transforma-tion to a country’s economy and society.The main strength of WE is its transformative power over the economy and society as it brings job creation potential, new sectoral opportunities, innovation, creativity and diversi-ty to the economic arena. Additionally, the power of women NGOs is very crucial to empow-er women entrepreneurs on many fronts. They should be utilized to empower women en-trepreneurs on one hand, and change the society by breaking the male-dominant tradition-al family structures on the other.However, there are still barriers in front of WE in Turkey. Despite the fact that WE has a sig-nificant potential, the threats and opportunities in front of WE needs a comprehensive anal-ysis to invest strategically on this potential. Based on the SWOT Analysis, the key policy rec-ommendations, incorporate: credit schemes, better child-care facilities and the need for statistical data. All these would help to achieve the long-term goals of sustainability.


1. Background

Entrepreneurship brings many benefits, including: reward problem solving, organizational and leadership abilities, foster creativity and engender empowerment (Forbeswomen, 2011). WE gi-ves a boost to the economy, in addition to being a social benefit.

Compared to EU, Turkey’s female employment rates are lower, at 29.5% in 2012 (ILO, 2012). Women in Turkey often quit the labor workforce because of family obligations. Another problem is the lack of sufficient education for women coming from rural areas to larger cities, like Istanbul (The New York Times, 2011). Long term vision and holistic approaches to women employment and entrepreneurship are needed. Women employment and entrepreneurship issues are closely in-terlinked as they reinforce each other for women’s economic empowerment. Hence, given its em-ployment creation and self-empowerment potential entrepreneurship is among the key solutions for alleviating poverty in Turkey and also to boost the economy.

In this report, we will focus on female entrepreneurship as a tool to establish strategies as a tool for sustainable development over the long-term. This report will provide a SWOT analysis of the WE in Turkey and will put forward several policy alternatives to overcome certain barriers to the progress in WE.

2. WE in Turkey, a Brief introduction

Despite high-income levels, Turkey has still a long way to go especially in gender equality. As such, there is an increasing importance of entrepreneurship for women empowerment for a more democratic society. Among the total employers in Turkey, only 7,4% are women and the number of women entrepreneurs is roughly 80.000. The service sector is the dominant area and most of the enterprises owned by women are SME’s.

Critical Stakeholders for WE in Turkey are:

• The Ministry of Labor and Social Security, Ministry of Science, Industry and Technology, Ministry of Family and Social Policies

• Women Entrepreneurs Association of Turkey (KAGIDER)• Republic of Turkey Small and medium Enterprises Development Organization (KOSGEB)• Turkey Business Associations (İŞKUR)• The Union of Chambers and Commodity of Exchanges of Turkey (TOBB)’s Women Entre-

preneurs Committee• The Turkish Enterprise and Business Confederation (TURKONFED)• ANGIKAD Business Entrepreneurs and Enhancement Association• General Directorate of the Status of Women (KSGM)


In Turkey, KAGIDER is among the first women’s entrepreneurship NGOs. Its’ mission includes “developing entrepreneurship among women to strengthen their status economically and soci-ally” and KAGIDER has a vision of “creating a world in which women produce and establish their existence independently and play an effective role in decision-making processes.”

KAGIDER focuses on two areas: Entrepreneurship and Leadership activities for women em-powerment and advocacy activities to raise awareness for the cause.

3. External Analyses for WE in Turkey (Refer to Appendix A: A SWOT Analysis of WE in Turkey)

3.1 Strengths

• Social strength of women and access to education: In Turkey, female labor force participa-tion is positively related to education as 61.5% of women with higher education are em-ployed compared to 20.3% of women with basic education only, indicating that better education is a major strength for women entrepreneurs.

• Rising female employment level: In line with rising female education across all regions, reports suggest that by 2012, the Female employment level in Turkey is around 26.3%.

• Innovation & Emotional Intelligence: Women are known for possessing creativity, adapta-bility, a higher emotional quotient and abilities such as emotional appraisal, conception and emotional management, making them successful entrepreneurs who have social skills as well (Redzuan, 2011).

• Greater internal motivation: Research suggests that women signify the fastest growing share of the population with better education. Currently, 55% of the graduates at the Masters level are women. The Economist suggests that in view of higher internal moti-vation since the 1970’s, women have been allocated to twice as many jobs as men (ETF-European Training Foundation, 2013).

• Being a Woman: Women entrepreneurs are thought to possess the right combination of strong business acumen, empathy and decision making powers that enable them to be-come successful figures within the corporate world.

3.2 Weaknesses

• Limited access to credit: Only a negligible amount of female entrepreneurs have benefitted from the loans offered through subsidized credit schemes (Ecevit, 2007).


• Gender inequality/gaps: According to the World Economic Forum, Turkey ranks 57th on a list of 58 countries that have failed to eliminate gender gaps (Augusto Lopez-Claros & Saadia Zahidi, 2005). Consequently, equal opportunity between men and women is still not a reality (OECD-Organization for Economic Co-operation and Development, 2004).

• Societal barriers: Being a female entrepreneur entails many disadvantages due to religious restrictions and conservative social norms. This was also reflected in a 2004 Report by the Global Entrepreneurship Monitor (GEM) that deduced that in middle-income coun-tries such as Turkey, men are 75% more likely to be active entrepreneurs than women (European Training Foundation, 2013).

• Socio-economic changes: Female employment in Turkey is 23.8%, far below the EU states. This is due to cultural barriers and increased migration from rural to urban areas where there are scarce opportunities for women (Vos, 2008).

• Fear and risk aversion: Within the business world, women are expected to establish and lead small enterprises, in fields such as fashion designing, marketing and communicati-on. However, they are alarmingly hesitant to explore aspects of business development that are traditionally male dominated. For instance, the number of women entreprene-urs within the science and technology department within European countries is betwe-en 5-15%.

• Lack of self-confidence: Due to repeated repression and social taboos, sometimes women tend to lack in confidence. Enterprise Surveys carried out by the IFC and the World Bank showed that in South Eastern Europe and Turkey, only 27.5% of business owners are women, indicating their inhibition to take on responsibility (ETF-European Training Fo-undation, 2013).

3.3 Opportunities

• EU Reforms: The EU addresses the issue of gender quality within the corporate sector via its policy area of ‘Employment and Social Affairs’. Thus, SAP-ESCs (that assist women entrepreneurial activities) are funded projects by the EU in Turkey (Ecevit, 2007).

• Credit schemes: Foundation for the Support of Women’s Work is a non-profit organiza-tion that assists low income women entrepreneurs via their micro-credit schemes. By 2005, it had given more than 3000 credits and total amount of credit was reportedly around $1,181.27. The sectorial composition was: Production (40%), Services (4%) and Commerce (56%) (Ecevit, 2007).

• Role of women organizations: Approaching women entrepreneurship via women em-powerment is the criterion that is used particularly by private organizations such as AWE and public enterprise like FSWW.


• They support entrepreneurship activities and design their programs to cater for the strate-gic needs of the females in Turkey. The Incubator Project developed with the Turkish Em-ployment Exchange provides technical, business and technological bases for small en-terprise. It provided entrepreneurship training, strategic support and political network services to 60 out of 1400 female applicants (Ecevit, 2007).

• Angel Investment: Initiatives such as the Keiretsu Forum are a potential source for fulfilling the start-up capital requirements of female entrepreneurs. Its members act as venture capital funders and recently managed to raise large amounts of angel capital for Istanbul via U.S companies, like Anymeeting.com and Savara Pharmaceuticals (KEIRETSU FORUM, 2013).

• Government targets for female employment: 70, 000 new women entrepreneurs between 2014-2019.

• Private sector support: Such as the CTCT, backed by European Commission funding betwe-en 2002-4 implemented a WE project titled “Supporting Women Entrepreneurship”. By June 2004, 1630 women had been given business training and 359 of them have already become self-employed. Such support by the private sector thus presents a major oppor-tunity for advancing WE (Ecevit, 2007).

3.4 Threats

• Inadequate state policies: Little or no access to policymakers and inadequate representa-tion on policymaking bodies limits female participation into policymaking through lo-bbying. The female’s lack of information also reduces their knowledgeable input into policymaking (Wube, 2010).

• High taxes: A progressive tax system and absence of preferential tax treatment for female entrepreneurs adversely affects their motivation to seek employment or engage in eco-nomic activities.

• Lack of business support systems: A major challenge for female entrepreneurs across the globe includes difficult access to markets and networks and scanty business support systems. This implies that they are unable to undertake effective order, revenue and customer relationship management (ETF-European Training Foundation, 2013).

• Lack of holistic policies: WE cannot be propagated without a holistic support policy. The volatility amongst the number and scope of individual and civil society projects tends to make the implementation of policies and monitoring their progress a great challenge for the respective stakeholders (Ecevit, 2007).


4. Recommendations

4.1 Credit Schemes

Raising start-up capital by women entrepreneurs is a challenge that can be dealt with, via fi-nancing by financial institutions and banks. Their businesses should be given flexible, long-term fi-nance allowing for small, short-term business failures under the “Ok to Fail” policy. Crowd funding could be used to give them better access to start-up capital, which would create more jobs and female entrepreneurs. They would be able to raise enough funds to opt for bigger projects with higher growth potential. Some may argue that the “Ok to Fail” schemes might potentially breed reckless female entrepreneurs and the credit and crowd funding schemes may provide the finan-ce but do not solve the demand-side problems (e.g. social norms, cultural barriers, market condi-tions). However, if credit availability and “OK to Fail” initiatives are coupled with complementary long-term policies related to social change and advocating women empowerment, they may pro-duce fruitful results and enhance WE.

4.2 Childcare and Vocational Training Policy

Policies need to focus on improving women’s human rights in society, access to education and entrepreneurship training. Available and affordable child-care, quality education, technical skills and provision of web-based information are crucial for enhancing women’s role in the cor-porate sector. Programs such as the “Third Billion Program” by PPP and ILO’s Women entreprene-urship Development (WED) should be replicated in Turkey, allowing women access to reach the-ir full economic potential. Therefore, if policies aiming for improving women’s access to educati-on, better childcare and vocational training are implemented on a long-term basis, they have po-sitive spillover effects on the economy as a whole and on women empowerment in particular.

4.3 Sustainability

It is vital to address the sustainability issues by periodic monitoring and evaluation of women-owned business enterprise and the extent to which they benefit from the public policies aimed on changing the dimension of women status quo. This long-term approach will assist in ensuring the effectiveness and transparency of the policies that promote women entrepreneurship and si-multaneously keep the activities of the civil society organizations in check.


4.4 Virtual Portal

Building a virtual platform for the different women’s entrepreneurship organizations and en-trepreneurs in Turkey is a strategic solution to create coordination between different organiza-tions and women entrepreneurs, to enable them access to a larger pool of online resources and to facilitate networking. Therefore, they will have necessary information for knowledgeable in-put into policymaking.

4.5 Need for Statistical data

There is a need for up-to-date and reliable statistical data with information regarding fema-le participation rates in the labor force, in the corporate sector and percentage of females with higher education. WE associations such as KAGIDER and various NGO’s can use this data, which can prove valuable for policy making.

5. Conclusion

This report highlights the importance of WE, which represents a vital career choice for fema-les across the globe and Turkey in particular. In view of its major contribution to economic growth, the report proposes a detailed SWOT analysis and a few policy recommendations including im-parting better education, training, providing alternative credit schemes and building a portal, which would contribute to sustainability. However, since the status of women in countries like Turkey, is affected by a number of socio-economic factors including cultural barriers and lack of affordable child care, there is still a need for holistic policy making and lobbying for execution of these policies, to realize the full potential of WE in Turkey.


Appendix: A SWOT Analysis of WE in Turkey

Strengths: Weaknesses:1. Social Strength of women and access

to education.1. Limited access to credit

2. Rising Female employment level - across all regions

2. Gender inequality

3. Innovation and Higher Emotional Intelligence

3. Societal barriers

4. Greater Internal motivation4. Content and accessibility of

education5. Being a working woman 5. Socio-economic changes

6. Fear/risk aversion

7. Lack of self confidence

Opportunities: Threats:

1. EU Reforms 1. Inadequate state policies

2. Special credit schemes 2. High taxes

3. Role of NGO’s like KAGIDER 3. Lack of business support systems

4. Angel Investment Initiatives 4. Lack of holistic policies5. Government targets for female

employment

6. Private sector support


Works Cited

• Augusto Lopez-Claros & Saadia Zahidi. (2005). Women’s Empowerment: Measuring the Global Gender Gap. Retrieved May 16, 2013, from World Economic Forum: http://www.weforum.org/pdf/Global_Competitiveness_Reports/Reports/gender_gap.pdf

• Ecevit, Y. (2007). A Critical Approach To Women’s Entrepreneurship In Turkey. Retrieved May 17, 2013, from International Labour Office: http://natlex.ilo.ch/public/english/regi-on/eurpro/ankara/download/womenentr.pdf

• ETF. (2010). Small Business Act for Europe. • ETF-European Training Foundation. (2013, February 8). Retrieved May 16, 2013, from

Women’s Entrepreneurship Issue: http://www.etf.europa.eu/web.nsf/pages/New_policy_briefing_urges_action_for_women_entrepreneurs__EN

• European Training Foundation. (2013, March). INFORM-Women’s Entrepreneurship issue. Europe.

• Forbeswomen. (2011, 08 18). The Importance of Women Entrepreneurs. Retrieved 05 01, 2013, from Forbes: http://www.forbes.com/sites/shericaplan/2011/08/18/the-importan-ce-of-women-entrepreneurs/

• ILO. (2010). Women’s employment. Retrieved 05 02, 2013, from http://www.ilo.org/pu-blic/english/region/eurpro/ankara/areas/women.htm

• KAGIDER. (2013). Women Entrepreneurship – engine for job creation in SEE Countries . • KEIRETSU FORUM. (2013, February 11). Retrieved May 15, 2013, from ‘KEIRETSU FORUM

puts angel investor money in startups’ reach’: http://www.keiretsuforum.com/tag/angel-investing/page/2/

• OECD. (2004). PROMOTING ENTREPRENEURSHIP AND INNOVATIVE SMEs IN A GLOBAL ECONOMY: .

• OECD-Organization for Economic Co-operation and Development. (2004, June 3-5). WOMEN’S ENTREPRENEURSHIP: ISSUES AND POLICIES. Retrieved May 15, 2013, from http://www.oecd.org/cfe/smes/31919215.pdf

• Redzuan, F. N. (2011). The Relationship Between Gender and Emotional Intelligen-ce. Retrieved May 15th, 2013, from IDOSI Publications: http://www.idosi.org/wasj/wasj15(4)11/14.pdf

• The New York Times. (2011). Women Still an Untapped Labor Force in Turkey. Retrieved 05 02, 2013, from http://www.nytimes.com/2011/05/05/world/middleeast/05iht-M05-WORK-WOMEN.html?_r=0

• Vos, A. (2008, May ). Human Resource Development Country Analysis: Turkey. Retrieved May 17, 2013, from ETF Working Paper: http://www.etf.europa.eu/webatt.nsf/0/C12578310056925BC12574B90057A75E/$file/NOTE7J5LQL.pdf

• Wube, M. C. (2010, August). FACTORS AFFECTING THE PERFORMANCE OF WOMEN EN-TREPRENEURS IN MICRO AND SMALL ENTERPRISES . Retrieved May 18, 2013, from BA-HIR DAR UNIVERSITY PUBLICATIONS: http://www.unevoc.unesco.org/e-forum/thesis%20final.pdf


BOOSTING WOMEN ENTREPRENEURSHIP IN WESTERN BALKAN COUNTRIES – CRITICAL

ANALYSIS AND BEST PRACTICES

M.Sc. Martina Ferk, University College of Economics, Entrepreneurship and Management Nikola Šubić Zrinski, Selska cesta 119, 10 110 Zagreb, Croatia, ++ 385 1 30 14 943, [email protected]

Abstract

Women entrepreneurship plays a significant role in the development of national econo-mies and growth. Nevertheless, although they represent half of the population, women are still not equally present in the higher management level, neither in the Western Balkans, nor globally. The Global Entrepreneurship Monitor (GEM, 2012) results have shown that fe-male entrepreneurs are not adequately empowered and supported mainly due to cultural and societal attitudes and access to resources and opportunities. In order to lessen the gen-der gap, there is a need for policies that can promote societal attitude changes, in line with and training, support and encouraging women entrepreneurs. The situation in the Western Balkans is that women are under-represented in economic and political decision making, employment rates in are very low, and women entrepreneurs are frequently discriminated against when trying to secure loans or credit for their businesses.This paper therefore researches on the means to boost women entrepreneurship in West-ern Balkan countries by providing a critical analysis and an overview of the best practices. On the European Union level, women’s entrepreneurship is promoted through the Europe-an Network to Promote Women’s Entrepreneurship (WES); a women entrepreneurship por-tal and female entrepreneurship ambassadors and mentors programme followed by many EU funded projects. As a means to reduce the women entrepreneurship issues, this paper has identified the mentoring support as a good means for a flexible, adjusted support to entrepreneurs and her/his experience, identity, whereby at the same time handling struggle to education and training (Kickul et al., 2007; Rute, 2006).

Key words: women entrepreneurship, gender gap, Western Balkan countries, national poli-cies, mentoring

50 Martina Ferk

POTICANJE PODUZETNIŠTVA ŽENA U ZEMLJAMA ZAPADNOG BALKANA – KRITIČKA

ANALIZA I NAJBOLJE PRAKSE

Mr.sc. Martina Ferk, Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski, Selska cesta 119, 10 110 Zagreb, Hrvatska, Selska cesta 119, 10 110 Zagreb, Hrvatska, ++ 385 1 30 14 943, [email protected]

Sažetak

Poduzetništvo žena igra značajnu ulogu u razvoju nacionalnih ekonomija i rastu. Ipak, una-toč tome što žene predstavljaju polovicu populacije, one nisu adekvatno zastupljene na vi-šim razinama managementa na Zapadnom Balkanu, a ni globalno. Rezultati Global Entrepre-neurship Monitor-a (GEM, 2012.) pokazuju da žene poduzetnice nisu odgovarajuće osposo-bljavane ni poticane, uglavnom zbog kulturoloških i socijalnih stavova te pristupa resursi-ma i prilikama. Kako bi se smanjila razlika u spolovima, potrebne su politike koje promovira-ju promjene u društvenim stavovima, a koje su usklađene s učenjem, podrškom i potporom poduzetništvu žena. Situacija na Zapadnom Balkanu je da su žene nedovoljno zastupljene u ekonomskom i političkom odlučivanju, s niskom razinom zapošljavanja, te da su žene podu-zetnice često diskriminirane kada traže sigurne pozajmice i financiranje za svoje poslovanje. Ovaj rad stoga istražuje načine poticanja poduzetništva žena u zemljama Zapadnog Balkana dajući kritičku analizu i pregled najboljih praksi. Na razini Europske Unije žensko je poduzetništvo promovirano kroz European Network to Promote Women’s Entrepreneurship (WES); portal za poduzetništvo žena i mrežu žena am-basadorica i mentorica koji su praćeni kroz mnoge projekte financirane iz EU. Kao način za smanjivanje izazova u poduzetništvu žena, ovaj rad je identificirao mentorsku podršku kao dobar način za fleksibilnu, prilagođenu podršku poduzetnicima i njezinom/nje-govom iskustvu, identitetu, a koji istovremeno nosi s otporom prema učenju (Kickul et al., 2007; Rute, 2006).

Ključne riječi: poduzetništvo žena, spolna razlika, zemlja Zapadnog Balkana, nacionalne po-litike, mentorstvo


1. Introduction

Women in the higher management levels are underrepresented and this is an econo-mic issue (Burke, 1997; Hakim, 1996; Jacobs, 1999; Powell, 1999; Schein et al., 1996; Tanton, 1994; Wacjman, 1998). The research conducted by the international research program Global Entrepreneurship Monitor (GEM, 2012) highlights the importance of fe-male entrepreneurship in the development of national economies and growth. Specifi-cally, GEM results have shown that female entrepreneurs are not adequately empowe-red and supported for the creation new business start-ups. There are numerous reasons, but the key ones globally are cultural and societal attitudes and access to resources and opportunities. In order to contribute to the perceived need to lessen the gender gap, pro-mote inclusiveness and fuel economic growth, there is a need for policies that can pro-mote societal attitude changes, in line with and training, support and encouraging women entrepreneurs.

On the European Union level, women’s entrepreneurship is promoted through the Eu-ropean Network to Promote Women’s Entrepreneurship (WES); a women entreprene-urship portal and female entrepreneurship ambassadors and mentors programme. Simi-larly, women’s entrepreneurship plays a significant role in the Western Balkan countries.

Namely, the women’s employment rates in the Western Balkan countries are lower than in the EU and the policies to support equal opportunities are key for the economic and social development. According to the Western Balkans Investment Framework (2012), the gender employment gap in some of the Western Balkan countries is very large: the employment rate of females in Kosovo was 67% below that of the males, 41% in BiH, and above 30% in the Former Yugoslav Republic of Macedonia and Albania.

There is a need for the governments to implement measures for reducing the gender pay gap and, as a consequence, the gender pension gap. In the region the female entre-preneurs are discriminated against when trying to secure loans or credit for their busine-sses, and still often face barriers based on gender stereotypes. There is also a need for the countries in the region to consider the creation of mentoring schemes and support programmes.

In view of the above mentioned, this paper aims at analysing the means to support women entrepreneurship in Western Balkan countries by providing a critical analysis and an overview of the best practices taking into account the gender perspective. When analysing policies in the We-stern Balkans and the best practices for boosting female entrepreneurship, gender is not percei-ved as biological factor, but it is rather researched as socially, historically and spatially construc-ted (Rose, 1993). Important highlighting is the fact that in the research on the gender gaps in en-trepreneurship, it has often been neglected to analyse the embeddedness and context specificity of entrepreneurship (de Bruin et al., 2007) that this research utilises.

52 Martina Ferk

2. Female entrepreneurship in Western Balkans

This section of the paper displays an extraction from the literature on the female entreprene-urship and makes an overview of the situation and programmes/projects that have had affected the Western Balkan region.

Rouse and Kitching (2006) stress that the main arguments for supporting women and peo-ple from disadvantaged backgrounds by business start-ups are: promotion of social inclusion by enabling excluded groups to take up paid work and to reduce the social security bill and child poverty. Nevertheless, a certain hierarchical ranking is also perceived by Wilson et al (2004) as some businesses are maybe of more importance than others. During the OECD conference in Ista-nbul (2004) it was reported that Rhein (1998) has researched that widespread gender-based em-ployment discrimination in both the government and private sectors in Russia and argues that lack of political will to combat these issues has made the situation worse. In line with these argu-ments, some analysts suggest that discrimination in labour markets in emerging economies crea-tes disincentives for investment in developing female talent (Kingdon, 1998), as the human capital produced is improbable to ever be fully utilised. Therefore, women are not provided equal oppor-tunity to develop their technical skills as they work with their male colleagues.

According to the World Bank (2012) inequality of job opportunities as job opportunities are related to i) circumstance at birth, such as gender, ethnicity, parental education and political affi-liation, and ii) attributes (educational attainment and age), for a sample of 29 countries from Eu-rope and Central Asia. The results show inequality in the Western Balkan countries between 3% and 20%, with the least inequality among Western Balkan countries in Serbia, followed by Croatia, BiH, Montenegro and the Former Yugoslav Republic of Macedonia. The highest inequality in job opportunities across the region (and third worse in Europe and Central Asia) appeared in Albania.

The Western Balkans Investment Framework (2012) reports that Western Balkan countri-es suffer from comparatively low participation rates and unemployment rates are amongst the highest in the world. BiH and Montenegro have the lowest participation rates of 54 and 57%, res-pectively, whereas the Former Yugoslav Republic of Macedonia has the highest at 64%.

When going to the regional gender gap issues, the Committee on Women’s Rights and Gen-der Equality has adopted the report on women’s rights in the Balkan accession countries. It highli-ghts the need for women in the Western Balkans to take a prominent role in society through acti-ve participation and representation at all levels of government and in political, economic and so-cial life. Whilst the accession countries in the Western Balkans have adopted much of the legisla-tion required in the EU accession process, Members note that this legislation is in many cases not being effectively implemented.

The committee stresses the fact that women are under-represented in economic and political decision making, that women’s employment rates in the Western Balkan countries remain very low, that women entrepreneurs are frequently discriminated against when trying to secure loans or credit for their businesses.


According to the report, members recommend that Western Balkans governments should: introduce quotas so to promote female representation, and, where necessary, to apply quotas effectively in political parties and national assemblies; introduce measures in order to reduce the gender pay gap and, consequently, the gender pension gap and to tackle high unemployment ra-tes, focusing in particular on women, especially those in rural areas; establish a legal framework for equal pay for equal work for both sexes, to assist women in reconciling private and professi-onal life, to secure better working conditions, lifelong learning, flexible work schedules and in addition to create an environment which stimulates female entrepreneurship; accompany me-asures and action plans with adequate resources for their implementation, including appropria-te women personnel; use the Instrument for Pre-Accession Assistance (IPA) for projects related to the promotion of women’s rights and gender equality; develop specific strategies to improve the position of women faced with multiple discrimination, such as Roma women, lesbian, bisexu-al or transgender women, women with disabilities, women of ethnic minorities and older women.

3. Best practices – an overview

The main initiatives in the area of female entrepreneurship the Commission is undertaking is to support networking amongst women entrepreneurs, potential women entrepreneurs, go-vernment agencies and other support organisations which can significantly contribute to encou-raging women entrepreneurs.

According to the DG Enterprise and Industry, today women entrepreneurs in Europe are only 30% of all entrepreneurs. Furthermore, there is a need to create an environment in which tho-se women who are already entrepreneurs can more easily grow their companies. Even though there has been a shift in women running businesses in the past decade, much more needs to be done to change the specific factors which depress women in particular from launching and ma-intaining businesses.

In 2008 a study has been undertaken by the European Commission on women innovators and entrepreneurship with the aim to perform a literature review for informing new policies and actions in the promotion of women’s innovators/inventors’ entrepreneurship. Additionally, the study provided policy recommendations with a view to promote entrepreneurship of women innovators/inventors.

The study shows that women’s obstacles to innovative entrepreneurship are of 3 types:

• Contextual obstacles: educational choices, traditional views and stereotypes about wo-men, science and innovation;

• Economic obstacles: innovation sector requiring substantial investment and women being seen less credible financially than men;

• Soft obstacles: lack of access to technical scientific and general business networks, lack of business training, role models and entrepreneurship skills.

54 Martina Ferk

The best practices in the Western Balkan region that were launched by the European Com-mission are: European Network of Mentors for Women Entrepreneurs, Female Entrepreneurship Ambassadors, European network to promote women’s entrepreneurship, and Women’s entre-preneurship portal.

The European Network of Female Entrepreneurship Ambassadors is made up of around 270 entrepreneurs coming from 22 European countries with the aim of the Ambassadors Network to have successful entrepreneurs campaigning on the ground to inspire women of all ages to beco-me entrepreneurs and to set up their own businesses. Furthermore, the Ambassadors help to ra-ise confidence necessary for setting up and creating successful businesses as well as they are role models to inspire other women to become entrepreneurs by “telling their own story”.

The ambassadors come from the following countries: Albania, Belgium, Croatia, Cyprus, Den-mark, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Luxembourg, Malta, Norway, Po-land, Portugal, Romania, Serbia, Slovakia, Sweden and United Kingdom. Among the Western Bal-kan countries, Albania, Croatia, Greece, Italy, Romania, and Serbia have joined the network.

The Mentors Network is established in order to provide advice and support to women entre-preneurs on the start-up, running and growth of their enterprises in the early phase of their life (from the second to the fourth year of existence of a new woman-run and owned enterprise).

European Network of Mentors for Women Entrepreneurs is consisted of 17 CIP countries: Al-bania, Belgium, Cyprus, FYROM, Greece, Hungary, Ireland, Italy, Montenegro, the Netherlands, Romania, Serbia, Slovakia, Slovenia, Spain, Turkey and the United Kingdom. It is visible that form the Western Balkan only the countries: Albania, FYROM, Greece, Italy, Montenegro, Romania, Serbia, Slovenia, and Turkey have participated in the Network.

Among the project in the area of female entrepreneurship, worth highlighting is the ongoing action “Balkan Women Coalition for Professional Qualification and Training in the field of Busine-ss and Economic Science” (B-WCo) that is developed between 8 countries from the Balkan Regi-on and it is based on the longstanding cooperation and work between the participating organiza-tions. The aim is to support the Women Business Qualification and competitiveness in the labour market. The main goal of the project is to establish a coalition between organizations and NGOs from the countries in the Balkan Region - Greece, Romania, Croatia, FYROM, Serbia, Turkey, Alba-nia, and Bulgaria. In the long run, this new coalition will work on the development of the common training contents or concepts, the integration of skills needs of the labour market into VET and the Reinforcing links between education and working life.

4. Mentoring as a way to boost female entrepreneurship

Companies owned by women entrepreneurs are a growing phenomenon around the world to-day (Davidson and Burke, 2004). It is observed that that intervention must be based on helping the entrepreneur rather than giving her/him the solutions. Therefore, mentoring is a supportive instrument that is more flexible, adjusted to the needs of the entrepreneur and her/his experi-ence, identity, whereby at the same time managing resistance to education and training (Kickul et al., 2007; Rute, 2006). The Greek myth describes mentoring as a transfer of wisdom, knowled-ge and thoughts from an experienced person a person with less experience, whereby their rela-tionship based on equality.


Barrett, 2006; St-Jean and Audet, 2009 describe the purpose of mentoring as a means to learn from the experience of others and just-in-time and experiential learning. According to Hall (2003) successful mentoring involves: screening of prospective mentors, matching of mentors and men-tees on appropriate criteria, and frequency of contact. Nevertheless, mentoring may be put at risk as of untrained mentors, social distance and a disparity between the values of mentor and mentee, inadequate definition of roles and ground rules and relationship problems (broken pro-mises, lack of commitment, gender issues).

5. ConclusionAlthough many initiatives in the area of women entrepreneurship have affected the We-

stern Balkan region, there is still a lack of consistency and a good combination and correlation of bottom-up and top down-initiatives. In addition, strong national policies related to the strate-gies in women entrepreneurship need to be implemented and followed by a consistent monito-ring system.

As a toolkit for boosting female entrepreneurship in a region that does not require significant national and/or EU finding, a mentorship support could be a good solution. Still, it implicates a centre that will promote good practices and a well planned matching of mentors and mentees on appropriate criteria, and frequency of contact. In order to boost implementation of mentorship programmes, a well designed national/regional guidelines needs to be defined and be monitored in order for the programme to develop and produce results. In this way the gender gap could be tackled, and supported by policies as a top-down approach to promote societal attitude changes, it could contribute to training and encouraging women entrepreneurs in the Western Balkans.

Literature• Barrett, R. (2006), Small business learning through mentoring: evaluating a project, Edu-

cation and Training• Burke, R.J. (1997), Are families damaging to careers?, Women in Management Review• Davidson, M.J., Burke, R.J. (2004), Women in management worldwide: facts, figures and

analysis – an overview, Women in Management• Worldwide: Progress and Prospect, Ashgate, London, pp. 1-15.• de Bruin, Anne et al., 2007, Advancing a Framework for Coherent Research on Women’s• Entrepreneurship, Entrepreneurship, Theory and Practice • European Commission, DG Enterprise and Industry, Encouraging women entreprene-

urs, http://ec.europa.eu/enterprise/policies/sme/promoting-entrepreneurship/women/ (accessed 14 August 2013).

• European Parliament, (2013), The Committee on Women’s Rights and Gender Equality• GEM, Global Entrepreneurship Monitor, 2012 Global Report, S. R. Xavier et al. • Hakim, C. (1996), Key Issues in Women’s Work: Female Heterogeneity and the Polarisation

of Women’s Employment, Athlone Press, London.• Hall, J. (2003), Mentoring and Young People: A Literature Review, SCRE Research Report

114, The SCRE Center, University of Glasgow.

56 Martina Ferk

• Jacobs, S. (1999), “Trends in women’s career patterns and in gender occupational mobility in Britain”, Gender, Work and Organisations

• Kickul, J., Gundry, L.K., Iakovleva, T. (2007), Mentoring women entrepreneurs in emerging markets: leveraging relationships, building confidence and creating wealth, United States Association Small Business and Entrepreneurship Conference

• 2nd OECD Conference of Ministers Responsible for Small And Medium-Sized Enterpri-ses, Promoting Entrepreneurship and Innovative SMEs in a Global Economy: Towards a More Responsible and Inclusive Globalisation, Istanbul, 2004 http://www.oecd.org/cfe/smes/31919215.pdf (accessed 14 August 2013).

• Powell, G.N. (1999), Handbook of Gender and Work, Sage Publications, London.• Rose, Gillian (1993), Feminism & Geography – The limits of Geographical Knowledge, Uni-

versity of Minnesota Press, Minneapolis.• Rouse, J., Kitching, J. (2006), Do enterprise support programmes leave women holding the

baby?, Environment and Planning C. Government and Policy.• Rute, M. (2006), The role of mentoring in the promotion of women entrepreneurship,

Euro chambers Conference, European Commission Enterprise and Industry Directorate-General, Brussels.

• Schein, V.E., Mueller, R., Lituchy, T. and Liu, J. (1996), “Think manager-think male: a global phenomenon?”, Journal of Organisational Behaviour.

• St-Jean, E., Audet, J. (2009), Factors leading to satisfaction in a mentoring scheme for novi-ce entrepreneurs, International Journal of Evidence Based Coaching and Mentoring

• Tanton, M. (1994), Women in Management: A Developing Presence, Routledge, London.• Wacjman, J. (1998), Managing Like a Man, Polity Press, Cambridge.• Balkan Women Coalition for Professional Qualification and Training in the field of Business

and Economic Science” (B-WCo), http://www.balkancoalition.com/index.php/menu-the-project/about-the-project (accessed 14 August 2013).

• Wilson, Laura, et al. (2004), Women’s enterprise, a critical examination of national policies, Environment and Planning : Government and Policy.

• Western Balkans Investment Framework (2012). Challenges to successful employment po-licy in the region: towards more jobs, quality labour force and greater competitiveness. http://www.wbif.eu/uploads/lib_document/attachment/241/Challenges_Employment.pdf (accessed 14 August 2013).

• World Bank (2012) South East Europe: Regular Economic Report. No. 69573.

Izgradnja poveznica između obrazovnog i poslovnog sektora

3Building Links between Education and Business


PODUZETNIČKO OBRAZOVANJE TEMELJENO NA DRUŠTVENOJ ODGOVORNOSTI

Anica Hunjet, dr. sc., Ministarstvo znanosti, obrazovanja i sporta, Donje Svetice 38, 10000 Zagreb, Republika Hrvatska, [email protected] Kozina, dr. sc., Veleučilište u Varaždinu, Križanićeva bb, 42000 Varaždin, Republika Hrvatska, [email protected]

SažetakProcesi globalizacije unose velike promjene u sve segmente suvremenog društva i postoja-nja čovjeka pa tako i u visoko obrazovanje.Društvena odgovornost u posljednje vrijeme pojavljuje se kao značajan element održivog razvoja i društvenog napretka. Visoka učilišta kroz nastavne i istraživačke aktivnosti, odgo-vorna su za stvaranje i primjenu znanja, da bude u skladu sa sadašnjim i budućim potreba-ma i zahtjevima društva, a u svrhu priprema za tržište rada i društvenog razvoja zajednice. Suradnja studenata s društvenom zajednicom, razvijanjem osjećaja za društvenu odgovor-nost, kreiranjem bolje budućnosti. Društvena odgovornost studenta proizlazi iz društveno odgovornog visokog učilišta. 21. stoljeće je vrijeme promjena, nesigurnosti i kompleksnosti, predstavlja izazov visokim učilištima zadovoljavanjem zahtjevima pojedinaca i društva, stva-ranjem obrazovnih programa koji će doprinijeti društvenim vrijednostima regionalnih i glo-balnih okruženja. Kroz obrazovanje visoka učilišta usmjeravaju na povezanost interdiscipli-narnih aktivnosti razvojem svijesti o društvenoj odgovornosti studenata koju će nositi tije-kom cijelog života. Konkurentska prednost gospodarstva temelji se na razvoju poduzetništva. U skladu s tim ra-zvoj obrazovanja za poduzetništvo temelji se na potrebnim poduzetničkim kompetencijama na svim razinama obrazovanja.Znanja predstavljaju poznavanje informacija, dok su vještine sposobnosti pojedinca u pri-mjeni stečenih znanja kod konkretnih situacija. Poduzetnička znanja koja studenti stječu na visokim učilištima trebaju biti na teorijskoj razini, ali primjenljiva za inoviranje i stvaranje novih poslovnih procesa u poslovnom svijetu. Osnovni ciljevi poduzetničkog obrazovanja su usvajanje znanja o poduzetništvu, razvijanje kompetencija za stvaranje prilika, unoše-nje promjena u uvjetima složenosti te poticanje poduzetničkog ponašanja. Očekivani ishod poduzetničkih programa je razvijanje poduzetničkih kompetencija za povećanje šanse mla-dim ljudima za zapošljavanje. U cilju definiranih ishoda učenja, povećanja zapošljivosti stu-denata te stvaranja okruženja za učenje te za poticanje kreativnosti, inovacija i poduzetnič-kih kompetencija.Cilj ovog rada je objasniti ulogu poduzetničkog obrazovanja u stvaranju interdisciplinarnog visokog učilišta, koje će biti u stanju rješavati probleme okoline u kojoj djeluje, razvijati druš-tvo temeljeno na znanju, stvaranjem kompetentnih stručnjaka, zapošljivih na tržištu rada.U anketi studenata vidljiv je rastući interes za poduzetničkim obrazovanjem s društvenom odgovornošću.

Ključne riječi: interdisciplinarnost, poduzetničko obrazovanje, etika u poslovanju, društve-na odgovornost

62 Anica Hunjet, Goran Kozina

1. Uvod

Na temelju odredaba Zakona o proračunu, kojim je utvrđena struktura Strategija i strateških planova pojedinih ministarstva, izrađena je strategija programa Vlade Republike Hrvatske za raz-doblje 2013.-2015. Ostvarivanje predložene Strategije predviđeno je kroz 12 općih ciljeva, a to su: makroekonomska i gospodarska stabilnost, optimalno ozračje za razvoj konkurentnog gospodar-stva, ravnomjerni regionalni razvoj, jačanje socijalne pravednosti, zaštita, očuvanje i unapređenje zdravlja, poticanje znanja, izvrsnosti i kulture, zaštita okoliša i prostorni razvoj, konkurentniji po-ljoprivredno-prehrambeni i ribarski sektor, podizanje konkurentnosti hrvatskoga turizma uz afir-maciju Hrvatske kao jedne od vodećih međunarodnih turističkih destinacija, jačanje pravne drža-ve i vladavine prava, održavanje javne i državne sigurnosti na najvišoj razini, i daljnje jačanje me-đunarodnoga položaja Republike Hrvatske i očuvanja nacionalnog identiteta.

Pojam visoke tehnologije se koristi za opis poduzeća koja ovise i posluju na temelju napred-nih znanstvenih i tehničkih znanja. Poduzetnici koji su stvorili inovacije ili otkrili nova tržišta u po-ljima računalstva, biotehnologije, genetičkog inženjeringa robotike i slično, postali su visokoteh-nološke korporacije.

Poduzetnik prije ulaska u poslovni poduhvat treba odlučiti kojom će se djelatnošću baviti, hoće li se orijentirati na proizvodne ili uslužne djelatnosti. Prilikom odabira svoje djelatnosti po-duzetnik mora sagledati, analizirati i procijeniti vlastite vještine za obavljanje određene djelatno-sti, kao i aktualne trendove unutar industrije u kojoj želi djelovati. Nije dovoljno imati samo do-bra znanja i vještine, ako proizvod neće biti aktualan na tržištu i ako neće koristiti kupcima, isto kao kada poduzeće želi slijediti trendove, a nema ni znanja niti kompetencije kako bi bilo konku-rentno na tržištu. Razvoj strateške vizije uključuje strateško razmišljanje o budućem usmjerenju kompanije i promjenama i poboljšanju proizvoda, kupaca, tržišta i razvoja tehnologije poduze-ća. Strateška vizija je nacrt koji prikazuje pravac kojim poduzeće namjerava ići u razvijanju i jača-nju svoje djelatnosti.

Društvena odgovornost je ostvarivanje uspješnog poslovanja i ne smije zanemariti društve-nu odgovornost prema kupcima i prema društvu. Poduzećima često nije dovoljno dobra promo-cija vezana uz kvalitetu proizvoda i usluga, nego se žele dokazati kao svjesni i odgovorni u odno-su na društvo u kojem djeluju. Društvena odgovornost se može odnositi na donacije poduzeća u humanitarne i obrazovne svrhe, javne i političke aktivnosti, dobrobit zajednice, obnove urbanih sredina i sl.

Strategija istraživanja i razvoja odnosi se na istraživanje proizvoda i proizvodnje, tj. tehnologi-je i proizvodnog procesa te na organizaciju i poslovanje poduzeća. Poduzeće koje želi biti vodeće, mora prednjačiti novim proizvodima te je ta strategija usmjerena stvaranju novih proizvoda koji će nove potrebe zadovoljiti na djelotvorniji način.

Potencijal ljudskih resursa je najvažniji dio svake organizacije koji svojim znanjima, vještinama i kreativnosti najviše doprinose ostvarenju ciljeva organizacija. Nastanak rizika je greška nastala djelovanjem ljudskog faktora te je potrebno povećati stručnost, motiviranost i odgovornost do-nositelja poslovnih odluka na svim razinama odlučivanja.

Znanost i tehnologija prodiru ne samo u proizvodnju nego i u svako drugo društveno djelova-nje - upravljanje, usluživanje, financije, obrazovanje, kulturu, zdravstvo i drugo. Nove tehnologije pozitivno utječu na razvojne potencijale gospodarstva i na povećanje izvoza.


2. Poduzetničko obrazovanje

Društvo je podložno brzim promjenama, tako da učenje i znanje postaju vrijednosti koje zahti-jevaju nove oblike mijenjanja i prepoznavanja, programi cjeloživotnog obrazovanja trebaju biti do-stupni velikom broju građana sukladno potrebama zajednice, gospodarstva i društvenog razvitka.

Poduzetničko obrazovanje je područje povećanog interesa na javnim i privatnim visokim učili-štima širom svijeta. Obrazovanje za poduzetništvo predstavlja važan aspekt studijskih programa u zemljama članicama Europske unije. Europska unija definirala je Strateški okvir za europsku surad-nju u obrazovanju i izobrazbi usmjeren na cjeloživotno učenje, mobilnost, unapređenje kvalitete i dostupnosti i učinkovitosti obrazovanja i izobrazbe, poboljšanju kreativnosti i inovacija, a uključu-jući i poduzetništvo. Visoko obrazovanje trebalo bi biti dostupno svima koji ispunjavaju uvjete upi-sa, ali dostupnost u pojedinoj zemlji ovisi o kvaliteti modela financiranja visokog obrazovanja. Vi-soko obrazovanje jedan je od glavnih pokretača gospodarstva svake zemlje i blagostanje pojedin-ca. Poduzetništvo je jedna od važnih životnih kompetencija za osobno ispunjenje i razvoj pojedin-ca, definiranih od strane Europske unije. Poduzetničko obrazovanje ima značajnu ulogu u stvara-nju kapaciteta organizacija i pojedinaca za suočavanje s kompleksnošću okruženja u kojem djelu-ju. Poduzetničko obrazovanje razvija inovativnost i odgovornost pojedinca te spremnost na preu-zimanje rizika u donošenju odluka i rješavanju problema, povezivanjem različitih znanstvenih dis-ciplina, razvijanjem vještina interdisciplinarnog pristupa rješavanja problema.

2.1. Ciljevi poduzetničkog obrazovanja

Poduzetničko obrazovanje potiče stvaranje novih pothvata do razvoja poduzetničkih osobi-na, vještina i ponašanja. Za svaki poduzetnički pothvat potrebno je fizička ili tehničko-tehnološka sredstva kao što je zgrada, oprema, strojevi, automobili i sl. Istraživanja su pokazala da se ljudi od-lučuju za poduzetništvo uglavnom iz tri razloga:

• iskorištavanje prilike- natprosječno uspješni u prethodnim zaposlenjima,• samozapošljavanje- zbog vanjskog pritiska, otkaz, nezaposlenost i potreba za rješavanjem

egzistencije, nazadovanje,• nastavljanje obiteljskog biznisa- pritisak okoline da se mora nastaviti obiteljski biznis.

Prvi cilj poduzetničkog obrazovanja odnosi se na razvoj širokog razumijevanja o poduzetništvu osobito u ulozi poduzetnika i poduzetništva u modernom društvu i gospodarstvu. Ovdje se radi o pripremanju ljudi za poduzetničku karijeru, a najčešće se provodi pružanjem informacija putem medijskih kampanja, seminara, predavanja organiziranih za studente na svim razinama obrazova-nja, kao i za širu populaciju.

Drugi cilj vezan je za osposobljavanje pojedinaca za preuzimanje odgovornosti za osobno ob-razovanje, karijeru i život, odnosno poduzetnički pristup životu. To se postiže treninzima koji daju naglasak na poduzetnički proces, timski rad i projektne zadatke. U poduzetničkom procesu sudje-luje nekoliko ključnih čimbenika i to: poduzetnik, poslovna prilika i potrebna sredstva. Poduzet-nik preuzima rizik u novcu, vremenu i ugledu, mora imati viziju, mora znati odrediti poslovne ci-ljeve, utvrditi poslovnu strategiju i znati koncipirati poslovni plan. Najvažniji čimbenik poduzet-ničkog procesa je poduzetnik, jer bez njega ne može doći do pokretanja poduzetničkog procesa.


Poslovna ideja je svaka ideja o novom proizvodu ili usluzi, koja još nije poslovno provjerena, dok je poslovna prilika provjerena poslovna ideja koju je moguće realizirati.

Treći cilj poduzetničkog obrazovanja odnosi se na pripremanje pojedinca da postanu poduzet-nici, te upravljaju novim poduzećem. To se postiže stjecanjem osnovnih vještina i informacija kako pokrenuti i voditi malo poduzeće i kako biti poduzetnikom.

2.2 Koncept poduzetničkog obrazovanja

Obrazovanje o poduzetništvu je pristup koji naglašava baviti se poduzetništvom kao znanstve-nom disciplinom. Obrazovanje za poduzetništvo ima za cilj pripremiti pojedince za poduzetnički život kreiranjem novog pothvata, dok obrazovanje posredstvom poduzetništva podrazumijeva da se poduzetništvo može naučiti ili podučavati kroz druge kolegije.

Potencijalni korisnici poduzetničkog obrazovanja uključuju ne samo buduće poduzetnike, već i liječnike, medicinske sestre, ravnatelje škola, nastavnike i učitelje, djelatnike zaposlene u javnim službama, bankare, umjetnike, znanstvenike na sveučilištima, istraživače, svećenike, nezaposle-ne i druge.

Znanstveno priznavanje poduzetništva dokaz je održavanje znanstvenih konferencija o podu-zetništvu, znanstveni časopisi o poduzetništvu, osnivanje poduzetničkih katedri na visokim učili-štima, time je vidljivo da je postignuta legitimnost poduzetništva kao obrazovnog područja. Svrha znanstvenog rada je rješavanje nekog problema, istraživački rad započinje definiranjem proble-ma, a uvjet za uočavanje i definiranje problema je prethodno znanje i dar zapažanja.

Potražnja za poduzetničkim obrazovanjem je posljedica rasta broja poduzetničkih programa, kroz tri izvora: vladu, studente i poslovni sektor.

Vlada od poduzetničkog obrazovanja očekuje utjecaj na poboljšanje gospodarske situacije u društvu stvaranjem novih inovativnih poslova, jačanje inovativnosti za gospodarski razvoj zemlje, poticanje inovativnog poduzetničkog ponašanja pojedinaca u društvu, podučavanje za poduzet-ništvo i podučavanje o poduzetništvu-osposobljavanje javnih službenika za upravljanje poduzet-ničkim procesima u društvu.

Zašto studenti žele studirati poduzetništvo postoje dva razloga. Prvi je da studenti žele osno-vati i razvijati vlastito poduzeće, dok je drugi što žele doći do znanja koja će doprinijeti u snalaže-nju u uvjetima sve veće nesigurnosti i kompleksnosti u okruženju u kojem djeluju. Znanje je zbroj svega onoga što je poznato i što se može naučiti. Struktura i organizacija znanja stalno se mijenja i to pod utjecajem tri komponente koje ga određuju: spoznajna, komunikacijska te informacijska.

Potražnja za poduzetničkim obrazovanjem za poslovni sektor očekuje stvaranje pojedinaca za suočavanje i rješavanje praktičnih problema.

Najvažnija uloga poduzetničkog obrazovanja je razvijanje poduzetničkih znanja i vještina, po-našanja i osobina koji će osiguravati snalaženje u novim uvjetima, kompleksnim situacijama i pri-tiscima globalizacije na društvo, organizaciju i pojedince.

Pedagoško podučavanje za poduzetništvo, odnosno o poduzetništvu je stvaranje okruženja za učenje, osiguravanjem prilika za izgradnjom i vježbanjem poduzetničkog ponašanja, jačanjem po-duzetničkih osobina te razvijanjem poduzetničkih znanja i vještina.


Postoji potreba za obrazovanjem i razvojem predavača za poduzetničko obrazovanje. Koncept poduzetničkog obrazovanja razlikuje predavače za poduzetništvo i predavače o poduzetništvu. Predavači za poduzetništvo uglavnom imaju prethodno praktično poslovno iskustvo, dok preda-vači koji se bave podučavanjem o poduzetništvu, bave se istraživanjem poduzetništva, kako bi mogli primjenjivati nove metode poučavanja. Sustav i ideja obrazovanja počivaju na principu so-cijalne pravednosti i univerzalnog prava na obrazovanje kao temeljnog ljudskog prava do znanja i poduzetničkog sveučilišta, čiji se rezultati mjere komercijalnim i ekonomskim kategorijama.

U svijetu se većina poduzetničkih programa osnovala na ekonomskim fakultetima u sastavu sveučilišta. Poduzetnički programi unutar sveučilišta imaju niz prednosti i nedostataka. Prednosti sveučilišta su u tradiciji i stalnim promjenama. Sveučilišta su tradicionalne ustanove za stvaranje novih znanja, osiguravanjem širokog spektra znanja, uključujući i poduzetnička znanja. Nedostaci sveučilišta su birokracija, nespremnost na prihvaćanje novog i spore promjene.

Tradicionalna sveučilišta onemogućavaju interdisciplinarnost, ne vode brigu o dionicima, pa je iz tog razloga potrebna njegova transformacija, potrebna je integracija, povezivanje sa zajedni-com te sposobnost učenja od zajednice. Interdisciplinarnost– označava suradnju više znanosti ra-zličitih teorijskih temelja te različitih perspektiva pristupa zajedničkim predmetnim poljima. Nuž-nost interdisciplinarnosti slijedi iz pojačanog specijaliziranja prirodnih i društvenih znanosti te iz isprepletenosti svih životnih područja.

Širom svijeta prisutan je veliki politički pritisak za promjenom sveučilišta te razvoj nove uloge sveučilišta prihvaćanjem veće odgovornosti za tehnološki, ekonomski i društveni rast i razvoj. U 21. stoljeću sveučilišta se moraju suočiti s procesom globalizacije, prihvatiti promjene te se sna-laziti u svakodnevnim izazovima života u globalnom svijetu. Globalizacija, informatizacija i tehno-loški napredak društva teže promjenama kako bi se pripremili na izazove suvremenog društva te-meljenog na znanju. Stjecanjem novih znanja i vještina koje nudi poduzetničko obrazovanje, osi-guravajući održivi rast i razvoj, dovodi transformaciji tradicionalnog sveučilišta u poduzetničko. Od sveučilišta se sve više očekuje, osobito u društvenoj orijentaciji, poticajima inovacija i ekono-miji te razvojnih strategija. U društvima bez prave poduzetničke kulture privatizacija može izazva-ti drugačije učinke od onih koje ima u Sjedinjenim Američkim Državama. Da bi došlo do promjena na sveučilištima potrebne su izravne, odnosno, materijalne podrške te indirektne, odnosno, psi-hološke podrške. Trend internacionalizacije i globalizacije povezuje obrazovanje i istraživanje. Ve-lika sveučilišta koja se sastoje od različitih područja, polja, grana, predmeta i programa razvrsta-nih na temelju Pravilnika o znanstvenim i umjetničkim područjima, poljima i granama trebala bi uvesti drugačiju upravljačku strukturu ili se odvojiti na više samostalnih jedinica, kao npr. tehnič-ko, medicinsko i poduzetničko sveučilište. U tom smislu došlo bi i do stvaranja interdisciplinarnih sveučilišta. Klasifikacija znanosti je sustavno, argumentirano, logično, raščlanjivanje znanja i znan-stvenih činjenica, načela, pravila na logične segmente: znanstvena područja, polja, grane i pred-mete i to na osnovi određenih načela o njihovim interakcijskim vezama.

Poslovni svijet mijenjao se paralelno s razvojem informacijskih i komunikacijskih tehnologija. Globalizacija i poslovanje s različitim partnerima u svijetu pretpostavlja posjedovanje informacij-ske tehnologije koje omogućuje pristup različitim mrežama. Primjena informacijske i komunikacij-ske tehnologije dovela je do redefiniranja pojma poduzetništva. Elektronično poslovanje omogu-ćilo je i pojavu novih vrsta poduzetnika i to: virtualni poduzetnici, projektni lideri i mrežni brokeri. Virtualni poduzetnici povezuju ponudu i potražnju na tržištu.

Zadaća projektnog lidera je sastaviti virtualnu organizaciju od kompatibilnih tvrtki specijalizi-ranih za različite aktivnosti u svrhu zajedničkog provođenja projekta.


Mrežni broker je poduzetnik koji pronalazi i kreira nove poslovne prilike te sakuplja i usklađu-je resurse i poduzetničke funkcIje, čija je zadaća kreirati skupinu od dva ili više poduzetnika, uskla-diti područja njihova djelovanja radi ostvarenja zajedničkog cilja. Nova tehnološko-ekonomska paradigma zasnovana na proizvodnji i iskorištavanju znanja i informacija je gospodarstvo znanja.

Slika 1. Vrste inovacijske politike Izvor: Bolfek, B., Sigurnjak, L.: (2011), Poduzetništvo, Veleučilište u Slavonskom Brodu

Inovacijska politika drži se središnjom politikom gospodarstva znanja s ciljem staviti znanje u funkciju gospodarskog rasta kroz inovaciju kao pokretača gospodarskog rasta.

Znanstvena politika je sustav principa i planova te procedura za planiranje, vođenje i koordi-niranje znanstvenih istraživanja. Cilj tehnološke politike je poticati poduzeća da razvijaju, komer-cijaliziraju ili usvoje nove tehnologije te uključuje niz makroekonomskih, regulatornih i ostalih in-strumenata. Industrijska politika bavi se razvojem industrijskih sektora npr. privatizacija poduze-ća, sanacija poduzeća i sl.

Tako su npr. Njemačka i Amerika ispunile tri uvjeta za prelazak u moderna društva i to masov-no obrazovanje, usmjerenje sveučilišta na industrijske i poljoprivredne tehnologije te osnivanje industrijskih laboratorija i organiziranje napora da se znanstveno znanje i metode primijene na tehničke probleme u industriji.

Jedan o ključnih principa suvremenog poslovanja je održivi razvoj, koji je definirala UN-ova ko-misija 1987. Godine, što znači odgovarati na zahtjeve današnje i buduće generacije. Pojam održivi razvoj podrazumijeva ekonomsku i društvenu komponentu (briga za ljude, zajednice, baštinu, …) te brigu za zaštitu okoliša čiji je cilj uspostavljanje ravnoteže između gospodarskog rasta, napretka društva i brige za okoliš. INA održivi razvoj smatra trajnu predanost uravnoteženoj integraciji gos-podarskih, okolišnih i društvenih čimbenika u svakodnevnom poslovanju, nudi tehnologiju, zna-nje i kapacitete, nastoji biti pokretač društvenog i gospodarskog razvoja, vodeći brigu o ljudima i okolišu, nastojanjem njegovati odgovorno poslovanje i lokalna partnerstva.

INA je energetska kompanija koja održivi razvoj smatra jednim od temeljnih načela svojeg po-slovanja, ispunjava zahtjeve tržišta za energijom i pri tome vodi brigu o okolišu u kojem djeluje.


Cilj provedbe Politike upravljanja zaštitom zdravlja, sigurnosti i zaštitom okoliša kojom se posebna pozornost posvećuje: očuvanju prirodnih vrijednosti, povećanju uporabe obnovljivih izvora ener-gije, racionalnom korištenju energetskih izvora, smanjenju emisija stakleničkih plinova, promica-nju i razvoju proaktivne kulture na području zaštite okoliša, davanju prednosti dobavljačima koji u najvećoj mogućoj mjeri zadovoljavaju zahtjeve Politike zaštite zdravlja, sigurnosti i zaštite okoli-ša te održavanju otvorene komunikacije sa svim sudionicima u procesu zaštite zdravlja, sigurnosti i zaštite okoliša i zainteresiranom javnošću.

3. Društveno odgovorno poslovanje

Društveno odgovorno poslovanje je u globalnom poslovnom sektoru poznato pod nazivom društvena odgovornost poduzeća. Polazišna točka ove tvrdnje proizlazi iz činjenice da poduzeće preuzima punu odgovornost za aktivnosti koje nadilaze sferu isključivo ekonomskih interesa. To uključuje što neko poduzeće proizvodi, kako pri tome utječe na okoliš, kako zapošljava nove zapo-slenike te osposobljava i utječe na razvoj vlastitog kadra, na koji način ulaže u društvenu zajedni-cu i poštuje li ljudska i radna prava te kako kupuje i prodaje na tržištu što zajedno određuje uku-pan utjecaj tog poduzeća na društvo. Značaj društvene odgovornosti sastoji se u održavanju do-brih odnosa sa svim zainteresiranim stranama za poslovanje poduzeća.

Korporativna društvena odgovornost predstavlja posvećenost poduzeća u pridonošenju odr-živosti privrednog razvoja u suradnji sa zaposlenicima, lokalnom zajednicom i društvom uopće u cilju poboljšanja kvalitete njihovog života. Biti društveno odgovoran ne znači samo ispunjavati zakonske obaveze, već ići korak dalje i ulagati još više u ljudski kapital, okruženje i dionike (poje-dince, zajednice, organizacije). Korporativna društvena odgovornost podrazumijeva da su za pro-fit koji ostvaruju poduzeća odgovorna pojedincima i grupama na koje se na bilo koji način profit odražava. Društveno odgovorno poslovanje podrazumijeva obvezu menadžmenta (uprave) da po-duzme akcije koje će doprinijeti blagostanju i interesima društva i organizacija. Korporativna druš-tvena odgovornost obuhvaća odgovoran odnos kompanija prema društvu, pri čemu se taj odnos zasniva na ukupnosti društvenih, etičkih, ekoloških i ekonomskih vrijednosti značajnih za proces odlučivanja. U skladu s tim, korporativna društvena odgovornost odnosi se na ponašanje organi-zacija prema društvu koje se zasniva na vrijednostima koje društvo ističe kao dominantne i zna-čajne za njegov daljnji razvoj. Da bi organizacija bila uspješna treba definirati želje i očekivanja po-trošača, vlade i konkurenata, kao i društva u cjelini u pogledu društvene odgovornosti. Koncept društvene odgovornosti poslovanja poduzeća u zemljama razvijene tržišne privrede zasniva se na poslovnoj politici koja uvažava nužnost odgovornog učešća u zajednici, a koja nije u suprotnosti sa osnovnim ciljevima poduzeća za stjecanje dobiti. Društveno odgovorno poslovanje obuhvaća različita područja i to: poslovne aktivnosti poduzeća, kao što su stručno usavršavanje zaposlenih za kvalitetu i sigurnost proizvoda, dobre poslovne običaje, odnosno internu i eksternu kontrolu poslovanja, uključivanja i davanje za zajednicu u različitim područjima, kao npr. u zdravstvenu za-štitu, obrazovanja za ljudska prava, stvaranje povoljnog okruženja za poduzetništvo, poboljšanje kvalitete upravljanja, unaprjeđivanje poslovnih, društvenih i ekoloških politika.

U Europi i diljem svijeta raste broj kompanija koje promoviraju svoju strategiju društvene od-govornosti, kao odgovor na različite ekonomske i društvene pritiske te zaštitu okoliša.

Godine 1993. predsjednik EU Jacques Delors poslao je apel europskim poslovnim krugovima da se uključe u borbu protiv društvene isključenosti.


U ožujku 2000. godine Vijeće Europe je u Lisabonu poslalo poziv kompanijama u pogledu soci-jalne odgovornosti i promoviranja cjeloživotnog obrazovanja, organizacije rada, društvene odgo-vornosti i održivog razvoja.

Uključujući socijalnu odgovornost koja prelazi propisane zakonske zahtjeve, kompanije nastoje povećati standarde društvenog razvoja, zaštite okoliša te poštivanja ljudskih prava. Isto tako teže dobrom i transparentnom upravljanju, promovirajući interese različitih dionika u postizanju kvali-teti i održivosti. Na taj se način ostvaruju nova partnerstva i proširuje postojeća suradnja unutar kompanija u smislu socijalnog dijaloga, stjecanja znanja i vještina te upravljanja promjenama. Na lokalnoj i nacionalnoj razini jača ekonomska i društvena kohezija, dok na globalnoj razini, doprino-si zaštiti okoliša i poštivanju ljudskih prava.

Društveno odgovorno poslovanje prihvatile su velike kompanije, poduzetništva, uključujući male i srednje poduzetnike. Odgovornost uključuje odnos prema zaposlenicima i svim dionicima.

Društvena odgovornost se u marketingu može realizirati na različite načine. Jedan je primje-na etičkih načela i društvene odgovornosti pri donošenju marketinških odluka u procesu strateš-kog planiranja i izvršavanja koncepcije marketinga. Marketinški stručnjaci se suočavaju s različi-tim dvojbama pri donošenju odluka na strateškoj, taktičkoj i operativnoj razini. U središtu pred-metnog istraživanja jet primjena etičkih načela i društvene odgovornosti pri donošenju odluka u vezi s definiranjem ponude, odabirom kanala distribucije, komuniciranjem s tržištem te određi-vanjem cijena. Komuniciranje s tržištem jedno je od područja marketinga kod kojega se pojavlju-je veći broj etičkih dvojbi. One se najčešće odnose na oglašavanje, ali i na druge oblike promocije, kao što je osobna prodaja, unapređenje prodaje, izravni marketing i dr.

4. Etika u poslovanju

Hrvatska gospodarska komora donijela je 23. svibnja 2005. godine Odluku o potvrđivanju ko-deksa etike u poslovanju kojom se potvrđuje postojanje i sadržaj Kodeksa etike u poslovanju. Ko-deks etike u poslovanju utvrđuje osnovne smjernice etičkog ponašanja poslovnih subjekata u hr-vatskom gospodarstvu. Određivanjem etičkih kriterija pridonosi se otvorenijem i učinkovitijem poslovanju te kvalitetnijoj povezanosti poslovnih subjekata Republike Hrvatske s poslovnom sre-dinom u kojoj djeluje. Strukovnim udruženjima, grupacijama, zajednicama i pojedinačnim poslov-nim subjektima u okviru Komore se preporučuje da u skladu s vlastitim potrebama razvijaju etič-ka načela ili kodekse. Preporuča se dioničkim društvima usvajanje i provođenje načela moder-nog korporacijskog upravljanja. Etička pravila trebaju biti prihvaćena od svih zaposlenika i mora-ju biti ugrađena u način rada i poslovanja. Definiranjem i publiciranjem pravila ponašanja, pozitiv-nim primjerom managera, otkrivanjem i rješavanjem potencijalnih problema u ranoj fazi postiže se poticanje etičkog ponašanja u organizaciji.

Potpisnici Kodeksa prihvaćaju obvezu djelovanja u skladu s načelima odgovornosti, istinitosti, učinkovitosti, transparentnosti, kvalitete, postupanja u dobroj vjeri i poštivanja dobrih poslovnih običaja prema poslovnom i društvenom okruženju te vlastitih zaposlenika.

Poslovna etičnost podrazumijeva korektan odnos prema suradnicima, kupcima i konkurenti-ma. Poštivanje ljudskih prava je komparativna prednost poduzeća koja stvara odanost kupca. Glo-balizacija i internacionalizacija poslovanja zahtijevaju što bolje međusobno sporazumijevanje i ko-rektno polovno ponašanje koje treba vrijediti u cijelom svijetu.


Etička načela poslovanja trebaju pridonijeti većoj humanosti i uspješnosti u obavljanju ruko-voditeljskih funkcija, a posebno u stvaranju poslovne kulture. Poduzeća s dugoročnom vizijom uspješnog razvoja ne štede vrijeme, novac i energiju da bi njihovi zaposlenici stekli znanja i vješti-ne iz tog područja i primjenjivali. Poduzetnička etika je etika odgovornosti, povjerenja, poštenja, poštovanja i dostojanstva.

5. Metodologija

U empirijskom dijelu istraživanja anketirani su studenti prve godine (10%), druge (69%) i tre-će godine (21%) stručnih studija i to: Multimedija, oblikovanje i primjena, Proizvodno strojarstvo, Tehnička i gospodarska logistika i Sestrinstvo Veleučilišta u Varaždinu te stručnog studija Menad-žment u turizmu Međimurskog veleučilišta u Čakovcu. Upitnik je popunilo 121 ispitanik od čega 50,41% ženskog spola (61 studentica) i 49,59% muškog spola (60 studenata), od čega 82% ispita-nika studenata i studentica Veleučilišta u Varaždinu, dok 18% ispitanika studira na Međimurskom veleučilištu u Čakovcu. Upitnik je sadržavao 25 pitanja, od čega su u prvom dijelu upitnika 15 pi-tanja bile izjave, dok su u drugom dijelu upitnika za 10 pitanja bili dani odgovori koje su ispitani-ci vrednovali na Likertovoj skali. Cilj istraživanja je bio odnos tehničkih predispozicije ispitanika za sudjelovanje u projektu stjecanja znanja i vještina za poduzetničko obrazovanje temeljeno na društvenoj odgovornosti. Intenzitet stavova mjeren je Likertovom skalom sa šest točaka (0-nije odgovoreno, 1 je najmanja ocjena, a 5 najveća ocjena). Likertova skala je ordinalna, jednodimen-zionalna na kojoj ispitanik odabire jednu opciju koja najviše odgovara njegovom stavu. Paran broj točaka prisiljava ispitanika na neki izbor.

U članku su istraženi stavovi studenata odgovorima na pitanja iz upitnika i napravljena je sta-tistička obrada i analiza rezultata, provedena je deskriptivna analiza dobivenih rezultata. Stati-stički su obrađeni rezultati primjenom aplikativnog programa Statistica (StatSoft) te su prikaza-ni grafički.

6. Rezultati istraživanja i diskusija

Na pitanje jesu li se prije veleučilišta pokušali upisati ili su studirali na sveučilištu pozitivno je odgovorilo 25% studenta, iz čega je vidljivo da je 75% upravo željelo upisati veleučilište.

Na deveto pitanje u prvom dijelu upitnika „Poslovna etika je proučavanje ponašanja i mora-la u poslovnoj situaciji“, pozitivno je odgovorilo 87% studenata, što pokazuje da postoji pozitivno ozračje u značaju poslovne etike.

Na pitanje visoka učilišta kroz nastavne i istraživačke aktivnosti odgovorna su za stjecanje i pri-mjenu znanja odgovorilo je 91% ispitanika, od čega je 80% pozitivno odgovorilo, jasan stav stude-nata dovodi do zaključka da su visoka učilišta odgovorna za očekivane ishode učenja.

Na pitanje surađuju li studenti s društvenom zajednicom, razvijanjem osjećaja za društvenu odgovornost, pozitivno je odgovorilo 72%, čime se potvrđuje suradnja studenata s društvenom zajednicom s razvojem svijesti o društvenoj odgovornosti.

Nadalje, 81% ispitanika je pozitivno odgovorilo na pitanje da je 21. stoljeće vrijeme promjena, te da visoka učilišta stvaranjem novih programa usmjerenih na povezanost interdisciplinarnih ak-tivnosti razvijaju svijest o društvenoj odgovornosti studenta za cijeli život.


Dobiveni rezultati obrađeni su također statistički, a vrijednosti definirane i aritmetičkom sredinom.

Grafikon 1. Konkurentska prednost gospodarstva temelji se na razvoju poduzetništva

Primjetno je grupiranje odgovora ispitanika, i to 40,83% smatra da se konkurentska prednost gospodarstva temelji se na razvoju poduzetništva, u konkretnom slučaju: prosječna ocjena svih odgovora je 3,43 što znači pozitivan stav, ipak 19,17% njih je potpuno sigurno i dalo najvišu ocjenu 5, 1,67% ispitanika dalo je ocjenu 1, dok se 4,17% ispitanika nije izjasnilo, označeno s 0.


Grafikon 2. Razvijanje poduzetničkih kompetencija je povećanje šanse mladim ljudima za zapošljavanje

Istraživanje je pokazalo da su očekivanja studenata ispunjena. Što se tiče odgovora na pitanje razvijanje poduzetničkih kompetencija je povećanje šanse mladim ljudima za zapošljavanje pro-sječna ocjena je 3,64, a to pokazuje da studenti smatraju da postoji veća šansa dobiti posao oso-bama sa stečenim poduzetničkim kompetencije. Najveći dio ispitanika i to 31,67% smatra da se razvijanjem poduzetničkih kompetencija povećava mogućnost zapošljavanja mladih i dalo najvi-šu ocjenu 5, dok je 30,00% dalo ocjenu 4, a tu je i 4,17% ispitanika dalo ocjenu 1. 3,33% ispitani-ka je nesigurno i nije se izjasnilo.


Grafikon 3. Definicije korporacijske društvene odgovornosti koriste se naizmjenično s pojmovi-ma “društvene odgovornosti», “održivoga razvoja”, “korporacijskoga građanstva”

Što se tiče ukupnog stava da se definicije korporacijske društvene odgovornosti koriste naiz-mjenično s pojmovima “društvene odgovornosti”, “održivoga razvoja”, “korporacijskoga građan-stva”, najveći dio ispitanika i to 46,67% ima pozitivan stav, prosječna ocjena je 2,98. Najveću ocje-nu 5 dalo je 13,33% ispitanika, dok se 7,50% ispitanika nije izjasnilo.


Grafikon 4. Poduzeća na društvo i okoliš utječu svojim poslovanjem, proizvodima ili uslugama i svojom interakcijom s ključnim dionicima kao što su zaposlenici, kupci, ulagači, lokalne zajedni-ce, dobavljači i ostali

Na pitanje poduzeća kako na društvo i okoliš utječu svojim poslovanjem, proizvodima ili uslu-gama i svojom interakcijom s ključnim dionicima kao što su zaposlenici, kupci, ulagači, lokalne za-jednice, dobavljači i ostali, najvišu ocjenu 5 dalo je 30,00% ispitanika, ocjenu 4 dalo je 31,67%, dok se 7,50% ispitanika nije izjasnilo. Prosječna ocjena je 3,60, što pokazuje pozitivan stav studenta kako društvo i okoliš utječu svojim poslovanjem, proizvodima ili uslugama i svojom interakcijom s ključnim dionicima.


Grafikon 5. Pojmom korporacijska odgovornost označava se upravljanje tim utjecajem tako da se obogati vrijednost poduzeća i pridonese širem gospodarskom i društvenom boljitku

Da se pojmom korporacijska odgovornost označava upravljanje tim utjecajem tako da se obo-gati vrijednost poduzeća i pridonese širem gospodarskom i društvenom boljitku, prosječna ocje-na je 3,32. 20,83% ispitanika, potpuno se slaže s navedenom tvrdnjom i dalo najveću ocjenu, naj-nižu ocjenu dalo je 2,50% ispitanika, dok se 7,50% ispitanika nije izjasnilo.


Grafikon 6. Društvena odgovornost u promjenjivim uvjetima suvremenog poslovanja smatra se vođenjem poslovanja na društveno odgovoran način koji podrazumijeva poslovanje koje osim ekonomskih interesa zastupa i dobrobit društva u cjelini

Prosječna ocjena tvrdnje da se društvena odgovornost u promjenjivim uvjetima suvremenog poslovanja smatra vođenjem poslovanja na društveno odgovoran način koji podrazumijeva poslo-vanje koje osim ekonomskih interesa zastupa i dobrobit društva u cjelini je 3,38. Najveći broj ispi-tanika 33% dalo je ocjenu 4, 22% ispitanika dalo je najveću ocjenu, dok je 1% dalo najnižu ocjenu.


Grafikon 7. Društvena odgovornost u posljednje vrijeme pojavljuje se kao značajan element odr-živog razvoja i društvenog napretka

Tvrdnjom da se društvena odgovornost u posljednje vrijeme pojavljuje kao značajan element održivog razvoja i društvenog napretka potpuno se složilo 25% ispitanika, najveći dio 30,83% od-govorilo je ocjenom 3, dok se 7,50% ispitanika nije izjasnilo. Prosječna ocjena je 3,28.


Grafikon 8. Kako ocjenjujete poduzetnička znanja stečena tijekom studiranja na veleučilištu

Prosječna ocjena 2,67 postignuta je odgovorom na pitanje kako ocjenjuju poduzetnička zna-nja stečena tijekom studiranja na veleučilištu, od čega je 35,83% ispitanika dalo ocjenu 3, najve-ću ocjenu 5 dalo je 10,83%, najnižu ocjenu 1 dalo je 8,33% ispitanika, dok se 7,50% ispitanika nije izjasnilo.


Grafikon 9. Koliko je na veleučilištu naglasak stavljen na stjecanje teorijskih poduzetničkih znanja

Koliko je na veleučilištu naglasak stavljen na stjecanje teorijskih poduzetničkih znanja odgovo-rilo je 89,17% studenta, najvišu ocjenu dalo je 14,17% ispitanika, dok je najnižu ocjenu dalo 5,83% ispitanika, prosječna ocjena, odnosno aritmetička sredina svih rezultata je 2,85.


Grafikon 10. Koliko je na veleučilištu naglasak stavljen na stjecanje praktičnih poduzetničkih znanja

Isto tako na pitanje koliko je na veleučilištu naglasak stavljen na stjecanje praktičnih poduzet-ničkih znanja izjasnilo se 89,17% ispitanika, dok 10,83% ispitanika nije odgovorilo. Prosječna ocje-na je 2,50. Najviše studenta 32,50% dalo je ocjenu 3, 11,67% potpuno se složilo odgovorom i dalo ocjenu 5 te se isto tako 11,67% ispitanika uopće nije složilo i dalo ocjenu 1.


Zaključak

Poduzetničkim obrazovanjem treba osposobiti mlade ljude za snalaženje u nesigurnom i kom-pleksnom okruženju, koji trebaju naučiti definirati probleme i način donošenja rješenja, kreira-njem novih ideja i načinom obavljanja posla u komunikaciji s okolinom. Pritom, važnost poduzet-ničkog obrazovanja je stjecanje znanja, vještina i osobina u snalaženju u novoj okolini uvjetova-nom pritiscima globalizacije na društvo, organizaciju i pojedinca temeljeno na društvenoj odgo-vornosti. Iz razloga što kompetencije stečene poduzetničkim obrazovanjem kao što su kreativ-nost, razmjena ideja, identificiranje problema, preuzimanje rizika, potrebno je promijeniti tradici-onalna sveučilišta, odnosno sveučilišne i stručne studijske programe u interdisciplinarne. Interdis-ciplinarnim studijskim programima dana je podrška za razvoj nove uloge sveučilišta, veleučilišta ili visoke škole prihvaćanjem veće odgovornosti za tehnološki, ekonomski i društveni rast i razvoj.

Ispitujući razmišljanja i stavove studenata objašnjena je uloga poduzetničkog obrazovanja u stvaranju interdisciplinarnog visokog učilišta, koje će biti u stanju rješavati probleme okoline u ko-joj djeluje, razvijati društvo temeljeno na znanju, stvaranjem kompetentnih stručnjaka, zapošlji-vih na tržištu rada.

U anketi studenata vidljiv je rastući interes za poduzetničkim obrazovanjem s društvenom od-govornošću te se preporučaju slični upitnici kako bi studenti razvijali svijest o pozitivnom odnosu prema poduzetništvu i etičkom poslovanju, stjecanjem znanja i vještina za budućnost u poduzet-ništvu te očekivanim ishodima učenja bili prepoznati na tržištu rada.

Nova proizvodnja bazirana na tehnološkim inovacijama stvara mogućnosti za brže zapošljava-nje visokoobrazovanih radnika, koji dalje daju impulse novim tehnološkim inovacijama i dinami-ci gospodarskog razvoja. Obrazovne ustanove uz pomoć Vlade i dalje trebaju poticati razvoj po-duzetničke aktivnosti, posebno kroz programe za zanimanja, financijske sustave koji omogućuju dostupnost financiranja za pokretanje i razvoj poduzeća, prometnu infrastrukturu, obrazovanje o komunikacijskoj infrastrukturi te konkurentnost države.

AbstractThe processes of globalization bring big changes in all aspects of contemporary society and the existence of man, as well as in higher education.Social responsibility emerged recently as an important element of sustainable development and social progress. Through the teaching and research activities, institutions of higher edu-cation are responsible for the creation and application of knowledge, to be in line with cur-rent and future needs and demands of society, and in order to prepare for the labor mar-ket and social development of the community. Cooperating with the community, students develop a sense of social responsibility, creating a better future. Social responsibility of the students comes from socially responsible institution. Since the 21st century is a time of change, uncertainty and complexity, institutions of higher education are challenged to meet the demands of individuals and society, by creating educational programs that will contrib-ute to the social values of regional and global surroundings. Through the educational pro-cesses, higher education institutions direct students to adopt interdisciplinary approach to their activities. This should be accomplished by the rising of awareness of the social respon-sibility of students, and that is something that they will carry throughout the life.


Competitive advantage of the economy is based on entrepreneurship development. Accord-ingly, the development of entrepreneurial education is based on the necessary entrepre-neurial competencies at all levels of education.Knowledge represents the understanding of information, while the skills represent an indi-vidual’s competence in the application of acquired knowledge in specific situations. Entre-preneurial skills that students acquire through higher education should be at the theoretical level, but also applicable for innovation and creation of new business processes in the busi-ness world. The main objectives of entrepreneurship education are learning about entrepre-neurship, development of competencies to create opportunity, to make changes in terms of complexity and to encourage entrepreneurial behavior. The expected outcomes of the en-trepreneurial programs are reflected in the development of entrepreneurial competencies to increase employability. One of the main aims of learning outcomes certainly should be an increase of employability of students and creating a learning environment to encourage cre-ativity, innovation and entrepreneurial skills.The aim of this paper is to explain the role of entrepreneurship education in the genera-tion of interdisciplinary higher education and the development of knowledge-based society through education of competent experts who will be easy employable.According to the survey, students show growing interest in entrepreneurial education with social responsibility.

Key words: interdisciplinary, entrepreneurship education, business ethics, social responsibility


Literatura

• Bolfek, B., Sigurnjak, L.: (2011), Poduzetništvo, Veleučilište u Slavonskom Brodu, Slavonski Brod

• Brusić, A., Cvitanović, V., Gregov, Z., Kutnjak, V., Tomić, D., Žanić, V.: (2009), Poduzetništvo 1, Udžbenik Veleučilište VERN, Zagreb

• Buble, M., Kružić, D.: Poduzetništvo, Riff, Zagreb, 2006.

• Hisrich, R. D., Peters, M. P. , Shepherd, D. A.: (2011) Poduzetništvo, MATE, d.o.o., Zagreb

• Hrvatska akademija znanosti i umjetnosti: (2011) Znanje-temelj konkurentnosti razvoja, Zagreb

• Hunjet, A., Kozina G.: (2011), Osnove poduzetništva–skripta, Veleučilište u Varaždinu, Va-raždin

• Hunjet, A., Kozina, G., Milković, M.: (2012) Stjecanje znanja i vještina za budućnost u podu-zetništvu, ICEL2, Zbornik radova 2. Međunarodne konferencije učenje za poduzetništvo, Novi Sad

• Kolaković, M.: Poduzetništvo u ekonomiji znanja, Sinergija, Zagreb, 2006.

• Lončarić, D.: Društveno odgovorne marketinške odluke-razvoj mjerne ljestvice/Socially Responsible Marketing Decisions-Scale Development, Vol. XXI (2009), br. 1, str. 7 – 23, UDK 658.8.012.4:174, Izvorni znanstveni rad

• Strategija Vladinih programa za razdoblje 2011.-2013., (2010), Zagreb

• Strateški plan Ministarstva znanosti, obrazovanja i sporta Republike Hrvatske za razdoblje 2012.-2014. (2012), Zagreb

• Thompson, A. A., Gamble, J. E.: Essentials of Strategic Management, McGraw-Hill/Irwin, New York, 2009.

• Vlada Republike Hrvatske, Ministarstvo gospodarstva, rada i poduzetništva, (2010), Strate-gija učenja za poduzetništvo 2010.-2014., Zagreb

• Vlada Republike Hrvatske, Ministarstvo poduzetništva i obrta, (2012), Projekt obrazovanje za poduzetništvo za 2012. godinu, Zagreb

• Vlada Republike Hrvatske, Strateški okvir za razvoj 2006.-2013.


PAPER TITLE: KNOWLEDGE MANAGEMENT IN CBS CROATIA

Author: Nevena Jerak, PhD candidate in Sociology, Graduate Economist, IT consultant-architect at Central Bureau of Statistics Croatia

AbstractIntensive harmonization and standardization of business and information processes with the European institutions is a challenge to the central authority of the official statistics in Croatia, Central Bureau of Statistics, but also an obligation because European regulations and directives are generally obligatory and practically have the priority over regular jobs. On the other hand, Eurostat and national statistics of the EU countries (especially Scandina-vian countries) are working with advanced technologies and rapidly introduce new stand-ards, applications, integrated information systems, etc. The technology is primarily based on XML solutions that allow a standardized representation of data sets, which in this form can send and receive various portals which significantly speeds up and simplifies collabo-ration and communication. In such a situation, the questions that come to mind in CBS are: how knowledge management can help to answer the challenges of new technologies and aligning business processes with Eurostat standards? How knowledge is created, how it is used? To what extent is documented and in what ways is it spread? What are the barriers to knowledge transfer? Is there a need to develop a knowledge management strategy? We as-sume that implementation of systematic and organized process of knowledge management would improve communication and cooperation, change organizational culture, greater ex-tent of documenting knowledge, which would ultimately improve the performance of or-ganization and respond to those challenges. The starting point of the analysis of the situa-tion would be the sector of information technology because it is understood as a support to other sectors in CBS for providing all IT services and maintenance. Also, the IT sector pro-vides information technology for conceptual and practical implementation of knowledge management.

Keywords: information systems, information technology, knowledge management, harmo-nization, standardization, CBS, Eurostat

84 Nevena Jerak

NASLOV RADA: UPRAVLJANJE ZNANJEM U DZS-U

Autor: Nevena Jerak, doktorand međusveučilišnog poslijediplomskog doktorskog studija sociologije, diplomirani ekonomist, informatički savjetnik-projektant u Državnom zavodu za statistiku RH

SažetakIntenzivna harmonizacija i standardizacija poslovnih i informacijskih procesa s europskim in-stitucijama predstavlja izazov središnjem tijelu službene statistike Republike Hrvatske, Dr-žavnom zavodu za statistiku, ali i obvezu jer su uredbe i direktive EU u pravilu obligatorne te praktički imaju pravo prvenstva u odnosu na redovne poslove. S druge strane, Eurostat i na-cionalne statistike zemalja EU (naročito Skandinavske zemlje) rade s naprednim tehnologi-jama i rapidno uvode nove standarde, aplikacije, integrirane informacijske sustave i slično. Tehnologija se prvenstveno bazira na XML rješenjima koja omogućuju standardiziranu re-prezentaciju setova podataka, koje u takvom obliku mogu primati i slati različiti portali što znatno ubrzava i pojednostavljuje kolaboraciju i komunikaciju. U takvoj situaciji, pitanja koja se nameću u DZS-u su: kako nam upravljanje znanjem može pomoći da odgovorimo izazovi-ma uvođenja novih tehnologija i usklađivanju poslovnih procesa sa standardima Eurostata? Kako se znanje u DZS-u kreira, kako se koristi? U kojoj mjeri se dokumentira i na koje nači-ne se prenosi? Koje su barijere prenošenju znanja? Postoji li potreba za razvojem strategije upravljanja znanjem? Pretpostavljamo da se počne uvoditi sustavni proces upravljanja zna-njem da bi se unaprijedila komunikacija i kooperacija, promijenila kultura organizacije, u ve-ćoj mjeri bi se znanje dokumentiralo, čime bi se u konačnici poboljšale performanse organi-zacije. Polazna točka analize stanja bio bi Sektor informatičkih tehnologija jer je shvaćen kao potporanj ostalim sektorima u DZS-u zbog pružanja svih informatičkih usluga i servisa. Tako-đer, IT sektor osigurava i informacijsku tehnologiju za konceptualnu i praktičku implementa-ciju procesa upravljanja znanjem.

Ključne riječi: informacijski sustavi, informatička tehnologija, upravljanje znanjem, harmoni-zacija, standardizacija, DZS, Eurostat

“I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Be-ing willing is not enough; we must do.”

Leonardo da Vinci


Uvod

Upravljanje znanjem (u nastavku UZ) je proces u kojem organizacija koristi svoju kolektivnu in-teligenciju za ostvarenje vlastitih strateških ciljeva. Temelji se na ideji da je najvažniji resurs jedne organizacije znanje ljudi čiji su oni zaposlenici. Radnici se nazivaju 'radnicima znanja' - knowledge workers (Druker 1993), a stvaranje, dijeljenje i korištenje znanja je među najvažnijim aktivnosti-ma gotovo za svaku osobu u organizaciji. Znanje je u organizacijama ugrađeno u dokumente, re-pozitorije ali i u organizacijske rutine, procese, prakse i norme. Dakle, ljudi, procesi i tehnologija su ključne komponente organizacije, a UZ ovisi o volji ljudi da dijele i ponovno koriste znanje. UZ se fokusira na :

• ljude i organizacijsku kulturu koja će stimulirati i razvijati procese dijeljenja i korištenja zna-nja. Zaposlenici u svakom trenutku mogu iskazati potporu procesima UZ, ali i pružati otpor korištenju produkata UZ,

• na procese ili metode za lociranje, stvaranje, stjecanje i dijeljenje znanja i • na tehnologiju koja će pohraniti znanje i učiniti ga dostupnim te omogućiti da ljudi rade

zajedno iako su fizički odvojeni.

UZ je osmišljeno kao pristupačna i dobro integrirana 'web-based' Intranet tehnologija koja bi olakšala razmjenu znanja na zadacima, procesima, generičkoj infrastrukturi u općoj ili specifičnoj 'zajednici prakse' (usp. Jennex and Olfman, 2006; prema Butler, T., Murphy, C., 2007).

1. Okvir za uspjeh inicijative UZ u organizacijama javnog sektora

Napravljeno je mnoštvo studija u kojima znanstvenici, eksperti iz raznih područja, razne inte-resne skupine snimaju i analiziraju stanja u pojedinim organizacijama, prije i poslije implementaci-je modela upravljanja znanjem. Butler i Murphy (usp. Butler, T., Murphy, C., 2007) su prema posto-jećoj literaturi sistematizirali kritične faktore uspjeha za implementaciju inicijative UZ – strateški, organizacijski i institucionalni faktori. Nastavno je iznesen kratki osvrt na njihov referentni okvir.

1.1 Strateški faktori

Strategija upravljanja znanjem treba biti povezana s poslovnom strategijom organizacije i te-meljena na poslovnim ciljevima organizacije te usmjerena prema korisniku. Provedba strategije UZ nije isključivo tehnički proces, iako su informacijske tehnologije ključan faktor. Društveni pro-cesi također utječu na uspješnost inicijativa upravljanja znanjem. Istraživanja pokazuju da produk-ti UZ moraju privući i zadržati pažnju korisnika i biti integrirani u svakodnevnu rutinu radnika. Po-vezivanje zaposlenika ohrabruje podjelu znanja i ubrzava učenje.

86 Nevena Jerak

1.2 Organizacijski faktori

Promjena ponašanja ljudi jedan je od najkritičnijih faktora u provedbi UZ. Motiviranje zaposle-nika da dijele svoje znanje slovi kao presudno za uspješnu implementaciju i korištenje produkata UZ. Zaposlenici imaju ključnu ulogu u dijeljenju znanja. Uspostavljanje kulture 'dijeljenja' znanja mogu inicirati rukovoditelji u organizacijama. Pri tome mogu koristit materijalne poticaje za po-taknu na dijeljenje znanja, kao i ne-novčane poticaje (fleksibilnije radno vrijeme, edukacije, semi-nari, tematske radionice). Istraživanja pokazuju da implementacija UZ ne uspije ako se ne osigura trening za korisnike ali i kontinuirano obučavanje korisnika i nakon što je proces u potpunosti pro-veden. Pokazalo se da je team-based, ne-hijerarhijska, samo-organizacijska organizacijska struk-tura najučinkovitija za dijeljenje znanja.

1.3 Institucionalni faktori

Organizacije su pod utjecajem društvenih, regulativnih i zakonodavnih subjekata u svom okru-ženju. Radi se o utjecaju vlade, raznih agencija, pravosuđa, konzultantskih organizacija, dobavlja-ča, konkurencije, itd. Najsnažniji vanjski čimbenik u takvom okruženju su zakonodavne ili regula-torne agencije koje oblikuju strukturu, procese i proizvode ili usluge određene organizacije. Me-đutim, promjena se u institucionalnom okruženju pojavljuje i kroz interakcije organizacijskih me-nadžera, profesionalaca, profesionalnih udruženja, dakle svih onih koji dijele određenu 'zajednicu praksi'. Stoga je razumno pretpostaviti, u slučaju vladinih organizacija koje djeluju u javnom sekto-ru, da zakonodavstvo, sudstvo i širi institucionalni utjecaji iz Europske unije imaju izravan ili umje-ren utjecaj na provedbu strategije UZ, što još nije dovoljno istraženo.

Slika 1. Neke tehnike/discipline upravljanja znanjem

Izvor: Autoričin nacrt


Nije dovoljno predstaviti alate za upravljanje znanjem i konstatirati da je sustav UZ uspostav-ljen jer svrsishodnost tehnologije proizlazi iz njezinog korištenja. Također, relativno je jednostav-no sistematizirati ogromne količine podataka iz eksplicitnih baza podataka. Puno je teže i drago-cjenije ‘zahvatiti’ prešutno znanje zaposlenika.

2. Izazov usklađivanja poslovnih i informacijskih procesa DZS-a s Eurostatom kao ključan faktor za uspješnu implementaciju UZ

Državni zavod za statistiku (u nastavku DZS) je službeno statističko tijelo RH i kao takvo je odu-vijek dio međunarodnog, europskog i svjetskog statističkog prostora. Da bi se unaprijedila među-sobna komunikacija i suradnja u zajedničkom statističkom i informacijskom prostoru, jasnom po-staje potreba za pouzdanom i usporedivom statistikom. Trendovi pokazuju da su nacionalne sta-tistike i međunarodne statističke organizacije kroz godine postigle znatan stupanj unifikacije. O tome se pisalo od samog osnutka Europske statistike (Wagenführ, 1963). Europski statistički su-stav (ESS) izgrađen je postupno radi pružanja usporedive statistike na razini EU-a. Zemlje članice prikupljaju podatke i kompiliraju statistiku za nacionalne potrebe i potrebe EU-a. ESS funkcionira kao mreža u kojoj Eurostat usklađuje statistike u uskoj suradnji s nacionalnim statističkim uredi-ma. ESS također koordinira svoje djelovanje sa zemljama kandidatkinjama te na europskoj razini s ostalim uslužnim djelatnostima, agencijama Komisije, Europskom bankom i međunarodnim orga-nizacijama kao što su OECD, UN, Međunarodni monetarni fond i Svjetska banka.

Prvi korak u procesu usklađivanja uvijek se sastoji od određivanja univerzalnog referentnog okvira kojem se nacionalne statistike trebaju prilagoditi. Referentni okvir cjelovito obuhvaća sve definicije, klasifikacije, itd., potrebne da bi se moglo koherentno definirati i opisati statističke pro-cese, standardizirati terminologiju, vršiti usporedbu unutar i između organizacija, operacionalizi-rati apstraktna pitanja i da bi ih se moglo mjeriti. UNECE je, na temeljima poslovnog procesnog modela kojeg je razvila Statistika Novog Zelanda, razvio Generički model statističkog poslovnog procesa (GSBPM) koji opisuje glavne statističke poslovne procese - definiranje potreba za podaci-ma, priprema i izrada statističkih metodologija, izrada potrebnih instrumenata za provedbu, pri-kupljanje podataka, obrada podataka, analiza, diseminacija, arhiviranje i evaluacija statističkih podataka. GSBPM model je vezan na Generički statistički informacijski model (GSIM). GSIM opi-suje informacijske objekte i tijekove unutar statističkog poslovnog procesa. To je referentni okvir standardiziranih informacijskih objekata, koji omogućuje generičke opise definicija, upravljanje podacima i metapodacima tijekom cijelog statističkog proizvodnog procesa.

1

1 DZS je državna upravna organizacija, središnje tijelo, glavni nositelj, diseminator i koordinator sustava službene statistike Republike Hrvatske. Svrha službene statistike jest proizvodnja i diseminacija reprezenta-tivnih i mjerodavnih statističkih podataka u skladu s temeljnim načelima službene statistike. ESS je partnerstvo između statističkog autoriteta Zajednice, koji čini Komisija (Eurostat) i nacionalni statistički instituti te ostalih nacionalnih autoriteta odgovornih za razvoj, proizvodnju i diseminaciju europ-ske statistike u svakoj zemlji članici. Eurostat je odgovoran za prikupljanje i diseminaciju usklađenih i usporedivih podataka za države članice EU. Eurostat prikuplja i objavljuje agregate iz EU i eurozone. UNECE (United Nations Economic Commission for Europe) je osnovan 1947. godine zbog poticanja gosp-odarske suradnje i integracije među državama članicama. Krovna je institucija za gospodarska i sektorska pitanja. Postavlja norme, standarde i konvencije u međunarodnom poslovnom okruženju.

88 Nevena Jerak

Da bi se zadovoljile buduće potrebe statističkih organizacija, GSIM pomaže objasniti značajne odnose među entitetima uključenim u proizvodnju statistike, a može se koristiti za usmjeravanje razvoja i korištenja dosljedne provedbe standarda ili specifikacija. Dizajniran je na način da omo-gućuje inovativne pristupe statističke proizvodnje u najvećoj mogućoj mjeri, primjerice, u područ-ju diseminacije, gdje su zahtjevi za agilnost i inovacije sve veći.

Slika 2. Generički statistički informacijski model

Izvor: http://www1.unece.org/stat/platform/display/metis/GSIM+and+standards

Nastavno, usklađen je sa SDMX formatom za slanje metapodataka i podataka, koji je razvijen s ciljem razmjene metapodaka i podataka među nacionalnim statističkim organizacijama i između drugih institucija u standardiziranim formatima koji će omogućiti prihvaćanje i slanje setova po-dataka i metapodataka po principu ‘plug and play’ ili po principu ‘lego kocki’, što poboljšava ko-munikaciju stvarajući svojevrsni zajednički ‘jezik’ u statističkoj domeni.


3. Sustav dokumentiranosti i upravljanja znanjem u DZS-u

U DZS-u je početkom 2013. godine nadograđen Intranet i nanovo izrađen Ekstranet, uteme-ljeni na SharePoint tehnologiji. Takav Intranet omogućuje stvaranje raznih vrsta web-mjesta na kojima korisnici mogu surađivati i raditi na istim dokumentima, popisima i kalendarima, stvara-ti biblioteke dokumenata, kao i dodatne mogućnosti, kao što su korporacijsko upravljanje sadrža-jem, poslovno obavještavanje, poslovno pretraživanje, osobna web-mjesta i sažeci sadržaja novo-sti. Svaki sektor u organizaciji ili radna grupa može od administratora zatražiti svoje web-mjesto i urediti prava pristupa lokaciji.

Strateški cilj IT sektora DZS-a zadnjih nekoliko godina je bio razvoj automatiziranog sustava za obradu statističkih podataka potpuno upravljan metapodacima, nazvan Integrirani statistički in-formacijski sustav (ISIS). Takav generički model upravljanja podacima i metapodacima omoguću-je potpuni prijenos od mainframe okruženja na klijent/poslužitelj okruženje, odnosno da statisti-čari samostalno vrše istraživanja.

Podaci i strukturni metapodaci se nalaze u bazama na serverima. DZS ima repozitorij metapo-dataka koji će biti nadopunjen metapodacima o kvaliteti. Time će se postići potpuna standardi-zacija referentnih metapodataka sa europskim sustavom referentnih metapodataka. Započeo je prijelaz slanja podataka iz nekih stručnih odjela u Eurostat korištenjem SDMX standarda.

U aktualnom trogodišnjem Strateškom planu DZS-a iznesen je nastavak kontinuirane harmo-nizacije hrvatskog sustava službene statistike s europskim statističkim sustavom. Poslovni i tehno-loški procesi u DZS-u zavise o Eurostatovim procesima.

Pitanje strategije upravljanja znanjem je razrađeno u okviru GSBPM modela, kao i upravljanje kvalitetom, metapodacima i podacima, davateljima podataka, korisnicima, itd. Upravljanje zna-njem, kako je definirano GSBPM modelom, osigurava ponovljivost statističkih procesa, uglavnom održavanjem procesne dokumentacije. Nije dovoljno razrađeno i smatramo da praktički zahvaća jedino eksplicitno znanje, a tacitno ili prešutno znanje je zasad ne moguće 'zahvatiti', posebice u slučaju kad ljudi idu u mirovinu ili mijenjaju radno mjesto ili posao.

1

1 SDMX (Statistical Data and Metadata EXchange) je međunarodni standard (ISO 17369) za razmjenu statističkih podataka. Omogućuje primanje i slanje standardiziranih statističkih koncepata, šifrarnika, struk-tura podataka i srodnih objekata između različitih organizacija uključenih u razmjenu podataka na fleksi-bilniji, efikasniji i automatiziraniji način. ISIS je usklađen s GSBPM modelom.

90 Nevena Jerak

Zaključak

Statistička tijela uviđaju koliko je važno baratati konzistentnim podacima i informacijama, upo-trebljavati iste metode u poslovnom procesu te imati kvalitetni repozitorij podataka, jer im to u konačnici olakšava poslovanje i međusobnu suradnju. Jedino u takvim uvjetima statističke orga-nizacije mogu biti relevantan i fleksibilan faktor u dinamičnom i konkurentnom informacijskom okruženju. Učestala i sve važnija elektronska razmjena statističkih podataka i metapodataka ge-nerirala je potrebu za zajedničkim standardom koji bi olakšao i ujednačio razmjenu statističkih po-dataka i metapodataka. S tim je ciljem razvijen SDMX standard 2001. godine. Još uvijek je u fazi implementacije u nekim statističkim i drugim organizacijama u Europi i svijetu. Također, pod na-zivom METIS je osnovan forum na kojem statistički zavodi i stručnjaci iz UN / ESS područja mogu razmjenjivati informacije o svojim projektima i planovima za standardizaciju. Budućnost statistič-ko-informacijskih procesa, na čemu se već godinama sustavno radi je predstavljena u obliku 'plug-and-play' modularne komponentne arhitekture.

Naglasit ćemo standardizaciju kao važnu komponentu komunikacije u suvremenom informa-cijskom društvu. Upravo SDMX tehnologiju razmjene podataka i metapodataka smatramo kom-ponentom koja može pridonijeti boljoj povezanosti, suradnji između davatelja i primatelja poda-taka i obrnuto, i upravo je to komponenta koja će igrati važnu ulogu kod nekih komponenti uprav-ljanja znanjem (generiranje novog znanja, pribavljanje vrijednog znanja iz vanjskih izvora, pred-stavljanje i razmjena znanja kroz dokumente, baze podataka i softver ).

1

1 Strukturni metapodaci se odnose na metapodatke za identifikaciju i deskripciju podataka. U protivnom ne bi bilo moguće identificirati i pronaći podatke. (Preuzeto sa stranica OECD-a, 3.9.3013 http://stats.oecd.org/glossary/detail.asp?ID=7076) Referentni metapodaci se, prema definiciji OECD-a, sastoje od konceptualnih metapodataka, koji opisuju koncepte i njihovu praktičnu primjenu, od metodoloških metapodataka, koji opisuju metode koje se koriste za proizvodnju podataka (npr. uzorkovanje, metode prikupljanja) i od metapodataka o kvaliteti, koji opisuju različite dimenzije kvalitete proizvedene statistike (npr. pravovremenost, točnost). (Preuzeto sa stranica OECD-a, 3.9.3013 http://stats.oecd.org/glossary/detail.asp?ID=7076) Preuzeto sa stranica DZS-a 14.7.2013 http://www.dzs.hr/Hrv/about_us/Legals/Strateski_plan_DZS_2013-2015.pdf (Usp. Rugglesove integralne komponente upravljanja znanjem; prema Afrić, Lasić-Lazić, Banek Zorica, 2007)


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92 Mirjana Borota Popovska, Marija Topuzovska Latkovic, Vasil Popovski

ATTITUDES TOWARD CONTINUOUS LEARNING AND NEW COMMUNICATION TECHNOLOGIES

Mirjana Borota PopovskaInstitute for Sociological, Political and Juridical Research, University “Ss Cyril and Methodius” – Skopje, Republic of [email protected]

Marija Topuzovska LatkovicInstitute for Sociological, Political and Juridical Research, University “Ss Cyril and Methodius” – Skopje, Republic of [email protected]

Vasil PopovskiInstitute of Economics, University “Ss Cyril and Methodius” – Skopje, Republic of [email protected]

AbstractIn this study, based on a representative sample of 1000 respondents, we analyzed the atti-tude of active population in the Republic of Macedonia toward continuous learning and new communication technologies. Starting from the definition that learning is a process of cre-ation of a relatively permanent change in attitude towards the future, for the promotion of the way of thinking and as a special importance, the attitude of the active population to-ward continuous learning occurs. A positive attitude toward learning is the basic premise for the introduction of lifelong learning in entrepreneurship development. Attitude toward new communication technologies is also important as for the continuous learning as well for start up, sustainability and gaining a competitive advantage in the entrepreneurial busi-nesses. First, we analyzed the correlation between the preferences of autonomous work, technology and continuous learning, then, the differences derived from age, ethnicity, edu-cation, and socioeconomic status. The results show that there is a correlation between the preferences of autonomous work, new technology and continuous learning. The results al-low creation of specific approach to formal and informal education for improving of the en-trepreneurial mindset.

Key words: lifelong learning, new communication technologies, entrepreneurship.


1. Introduction

According to Schackle (cited in Deakins & Freel, 2006) entrepreneur is creative and innovati-ve. Unlike Kircner who believes that entrepreneurs recognize the possibility, Schackle pointed out that entrepreneur creates (invents) possibility. Uncertainty and imperfection of information are crucial in explaining the role of the entrepreneur. Uncertainty allows competition between indi-viduals who create the opportunity to identify profit. The act of imagination is important to iden-tify the potential of the opportunity. But imagination itself is determined by a number of factors such as education, attitudes, habits, experience. Today in modern economics major emphasis is on so-called entrepreneurial experience (including the education, work experience and the abi-lity and desire to learn), as important stakeholders in the development of entrepreneurship, es-pecially the “pre-start” entrepreneurship.

Wagner and Ziltener in their study (2008) analyzed the factors that influence entreprene-urship. The factors are divided into three groups: socio-demographic factors (gender, age, and family and his habits), personal characteristics (ability to take risk, desire for achievement, desi-re for autonomy, adaptability, self-realization, need for control), human capital (education, soci-al competence, work experience and entrepreneurial experience (strategic management, opera-tional management, competencies).

If we took in consideration the employment related perspective of the lifelong learning proce-ss, we can resume that the main activities are focused toward building knowledge, skills and com-petences for successful coping with the changing and uncertain world of work (in the era of ra-pid ICT development). That is the main motive for this research paper. We try to make the linkage between the continuous learning, technologies and entrepreneurship, and in the same time em-pirically to explore, explain and describe the main attitudes of Macedonian population toward le-arning and technology, through the socio-demographic factors as influencing variables.

2. Adult learning

The field of adult learning was pioneered by Malcolm Knowles (1984). He identified the following characteristics of adult learners (Lieb, 1991):

• Adults are autonomous and self-directed. Their teachers must actively involve adult parti-cipants in the learning process and serve as facilitators for them.

• Adults have accumulated a foundation of life experiences and knowledge that may inclu-de work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base.

• Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain.

• Adults are relevancy-oriented. Learning has to be applicable to their work or other respon-sibilities to be of value to them.

• Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake.


• As do all learners, adults need to be shown respect. These adults should be treated as equ-als in experience and knowledge and allowed to voice their opinions freely.

Another aspect of adult learning is motivation. At least six factors serve as sources of moti-vation for adult learning (Lieb, 1991): social relationships: to make new friends, to meet a need for associations and friendships; external expectations: to comply with instructions from someo-ne else; to fulfill the expectations or recommendations of someone with formal authority; social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work; personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors; escape/stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exac-ting details of life; cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind. Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers against participating in learning as: lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, and problems with child care and transportation.

Lifelong learning

The Lisbon European Council in March 2000 set the European Union the strategic goal, reaffir-med at the Stockholm European Council in March 2001, of becoming the most competitive and dynamic knowledge-based society in the world. Key elements of the strategy to achieve this were the adaptation of education and training to offer tailored learning opportunities to individual ci-tizens at all stages of their lives; the promotion of employability and social inclusion through in-vestment in citizens’ knowledge and competences; the creation of an information society for all; and the fostering of mobility. Overall, consensus can be surmised around the following four broad and mutually supporting objectives of lifelong learning: personal fulfillment, active citizenship, social inclusion and employability/adaptability. That lifelong learning promotes this wide range of objectives is reflected in the extended definition below, in the light of which all references to li-felong learning should be understood: “all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or em-ployment-related perspective” (Commission Of The European Communities, 2000).The breadth of this definition also draws attention to the full range of formal, non formal and informal learning activity. The Reference Framework (2007) sets out eight key competences for lifelong learning: 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence (use of IST and ICT); 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepre-neurship; 8) Cultural awareness and expression.


3. Technology and entrepreneurship

The reality is that today’s business cannot be done or even imagined without the use of mo-bile phones, PC, Internet, e-mail, fax, printers and specific software and instruments/tools. May-be Howard (2007) gave the best explanation about the linkage between technology and entre-preneurship when he said: “The word technology is not a new one. In fact, the root of the word means to shift or to change, and was used originally in relation to changing nature. As Bacon, Loc-ke, and Descartes recognized, this idea of man changing nature, rather than being controlled by it was essential to the emergence of the autonomous self, and eventually to the very notion of the entrepreneur. Thus, technology and entrepreneurship are tightly related. Successful entreprene-urs are those who have a clear concept of what they are trying to accomplish - leverage techno-logy in order to help them achieve their goals more quickly. In order to ascertain which techno-logy will align with their goals, entrepreneurs must have a very open and inquisitive bias towar-ds technology”.

ICT helped the developed world to significantly reduce business transactions costs by provi-ding much wider and cheaper access to relevant information, knowledge, services and means of communication cheaper. The use of ICT to get more and faster information on the demand and supply of specific markets is crucial for the competitiveness of small and large enterprises. The most promising type of ICT enhanced entrepreneurship is the one that uses ICT not only as tool for communication and information gathering, but actually creates tools and other digitized pro-ducts and services (Sahlfeld, 2007).

4. Methodology

The data is gathered throughout research conducted in 2012 on national sample consisted of 1000 respondents. All the data was collected with “face to face” interviews. The respondents were asked by close-ended questions to state to what degree they personally value the work au-tonomy or the degree to which they can personally decide how to organize and perform the work different aspects in their workplace. Then there were questions toward their attitude toward technology or availability of the work technology, which understands usage of combination of tools, machines, computers, skills, information, knowledge in the production of goods and servi-ces. Also they were asked about the attitude toward continuous learning or studying throughout the accomplishment of the tasks, visiting conferences, seminars, trainings, formal education. The Likert scale was used with verbal description from 1 to 6, where 1 is insignificant and 6 is very significant.

Initially an examination of the reliability of the scale of the instrument on the grounds of Cronbach alpha coefficient is performed (α= 0.88). This instrument consists of valuable metri-cal characteristics needed for the analysis of the results. A bi-variant correlation is made so that the coefficients are determined to a simple correlation among the great number of variables. The Pearson›s coefficient of correlation is used. The independent sample t-test has been used with Levene’s Test for Equality of Variances.


5. Results

The intense was to discover whether there are dependencies among the preferences of work autonomy from one side and technology and continuous learning from other side.

For all variables the level of dependence with the level of significance is tested at 99% and 95% level. There was no difference in attitudes toward work autonomy, continuous learning and technology that comes from gender and socioeconomic status (p>0.05). The supplied results po-int out that statistically significant are the correlations among the work autonomy and technology (r=0.467, p<0,01) and the continuous learning (r=0.446, p<0,01). As can be seen from Table 1, the technology and continuous learning are strongly correlated (r=0.651, p<0,01). The high significan-ce level indicates that work autonomy, technology and continuous learning are significantly posi-tively correlated and variables are linearly related. As one of the variable increases the other two will also increase. And as one of the variable decreases, the other two also decrease.

Table 1: Correlations: Work autonomy, Technology, Continuous learning

Work Autonomy Technology Continuous learning

Work Autonomy

Pearson Correlation

Sig. (2-tailed)

N

1

,

1000

Technology

Pearson Correlation

Sig. (2-tailed)

N

,467**

,000

1000

1

,

1000

Continuous learning

Pearson Correlation

Sig. (2-tailed)

N

,446**

,000

1000

,651**

,000

1000

1

,

1000

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).


5.1. Work autonomy

The hypothesis that there is a difference in attitudes toward work autonomy that comes from age cannot be accepted because there was no significant difference confirmed (p>0,05).

The hypothesis that there is a difference in attitudes toward work autonomy that comes from ethnicity can be accepted. The statistics shows that significant differences exists among the all ethnics groups in Macedonia toward work autonomy. Between Macedonian and Albanian the-re is a significant difference (p<0.01) toward work autonomy. Between Macedonian and Tur-kish the difference is also significant (p<0.01). Between Albanians and Turkish there is difference also (p<0.01). As can be seen from Table 3, the work autonomy is most important for Albanians (A=4,9879) and Macedonians (A=4,7906) and less important for Turkish (A=4,2308).

Table 3: Group Statistics: Ethnicity and Work autonomy

VAR: Ethnicity N Mean Std. Deviation

Std. Error Mean

VAR: Work autonomy

Macedonian 640 4,7906 1,23076 ,04865Albanian 248 4,9879 1,21889 ,07740Turkish 59 4,2308 1,52973 ,24495

The hypothesis that there is a difference in attitudes toward work autonomy that comes from education can be partially accepted. The significant difference appeared between respondents with elementary school from one side and respondents with secondary school and faculty educa-tion from the other side. There were no significant differences toward work autonomy between high school respondents and respondents with faculty education (p>0.05).

Table 4: Group Statistics: Education and Work autonomy

VAR: Education N Mean Std. Deviation

Std. Error Mean

VAR: Work autonomy

Elementary school 133 4,4887 1,35186 ,11722Secondary school 539 4,8330 1,24280 ,05353

Faculty 301 4,9635 1,21483 ,07001

As it can be seen from Table 4, the work autonomy is most important for respondents with faculty, than those with secondary school and less important for those with elementary school


5.2. Technology

The hypothesis that claims there is a difference in attitudes toward work autonomy that co-mes from age can be partially accepted because there was no significant difference among all age group (p>0,05). The significant difference (p<0.05) appears among the age group from 18-29 with all other age groups (30-39; 40-49; 50-65; and over 65). The less difference with group 18-29 in attitudes toward technology is group 30-39. As can be seen from Table 5 as the age increases the importance toward technology decreases.

Table 5: Group Statistics: Age and Technology

VAR: Age N Mean Std. Deviation

Std. Error Mean

VAR: Technology

18-29 252 5,4484 1,03779 ,0653730-39 202 5,2574 1,02848 ,0723640-49 203 5,1626 1,17236 ,0822850-65 215 5,1070 1,27620 ,08704

0ver 65 128 5,0703 1,39844 ,12361

The hypothesis that there is a difference in attitudes toward technology that comes from eth-nicity can be accepted. The significant differences appear among all ethnic groups (p<0,05). As can be seen from Table 6, the highest preferences toward technology showed Albanians.

Table 6: Group Statistics: Ethnicity and Technology


Std. Error Mean

VAR: Technology

Macedonian 640 5,2047 1,15618 ,04570Albanian 248 5,5040 ,86777 ,05510Turkish 59 4,4103 1,53414 ,24566

The hypothesis that there is a difference in attitudes toward technology that comes from edu-cation level, can be accepted. The significant difference appeared between all groups of respon-dents (p<0.05). For those with faculty education the technology is most important (Table 7).


Table 7: Group Statistics: Education and Technology


Std. Error Mean

VAR: Technology


Faculty 301 5,4884 ,92594 ,05337

5.3. Continuous learning

The hypothesis that there is a difference in attitudes toward continuous learning that comes from age can be partially accepted because there was no significant difference between all age group. The significant difference appears among the age group 18-29 with the following age gro-ups: 30-39; 40-49; 50-65 (p<0,05). Between age group 18-29 and age group over 65 there is no significant difference. The less difference with group 18-29 in attitudes toward learning is group over 65. As can be seen from Table 8 as the age increases the importance toward learning decre-ases until the age of 65.

Table 8: Group Statistics: Age and Learning

VAR: Age N Mean Std. Deviation

Std. Error Mean

VAR: Learning

18-29 252 5,2817 1,13439 ,0714630-39 202 5,0495 1,21251 ,0853140-49 203 5,0443 1,21989 ,0856250-65 215 5,0140 1,31661 ,08979

0ver 65 128 5,0703 1,44823 ,12801

The hypothesis that there is a difference in attitudes toward Learning that comes from ethni-city can be partially accepted. The significant difference appear between Albanians and Turkish (p<0.05). Between Macedonians and Albanians and Macedonians and Turkish there is no signi-ficant difference. As can be seen from Table 9, the highest preferences toward learning showed Macedonians.


Table 9: Group Statistics: Ethnicity and Learning


Std. Error Mean

VAR: Learning

Macedonian 640 5,2621 1,03768 ,06589Albanian 248 5,1234 1,22010 ,04823Turkish 59 4,3846 1,56635 ,25082

The hypothesis that there is a difference in attitudes toward learning that comes from edu-cational background can be accepted. The significant difference appeared between all groups of respondents (p<0.05). For those with faculty education the learning is most important (table 10).

Table 10: Group Statistics: Education and Learning


Std. Error Mean

VAR: Learning


Faculty 301 5,4120 1,00485 ,05792

6. Discussion and conclusions

We test the existence of differences that comes from educational level, age, ethnicity toward work autonomy, technology and continuous learning. The empirical evidence on the association between entrepreneurship and education is very mixed in the literature, and so are the results of our estimations. The most significant difference emerges for those with faculty education from those with elementary and secondary school background for the: work autonomy, technology and continuous learning. For the attitudes toward work autonomy there is no difference between secondary school and faculty. Those with elementary school are totally different from secondary and faculty considering work autonomy. It can be concluded that those with higher level of edu-cation appreciate more than those with secondary school and primary school: autonomy at work, technology and continuous learning. The positive relation between faculty education and work autonomy, communication technology and continuous learning supports the hypothesis that tho-se with higher level of education are more open to start business, use the technology and learn in continuum about entrepreneurship.

Age also affects the survival rates of entrepreneurial business, which are higher on average for middle aged than for younger or older entrepreneurs (Bates, 1990; Holtz-Eakin, Joulfain and Rosen, 1994). Cressy (1996) went so far as to claim that age rather than financial capital is the ge-nuine determinant of survival.


Older, more educated and experienced entrepreneurs are expected to perform better than younger less educated and experienced entrepreneurs (Bates 1977, Irastorza 2010). Our data shows that there is no difference toward work autonomy that comes from age. For the use of communication technology and continuous learning the age group from 18 to 29 differs from all other age group. This age group is closer with attitudes toward technology with age group from 30 to 39. For the continuous learning has no significant difference only with age group over 65. This research results shows that age group from 18 to 29 is open toward usage of communicati-on technology and continuous learning, but has no evidence that this group is more interested for work autonomy than other age group.

The ethnic origins, self employment tradition and religion are relevant factors found in the li-terature which help in explaining entrepreneurship (Light, 1972). Albanians and Macedonians are more similar in their attitudes toward continuous learning (p>0.05), but both differ from Turkish. The Macedonians, Albanians and Turkish are significantly different in their attitudes toward auto-nomy at work, and communication technology. Macedonians are more prepared to learn than Al-banians and Turkish. Albanians appreciate more autonomy at work and usage of communication technology than Macedonians and Turkish

Our analysis has also pointed out that faculty educated, young (18-29) people will be eager to learn new thing in continuum and use the communication technologies. Albanians are those who value work autonomy and usage of technology more than Macedonian and Turkish. Macedonians value learning more than Albanians and Turkish.

The conclusions that we can make are the following:Attitude towards autonomy at work is undefined. The expectation was that the age group of

18 to 29 and 30 to 39 will have a greater preference for working autonomy than other groups, but this is not the case. This indicates that there is a still negative social attitude towards entrepre-neurship and self-employment among population in the country. There is no faith that the good idea will lead to entrepreneurial success, nor is entrepreneurial business better than public em-ployment. Positive attitude towards the learning is high among youth 18 to 29 years. This indica-tes that their education should be introduced content that will encourage the entrepreneurial spi-rit and continuous learning. Remains as critical age group the one over 39 years with primary or secondary education which shows low preference for either the work autonomy, the use of tech-nology and continuous learning.

Researchers have highlighted the following obstacles to entrepreneurship in transition eco-nomies (Estrin et al.. 2006): lack of wealth (reduced personal financing); massive economic un-certainty; weak or fragile institutions; negative social attitudes toward private business and entrepreneurship.

The results show that systematic and institutional impact should be done to improve the en-trepreneurial mindset. This intervention can be motivated by belief that entrepreneurs genera-te important positive social and economic externalities, such as new ideas, new products, new employment and enhanced competitiveness. Also entrepreneurship can be seen as a route out of poverty.


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PODUZETNIČKIM KOMPETENCIJAMA DO RAZVOJA MALOG I SREDNJEG PODUZETNIŠTVA

Željko Sudarić, mr.sc., Veleučilište Lavoslav Ružička u Vukovaru – Upravni studij, Županijska 50, 32000 Vukovar, [email protected]

SažetakDanas je kompletno društvo pod snažnim utjecajem globalizacije i zbog toga je zahvaćeno globalnom ekonomskom krizom i usporavanjem privredne aktivnosti. Globalna ekonomska kriza manifestirala se i u Hrvatskoj, zaustavljanjem gospodarskog rasta i značajnim smanje-njem proizvodnje i potrošnje te padom bruto društvenog proizvoda. Razvijene poduzetnič-ke kompetencije pojedinca i društva u cjelini, a u uvjetima globalne ekonomske krize pred-stavlja temeljnu pretpostavku za uspješan rast i razvoj. Upravo sektor malog i srednjeg po-duzetništva ima ključnu ulogu u rastu i razvoju gospodarstva sa svrhom konkurentnosti na tržištu zemalja regije i Europske unije. U radu ćemo prikazati da je glavni pokretač razvoja svakog modernog gospodarstva upravo MSP sektor te da se ekonomska kriza može prevla-dati razvojem i ulaganjem u malo i srednje poduzetništvo.

Ključne riječi: MSP sektor, poduzetništvo, EU, ekonomija

Uvod

Danas je kompletno društvo pod snažnim utjecajem globalizacije te je zbog toga zahvaćeno globalnom ekonomskom krizom i usporavanjem privredne aktivnosti. Globalna ekonomska kriza manifestirala se kroz cijeli svjetski i europski sustav pa tako i u Hrvatskoj, zaustavljanjem gospo-darskog rasta i značajnim smanjenjem proizvodnje i potrošnje te padom bruto društvenog proi-zvoda. Gospodarski rast i razvoj ovisi o mnogo čimbenika kao što su globalizacijski procesi, tehno-logija, politika, gospodarstvo, a konkurentska prednost gospodarstva temelji se na razvoju podu-zetništva i obrazovanja za poduzetništvo s naglaskom na usvajanje potrebnih poduzetničkih kom-petencija, razvoj vještina i usvajanje specifičnih znanja o poduzetništvu i razvijanje pozitivnog sta-va prema poduzetništvu i razvoju poduzetničke kulture. Poduzetništvo i poduzetnička kompeten-cija pojedinca i društvene zajednice u cjelini, u uvjetima opće društvene i gospodarske globaliza-cije predstavlja temeljnu pretpostavku za uspješan rast i razvoj cijelog društva, ali i rast i razvoj malog i srednjeg poduzetništva. Obrazovanje i znanost, uz pojedinca, postaju najjača proizvodna snaga društva. Na znanosti se temelji sve veći broj novih tehnologija i inovacija, a znanje je uvjet uspješne primjene tih postignuća. U svemu tome poduzetništvo postaje pokretač, organizator i upravljač novih procesa. Ulaganje u znanost, odnosno veća i kontinuirana ulaganja u obrazovni su-stav, a koje se mora usmjeriti prema poticanju poduzetništva, osobito kod mladih, ključ je gospo-darskog rasta i razvoja društva u cjelini.

104 Željko Sudarić

Najvažniji zadatak i cilj Republike Hrvatske, ali i Europske Unije u cijelosti je poboljšanje kon-kurentnosti, smanjenje nezaposlenosti, stvaranje novih radnih mjesta i povećanje ulaganja u zna-nost i obrazovanje, ne samo mladih, već i kroz programe cjeloživotnog učenja u sve kategorije sta-novništva, jer je vrhunsko obrazovanje ključno za razvoj Hrvatske i Europske Unije kao društva znanja te za djelotvorno konkuriranje u svjetskom globaliziranom gospodarstvu. EU je izdvojila oko 7 milijardi eura za cjeloživotno učenje za razdoblje od 2007. do 2013. godine (EU bilten, 2012.). Hrvatska je 2011. godine postala ravnopravnom članicom Programa za cjeloživotno učenje. Hr-vatska je na svojem putu u EU morala zadovoljiti brojne zahtjeve u različitim područjima, a isto-vremeno je nastojala različitim mjerama povećavati konkurentnost svoga gospodarstva. Upravo je povećanje konkurentnosti osnova rasta svakog gospodarstva tj. ekonomije. U izvršavanju tog zadatka ključnu i najveću ulogu ima malo i srednje poduzetništvo (MSP), koje je jedino spremno na kontinuirano prilagođavanje zahtjevima liberalnog tržišta. MSP sektor pruža mogućnost pri-mjene suvremenih rješenja i prakse s jedinim ciljem, rastom gospodarstva i jačanjem konkuren-tnosti, uz zastupljenost poduzetničkih kompetencija koje pomiču granice poduzeća, gospodar-stva, ali i društva u cijelosti. U radu ćemo teorijski prikazati da je glavni pokretač razvoja svakog modernog gospodarstva upravo MSP sektor te da se ekonomska kriza može prevladati razvojem i ulaganjem u malo i srednje poduzetništvo.

1. Poduzetništvo i poduzetničke kompetencije kao preduvjet razvoja malog i srednjeg poduzetništva

Poduzetništvo počiva na teoriji ekonomije i društva te na promjene gleda kao na nešto sasvim normalno. O poduzetnicima se govori kao o osobama koje uspostavljaju vezu između tržišta i MSP sektora. Većina smjernica za ostvarenje poduzetništva i poduzetničkih kompetencija nalazimo u dokumentima Europske Unije: Lisabonskoj strategiji iz 2000. godine, Europskoj povelji o malom gospodarstvu iz 2003. godine, Zelenoj knjizi o poduzetništvu u Europskoj Uniji (2003.g.) te Progra-mu za poduzetničko obrazovanje u Europi donesenome u Oslu 2006. godine. Poduzetništvo nika-da nije bilo povezano s jednim područjem djelovanja, iako se razvitkom tržišne ekonomije ponaj-više rasprostranilo i učvrstilo u gospodarskom dijelu društva. Danas, u eri globalizacije i u uvjeti-ma suvremene tržišne ekonomije s velikom konkurentnošću na globalnom tržištu, poduzetništvo po svom značenju i rasprostranjenosti djelovanja u svim područjima, postaje relevantan čimbe-nik u razvoju društva. Za poduzetništvo se može reći da postoji otkad i ljudska zajednica, a interes za poduzetništvom proizlazi iz spoznaje da je povijest civilizacije na određen način proizvod djelo-vanja poduzetništva. Pojavu poduzetništva, prema Druckeru, su omogućili novi oblici upravljanja primijenjeni na novim poduzećima, neprivrednim organizacijama, ali i na malim i srednjim tvrtka-ma (Drucker, 1992, str. 25.). Gledajući iz različitih perspektiva postoji mnogo definicija poduzetni-ka i poduzetništva, od najranijeg razdoblja pa sve do danas, ali u gotovo svim definicijama govo-ri se o ponašanju koje uključuje inicijativu, organiziranje ekonomskih resursa te prihvaćanje rizi-ka. Poduzetništvo je dinamičan proces stvaranja rastućeg bogatstva (Ronstadt, 1984., str. 28.). Ta-kođer, možemo upotrijebiti i prilagoditi definiciju koja kaže da je poduzetništvo proces stvaranja nečeg novog i vrijednog pod pretpostavkom rizika i nagrada (Hisrich, Peters, & Shepherd, 2011). Kao što potvrđuju ove i mnoge druge definicije u terminu poduzetništvo uz sve različitosti posto-je i zajednički aspekti : kreativnost, neovisnost, rizik i nagrade.


Prema gledištu Europskog parlamenta, koji u svojim preporukama za razvoj poduzetništva opisuje navedeni pojam, poduzetništvo predstavlja sposobnost pojedinca da pretvara ideje u dje-la i podrazumijeva kreativnost, inovativnost, sposobnost razumnog preuzimanja rizika, kao i spo-sobnost planiranja, organiziranja te vođenja projekata kako bi se postigli određeni ciljevi. Danas poduzetništvo predstavlja jednu od glavnih političkih, ekonomskih i općedruštvenih tema te poti-če razvoj ekonomija diljem svijeta i generira nova zapošljavanja, ali i povećava opći društveni, kul-turni i socijalni napredak. Najrazvijenije zemlje svijeta, kao i zemlje Europske unije, prepoznale su važnost podržavanja poduzetništva, stalnu potrebu za stvaranjem poduzetničkog ozračja te poti-canje poduzetničkog obrazovanja u sustavu cjeloživotnog učenja.

Poduzetništvo, kao jedna od osam ključnih kompetencija Vijeća Europe, ovoga trenutka još uvijek nije cjelovito razrađena i implementirana u obrazovnom sustavu Republike Hrvatske, ali se različitim dokumentima i strategijama radi na potpunoj implementaciji. Kompetencije su skupovi ponašanja koji su instrumentalni za postizanje željenih rezultata i ishoda (Kurtz i Bartram, 2002., str. 229.). Kompetencije možemo definirati kao kombinaciju znanja, vještina i stavova. Ključne kompetencije su one koje svaka individua treba za osobno ispunjenje i razvoj, društveno uključi-vanje i zapošljavanje. Kompetencije uključuju vještine potrebne za razvoj društvene zajednice na načelima društva koje uči, ali i specifične ciljeve koji promoviraju i razvoj poduzetništva. Preporu-ka je Europskog parlamenta i Vijeća utvrditi i definirati ključne kompetencije potrebne za osob-no, društveno i poslovno unapređenje, tj. razvoj i kontinuirano obnavljanje ključnih kompetencija kako bi se postigao održivi razvoj pojedinca i društva u cijelosti. Europska unija tj.

Vijeće Europe 2006. godine definiralo je osam ključnih kompetencija koncepta cjeloživotnog učenja:

• - komunikacija na materinjem jeziku,• - komunikacija na stranim jezicima,• - kompetencije u matematici, znanosti i tehnologiji,• - digitalne kompetencije,• - naučiti učiti tj. vještine učenja,• - društvene i građanske kompetencije,• - smisao za inicijativu i poduzetništvo, • - kulturna osviještenost i izražavanje u području kulture.

U dugoročnom planu svih dokumenata EU-a, a u svrhu općeg društvenog i gospodarskog ra-zvoja, poduzetništvo je potrebno uključiti u nacionalne kurikulume i sve razine obrazovanja te omogućiti poduzetničko učenje izvan formalnog obrazovanja.

Za unapređivanje malog i srednjeg poduzetništva potrebno je stjecanje određenih vještina i znanja te razvoj sposobnosti neophodnih poduzetnicima koji započinju društvenu ili gospodarsku djelatnost. Definiranjem ciljeva, načela, nositelja i operacionalizacije aktivnosti, ostvaruje se veza između načelnih opredjeljenja i operativne implementacije strategije, čime se omogućava reali-zacija utvrđenih ciljeva. Razvoj malog i srednjeg poduzetništva ključni je čimbenik svakog konku-rentnog gospodarstva i potreban je stalni i sustavni razvoj, a poduzetništvo postaje pokretač, or-ganizator i upravljač novih procesa.


Republika Hrvatska u svom procesu priprema za priključenje EU usvojila je prijedlog Strategije učenja za poduzetništvo 2010. – 2014. (Vlada RH – Ministarstvo gospodarstva, rada i poduzetniš-tva, 2010.) gdje se navode mjere i razlozi razvoja učenja o poduzetništvu, prijedlog strategije pro-vedbe programa učenja o poduzetništvu u obrazovni sustav RH kao i očekivani rezultati razvoja obrazovanja o poduzetništvu. Poduzetništvo je potrebno društvu – u ekonomiji, u institucijama javnih službi, kao i u razvoju malog i srednjeg poduzetništva (Drucker, 2005.).

2. Malo i srednje poduzetništvo – glavni pokretač razvoja

Malo i srednje poduzetništvo tj. gospodarstvo jedan je od važnijih pokretača ukupnoga gospo-darskog razvoja i ono potiče privatno vlasništvo i poduzetničke sposobnosti, generira zapošljava-nje i značajno pridonosi povećanju proizvodnje i izvoza. Iako, još u fazi globalne recesije, malo gos-podarstvo i dalje je najdinamičniji dio gospodarstva Republike Hrvatske. Mala i srednja trgovačka društva čine 99,5 posto ukupnog broja registriranih trgovačkih društava, a zapošljavaju istodob-no 66 posto radnika u hrvatskim tvrtkama (Hrvatska gospodarska komora, 2010.). Malo i srednje poduzetništvo glavni je pokretač razvoja svakog modernog gospodarstva, navodi se na stranica-ma Hrvatske banke za obnovu i razvoj (HBOR) koja je svoju primarna pozornost upravo i posveti-la ovom segmentu gospodarstva te kroz povoljnije uvjete financiranja omogućava se rast i razvoj pravnih subjekata koji sukladno Zakonu o poticanju razvoja malog gospodarstva (NN 29/02, 63/07 i 53/12) ulaze u kategoriju malih i srednjih poduzetnika, što znači da imaju manje od 250 zaposle-nih, u poslovanju su neovisni, imaju ukupan godišnji promet do 216.000.000 kuna ili imaju uku-pnu aktivu ako su obveznici poreza na dobit, odnosno imaju dugotrajnu imovinu ako su obveznici poreza na dohodak do 108.000.000 kuna.

Prema istom Zakonu o poticanju razvoja maloga gospodarstva utvrđena je definicija i kriteriji za razlikovanje subjekata maloga gospodarstva s obzirom na veličinu, te razlikujemo mikro, male i srednje subjekte maloga gospodarstva. Mikro subjekti maloga gospodarstva su pravne i fizič-ke osobe koje prosječno godišnje imaju zaposleno manje od 10 radnika, ostvaruju ukupni godiš-nji promet do 14,000.000 kuna odnosno vrijednost dugotrajne imovine do 7,000.000 kuna. Mali subjekti maloga gospodarstva su pravne i fizičke osobe koje prosječno godišnje imaju zaposleno manje od 50 radnika, ostvaruju ukupni godišnji promet do 54,000.000 kuna odnosno vrijednost dugotrajne imovine do 27,000.000 kuna. Srednji subjekti maloga gospodarstva su pravne i fizič-ke osobe koje prosječno godišnje imaju zaposleno manje od 250 radnika, ostvaruju ukupni godiš-nji promet do 216,000.000 kuna odnosno vrijednost dugotrajne imovine do 108,000.000 kuna. U tablici 1 prikazali smo komparativni prikaz hrvatske i europske definicije malog i srednjeg podu-zetništva iz koje se vide glavne razlike u godišnjem prihodu i imovini, dok je broj zaposlenih iden-tičan po pojedinom subjektu.

U Republici Hrvatskoj mali i srednji poduzetnici (MSP) definirani su Zakonom o poticanju ra-zvoja malog gospodarstva (NN 29/02 i NN 63/07 i 53/12). Pravnom stečevinom EU postavljeni su državama članicama EU limiti za određivanje MSP-a. Za stjecanje statusa mikro, malog ili srednjeg poduzetnika, poduzetnik mora udovoljiti kriteriju broja zaposlenih i jednom od dva kriterija, go-dišnji promet ili imovina.


Izmjenama i dopunama Zakona o poticanju razvoja malog gospodarstva (NN br. 29/02, 63/07 i 53/12) definicija mikro, malih i srednjih poduzeća usklađena je s istovjetnom definicijom Europ-ske komisije (EK), Europske investicijske banke (EIB) i Europskog investicijskog fonda (EIF), čime je omogućen dostup izvorima financiranja i mehanizmima potpora namijenjenih srednjem i malom poduzetništvu kroz programe Europske unije. Uz spomenuti HBOR, nositelji aktivnosti za proved-bu programa za poticanje malog i srednjeg poduzetništva su: Vlada RH preko resornog ministar-stva, Hrvatska gospodarska komora (HGK) te nositelj aktivnosti, Hrvatska agencija za malo gospo-darstvo i investicije (HAMAGINVEST). U skladu s programskim opredjeljenjima Vlada RH planira, provodi i nadzire programe razvoja i poticajne mjere s ciljem ravnomjernijeg razvoja svih područ-ja RH, uklanjanja administrativnih prepreka, jačanja izvozne orijentacije, izgradnje poduzetničkih zona, povećanja broja malih i srednjih poduzetnika, promjene strukture djelatnosti u korist proi-zvodnje, povećanja broja zaposlenih te povećanja konkurentnosti ulaganjem u razvoj, obrazova-nje i nove tehnologije.

HR definicija MSP EU definicija MSP

BROJ ZAPOSLENIH

mikro < 10 zaposlenih mikro < 10 zaposlenih

mali < 50 zaposlenih mali < 50 zaposlenih

srednji < 250 zaposlenih srednji < 250 zaposlenih

GODIŠNJI PROMET

mikro < 14 mil. HRK (1,92 mil. EUR)

< 2 mil. EUR (14,6 mil. HRK)

mali < 54 mil. HRK (7,40 mil. EUR)

< 10 mil. EUR (73 mil. HRK)

srednji < 216 mil. HRK (29,59 mil. EUR)


IMOVINA

mikro < 7 mil. HRK (0,96 mil. EUR)


mali < 27 mil. HRK (3,70 mil. EUR)


srednji < 108 mil. HRK (14,79 mil. EUR)


Tablica 1. Komparativni prikaz HR i EU definicije malih i srednjih poduzetnika

Izvor: HBOR, 2012. (prilagodba autora)


Trenutno se provodi program poticanja poduzetništva i obrta - Poduzetnički impuls za 2013.g. temeljem programa Vlade RH za razdoblje od 2011.-2015. godine u kojemu su mjere poticanja konkurentnosti poduzetništva i obrta definirane kroz tri glavna područja: gospodarski oporavak i razvoj poduzetništva, tehnološki razvoj i jačanje konkurentnosti i regionalni razvoj i korištenje fondova EU. Poduzetnički impuls za 2013. godinu sastoji se od četiri programska područja: 1. Su-stav potpora s mjerama (a/Mikro poduzetništvo, obrti i klasteri, b/Jačanje poslovne konkurentno-sti poduzetnika i obrtnika, c/Razvoj poduzetničke infrastrukture i poslovnog okruženja i d/Obrazo-vanje za poduzetništvo i obrte te očuvanje tradicijskih i umjetničkih obrta); 2. Financiranje malog i srednjeg poduzetništva i obrta; 3. EU Projekti i 4. Institucionalna podrška. Ministarstvo poduzet-ništva i obrta kroz sustav poticaja provodi gospodarske mjere sukladno cilju gospodarske politike, a to je postupno povećanje stope rasta gospodarstva kako bi se do 2015. godine kretala na razini od oko 5%. Opći cilj Ministarstva poduzetništva i obrta u sektoru malog gospodarstva u Hrvatskoj je unaprijediti politike i mjere poticanja razvoja malog gospodarstva (MINGORP, 2012.). Potrebno je i istaknuti kako je pred usvajanjem strategija razvoja poduzetništva do 2020. godine, a glavni joj je cilj povećanje dodane vrijednosti i konkurentnosti malih i srednjih poduzetnika i dizanje bruto dodane vrijednosti po zaposleniku za 40 posto (sada je to 16 tisuća eura po zaposlenom u 2012., a cilj je da u 2020. to bude oko 25 tisuća eura). Poticanje razvoja malog gospodarstva temelji se na sustavu institucija organiziranih kao skup međusobno komplementarnih funkcija sadržaj kojih obuhvaća sve bitne sastavnice poslovanja i razvitka malog gospodarstva. Polazeći od nužne uskla-đenosti s regulatornim okvirom u EU, sustav poticaja za malo i srednje poduzetništvo i obrt izgra-đen je kao skup mjera i instrumenata kojima se na nacionalnoj i regionalnoj razini nastoji potaknu-ti brži razvitak malog gospodarstva s ciljem novog zapošljavanja, povećanja konkurentnosti gos-podarstva, izvoza i gospodarskog rasta u cjelini. Na nedavno završenom Europskom tjednu ma-log i srednjeg poduzetništva koji organizira Uprava za poduzetništvo i industriju Europske komisi-je izneseni su podaci gdje je više od 99 posto ukupnog europskog poslovanja čini poslovanje ma-log i srednjeg poduzetništva (MSP). Čak 23 milijuna malih i srednjih poduzetnika zapošljava 67% ukupno zaposlenih u EU. Malo i srednje poduzetništvo je u Europi stvorilo 85% novih radnih mje-sta u privatnom sektoru od čega 34% otpada na poduzetništvo početnika. Mala i srednja poduze-ća predstavljaju okosnicu gospodarstva u Europskoj uniji i zapošljavaju više od dvije trećine zapo-slenih u privatnom sektoru, a slična je situacija i u Hrvatskoj (EK, 2012). Komisija navodi da u Hr-vatskoj, kao i u Europskoj uniji, gospodarski rast i radna mjesta uvelike osiguravaju mala i srednja poduzeća. Devet od deset poduzeća u Hrvatskoj i u EU-u spadaju u mala i srednja poduzeća, među kojima su daleko najveći broj mikro poduzeća s manje od deset zaposlenih. U Hrvatskoj više od tri četvrtine zaposlenih u nefinancijskom sektoru radi u malim i srednjim poduzećima, dok najveći dio malih i srednjih poduzeća u Hrvatskoj, 39%, bavi se uslužnim djelatnostima, 32% ih je aktivno u trgovini, a samo 16% bavi se nekom proizvodnom djelatnošću. Komisija u istom dokumentu na-vodi da je Hrvatska u posljednjih pet godina postigla znatan napredak u malom i srednjem podu-zetništvu, ali da još uvijek zaostaje za ostalim članicama EU-a te da postoji veliki prostor za napre-dak u mijenjanju percepcije poduzetništva u Hrvatskoj, a poboljšanje imidža poduzetnika moglo bi imati višestruko pozitivni učinak na spremnost građana da preuzmu poslovni rizik. Europska banka za obnovu i razvoj (EBRD) također planira ove godine u Hrvatskoj uložiti 230 milijuna eura, nakon lanjskih 210 milijuna, pri čemu će se usmjeriti prema malim i srednje velikim poduzećima te razvo-ju infrastrukture. Pristupanje Hrvatske Europskoj uniji (1.srpanj 2013.) dovest će u srednjeročnom razdoblju do jačanja hrvatskog gospodarstva, kojemu je već koristio dug i strog proces pripreme za pristupanje, a Hrvatska će imati i pristup strukturnim fondovima EU-a.


Zaključak

Danas poduzetništvo predstavlja jednu od glavnih ekonomskih i općedruštvenih tema te po-tiče razvoj društva i osigurava konkurentnost na globalnom tržištu. Razvoj poduzetništva i podu-zetničkih kompetencija ključni je čimbenik svakog konkurentnog gospodarstva i potreban je stalni i sustavni razvoj te kvalitetno obrazovanje za poduzetništvo, jer poduzetništvo postaje pokretač, organizator i upravljač novih procesa. Mala i srednja poduzeća predstavljaju okosnicu gospodar-stva u Europskoj uniji i zapošljavaju više od dvije trećine zaposlenih u privatnom sektoru, a slična je situacija i u Hrvatskoj. Što se tiče malog i srednjeg poduzetništva Hrvatska nije dovoljno konku-rentna, ali se kreće u dobrom smjeru i nema razloga zašto Hrvatska ne bi postala centar poduzet-ništva za malo i srednje gospodarstvo, jer budućnost hrvatske konkurentnosti je u rukama malog i srednjeg poduzetništva koje čini više od devedeset posto ukupnog gospodarstva. To će zahtijeva-ti velika ulaganja u proširenje i modernizaciju zgrada, opreme, tehnologije, a prije svega u visoko obrazovani ljudski potencijal. Malo i srednje poduzetništvo ključ je izgradnje konkurentnog gospo-darstva, ali je potrebna suradnja obrazovanja/znanosti i gospodarstva u jačanju konkurentnosti, jer za stvaranje kvalitetnog gospodarskog razvoja putem poduzetništva kao ključne kompetencije konkurentnog gospodarstva, nužno je stvoriti sinergiju poduzetništva i obrazovanja za poduzet-ništvo i potrebna je njihova implementacija u razvoj malog i srednjeg poduzetništva.

Abstract Today is an entire society strongly influenced by globalization, and therefore affected by the global economic crisis and a slowdown in economic activity. The global economic crisis has manifested itself also in Croatia, stopping economic growth and a significant reduction in production and consumption, and the drop in gross domestic product. Developed entre-preneurial competencies of individuals and society as a whole, and in light of the global eco-nomic crisis is a fundamental precondition for the successful growth and development. The sector of Small and Medium Entrepreneurship play a key role in the growth and develop-ment of the economy, with the purpose of market competitiveness, the region and the Eu-ropean Union. In this paper we show that the main engine of growth of any modern econ-omy’s SME sector, and that the economic crisis can be overcome development and invest-ment in the Small and Medium Entrepreneurship.

Keywords: SME sector, entrepreneurship, EU, economy


Literatura

• Drucker, F.P. (1992). Inovacije i poduzetništvo, Zagreb, Globus

• Drucker, F.P. (2005). Najvažnije o menadžmentu, Zagreb, M.E.P Consult

• Hisrich, R.D., Peters, M.P., Shepherd, D.A. (2011). Poduzetništvo, Zagreb, McGraw-Hill, Irwin / Mate d.o.o.

• Kurz, R. & Bartram, D. (2002). Competency and individual performance: modelling the world of work. In I.T. Robertson, M. Callinan and D. Bartram (Eds) Organizational effecti-veness: the role of psychology (pp. 225-255). Chichester: John Wiley

• Ronstadt, Robert C. (1984). Entrepreneurship, Dover, MA:Lord Publishing Co.

• Vlada Republike Hrvatske – Ministarstvo gospodarstva, rada i poduzetništva (2010). Strate-gija o učenju za poduzetništvo, Zagreb

• Zakon o poticanju razvoja malog gospodarstva (2002). Narodne novine br.29, Zagreb

• Delegacija Europske unije u Republici Hrvatskoj (2012). EUbilten

• http://www.delhrv.ec.europa.eu/files/file/articles-zadnje_hr_21_1_2012-1329124326.pdf (Sačuvano: 15.06.2013.)

• Europska komisija (2011) Europski tjedan poduzetništva http://europa.eu/rapid/press-release_IP-11-1149_en.htm?locale=en (Sačuvano 15.06.2013.)

• Hrvatska gospodarska komora – sektor za industriju (2010). Small and medium enterprises (SME’s) http://www2.hgk.hr/en/depts/industry/Malo_gospodarstvo_10_web.pdf (Sa-čuvano 16.06.2013.)

• Vlada Republike Hrvatske, MINPO (2013) Poduzetnički impuls 2013 – Program poticanja poduzetništva i obrta http://www.minpo.hr/UserDocsImages///73.%20-%2011.pdf (Sačuvano 30.06.2013.)


DOPRINOS SUVREMENOGA PODUZETNIČKOG OBRAZOVANJA POVEĆANJU ZAPOŠLJIVOSTI U REPUBLICI HRVATSKOJ – STUDIJA SLUČAJA

VELEUČILIŠTA VERN’

Iva Biondić, +385 1 55 55 08, [email protected] Katavić, dr. sc. + 385 (0)91 48 25 878, [email protected] Zelić, mr. sc., +385 (0)98 361 088, [email protected], Veleučilište VERN’, Iblerov trg 10, 10000 Zagreb, Hrvatska

Sažetak

Ulaskom Hrvatske u Europsku uniju, u čijoj se ekonomskoj politici malim i srednjim poduzeći-ma poklanja posebna važnost, djelatnost ovoga dijela hrvatskoga poslovnog entiteta posta-je važnija nego ikad. Istodobno, povećanje broja zaposlenih i povećenje broja visokoobrazo-vanih dva su od ukupno pet izrijekom navedenih ciljeva u aktualnome strategijskom doku-mentu Europa 2020. Međutim, dugogogodišnja neusklađenost kompetencija koje se stječu u sustavima visokoga obrazovanja i potreba tržišta rada rezultirala je iznimno visokom sto-pom nezaposlenosti mladih u Hrvatskoj. Upravo je stoga sustav visokoga obrazovanja s izra-ženom poduzetničkom usmjerenošću prepoznat kao alat za rješenje aktualnih ekonomskih problema.

Cilj je ovoga rada prepoznati ključne kompetencije u poduzetničkome obrazovanju i njihov doprinos u povećanju zapošljivosti u Republici Hrvatskoj. U svrhu ostvarenja navedenog ci-lja, podaci su prikupljeni iz primarnih (strukturirani intervju s voditeljima studija i predstojni-cima katedre Veleučilišta VERN’ - N=6) i sekundarnih izvora (javno dostupne informacije Ve-leučilišta VERN’ i relevantna stručna i znanstvena literatura).

Rezultati istraživanja pokazuju da postoji uzročno-posljedična veza između poduzetničko-ga obrazovanja i povećanja zapošljivosti. Podaci koji se odnose na tri studijska programa po-duzetničkoga obrazovanja (ekonomiju poduzetništva, turizam i novinarstvo) i rezultati ana-lize sadržaja sekundarnih izvora pokazuju da poduzetničko obrazovanje stvara poduzetničke kompetencije koje doprinose povećanju zapošljivosti u Republici Hrvatskoj.

Ključne riječi: poduzetničko obrazovanje, poduzetničke kompetencije, studijski programi, Ve-leučilište VERN’, nacionalna ekonomija

112 Iva Biondić, Ivica Katavić, Anita Zelić

Uvod

Ekonomske studije diljem svijeta stalno povezuju poduzetništvo s elementima kao što su stva-ranje novih radnih mjesta, rast BDP-a i povećanje produktivnosti. Navedeni elementi asocijativno se povezuju s poduzetničkim kompetencijama. Iako poduzetničke kompetencije imaju ključnu ulo-gu u gospodarskome razvoju, čimbenici hrvatskoga gospodarstva već duži niz godina upozorava-ju da obrazovni programi ne daju kompetencije nužne za društvo koje se temelji na znanju. Velik problem neusklađenosti kompetencija koje se stječu u sustavima visokoga obrazovanja i potreba tržišta rada jedan je od ključnih uzroka visoke stope nezaposlenosti mladih u Republici Hrvatskoj.

Unatoč vrlo važnoj ulozi poduzetničkih kompetencija u povećanju zapošljivosti, rasprava o toj temi u poduzetničkoj literaturi u početnoj je fazi (Brinckmann, 2008.). Stoga je glavni cilj ovoga rada prepoznati ključne poduzetničke kompetencije u poduzetničkome obrazovanju i njihov do-prinos povećanju zapošljivosti u Republici Hrvatskoj. Kako bi se taj cilj ostvario, u radu se dono-se postojeći rezultate istraživanja teme o kojoj je riječ (pregled literature) te odgovori na sljede-ća istraživačka pitanja:

IP1. Kako akademski donositelji odluka na Veleučilištu VERN’ kreiraju suvremeno poduzetnič-ko obrazovanje za potrebe tržišta rada u Republici Hrvatskoj?

IP2. Koje se poduzetničke kompetencije stječu u suvremenom poduzetničkom obrazovanju? IP3. Postoji li povezanost između poduzetničkih kompetencija stečenih u poduzetničkom obra-

zovanju na Veleučilištu VERN’ i povećanja zapošljivosti u Republici Hrvatskoj?

Pregled literature

Peter Drucker, jedan od vodećih mislilaca o poduzetništvu, rekao je: „Misterij poduzetništva? To nije magija, to nisu misteriji i to nema nikakve veze s genima. Radi se o jednoj disciplini. Kao sve ostale discipline, i ona se može naučiti.” (Drucker, 1985.).

Prema D. F. Kuratko jednu od najsveobuhvatnijih empirijskih analiza o poduzetničkom obrazo-vanju proveli su Solomon, Duffy i Tarabishy 2002. godine. U svojemu pregledu poduzetničke pe-dagogije Solomon argumentira tezu da ključna zadaća poduzetničkoga obrazovanja jest u tome da ono bude drukčije od tipičnoga poslovne naobrazbe (Kuratko, 2005.).

Navedena istraživanja pokazala su važnost „iskustvenog učenja” u odnosu na učenje iz litera-ture. Edukativna pomagala prema njihovim su izvješćima bila sljedeća: poslovni planovi (Gartner i Vesper, 1994.); studentski poslovni pothvati (Truell, Webster i Davidson, 1998.); konzultacije sa stvarnim poduzetnicima, razgovori s poduzetnicima i pregledi okružja (Solomon et al., 1994.); ra-čunalne simulacije (Brawer, 1997.); bihevioralne simulacije (Stumpf i ostali, 1991.); živi slučajevi (Gartner i Vesper, 1994.); terenski posjeti i videozapisi i filmski zapisi (Klatt, 1988.). Spomenute sa-stavnice poduzetništva odražavaju kompetencije poduzetnika.

Pojam “poduzetničke kompetencije” nalazi svoje mjesto u literaturi iz poduzetništva. U po-sljednjih 20 godina različiti su autori identificirali različite vještine, znanja i iskustva ključna za po-duzetnički uspjeh. Na primjer, dok je Murray (1996.) ograničio poduzetničke vještine na osobno iskustvo poduzetnika, Man i drugi (2002.) stavljaju u prvi plan kategoriju vodstva.


Nadalje, Basu i Goswami (1999.) vide poduzetničke kompetencije kao sociokulturne čimbeni-ke, a Martin i Staines (1994.) kao osobnu kvalitetu. Konačno, Mitton (1989.) argumentima pokazu-je da poduzetničke kompetencije imaju biheviorističke značajke, što je u suprotnosti s Florénovim (2006.) mišljenjem da je upravljanje vremenom najbitnija sastavnica poduzetničkih kompetencija.

Nadalje, Europski kvalifikacijski okvir (EQF)1 te studija Efekti i utjecaj poduzetničkih programa u visokom obrazovanju, koju je 2012. godine objavila Europska komisija, navode kako se ključne poduzetničke kompetencije „sastoje od znanja o poduzetništvu, poduzetničkih vještina i poduzet-ničkog stava” te različite kompetencije svrstavaju u jednu od tih kategorija. Prema EQF-u „kom-petencije u užem smislu znače iskazanu sposobnost korištenja znanja, vještina i osobnih, socijal-nih i/ili drugih metodoloških sposobnosti u situacijama rada ili učenja te u profesionalnom i osob-nom razvoju”.

Konačno, iznimno dobru dodatnu poveznicu između obrazovanja, poduzetništva i zapošljivo-sti dao je Ronstadt još 1987. godine kada je predložio model s dvostrukim kontinuumom za obli-kovanje nastavnoga programa poduzetničkoga obrazovanja. Svoj drugi kontinuum nazvao je „po-duzetnički know-how (znati kako) / poduzetnički know-who (znati koga)”. Taj je kontinuum ute-meljen na uvjerenju da uspjeh u poduzetništvu ne ovisi samo o znanju nego i o mreži pojedinaca s kojima je poduzetnik povezan. Ronstadt (1987.) naglašava da djelotvoran program mora poka-zati studentima kako se treba poduzetnički ponašati, ali također i upoznati ih s ljudima koji bi mo-gli biti u stanju omogućiti im uspjeh.

1. Metodologija

Fokus ovog kvalitativnog istraživanja, koji koristi istraživački dizajn u formi opisne (deskriptiv-ne) studije slučaja, na razumijevanju je varijabli suvremenoga sustava visokog obrazovanja s izra-ženom poduzetničkom orijentacijom i njihovom doprinosu u povećanju zapošljivosti u Republici Hrvatskoj. Jedinica analize slučaja je Veleučilište VERN’, a analitička strategija je analiza triju studi-ja unutar slučaja (ekonomija poduzetništva, novinarstvo i turizam). S obzirom na složenost teme, ovo je istraživanje vođeno istraživačkim pitanjima iznesenima u uvodu ovoga rada.

U cilju dobivanja odgovora na postavljena istraživačka pitanja, relevantni podaci i informacije prikupljeni su iz primarnih i sekundarnih istraživanja. Dok su primarni podaci prikupljeni s pomoću strukturiranih intervjua na uzorku od šest ispitanika (N=6), sekundarni su podaci prikupljeni iz jav-no dostupnih izvora (npr. iz javno dostupnih informacija Veleučilišta VERN’ te iz relevantne struč-ne i znanstvene literature). Uzorak od šest donositelja odluka odabran je na temelju preporuke Onwuegbuziea i Leecha (2007.) gdje se uzorak između 6 i 12 za kvalitativna istraživanja smatra do-voljno velikim za prikupljanje relevantnih podataka i dovoljno malim da se „izvuku ključni podaci”.

S obzirom na identificirani problem, glavni cilj istraživanja i definirana istraživačka pitanja, sudionici istraživanja odabrani su s pomoću homogenoga uzorkovanja (Onwuegbuzie & Leech, 2007.; Patton, 2002; Suri, 2011.). U svrhu ovoga kvalitativnog istraživanja, autori su se koristili dvjema glavnim tehnikama prikupljanja podataka: (a) strukturiranim intervjuima i (b) analizom sa-držaja sekundarnih izvora.

1 Europski kvalifikacijski okvir – (engl. European Qualifications Framework – EQF) je zajednički referentni sustav koji povezuje sustave europskih nacionalnih obrazovnih okvira i kvalifikacija. Djeluje kao prevoditeljski alat koji kvalifikacije čini čitljivijima. Cilj mu je promicanje mobilnosti stanovništva među zemljama i poticanje cjeloživotnoga učenja.


2. Rezultati istraživanja

Glavni cilj ovoga istraživanja bio je otkriti ključne kompetencije u poduzetničkom obrazovanju i njihov doprinos u povećanju zapošljivosti u Republici Hrvatskoj. Za uspješno ostvarenje navede-noga cilja dizajnirana su specifična istraživačka pitanja oko kojih je ovo poglavlje i organizirano.

IP1. Kako donositelji akademskih odluka na Veleučilištu VERN’ kreiraju suvremeno poduzetnič-ko obrazovanje za potrebe tržišta rada u Republici Hrvatskoj?

Rezultati primarnih istraživanja pokazuju kako većina akademskih donositelja odluka (83%) na Veleučilištu VERN’ smatra da se suvremeno poduzetničko obrazovanje treba temeljiti na pro-gramima koji osiguravaju ishode s atributima poduzetništva kao što su: inovacijski pristup rješa-vanju problema, spremnost za promjene, samopouzdanje, fleksibilnost, kreativnost, komunika-tivnost, prepoznavanje i preuzimanje rizika te upravljanje rizicima. Navedeni atributi osiguravaju platformu za gospodarski rast kao preduvjet za zapošljavanje i samozapošljavanje u Republici Hr-vatskoj. 1. tablica pokazuje različite metode učenja (konvencionalne i suvremene) i ishode podu-zetničkoga obrazovanja na Veleučilištu VERN’ iz perspektive donositelja odluka Veleučilišta VERN’.

1. tablica: Metode učenja i ishodi suvremenoga poduzetničkog obrazovanja iz perpektive aka-demskih donositelja odluka na Veleučilištu VERN’Izvor: rad autora

KONVENCIONALNEMETODE UČENJA

SUVREMENE METODE UČENJA

ISHODI SUVREMENOGA PODUZETNIČKOG

OBRAZOVANJA

predavanja

obrada literature

ispiti

poslovni planovi

studentski poslovni projektni zadaci

susreti i konzultacije s poduzetnicima

računalne simulacije

bihevioralne simulacije

živi slučajevi

terenski posjeti

korištenje videozapisa i filmskih zapisa

inovacijski pristup rješavanju problemaspremnost na stalne promjene i nesigurnosti suvremenoga poslovanja

Samopouzdanje

Fleksibilnost

Kreativnost

Komunikativnost

prepoznavanje i preuzimanje rizika

upravljanje rizicima


Akademski donositelji odluka na Veleučilištu VERN’ slažu se (100%) da konvencionalni pri-stup poučavanja studenata putem predavanja, obrade literature i ispita ne omogućuje aktivira-nje poduzetničkoga pristupa procesu učenja. Kreiranje suvremenih metoda poučavanja studena-ta usmjerenih na kontekst, procese i praksu, a izdvojenih analizom sekundarnih izvora i navedenih u 1. tablici, potiče studente na razmišljanje o vlastitoj sklonosti da se ponašaju poduzetnički i time promoviraju individualne poduzetničke procese. Takav pristup upućuje na zaključak da suvreme-no poduzetničko obrazovanje treba strukturirati kao poduzetnički proces (prepoznavanje i vred-novanje prilika, razvoj poslovnoga plana, određivanje i alokaciju resursa te upravljanje resursima).

IP2. Koje se poduzetničke kompetencije stječu u suvremenome poduzetničkom obrazovanju?

U cilju povećanja zapošljivosti u Republici Hrvatskoj, akademski donositelji odluka na Veleučili-štu VERN’ smatraju da postoji potreba razvoja poduzetničkih kompetencija u tri osnovna elemen-ta (znanje, vještine i stavovi) kako predlaže i EQF. 2. tablica prikazuje poduzetničke kompetencije identificirane u primarnim istraživanjima i grupirane u nekoliko kategorija.

2. tablica: Poduzetničke kompetencije koje se stječu u suvremenome poduzetničkom obrazovanju

Izvor: rad autora

VELEUČILIŠTE VERN’Kodovi ispitanika:

ELEMENTIKOMPETENCIJE

KOMPETENCIJE

VV01VV02VV03VV04VV05VV06

znanje Prepoznavanje

vještine

planiranje, organiziranje, analiziranje, komuniciranje, logično i kritičko razmišljanje, preuzimanje rizika, upravljanje resursima, koordiniranje/upravljanje timovima, proaktivno djelovanje, delegiranje, motiviranje, korištenje IT-om, formuliranje strategija za uspjeh, donošenje odluka, rješavanje problema, vođenje

stavovi pozitivan stav prema inovacijama, promjenama i timskome radu


Rezultati primarnih istraživanja pokazuju temeljne poduzetničke kompetencije koje se stječu u suvremenom poduzetničkom obrazovanju na Veleučilištu VERN’. Poduzetničke kompetencije, ge-nerirane putem intervjua, podijeljene su u tri kategorije: znanje, vještine i stavovi. Znanje koje se stječe u suvremenome poduzetničkom obrazovanju omogućuje budućim praktičarima prepozna-vanje prilika u poslovnome okružju. Kako bi se te prilike iskoristile, potrebno je suvremenim po-duzetničkim obrazovanjem izgraditi vještine iz 2. tablice. Za uspješno povezivanje poduzetničkih kompetencija znanja i vještina te postizanje sinergijskih učinaka potrebno je imati pozitivan stav prema inovacijama, promjenama i timskome radu.

Usporedbom u 2. poglavlju prezentiranih rezultata sekundarnih istraživanja i primarnih istra-živanja prikazanih u 2. tablici može se zaključiti da postoje minorne razlike u fokusu i pristupu po-duzetničkoga obrazovanja. Uzimajući u obzir izvore sekundarnih istraživanja koji, između ostalog, uključuju i recentnu publikaciju koju su objavile europske institucije, može se zaključiti da se Ve-leučilište VERN’ prilagodilo ekonomskim globalnim trendovima i zahtjevima tržišta Europske uni-je i da nudi suvremeno poduzetničko obrazovanje koje može odgovoriti na postojeće ekonomske izazove.

IP3. Postoji li povezanost između poduzetničkih kompetencija stečenih u poduzetničkome obrazovanju na Veleučilištu VERN’ i povećanja zapošljivosti u Republici Hrvatskoj?

Mjerilo kvalitete određene obrazovne ustanove svakako je zapošljivost njezinih stude-nata. Taj je kriterij bio osnovna misao vodilja u osmišljavanju istraživanja koje će dati dio odgovora na to pitanje. Prema rezultatima istraživanja, iz razgovora s voditeljima studija te analizom sekundarnih izvora tj. javno dostupnih informacije Veleučilišta VERN’ vidljivo je kako veliki dio diplomiranih prvostupnika posao nalazi još tijekom studija, dok se preosta-li zapošljavaju već unutar 6 mjeseci od trenutka diplomiranja, a tek mali postotak njih nije se zaposlio godinu nakon završetka studija.

To potvrđuju i službeni podaci HZZ-a iz 2012. godine, prema kojima je procijenjena zapošljivost studenata VERN’a preko 95%, dok je postotak onih koji aktivno traže zaposlenje manji od 5%. Pre-ma istim podacima, približno 60% studenata zapošljava se tijekom studiranja, a ostalih 40% unu-tar šest mjeseci po završetku studija. Analizirajući dobivene rezultate, vidljivo je kako se alumni-ji VERN’a odmah po završetku studija vrlo brzo uključuju na tržište rada te se može zaključiti kako nakon završetka studija imaju kompetencije koje su prepoznate i cijenjene među poslodavcima jer postoji brza i praktična primjena stečenoga znanja. No osim spomenutih poduzetničkih kom-petencija koje se odnose na “know-how (znati kako)”, rezultati istraživanja upućuju kako ovako znatnomu postotku zapošljivosti VERN’ovih alumnija svakako doprinose i kompetencije koje pro-izilaze iz drugog dijela spomenutoga Ronstadtova modela dvostrukoga kontinuuma – „poduzet-nički know-who (znati koga)”. Naime, način organizacije VERN’ova obrazovnoga programa uveli-ke prepoznaje važnost mreže pojedinaca s kojima je budući poduzetnik povezan. Osobni kontakti (Murray, 1996.) koje student ostvari u organiziranoj stručnoj praksi; terenski posjeti (Klatt, 1988.); susreti i konzultacije sa stvarnim poduzetnicima (Solomon i ostali, 1994.) i živi slučajevi (Gartner i Vesper, 1994.) samo su neka od iskustava ključnih za kasniju (samo)zapošljivost. Osim toga, tre-ba naglasiti i često prisutno prethodno poslovno iskustvo stečeno zahvaljujući obiteljskoj tradici-ji u poslovanju (Basu i Goswami, 1999.) te osobna druženja (Martin i Staines, 1994.) s kolegama i kasnije korištenje kontakata i veza (Mitton, 1989.). Sve to upućuje na zaključak da postoji poveza-nost između poduzetničkih kompetencija stečenih u poduzetničkome obrazovanju na Veleučilištu VERN’ i povećanja zapošljivosti u Republici Hrvatskoj.


ZaključakGlavni cilj rada bio je prepoznati ključne kompetencije u poduzetničkome obrazovanju i

njihov doprinos u povećanju zapošljivosti u Republici Hrvatskoj. U svrhu ostvarenja nave-denog cilja sastavljena su tri istraživačka pitanja. U rezultatima istraživanja odražavaju se odgovori na ta pitanja koji pokazuju: (a) da se suvremeno poduzetničko obrazovanje tre-ba temeljiti na programima koji osiguravaju ishode s atributima poduzetništva kao što su inovacijski pristup rješavanju problema, velika spremnost za promjene, samopouzdanje, fleksibilnost, kreativnost, komunikativnost, prepoznavanje i preuzimanje rizika te uprav-ljanje rizicima; (b) da se suvremenim metodama prenošenja informacija i ekspertize, su-djelovanjem u nastavi aktivnim radom u malim skupinama, ali i prepoznavanjem važnosti umrežavanja pojedinaca, stječu odgovarajuće kompetencije studenata koje će rezultira-ti brzom i praktičnom primjenom stečenoga znanja koje tržište rada prepoznaje vrlo brzo nakon završetka studija i (c) da postoji uzročno-posljedična veza između poduzetničkoga obrazovanja i povećanja zapošljivosti.

Preporuke za daljnja istraživanja na teme obrađene u ovome radu odnosile bi se na analizu koja bi uklljučivala više sveučilišta, veleučilišta i visokih škola koji imaju poduzet-ničko obrazovanje.


CONTRIBUTION OF CONTEMPORARY ENTREPRENEURIAL EDUCATION TO THE

INCREASE OF EMPLOYABILITY IN THE REPUBLIC OF CROATIA – CASE STUDY OF VERN’

Abstract

With Croatia’s accession to the European Union, whose economic policy gives special at-tention to small and medium-sized enterprises, performance of this part of Croatian busi-ness entity becomes more important than ever. At the same time, two of the explicitly men-tioned goals of the current strategic document Europa 2020 are higher employability and a bigger number of people with the higher education. However, lack of coordination between the competences that are gained through higher education and the needs of the labour mar-ket, i.e. their incompatibility, resulted in exceptionally high unemployment rates in young people in Croatia. This is why the higher education with a strong entrepreneurial orientation is recognized as a tool for solving current economic problems.

The goal of this paper is to detect key competences in entrepreneurial education and their contribution to increasing employment rates in the Republic of Croatia. With the purpose of achieving this goal the data will be collected through primary sources (structured inter-views with heads of departments and head of studies at VERN’ University of Applied Scienc-es – N=6) and secondary sources (public information about VERN’ University of Applied Sci-ences and relevant professional and scientific literature).

The results of the research indicate that there is a cause- effect relationship between entre-preneurial education and the increase of employment rate. The data from three study pro-grams (Economy of Entrepreneurship, Tourism and Journalism) and the results of the analy-sis of the secondary sources demonstrate that entrepreneurial education creates entrepre-neurial competences that are contributing to the higher employment rates in the Republic of Croatia.

Key words: entrepreneurial education, entrepreneurial competences, study programs, VERN’ University of Applied Sciences, national economy


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POTREBA IZOBRAZBE ZA PODUZETNIŠTVO U DRŽAVNOJ UPRAVI

mr. sc. Mladen Ilić, dipl. politolog, Dragan Stanković. dipl. ekonomist

SažetakStrategija EU „Europa 2020“ ističe kako države članice trebaju provoditi reforme usmjere-ne na rast potaknut znanjem i inovacijama. Reforme koje se provode trebaju imati za cilj po-boljšanje kvalitete obrazovanja/usavršavanja i osiguranja pristupa za sve, kao i jačanje tran-sfera znanja općenito. Usvajanjem Strategije razvoja ljudskih potencijala u državnoj službi za razdoblje 2010. do 2013. godine te Akcijskog plana, postavljeni su strateški ciljevi među kojima i provođenje trajne izobrazbe državnih službenika.Za provedbu programa izobrazbe namijenjenih službenicima javne uprave zadužena je Dr-žavna škola za javnu upravu koja ne posjeduje dovoljne ljudske, prostorne i financijske po-tencijale da provede zadanu ulogu. Razvoj svih ključnih kompetencija, a naročito inicijativ-nost i poduzetnost koja se odnosi na sposobnost pojedinca da ideje pretvori u djelovanje neophodna je javnim službenicima jer moraju početi strateški razmišljati i projektno djelo-vati, a to mogu učiti pohađajući seminare za poduzetništvo.

Ključne riječi: državni službenici, izobrazba, poduzetništvo, kompetencija

NEED TRAINING FOR ENTREPRENEURSHIP IN CIVIL SERVICE

AbstractEU strategy “Europe 2020” states that Member States should implement reforms aimed at growth driven by knowledge and innovation. The reforms should aim at improving the quality of education / training and ensuring access for all, and to strengthen the transfer of knowledge in general. Strategy for the development of human resources in the civil service for the period of 2010. to 2013th year, and the Action Plan, set strategic objectives including the implementation of ongoing training for civil servants. For the implementation of training programs intended for officials of the public administration in charge is the National School of Public Administration, which does not possess sufficient human, physical and financial re-sources to carry out a given role. Development of key competencies and in particular the in-itiative and entrepreneurship, which refers to an individual’s ability to turn ideas into action is necessary, because public officials must begin to think strategically and project work and it can be learned by attending seminars for entrepreneurs.

Keywords: civil servants, education, entrepreneurship, competence

122 Mladen Ilić, Dragan Stanković

Uvod

Strategija Europske unije „Europa 2020“ (Zaključci predsjedništva Europskog vijeća, Lisabon 23. i 24. ožujka, 2000.)

http://zagreb.idi.hr/bolonjski_dokumenti/Zakljucci%20predsjednistva%20Lisabon%20ozu-jak%202000.pdf) (sačuvano 19.07.2013.) ističe kako države članice trebaju provoditi reforme usmjerene na „rast potaknut znanjem i inovacijama“. Reforme koje se provode trebaju imati za cilj poboljšanje kvalitete obrazovanja/usavršavanja i osiguranja pristupa za sve kao i jačanje tran-sfera znanja općenito. Velika se važnost pridaje cjeloživotnom učenju i osposobljavanju na svim razinama, čime bi se osigurala mobilnost ljudskog potencijala i olakšalo zapošljavanje u skladu s potrebama tržišta rada.

U programu Vlade Republike Hrvatske za mandat 2011.-2015. (Program Vlade RH 2011-2015) http://www.vlada.hr/hr/preuzimanja/program_vlade_2011_2015/(view_online)/1 (sačuvano 19.07.2013.)

u točki 20. piše da je nova javna uprava jedan od ključnih elemenata „razvijanja sustava traj-nog obrazovanja državnih službenika, kojim će se izgrađivati ne samo stručnost kadrova u držav-noj upravi, nego i poticati promjene u ponašanju i načinu obavljanja poslova državnih službenika“.

1. Ključne kompetencije

Pojam kompetencija opisuje ukupnost vještina, znanja i stavova, a obuhvaća i sklonost učenju. U skladu sa širim pristupom ključnim kompetencijama koje su potrebne svim pojedincima za nji-hovu osobnu realizaciju i razvoj te uključivanje u društvo i zapošljavanje.

U proteklim desetljećima cjeloživotno učenje se razvilo u dominantno načelo i orijentaciju ra-zvoja brojnih nacionalnih obrazovnih sustava. Uz koncept cjeloživotnog učenja najčešće se vezuju ciljevi ekonomske prirode, primjerice postizanje veće konkurentnosti i trajne zaposlenosti. U ka-snim devedesetima, i kasnije, u Europi se afirmira cjeloživotno učenje kao politika koja pomaže u rješavanju problema visoke nezaposlenosti nastale uslijed ekonomske krize, ali i odlijeva proi-zvodnih kapaciteta prema dalekom istoku.

Europska je unija 2006. godine donijela preporuku o ključnim kompetencijama za cjeloživot-no učenje.

Naime radi se o skupu od osam kompetencija Europa 2020 EUROPA 2020. Europska stra-tegija za pametan, održiv i uključiv rast http://www.azoo.hr/images/razno/eu_hr. pdf (sačuvano 19.07.2013.)


Ukratko to su :

• komunikacija na materinjem jeziku • komunikacija na stranim jezicima• matematička kompetencija i osnovne kompetencije u prirodoslovlju i tehnologiji• digitalna kompetencija• učiti kako učiti• socijalna i građanska kompetencija• inicijativnost i poduzetnost• kulturna svijest i izražavanje

2. Inicijativnost i poduzetnost kao kompetencija

Inicijativnost i poduzetnost kao kompetencija je uvrštena u sve europske nacionalne kurikulu-me kao jedna od osam temeljnih kompetencija. Upravo poticanjem poduzetnog načina razmišlja-nja i razvojem poduzetničke kompetencije doprinosi se smanjenju jaza između ponude i potražnje na tržištu rada, odnosno povećanju zaposlenosti ne samo mladih (kao najveći problem EU), nego cjelokupnog radno sposobnog stanovništva. Poduzetništvo podrazumijeva inicijativu i pokretanje odnosno poduzimanje različitih aktivnosti radi ostvarivanja zadanih ciljeva.

Temeljna sastavnica poduzetničke kompetencije je proaktivnost, a sadrži:

• prihvaćanje, podržavanje i uvođenje inovacija• preuzimanje rizika i odgovornosti• postavljanje ciljeva i djelovanje ka ostvarenju istih• spremnost na promjene• biti dio tima• motiviranost za uspjeh.

U okviru navedenih poduzetničkih kompetencija trebalo bi također poticati kreativnost, samopouzdanje, inovativnost te svijest o opravdanosti i neupitnosti društveno odgovornog poduzetništva.

3. Da li se državni službenici osposobljavaju i usavršavaju za inicijativnost i poduzetnost?

Službenici u javnom sektoru i lokalnoj samoupravi dužni su trajno se usavršavati i osposoblja-vati kako bi kvalitetnije obavljali poslove iz opisa svog radnog mjesta. Svrha je opće povećanje ra-zine znanja, vještina, sposobnosti i kvalifikacija na svim razinama. To doprinosi njihovoj neovisno-sti, stručnosti i sposobnosti, djelotvornosti, horizontalnoj i vertikalnoj mobilnosti i motivaciji, a time i ukupnom povećanju uspješnosti javnog sektora.


Da bi se izradio provedbeni plan izobrazbe nužno je izraditi Procjenu potreba za izobrazbom (PPI) koja je ujedno preduvjet planiranja izobrazbe državnih službenika. Temeljem Zakona o držav-nim službenicima (Narodne novine 92/05 do 34/12) i Uredbe o oblicima, načinima i uvjetima izo-brazbe državnih službenika (NN 10/07) te u skladu sa Strategijom razvoja ljudskih potencijala 2010 -2013 sredinom 2011. godine je na žalost posljednji puta provedena sveobuhvatna PPI u organi-zaciji središnjeg tijela nadležnog za službeničke odnose Ministarstva uprave. Zadnja PPI je prove-dena 2011 godine, a potrebni obrasci za iskazivanje potreba za izobrazbom za 2012. godinu Izvje-šće o procjeni potreba za izobrazbom http://www.uprava.hr/UserDocsImages/Državna%20služ-ba/IPPIDS2012.pdf (sačuvano 19.07.2013.) dostavljeni su svim tijelima državne uprave, a sudjelo-valo je ukupno 24 460 službenika koji su iskazali interes i potrebe za općim i specijalističkim pro-gramima izobrazbe. Među 140 specijaliziranih i općih programa koji su bili ponuđeni službenici-ma bilo je i dvadesetak seminara kojima se jačaju inicijativnost i poduzetnost. Odjel za upravlja-nje i razvoj ljudskih potencijala Ministarstva uprave je obradio dospjele podatke, a niti jedan pro-gram iz područja jačanja kompetencija za poduzetništvo nije bio u najtraženijih dvadeset progra-ma. Najveći interes je pokazan za ECDL seminarima, stranim jezicima, stručnim seminarima iz po-dručja rada uprave, ali 2774 anketiranih službenika je pokazalo interes za programima koji jačaju poduzetničke kompetencije. U tablici je navedeno 10 najtraženijih programa koji jačaju poduzet-ničke kompetencije i pripadajući broj službenika koji su pokazali interes.

Tablica 1. Nazivi programa i iskazan interes

NAZIV PROGRAMA ISKAZAN INTERESIzgradnja i vođenje tima 403Upravljanje konfliktima 438Izgradnja i vođenje tima 403Strateško planiranje i upravljanje 354Javni menadžment i dobro upravljanje 252Upravljanje kroz ciljeve 197Napredne vještine rukovođenja 196Strateško upravljanje ljudskim potencijalima 176Upravljanje znanjem 126Upravljanje promjenama 117Sadržaj poslovnog plana 112UKUPNO 2774

Iz tablice je vidljivo da postoji veliki interes i potreba za edukacijom državnih službenika u područ-ju jačanja kompetencija za poduzetništvo. Iako cilj ovog rada nije analiza Procjene potreba za izo-brazbom državnih službenika, ovdje se navodi brojčani podatak radi potvrde teze da velikom bro-ju službenika nedostaje znanja i vještina iz područja poduzetništva i u isto vrijeme su svjesni da im ta znanja nedostaju.


4. Zašto je važno da se državni službenici jačaju kompetitivnost za poduzetništvo?

„Poduzetništvo u Republici Hrvatskoj čini 99,4 posto tvrtki, 50 posto gospodarstva i dvije tre-ćine zaposlenih. Ključni cilj je povećanje konkurentnosti malog gospodarstva, istaknuto je u Stra-tegiji razvoja poduzetništva, a do 2020. želi se povećati udio malih i srednjih poduzeća s 22,4 posto na tisuću stanovnika na 40 posto, a udio znanstvenika koji rade u poduzetničkom sektoru s 19 na 30 posto“. Sjednice i odluke Vlade RH (http://www.vlada.hr/hr/naslovnica/novosti_i_najave/naja-ve/2013/svibanj/sjednica_vlade_republike_hrvatske.) sačuvano 26.07.2013.

Da bi se ostvarili zacrtani ciljevi u čitavom društvu treba stvoriti pozitivnu klimu. Državnoj školi za javnu upravu (u daljnjem tekstu DŠJU), ali i drugim ustanovama i institucijama čija je dje-latnost edukacija u javnoj upravi, obrazovanje za poduzetništvo treba biti na vrhu prioriteta pro-vedbe programa izobrazbe. Zašto? Poduzetnici u svom poslovanju često se susreću sa službenici-ma u javnoj upravi, a oni bi morali dobro poznavati i brzo reagirati na sve veće potrebe poduzetni-ka. U isto vrijeme potrebno je da državni službenici dobro barataju pojmovima kao što su: kreira-nje javnih politika, strategija, akcijski plan, program, projekt poslovni plan i drugi. Različitim oblici-ma edukacije državnih službenika postiže se jačanje kompetencije za poduzetništvo i na taj način se mogu lakše procjenjivati strategije razvoja i poslovne planovi poduzetnika. U isto vrijeme ja-čanjem poduzetničkih kompetencija i sami mogu postati poduzetni i bolje planirati osobni razvoj.

5. Državna škola za javnu upravu (DŠJU)

DŠJU je slijednica Centra za stručno osposobljavanje i usavršavanje državnih službenika (Cen-tar) koji je nakon uspješnih 6 godina prestao s radom tijekom 2011. godine. U Centru se provodilo 140 različitih programa izobrazbe koje je završilo više od 30 000 tisuća polaznika, državnih i javnih službenika. Osim toga Centar je bio licencirani ECDL testni centar, a od 2007. godine su se provo-dili tečajevi engleskog, njemačkog i francuskog jezika na svim razinama. Krajem 2007. godine ra-zvijen je Očevidnik izobrazbe - informatički program za upravljanjem sustavom izobrazbe u kojem se nalaze podaci o svim aktivnostima, programima i sudionicima procesa izobrazbe. U bazi poda-taka je evidentirano 320 trenera/predavača/mentora/ispitivača i 16 400 polaznika koji su završili programe izobrazbe. Bespovratnu pomoć u opremanju pružila je Vlada kraljevine Danske.

DŠJU je osnivačkim aktom organizirana kao javna ustanova čija je djelatnost stručno osposo-bljavanje državnih službenika, kao i izabranih dužnosnika i službenika u tijelima lokalne i područ-ne (regionalne) samouprave te pravnih osoba s javnim ovlastima čime se znatno proširila ciljna skupina.

Pokazalo se da je osnivanje DŠJU i prije toga zatvaranje Centra bio je nepripremljen i nedo-voljno planiran potez bivše vlasti. Nije moguće očekivati da DŠJU postane središnja institucija za stručno osposobljavanje javnih službenika ako znamo da njih ima više od 240 000. U ovom trenut-ku osim političke podrške DŠJU nema dovoljno ljudskih i financijskih kapaciteta za provedbu ak-tivnosti za koje je osnovana.


Također, u većem dijelu jedinica lokalne uprave i samouprave ne postoje organizacijske spo-sobnosti upravljanja ljudskim potencijalima koje bi selektirale službenike koji bi završili neku od ponuđenih i potrebnih programa osposobljavanja i usavršavanja.

Službenici se na svom poslu sve više moraju odgovarati na potrebe poduzetnika, sudjelovati u izradi i provedbi zakona iz tog područja. U isto vrijeme moraju se pripremati za fondove EU, a poznato je da će se financirati samo kvalitetni i održivi projekti. Ministarstvo poduzetništva i obr-ta u Strateškom planu 2012.-2014. Strategija razvoja poduzetništva do 2020. http://www.minpo.hr/default.aspx?id=320 (sačuvano 26.07.2013.) napominje „Cilj je gospodarske politike Vlade us-postaviti konkurentno, društveno i ekološki odgovorno, na znanju utemeljeno i izvozno usmjere-no tržišno gospodarstvo koje osigurava rast dodane vrijednosti, nova i dobro plaćena radna mje-sta te bolje i pravednije društvo u kojemu se štite načela socijalne kohezije, solidarnosti, ravno-pravnosti i napretka za sve građane. Dalje u tekstu se navedi i da je daljnje ulaganje u cjeloživot-no obrazovanje za poduzetništvo, akademsko poduzetništvo, poduzetništvo za samozapošljava-nje i kao mjera suzbijanja socijalne isključenosti, socijalno poduzetništvo. Također daljnja proved-ba mjera na uklanjanju prepreka poslovanju i na promidžbi poduzetništva kao temelja gospodar-ske i općih društvenih vrijednosti. Među svim dionicima su i službenici koji moraju aktivno sudje-lovati svatko u svom resoru na provedbi takvih planova. Svakako da je jedan od načina i kvalitet-na edukacija službenika.

Službenicima svih tijela državne uprave, a naročito djelatnicima u Ministarstvu gos-podarstva, Ministarstvu poduzetništva i obrta, Ministarstvu uprave, Ministarstvu regional-nog razvitka i fondova EU bit će neophodne kompetencije iz područja poduzetništva. Na-ime, službenici će procjenjivati i poduzetničke planove kandidata koji će se prijavljivati za dobivanje sredstava europskih fondova pa će morati imati i ta znanja. DŠJU se planira u okviru grupe seminara pod zajedničkim nazivom Javno upravljanje provesti više semina-ra koji bi trebali razvijati poduzetničke kompetencije. Neki od njih su: Izgradnja i vođenje tima, Poslovno upravljanje, Program za rukovodeće državne službenike, Razvoj rukovod-stva, Simulacija vođenja projekata, Strateško upravljanje ljudskim potencijalima, Upravlja-nje konfliktima, promjenama i vremenom. Uz najbolju namjeru DŠJU može provesti i tek djelomično zadovoljiti velike potrebe za tom vrstom programa zbog ograničenih financij-skih kapaciteta.

Prijedlozi za daljnji rad i moguća poboljšanja rada u području izobrazbe

Da bi DŠJU opravdala ulogu središnje ustanove za provedbu izobrazbe javnih službenika što trebalo bi:

• napraviti sveobuhvatnu Procjene potreba za izobrazbom• osnovati stručno-programsko tijelo koje bi predlagalo programe izobrazbe vezane uz poje-

dine skupine službenika i sadržaje najvažnijih programa izobrazbe• izrađivati Godišnji plan izobrazbe službenika koji bi se temeljio na Procjeni potreba za izo-

brazbom i strateškim dokumentima • nastaviti i uspostaviti suradnju s institucijama/ustanovama/agencijama i pojedincima te

razvijati potrebne programe izobrazbe• provesti vanjsku evaluaciju programa izobrazbe (Donald Kirkpatrickov model)


• uključiti se u Hrvatski kvalifikacijski okvir, utvrditi potrebne ključne kompetencije službeni-ka u javnoj upravi i prilagoditi programe

• provoditi programe i u regionalnim centrima i razvijati regionalnu mrežu trenera• razviti i uvesti e-learning.

6. Zaključak

U nacrtu Strategije razvoja javne uprave od 2014.-2020. godine istaknuto mjesto zauzimat će „Unaprjeđenje upravljanja ljudskim potencijalima“ , a poseban dio će predložiti razvoj kompeten-cijskog okvira za sve rukovodeće i nerukovodeće službenike. Šalje se jasna poruka neophodnosti da službenici posjeduju većinu ključnih kompetencija, a kompetencija za poduzetništvo je uklju-čena. Upravo to je potrebno kako bi kvalitetno i učinkovito obavljati svoje radne zadaće i imali uv-jete za napredovanje i osobni razvoj.

Vidljiva je visoka razina interesa za stručnim osposobljavanjem i usavršavanjem državnih službenika.

Vezano uz broj traženih programa izobrazbe za poduzetništvo, izvjesno je da trenutni kapa-citeti institucija koje provode izobrazbu ne mogu odgovoriti na izražene potrebe za izobrazbom. Stoga je potrebno dodatno istražiti mogućnosti i omogućiti u što skorijoj budućnosti provedbu ne-ophodnih programa.

Popis kratica:

DŠJU (Državna škola za javnu upravu)Centar (Centar za stručno osposobljavanje i usavršavanje državnih službenika)


Popis izvora:

• Zaključci predsjedništva Europskog vijeća, Lisabon 23. i 24. ožujka, 2000. http://zagreb.idi.hr/bolonjski_dokumenti/Zakljucci%20predsjednistva%20Lisabon%20ozujak%202000.pdf (sačuvano 23.07.2013.)

• Program Vlade RH 2011-2015. http://www.vlada.hr/hr/preuzimanja/program_vla-de_2011_2015/(view_online)/1 (sačuvano 19.07.2013.)

• Europska strategija za pametan, održiv i uključiv rast http://www.azoo.hr/images/razno/eu_hr. pdf (sačuvano 26.07.2013.)

• Izvješće o procjeni potreba za izobrazbom http://www.uprava.hr/UserDocsImages/Držav-na%20služba/IPPIDS2012.pdf sačuvano 19.07.2013. 5.Sjednice i odluke Vlade RH http://www.vlada.hr/hr/naslovnica/novosti_i_najave/najave/2013/svibanj/sjednica_vlade_re-publike_hrvatske. (sačuvano 26.07.2013.)

• Strategija razvoja poduzetništva do 2020. http://www.minpo.hr/default.aspx?id=320 (sa-čuvano 26.07.2013.)


BOJE POSLOVNIH „SVJETOVA“ I USKLAĐENOST SA ŽIVOTNIM VRIJEDNOSTIMA GENERACIJE Y

Verica Jovanovski, dr. sc., Veleučilište Lavoslava Ružičke, OŠ Dragutina Tadijanovića, 32 000 Vukovar, [email protected]

SažetakŽivimo u kaotičnom tranzicijskom razdoblju definiranom globalnom konkurencijom, neo-buzdanim promjenama, brzim protokom informacija i povećanju složenosti poslova. Tempo promjena je postao toliko brz da su one tvrtke koje su se uspjele prilagoditi postale domi-nantne i označile posve novu eru poslovanja. Poslovanje se trenutno hvata u koštac s nasta-lim promjenama koje se odnose na nestašicu potrebnih vještina i stvaranje učinkovite radne snage. Radikalne promjene znače suočavanje organizacija sa pitanjima poput granice izme-đu rada i obiteljskog života, jačanje kontrole i mjerenje produktivnosti te nadzora učinkovi-tosti, važnost društvenog kapitala i njegovog utjecaja na poslovni uspjeh. Organizacije koje će zaživjeti u budućnosti podijeljene su u svjetove (PwC):

• Plavi svijet - velike korporacije smještene u malim zemljama koje preuzimaju važnu ulo-gu u društvu (globalno gospodarstvo),

• Narančasti svijet - specijalizirana zanimanja i stvaranje suradničkih mreža (inovacije i fleksibilnost poduzeća),

• Zeleni svijet - ekološki programi koji utječu na promjene u poslovnim strategijama (svi-jest o kvaliteti).

Generacija Y ulazi u svijet rada neopterećena konvencionalnim normama, razmišljaju na dru-gačiji način, imaju više smisla za poduzetništvo i neusporedivo su nezavisniji. Na promjene reagiraju različito i mogu imati planove koji se ne uklapaju uvijek u planove poslodavaca.Za svakog poslodavca izazov je prepoznati takve zaposlenike i uskladiti njihove vrijednosti i ambicije sa ciljevima i strategijom tvrtke.

Ključne riječi: Generacija Y, svijet, promjena, konkurencija, poslodavac, organizacija

130 Verica Jovanovski

Uvod

Danas živimo u kaotičnom tranzicijskom razdoblju prema novom dobu definiranom globalnom konkurencijom, neobuzdanim promjenama, brzim protokom informacija i komunikacija i poveća-nju složenosti poslova. Tempo promjena postao je toliko brz da su one tvrtke koje su se uspjele prilagoditi postale dominantne i označile posve novu eru poslovanja. Uspješne organizacije su one koje se mijenjaju ovisno o konkurenciji. Takve su se organizacije sposobne brzo pokrenuti, brzo ra-zvijati nove proizvode i brzo ih stavljati na tržište. Oslanjaju se na kratkoročnu proizvodnju, krat-ke proizvodne cikluse i neprekidno stvaranje novih proizvoda. Drugim riječima, one su fleksibilne i zahtijevaju jednako fleksibilnu i primjenjivu radnu snagu koja se može prilagoditi brzo, čak i u ra-dikalno promjenjivim uvjetima (Drucker, 1995.).

1. PwC - ovi „poslovni svjetovi“

U svakoj organizaciji postoje vrijednosti, simboli, rituali, mitovi i praksa koja vremenom evolu-ira. Zajedničke vrijednosti i iskustva određuju u velikoj mjeri ono što zaposlenici primjećuju i kako reagiraju na okolinu (Thurow, 1997.). Kada je organizacija suočena s problemima ili pitanjima, or-ganizacijska kultura, “način na koji rješavamo probleme“, utječe na ono što zaposlenici mogu uči-niti i na to kako shvaćaju, definiraju, analiziraju i rješavaju probleme. Unutar pojedinih zemalja, različite tvrtke, društvene skupine i organizacije mogu imati različita očekivanja i primjenjivati ra-zličita mjerila u odnosu na pojedine vidove društvene odgovornosti. Neke se zauzimaju isključivo za obranu svojih neposrednih kratkoročnih interesa, dok druge neprestano usvajaju šira i dugo-ročnija gledišta i ravnaju se načelima održivog razvoja. Neke se suprotstavljaju poslovnom svijetu, sklone su sukobljavanju i sumnjičave su prema svakoj novoj inicijativi privatnog sektora, dok dru-ge prihvaćaju prevagu određenih zajedničkih interesa i potrebu za pregovaranjem i iznalaženjem prihvatljivih i dobitnih rješenja za sve uključene strane.

PricewaterhouseCoopers International Limited („PwC International”)1 tijekom 2011. godine su napravili istraživanje pod nazivom „Putovanje prema 2020.“ na 3000 ispitanika, netom diplomira-nih studenata iz SAD, Kine i UK koji su izrazili svoje stavove i očekivanja o budućem zaposlenju. Is-pitanici predstavljaju Generaciju Y, rođenu u rasponu od ranih 1980-ih do ranih 2000-ih godina i pripadnici su na samom ulasku na tržište rada. Trima bojama su obojena tri svijeta koja će se po-javiti neovisno o zemljopisnom području ili industrijskom sektoru. Istraživanje su započeli prou-čavanjem „sila“ koje utječu na trenutno globalno poslovanje, a vjerojatno će imati i značajan utje-caj u budućnosti. Izabrani su potencijalno konfliktni čimbenici koji imaju trenutno najveći utjecaj na organizacije i ljude. Identificirali su osam „sila“: fragmentacija poslovanja (potencijalni raspad velikih tvrtki i porast kolaborativnih mreža), tehnologiju (prodiranje tehnologije u gotovo svim segmentima života), kolektivizam (opće dobro prevladava nad osobnim preferencijama, npr. ko-lektivna odgovornost za okoliš u odnosu na pojedinačne interese), obrnuta globalizacija (politike uklanjanja prepreka i zaštita slobodnog kretanja ljudi i dobara), integracija poduzeća (jasna pravi-la svih poslovanja), globalizacija (trend slobodnog tržišta i prevladavanja trgovinskih barijera), in-dividualizam (fokus na želje pojedinca, slobodni izbora potrošača), kontrola tehnologije (čežnja za ljudskim dodirom umanjuje osobni utjecaj tehnologije na potrošače).

1 http://www.pwc.com/


Organizacije „svjetovi“ koje će zaživjeti u budućnosti su:

• Plavi svijet - velike korporacije smještene u malim zemljama koje će preuzeti važnu ulogu u društvu (globalno gospodarstvo): dominira kapitalizam, hijerarhijska struktura, poslo-vanje zasnovano na složenim strategijama segmentacije zaposlenika. Kvaliteta se postiže stvaranjem dosljednosti u organizacijskom lancu i zapošljavanjem talentiranih radnika. Obrazovanjem odabranih pojedinaca rukovodi tvrtka u skladu s interesima pojedinca i organizacijskih potrebama. Zaposlenici na najvišim razinama imaju puno veću kontrolu nad svojim karijerama od niže rangiranih zaposlenika koji također imaju aktivnu ulogu u izgradnji vlastite karijere.

• Zeleni svijet - ekološki programi koji će utjecati na promjene u poslovnim strategijama (svi-jest o kvaliteti): etičko ponašanje je najvažniji atribut koji se želi postići i očuvati. Korpo-rativna odgovornost je poslovni imperativ. Funkciju vođenja ljudskih potencijala koje se nazivaju „Ljudi i društvo“ ima najstariji član tvrtkinog izvršnog tima. Radeći kroz timove na različitim lokacijama gdje su prezentacije posvećene promjenama u globalnom po-slovanju i važnost generiranja virtualnih društvenih mreža kroz operacije između tvrtke i klijenata. Mladi stručnjaci s jakim ekološkim uvjerenjima imaju ključnu ulogu u razvo-ju korporativnih razvojnih programa. Zaposlenici očekuju podršku i jasne ciljeve unutar ekoloških programa. Voditelj ljudskih potencijala usmjeravaju zaposlenike na strategije organizacije vjerujući kako ponašanje ljudi zaposlenih u organizaciji igra ključnu ulogu u društvenoj zajednici s kojom blisko surađuje prema društveno prihvatljivim programima. Većina tvrtki osigurava osoblje koje je u mogućnosti stanovati u blizini radnog mjesta kako bi se smanjila upotreba automobila te se odlučuju preseliti izvan velikih gradova.

• Narančasti svijet - specijalizirana zanimanja i stvaranje suradničkih mreža (inovacije i fleksi-bilnost poduzeća): globalni poslovni fragment u kojem prevladava provincijalizam, high-tech poslovni model, napredovanje kroz umrežavanje, nedovoljna briga za ljude i okoliš. San globalnog sela je zamijenjen globalnom mrežom ali sačinjenom od mnogo manjih zajednica. Poslovna rješenja su fragmentirana, zadaci se temelje na brzom poslovanju putem elektronskih trgovinskih platformi na lokalnim i globalnim burzama. Tržište rada postaje sve kruće i pojedinci razvijaju vlastiti portfelj karijere radeći na kratkoročnoj ugo-vornoj osnovi. Pridružuju se agencijama koje upravljaju njihovom karijerom i čiji savjet-nici im osiguravaju mogućnosti obuke i razvoja. Organizacije priznaju da ovise o svojim zaposlenicima te da su mreže suradnje koje su izgradile s njima zaslužne za uspjeh. One nastoje promicati i poticati zaposlenike na postizanje ciljeva. Odgovornost za razvoj vje-ština je u velikoj mjeri na samim pojedincima. Ljudi se više gledaju kao pripadnici grupa-cije određenih vještina ili stručne mreže nego kao zaposlenici pojedine tvrtke. Specija-lizacija je vrlo cijenjena i radnici nastoje razviti najviše specijalističke vještine u skladu s kriterijima nagradnog paketa.


• U uvjetima opće nestabilnosti pojedinac mora odgovoriti na različite prilike, uključujući one koje mu pružaju druge organizacije. Moguće su različite strategije razvoja karijere koje pojedinci koriste a ovise o procjeni njihove podobnosti za postizanje cilja.

2. Razvoj karijere pripadnika Generacije Y

2.1. Karijera i zadovoljstvo poslom

Došlo je do velike promjene u sporazumu između pojedinca i poslodavca i njihovog viđenja obaveza koje imaju jedni prema drugima. Nekada je taj sporazum bio dugoročan, zasnovan na si-gurnosti i međusobnoj lojalnosti. Radnik se posveti firmi, provede cijeli radni vijek u njoj, nauči posao i obveze mu se uglavnom ne mijenjaju, već uvijek radi iste poslove koje mu je dodijelio po-slodavac pri zapošljavanju. Zauzvrat radnik ima sigurnost; zna da uvijek ima posao i plaću. Novi se koncept karijere često naziva fleksibilnom karijerom (Noa, Hollenbck, Gerhart, Wright, 2006.). Fleksibilna karijera se često mijenja na temelju promjena osobnih interesa, sposobnosti i vrijedno-sti kao i pod utjecajem promjena u radnom okruženju. Razvila se pod utjecajem promjena u psi-hološkom ugovoru između tvrtke i zaposlenika. U današnje vrijeme sporazumi su kratkoročni, za-snovani na razmjeni između poslodavca i radnika i traju nekoliko godina ili čak mjeseci te podrazu-mijevaju puno manje sigurnosti ― beneficija. Zadovoljstvo poslom je osobni stav pojedinca i mi-jenja se prema okolnostima i uvjetima. Također varira od posla do posla i vrstom poslovnog okru-ženja. Američki psiholog McClelland (1987.)2 je identificirao četiri karakteristike ljudi s jakom po-trebom za postignućem kroz davanje prednosti: zadacima umjerene teškoće, osobnoj odgovor-nosti za rad, potrebi za podrškom i inovativnost. Oni koji daju prednost zadacima umjerene teš-koće imaju ostvarenje cilja kao poticaj za postignuće. Ako je zadatak prelagan nemaju dovoljno izazova, a ukoliko je zadatak pretežak, smanjuju se mogućnosti postignuća i dobivanja satisfakci-je. Pojedinci koji daju prednost osobnoj odgovornosti za rad vole ostvarivati uspjehe kroz vlasti-te sposobnosti i napore više nego kroz timski rad. Osobno zadovoljstvo se očituje kroz ispunjenje zadatka i nema potrebu za priznanjem od strane drugih. Potrebu za podrškom imaju oni pojedin-ci koji žele jasnu i nedvosmislenu povratnu informaciju o tome kako rade i ta povratna informaci-ja za njih predstavlja uspjeh ili neuspjeh u ostvarivanju zacrtanih ciljeva. Inovativni pojedinci stal-no tragaju za umjereno izazovnim zadacima i postupno se usmjeravaju prema zahtjevnijim zadaci-ma, neumorni su, teže čestoj promjeni mjesta i izbjegavaju rutinske poslove. Najvažniji među svim stavovima zaposlenih je stav koji imaju prema poslu. Zadovoljstvo poslom je složen stav koji uklju-čuje određene predodžbe i vjerovanja o tom poslu, osjećaje prema poslu i ocjenu posla. Postoje različita mišljenja po kojima se zadovoljstvo poslom može odrediti kao opći odnos pojedinca pre-ma poslu koji nastaje kao rezultat iskustva ili neka kojima je stajalište da se zadovoljstvo poslom promatra s gledišta radne situacije, uvjetima rada i odlikama posla. Faktori zadovoljstva poslom mogu se grupirati u dvije kategorije: organizacijski faktori zadovoljstva poslom i osobni faktori za-dovoljstva poslom (Francesko, 2000.).

2. http://www.mindtools.com/pages/article/human-motivation-theory.htm


Organizacijski faktori zadovoljstva poslom odnose se na:

• Posao sam po sebi – ljudi su zadovoljniji ukoliko obavljaju mentalno zahtjevnije zadatke nego jednostavne, rutinske poslove.

• Sustav nagrađivanja – pravednost poslodavca u sustavu nagrađivanja.• Ugodni radni uvjeti – bolji radni uvjeti omogućuju i bolje obavljanje poslova i postizanje

uspjeha. Ljudi su često nezadovoljni jer ih lošiji radni uvjeti ometaju u ostvarivanju njihovog punog potencijala.

• Kolege na poslu – zaposlenici su zadovoljniji ukoliko rade u okruženju kolega s kojima imaju dobre odnose i ukoliko vlada prijateljska atmosfera.

• Organizacijska struktura – u velikoj mjeri ovisi o nacionalnim kulturama i odnosi se na dis-tance moći pretpostavljenih, decentraliziranost, transparentnost i stabilnost organizacijske strukture.

Osobni faktori zadovoljstva poslom odnose se na:

• Usklađenost osobnih interesa i posla – zadovoljniji poslom su oni zaposlenici čiji osobni profil znanja i sposobnosti koje posjeduju bolje odgovara potrebama radnog mjesta i stra-teškim ciljevima organizacije.

• Radni staž i starost – što je čovjek stariji i ima dulji radni staž, vremenom postaje sve bolji u svome poslu te su veće šanse da je postigao većinu zacrtanih ciljeva u karijeri.

• Pozicija i status – što je zaposlenik na većoj hijerarhijskoj razini on je zadovoljniji poslom kojim se bavi. Viši položaj daje određeni status u društvu, veća primanja, moć i utjecaj, a time je za većinu ljudi i zadovoljstvo poslom veće.

• Ukupno zadovoljstvo životom – ukoliko je pojedinac zadovoljan poslom, to zadovoljstvo utječe i na ostale segmente u njegovu životu te su zadovoljstvo životom i zadovoljstvo po-slom povratnoj sprezi i međusobno ovisni.

2.2. Karakteristike Generacije Y

U okviru psiholoških karakteristika koje se promatraju kroz očekivanja o svome budućem po-slodavcu, mogu se izvesti zaključci o osobnim interesima, sposobnostima, potrebama, željom za profesionalnim razvojem i usklađivanje osobnih planova karijere sa razvojnim ciljevima budu-će organizacije kao pokretačkoj snazi ka ostvarivanju ciljeva poslodavca. Pripadnici Generacije Y (Strauss, Howe, 1991.) imaju visoka očekivanja od svojih poslodavaca, traže nove izazove i ne boje se tražiti odgovore na postavljena pitanja. Žele smislen posao, cjeloživotno učenje i usavršavanje. Ne očekuje da će imati “posao za cijeli život” samo u jednoj organizaciji, više su motivirani osob-nim razvojem i traže priliku da razviju svoje vještine tijekom cijele karijere. Pripadnici Generaci-je Y razmišljaju na drugačiji način, imaju više smisla za poduzetništvo i neusporedivo su nezavisni-ji od svojih prethodnika. Na promjene reagiraju na različite načine i mogu imati planove koji se ne uklapaju uvijek u planove njihovih poslodavaca. Vole intelektualne izazove, privlači ih rad koji im omogućuje razvoj novih vještina i stjecanja novih uvida i iskustva koje mogu iskoristiti unutar ši-rih poslovnih planova.


Uvijek su spremni za nove izazove i puni novih ideja, ali uz uvjet da im se prizna autorstvo. Ima-ju izuzetno nizak prag tolerancije prema dosadi i teško im je na duže vrijeme zadržati pozornost, osim ako se energija i osobni interes za određeni zadatak ili cilj neprestano potiču. Menadžeri bi trebali imati volju poticati, usmjeravati i podupirati njihove nove ideje. Motivirati zaposlenike Ge-neracije Y znači omogućiti im kontinuirano učenje. Dugoročna financijska korist ih možda neće motivirati, no neposredna i trajna mogućnost edukacije u sklopu zaposlenja svakako hoće. Steče-no znanje mogu iskoristiti i negdje drugdje. No, prije ili kasnije oni će ionako otići, a postoji mo-gućnost da ih se privuče natrag, nakon što to znanje obogate iskustvom primjene u drugim okol-nostima i situacijama. Kako su odrastali uz stalno vođenje i savjetovanje svojih roditelja i nastav-nika, pripadnicima Generacije Y za uspješno učenje i savladavanje novih vještina potrebni su men-tori. Oni su odani i ne podnose kada se na poslu susreću s nelojalnošću. Ako se može pridobiti nji-hova odanost prema zadatku i suradnicima, i njihova će motivacija biti na visokoj razini. Ako nji-hovu lojalnost poslodavci uzimaju zdravo za gotovo ili ju iznevjere igrama moći, podmetanjem, ili taktikom „podijeli pa vladaj“ postoji opasnost da će ih izgubiti – mentalno, fizički ili oboje (Tur-ban, Dougherty, 1994.). Nije lako motivirati i koordinirati njihov rad jer povremeno može doći do nesporazuma budući da današnja tehnologija još uvijek nije u stanju u potpunosti prenijeti sve ni-janse izraza lica i govora tijela koji inače prate komuniciranje „licem u lice“. To će se osobito doga-đati u slučajevima kada tim čine ljudi različitih generacija, jer će se stariji članovi tima vjerojatno teže uklopiti u kontaktiranje na daljinu. Najkreativniji pojedinci, oni koji su najsposobniji osmisli-ti potencijalno najprofitabilnije proizvode, najčešće ne žele prihvatiti stalan posao ni u kojoj tvrt-ki. Ti pojedinci žele da sloboda bude temeljni element njihovog kreativnog rada. Sloboda u nači-nu rada. Sloboda postavljanja novih ili uznemirujućih pitanja. Sloboda iznalaženja neobičnih rje-šenja za probleme o kojima razmišljaju (ponekad takvih koja se drugima čine nepovredivima) (Tul-gan, 2005.).

3. Životne vrijednosti pripadnika hrvatske Generacije Y i zeleni poslovni „svijet“

Na osnovu niza posebnih, različitih stavova mladih o planiranju i razvoju karijere mogu se pred-vidjeti potrebe budućih radnika, ciljevi, očekivanja, efekti i strategije u svrhu prilagodbe i omogu-ćavanja programa profesionalne orijentacije i stručnog usavršavanja zaposlenih i vršiti korekcije u trenutnim programima koji se provode te na sistematičan i efikasan način omogućiti razvoj kari-jere svakog pojedinca, stvoriti prikladne uvjete na tržištu rada i omogućiti visoku participaciju bu-dućih zaposlenika u zapošljavanju. Ispitivanjem očekivanja mladih na eventualne promjene u ka-rijeri, dobili su se značajni pokazatelji smjera razvoja njihove karijere. U tu svrhu, u veljači 2012.godine, putem online upitnika, provedeno je istraživanje o predodžbama mladih o razvoju vlasti-te karijere (Jovanovski, 2012.). Upitnik su mogli ispuniti svi učenici završnih razreda srednjih ško-la i redoviti ili izvanredni, nezaposleni studenti koji trenutno studiraju u Hrvatskoj na preddiplom-skoj, diplomskoj i poslijediplomskoj razini studija na javnim i privatnim visokim učilištima. U anketi je sudjelovalo 402 ispitanika s područja cijele Hrvatske, a od toga je 396 važećih upitnika.


Tablica 3.1. Osobne vrijednosti pojedinca i Zeleni svijet

Vrijednost Zeleni svijet

Frek. %Ravnoteža između posla i slobodnog vremena 204 51,5Profesionalni razvoj 111 28,0Jasnoća 110 27,8Uključenost u lokalnu zajednicu 78 19,7Entuzijazam 70 17,7Ekološka osviještenost 63 15,9Dugoročna perspektiva 56 14,1

Prema odgovorima ispitanika (Tablica 3.1.) može se vidjeti da se vrijednosti hrvatske Genera-cije Y u najvećem broju podudaraju s vrijednostima koje posjeduje Zeleni svijet, a one su: ravnote-ža između posla i slobodnog vremena, profesionalni razvoj, jasnoća, uključenost u lokalnu zajed-nicu, entuzijazam, ekološka osviještenost i dugoročna perspektiva.

Na pitanje „Što za vas znači napredovanje?“ ispitanici su u vrlo malom broju, tek 3% naveli upravljačku poziciju kao oblik napredovanja u karijeri. Mogućnost stručnog usavršavanja smatra 68% ispitanika kao za njih najpoželjniji oblik napredovanja. Za pretpostaviti je da veliki dio ispita-nika mogućnost stručnog usavršavanje ne doživljava kao sastavni dio razvoja karijere već kao jed-nu vrstu nagrade za uspješnost u poslu i napredovanje u karijeri. Povišica i materijalne beneficije tek 29% ispitanika smatra poželjnim oblikom u sustavu napredovanja (Grafikon 3.1.).

Grafikon 3.1. Poželjni oblici napredovanja u karijeri


Temeljno pitanje na koje menadžment mora odgovoriti jest kako stvoriti drukčiju klimu i bolju okolinu koja će „obojiti njihov svijet“. Potrebna je promjena mišljenja o ljudima i razvijanje među-sobnog povjerenja i partnerskih odnosa. Veoma je važan entuzijazam i motivacija ljudi u kreiranju novih i boljih načina obavljanja posla, stvaranje kulture stalnog učenja, oslobađanje talenata lju-di i uključivanje svakog u promjene.

Zaključak

Pravila ponašanja u novoj ekonomiji su se promijenila. Nije više bitna dostupnost kapitalu, već je bitna dostupnost informacijama. Kreiranje vrijednosti odnosi se na kreiranje novoga znanja i ek-sploatiranja njegove vrijednosti. Organizacije se konstantno suočavaju s potrebom preispitivanja ciljeva, re-pozicioniranjem, traženjem novih načina poslovanja, a sve u cilju stvaranja takvog in-ternog okruženja koje će odgovoriti stalno rastućim promjenama u eksternom okruženju. Današ-nja organizacija mora biti pametna, a organizacija u budućnosti još pametnija. Trenutno još uvi-jek vlada mišljenje da organizaciju čine zgrada i oprema, a ustvari čine je zaposleni sa svojim zna-njima, vještinama i životnim vrijednostima. Sama zgrada i oprema bez znanja ljudi koji će ih kori-stiti ne vrijede ništa. Tvrtke koje imaju budućnost imaju i jasnu strategiju u svim elementima svo-jeg poslovanja, a promjene koje donosi budućnost i način na koji će neka organizacija prihvatiti te promjene i prilagoditi će ovisi prije svega o ljudima. Ono što će sigurno okarakterizirati organiza-ciju u budućnosti, a što već polako primjenjuju neke od najuspješnijih svjetskih kompanija jest po-sjedovanje zadovoljnih zaposlenika, a ne materijalnih resursa.


COLOURS OF BUSINESS “WORLD’S” AND COMPATIBILITY WITH THE LIFETIME VALUE OF GENERATION Y

SummaryWe live in a chaotic transition period defined by global competition, rapid change and flow of information and increasing complexity of tasks. The pace of change has become so rap-id that those companies have to manage and adapt to become dominant and marked en-tirely new era of business. Business is currently grappling with the changes related to the lack of necessary skills and creating an effective workforce. Radical changes mean confront-ing the organization with questions such as: the boundaries between work and family life, to strengthen the control and measurement of productivity and efficiency of supervision, the importance of social capital and its impact of business success. Organizations will hold in the future are divided into worlds (PwC): -The Blue World - a large corporation located in small countries, playing an important role in society (the global economy);- The Orange World - specialized trades and create collaborative networks (innovation and flexibility) - The Green World - environmental programs that affect changes in business strategies (awareness of quality). Generation Y is entering the world of work unencumbered by con-ventional standards, thinking in different ways, have sense of entrepreneurship and they are more independent. Respond to changes in different and have plans which are not always fit into the plans of employers. For each employer is challenge to identify such employees and to align their values and ambitions with the goals and strategies of the company.

Keywords: Generation Y, the world, changes, competition, employer, organizations.


Literatura:

• Dougherty, T.W. (1994.): Role of Protege Personality in Receipt of Mentoring and Career Success, Academy of Management Journal 37, str.688-702

• Drucker, F.P.(1995),” Managing in a time of great change”,Truman Talley Books/Dutt on, New York.

• Franceško, M. (2000). 44. Socijalno-psihološki faktori stila rukovođenja u preduzeću. Dok-torska disertacija, Novi Sad: Filozofski fakultet.

• Jovanovski, V. (2012.): Razvoj karijere pojedinca u okružju menadžmenta znanja, doktorski rad, Osijek: Ekonomski fakultet

• Managing tomorrow’s people: The future of work to 2020.: http://www.pwc.com/gx/en/managing-tomorrows-people/future-of-work/worlds.jhtml, preuzeto, ožujak 2012.

• Noe, R.A., Hollenbeck, J. R., Gerhart, B., Wright, P. M.(2006).: Menadžment ljudskih poten-cijala; MATE d.o.o., Zagreb.

• Strauss, W., & Howe, N. (2000): Millennials rising: The next great generation. New York: Vintage Books

• Thurow, L. C.(1997).: Budućnost kapitalizma, Kako današnje gospodarske snage oblikuju sutrašnji svijet , Mate d.o.o., Zagreb.

• Tulgan, B., Martin, C.A.; (2001.): Managing Generation Y, Global Citizens Born int he Late Seventies and Early Eghties; HRD Press, Amherst, Massachusetts, USA

• Turban, D.B., Dougherty, T.W. (1994.): Role of Protege Personality in Receipt of Mentoring and Career Success, Academy of Management Journal 37, str.688-702

Kreativna i poduzetna mala i srednja poduzeća - ključ za razvoj

4Creative and Innovative SMEs – Key for Development


CREATIVE APPROACH IN DESIGNING FAMILY HOTELS IN CROATIA

Sanja Rocco, MSc Zagreb Business [email protected]

Neven Šipić, MSc Zagreb Business [email protected]

AbstractHotel industry is becoming a leading segment of tourism in Croatia, evident from the con-stant increase in accommodation capacities, number of overnights, and employees in the hotel industry. To succeed, hotel managers need to identify the needs of their clients and find creative ways to please them. Hence, the future of small family-owned hotels is like-ly in differentiation by design. It implies a wide spectre of areas of applicability. The design is implemented in marketing strategy in the primary stage of creative thinking during pro-ject planning. It is later followed by original name selection. Those are the foundations upon which visual identity is built and style of architecture is selected- traditional or modern, as well as stance towards energy consumption. Further education, especially for small and me-dium business owners, is needed for small family hotel owners in Croatia to choose a con-cept of sustainable development- alternative source of energy, waste-water treatment, con-servation and refinement of natural environment.H1: Small family-owned hotels in Croatia are not adequately recognizable and do not reflect the uniqueness of Croatian tradition and cultural heritage in architecture, interior design, gastronomic supply, and other amenities (content).H2: State government did not create clear legal framework, education system or instru-ments to stimulate and support creative and original concepts of small family hotels.Hypotheses will be proven with the results of primary research as well as with the analysis of annual brochures from Association of Family and Small Hotels in Croatia.

Keywords: family-hotels, differentiation, marketing strategy, design, Croatia

1. Introduction

Tourism is the largest world industry, and hotel business is becoming a leading part of such a diverse industry. To survive, hotels need to follow changing customer demands and industry tren-ds. An increased attention needs to be paid to the study of trends in tourism because they deter-mine the trends in hotel industry. The importance of hotel industry is in developing tourist econo-mies. The Croatian government recognized that and made a Tourism Development Strategy focu-sing on hotel industry.

144 Sanja Rocco, Neven Šipić

“The goals are the following: regulation of property relations and termination of the privatiza-tion process of hotels, lasting protection, implementation and respect of high ecological standar-ds and long-term sustainable valorisation of tourist potentials, education of management and all employees is tourism, raising the quality of all accommodation capacities, basic and complemen-tary, and the adjustment of the criteria of quality to the international standards, the entrance of known international hotel brands on the Croatian market, a more efficient distribution and usage of modern trends in communication and marketing, encourage large national and multinational companies to act in less developed countries within the concept of sustainable development and to continuously adopt strong measures of social responsibility towards local communities and to undertake various measures in order to lower the rate of unemployment; etc.” (Grzinic, 2008).

The National Board for Competitiveness, as a partner of World Economic forum, on 08.03.2011 has announced the newest results about competitiveness of tourism where Croatia is in 34th place in competition with 139 countries from the world. Last year’s report labelled “After the crisis” put special emphasis on moderately optimistic perspective, but also mentioned numerous obstacles that are expected in tourism industry, which have to be bridged to ensure stronger growth of the sector in the future. The crisis accentuated the need to understand the influence of economic cycles on the industry, the importance of price competitiveness in attracting tourists and the role of tourism in developing so-called “green economies”.

The most competitive tourism countries for the third year in a row are Switzerland, Germany, and France followed by Austria and Sweden. The results clearly show that before-mentioned co-untries have supporting business frameworks and natural resources and invest great efforts in creating surroundings that foster growth of travel and tourism sector, something Croatia has to still work on.

Croatia is a country heavily dependent on tourism as a source of revenue. According to offi-cial statistics from 2010, the accommodation structure is as follows: private accommodation fa-cilities (45%), camping sites (28%), apartments and tourist resorts (7%), hotels (14%), other faci-lities (6%). The biggest increase in accommodation facilities is in hotel industry that grew by 6% from 2007 to 2010. In the first half of 2010, the biggest number in overnights was in hotels (44%), camps (22%), and private accommodation (16%). While hotels do not account for large percenta-ge of capacity (only 14%), almost half (44%) of tourists stay in hotels. Hotels have poor occupancy rate of 45% on average, making such industry uninteresting for investors. The biggest occupancy rates are seen during summer in the prime season, while the offseason produces poor results. There are number of reason why hotels underperform, one of which being out of touch with mo-dern guests. Of the ways how to be in touch with the growing demands is the hotel design. Da-ily cost of hotel visitors is 100 euros per person. A study by Roland Berger where industry mana-gers and professionals discussed the hotel industry clearly states their hopes for recognized in-ternational hotel brands to enter the Croatian market. According to them, increasing the level of quality of all accommodation facilities and adopting categorization criteria to international ho-tel “brands“ is for the betterment of all stakeholders . But why invest in hotels? Sheer numbers, a 40% increase in 5 years (from 2006 to 2011), speak of the growth rate in tourist arrivals. Howe-ver, that did not reflect on the investors of which 79% were interested in buying hotels/ real esta-te in Croatia to 62% in 2011, a 11% decrease from 2006. Of the major challenges in Croatian ho-tel industry, one of the major issues is hotel privatisation (11% of the respondents felt that way).


According to the ministry of tourism in Croatia, the available accommodation had a count of 935 thousand beds in 2011., which is 25 thousands more (a growth of 2.7%) then previous year, with an average capacity of 64.6 days. On average, tourists stayed for 5.3 days. Hotels account for only 14% of all capacity, while camps and private accommodation account for 25% and 48% res-pectively. On the other hand, hotels and aparthotels had the biggest occupancy rates of 169 days (4 more the previous year), and the average stay of 3.6 days. The number of beds in Croatia rose by a rate of 1.3%, and total capacity usage rose by 1%. On average, hotels rose by 2.5% a year, but the capacity usage fell by 1%. 29% of all business units are hotels and aparthotels (636 out of 2,189), which is an increase of 3% from 2010, and an increase of 8.3% from 2008. The number of hostels rose by a rate of 14% from 2008 to 2011. There are 56 hostels with 2.6% market share in business units.

The global economic recession did not affect Croatian tourism. There were 11.5 million arri-vals in 2011, which is 8% more than the previous year, with a total of 60.4 million overnights or 7% more than in 2010. Foreign tourists make up 87% of all tourist traffic. 9.9 million arrivals (an increase of 9% from 2010) who had 54.8 million overnights (an increase of 7.4% when comparing it with 2010.). Domestic tourism increased 2.4% in arrivals and 3.3% in overnights, making it the first increase in tourism traffic from year 2008.

2. Creativity and Business

“Symbols are the instruments which convert raw intelligence into culture. Whether it all hap-pened by a slow dawning consciousness, or through a series of spontaneous mental sparks which ignited a dormant imagination, at some point the mindless became mindful.” (Alan Fletcher1, p.12) In incredibly creative and witty book “The Art of Looking Sideways”, for which Alan Fletcher himself says: „This book attempts to open windows to glimpse views rather then dissect the pictu-res on the wall. To look at things from unlikely angles…“quoted are thought of a scientist, artist, philosopher, and designer on creativity topic of which some are mentioned here (Fletcher, 34):“The unlike is joined together and from differences result the most beautiful harmony.” Heraclitus, philosopher

“ Creativity involves the power to originate, to break away from existing ways of looking at things, to move freely in the realm of imagination..”

Oliver Sacks, physician

“The ways of creativity are infinite: the ways of formal learning are numbered. Restless, curio-us, playful, contriving, the innovative mind feeds on challenge”

Robert Grudin, writer and philosopher

“It is not so hard to be original, what is hard is to be original with continuity.”

Andrés Segovia, musician

1 Alan Fletcher, British graphic designer, cofounder of Pentagram studio


“The prerequisite of originality is the art of forgetting, at the proper moment, what we know. Creativity is the defeat of habit by originality.”

Arthur Koestler, writerWe are adding a female perspective to this sequence:

“Being creative means being different, starting to think from the other side, connect in different way. Creativity can be encouraged but not forced.“

Bettina Von Stamm, writer, lecturer, expert in innovation, founder of Innovation Leadership Forum

What is creativity in terms of business? And how should an entrepreneur or a manager be creative?

“ … one of the hallmarks of a creative person is the ability to tolerate ambiguity, dissonance, inconsistency, things out of place. But one of the rules of a well-run corporation is that surprise be minimized. Yet if this rule were applied to the creative process, nothing worth reading would get written, nothing worth seeing would get painted, nothing worth living with would ever get designed.” Ralph Caplan, communications consultant, writer and former editor-in-chief of I.D. magazine

In this paper we will point out concerns about creativity in a specific area of entrepreneurship: tourism.

Today, design skills are not only used in creating visual identity of a product or a brand, inno-vative new products or in the promotional activities, but are spread to creative thinking and origi-nal design approach, not only related to products and services, but also to business processes and relations in each organisation. Design connects creativity and innovation. It formulates ideas in a way that they become attractive to users and consumers. (Rocco, Hodak, 2008, p. 7)

The truth is, and we know it from our own experience, that the educational system does not help us to be creative. Even from our childhood we are learned to fit to some standards. Most of teachers will not support original expression of a child with rich imagination. That is the rea-son why children at the age of three still produce original drawings, but at the age of six most of them become similar: sun, clouds, trees, houses, animals, people... same symbols, same colours.

Lately, great deal of effort is invested in changing educational methods developing creative techniques. However, in practice, lot of professors still require learning (nowadays easily accessi-ble) information by heart. It is no wonder that managers rarely, after years of systematically igno-ring creative thinking, find themselves in a situation where they are expected to be creative and the business and innovation of ideas.

The research undertaken in Croatian business educational institutions (marketing and ma-nagement business schools or faculty departments) by interviewing heads of higher educatio-nal institutions during 2007 presented the range and manners of teaching design for business. The concept of teaching design and design skills can be defined as: idea creation; brainstorming and creative techniques; using design to develop a brand; the role of design in new product deve-lopment or design management of the company. (Rocco, Hodak, 2008, p. 2)


Results showed that most of such design skills were not enough thought and also that there were not enough teachers to teach design subjects. The first question was related to the partici-pation of design and design management in the school programme, either as an individual subject or in the scope of another subject. The results indicate that the majority (63%) of schools inclu-de design and design management in other subjects, while in only 17% it is thought as an inde-pendent subject. One of the questions was to state which design fields should be included in the-ir programme in future. From a range of offered answers, most of examinees, 61% would include the two fields: Creative thinking and innovation as well as Design as the element of differentiation.

Innovation, creativity and design are surely amongst the most frequently used – and abused – words in business today, not least because excelling in these areas is widely acknowledged to be associated with business success. But while most managers agree that innovation and creativity are essential to assuring long-term success, many struggle with realizing it in their businesses and translating it into everyday reality. (Von Stamm, p. 1)

How to create positive atmosphere to encourage creativity and innovation?When BusinessWeek’s journalist in 2004. asked Steve Jobs what was the way Apple systemi-

zes innovation, the answer followed: “Our system is that there is no system. It does not mean the-re isno process. Apple is very disciplined company and we developed great processes. But that is not the essence.” (Gallo, str.139)

When talking about tourism in Croatia, the development started in mid 20th century. It was not until the mid-1960s that tourist development really began to boom, in the wake of the 1964–65 socio-economic reforms promoted by Tito and his leading political advisers... Croatia, with its more than 6,000 kilometres of picturesque coastline, was ideally suited for the nascent “in-dustry of tourism” and the ideological imperatives of “leisure” and “free time”. Gradual extensi-on of the Adriatic motorway (Jadranska magistrala), construction of which had begun in the mid-1950’s, increased the accessibility and popularity of the Croatian/Yugoslav coast and drove the development of mass-tourism. It triggered an accelerated wave of construction, and gave rise to numerous large-scale hotel complexes, generally characterized by high standards and high-qua-lity architecture. And yet here, more keenly than in any other sphere of economic development, it was quickly realized also, that the success of tourism relied directly on the preservation of spatial and environmental qualities. The institutionalized practices of urban planning and environmental preservation were therefore developed at this early stage. (Mrduljaš, p.2)

Hence, during socialism, urban plans were made and top Croatia (and Yugoslav) architects de-signed hotels and hotel complexes taking into account the landscape and cultural heritage. When Croatia became independent, some institutions ceased to function or lost their power (urbani-sm institute of Republic of Croatia got privatised), and government did not create a firm legal fra-mework so that local communities could inflict standards for new buildings. Unfortunately, it led to quality tourist complexes devastation, them being not cared for or simply unprofessional re-construction. On the other hand, the tourist sector was first to recover after the civil war by be-coming the leading driver of Croatian economy. Private initiative is becoming more important in tourism. However, if one was to take the brochures from National association of small and me-dium family hotels, one could see the mediocrity in architecture, uninventiveness and frequent kitsch.


A high quality offer of small boutique and design hotels is practically non-existent in Cro-atia which is closely followed by thematic hotels which would be inspired by Croatia’s cultural he-ritage. In other words, there is a small number of hotels and agro-tourist facilities that are speci-al, different, noticeable and recognizable, that tell their own story. (Rocco, Hodak, 2011, p. 8) 3. 3.

3. Methodology

Therefore the primary research has been conducted in the small and medium hotel sector in Croatia to examine the decision making process concerning the hotel design identity and the sta-te of creative thinking of tourist managers. The research consisted of a survey by questionnaire. The first stage was conducted during 2009 and 2010 and then supplemented during 2011. It invol-ved small and medium-sized hotels and family-run estates (agro-tourism) in Croatia. The focal po-int of this research was the way in which crucial elements of tourism products affect quality, origi-nality and competitiveness, in terms of choosing the name, designing the trademark, the logo and the website, choosing an architectural style and designing the exterior and interior of the facility.

A questionnaire consisting of 12 basic questions with multiple choice answers referring to the start of an entrepreneurial project in tourism, with emphasis on the features listed above. An additional form also had to be filled out. It contained statistical data referring to the respondent – age, occupation, qualifications and the function of the person in the accommodation facility – and data referring to the facility – its location (starting from the county and ending with the size of the place/village/city where the respondent could choose a location that is not an inhabited area) its type and capacity.

The respondents and tourist facilities were chosen from an Association of Family and Small Hotels in Croatia 2009 brochure containing data on 106 small and medium-sized family-run ho-tels. This list was extended by the Association’s associated members as well as other sources from the Internet, primarily connected to agro-tourism businesses.

The upper limit regarding the size, specifically the capacity, of the facility was 50 rooms or apartments. During the first year the questionnaire was sent by e-mail to 70 chosen address and a total of 19 filled out questionnaires were returned. In the introduction of the e-mail message it was highlighted that the questionnaire would be used for research purposes and that the results would be statistically processed, while any personal information as well as the names of the faci-lities included in the survey would not be mentioned (guaranteed anonymity).

Since the response in the first round of the research was relatively small, during the summer of 2010 a number of individual interviews with owners/managers of small hotels were conducted on the field. In the fall of 2010 e-mail messages were again sent to all those who did not respond in the first round as well as to other available addresses. In this second round, however, before sending the questionnaire via e-mail, almost all of the respondents who were available (some te-lephone and mobile phone numbers were out of service) were contacted by telephone and the purpose of the research as well as the significance of the results was explained to them.


The initial instruction in the questionnaire said that it should be filled out by the initiator of the business, that is the entrepreneur, owner or manager of the hotel if (s)he is familiar with the data pertaining to the establishment and design of the tourist project the questionnaire is covering. This fact most certainly could be the reason of the small number of responses because the questi-onnaire required input from the owners themselves who are often unavailable or unwilling to re-veal data about their entrepreneurial project. The reception clerks who usually check the electro-nic mail were not informed enough to answer the question so they forwarded it to the owners or managers. After the second stage, 34 filled-out questionnaires were collected and statistically processed. However, the research is continued during 2011 by conducting individual interviews in order to ensure a more uniform representation of Croatian regions.

Finally, 47 filled-out questionnaires serve as relevant indicators for the analysis of the situati-on in the segment of creativity and design quality of tourism products of Croatian small and me-dium tourism entrepreneurship.

4. Results

We will present only a few most important results concerning name, logo design and interi-or design.

Graph 1: The origin of property name

Source: S. Rocco/M. Hodak 2010-11 research results


Results to the question: “How was the name of your tourist facility coined?” are as follows. With over 60% of the respondents the name of the facility was a personal idea, while 34% coined the name by consulting family and friends and only 2,13% asked the agency to create the name. It would not be a problem if names were creative and original but most of them are not. It makes them totally unrecognizable.

Graph 2: Logo design



The next question read: “How was your logo/sign created/designed?” Of course everybody can be a designer. That is why hotel logos are predictable, unoriginal and badly designed. Most of them are just written with some common typography, without any sign or symbol. Therefore, it is not surprising that 40% of managers personally designed their logo and only 27% engaged a desi-gner/design studio while the other logos were done with a little help of friends or family (23.4%).

Graph 3: Architectual design style


And at the end, to the question read: “How was the project envisioned, namely how was the architectural style and design of the facility as much as 52% of the respondents said that it was their ‘personal idea without professional help’, while only 8,33% entrusted the choice of the facility’s architectural style to professional architects.

5. Conclusion

The results of the research show that most of the small family-owned hotels in Croatia do not use professional designers, are not adequately recognizable and do not reflect the uniqueness of Croatian tradition and cultural heritage. They also prove that there is no legal framework, educa-tion system or instruments to stimulate and support creative and original concepts of small family hotels. To finish in a positive tone, we will show one of the rare positive examples from Croatian practice of small and medium hotels. It is about hostel Goli+Bosi in Split.


The creativity is first recognized in the actual name of the hostel (eng. Naked and barefoot), and furthermore intrigues and wittily communicates with customers and the name of the resta-urant De Belly (word game. “debeli” in Croatian means “fat”). The food on the menu has similar funny names. The game continues by tagging all the hostel: visual communication - textual me-ssages and direction lines - marked in black on yellow floors, and the room names connected with years of different events that tell a story of life in the city of Split. All the messages are translated to English in slang (according to Dalmatian). Hostel is situated in the city centre, in old secession palace, a former shopping centre. In only a hundred days, the building was transformed from an old empty building to the most original hostel on the Adriatic, by architects of Studio UP, designer Damir Gamulin and copywriter Sebastijan Vukušić. An original mix of traditional and modern was created by keeping the elements of a shopping centre, like elevators and stairwells, functional space organization, simple materials and colour. Multi bedrooms are projected as Japanese cap-sule rooms, and other rooms that offer more intimacy come with a price increase. All public spa-ces are warm and attractive due to yellow walls, ceilings and floors, while signs are implemented directly on the wall and floor areas with black colour, getting the effect of strong graphism. Ho-stel was opened in 2010, and besides young “backpackers”, its originality is recognized by other tourist segments like business people and families.

Image 1: Hotel Goli+Bosi exterior, Split, Croatia

Source: www.gollybossy.com


Image 2: Hotel Goli+Bosi interior, Split, Croatia

Source: www.gollybossy.com


Literature

• Fletcher, Alan: The Art of Looking Sideways, Phaidon, 2001.

• Gallo, Carmine: Steve Jobs – tajne njegovih inovacija, Školska knjiga, 2011.

• Grzinic, J. (2008). Trends in Croatian Hotel Industry. Management and Marketing Journal, 6, 122-128.

• Hodak, M., Rocco S.: Innovation as the basis for strategic development of small entre-preneurship, INTERNATIONAL INNOVATION CONFERENCE FOR CO-OPERATION DEVE-LOPMENT (InCoDe), Faculty of Business and Economics at University of Pécs, 2008., ISBN 978-963-642-248-6, p.219-226

• Mrduljaš, Maroje: Building the Affordable Arcadia, Tourism Development under Socialism on the Croatian Adriatic Coast. Nacionalno vijeće za konkurentnost: 55 preporuka za konkurentnost Hrvatske, 2004.

• Rocco, S., Hodak, M.: „Design of the Hotel Tourism Product - Small and Medium Entrepre-neurship Research, 22th CROMAR Congress „Marketing Challenges in New Economy“, Juraj Dobrila University of Pula, Department of Economics and Tourism, „Dr. Mijo Mirko-vić“ Pula, October, 2011., ISBN: 978-953-7498-45-o (SJDPU), p. 93-95

• Rocco S., Hodak, M.: Design of the Hotel Tourism Product in Croatia - Research in the SME Sector, Cromar Congress, Pula, 2011.

• Rocco, S., Hodak, M.: Innovation as the Basis for Strategic Development of Small Entrepre-neurship, InCoDe International Conference, Pecz, 2009.

• Rocco, S., Hodak, M.: Teaching Design and Design Skills in Business Educational Institutions in the Republic of Croatia, IMC – the 2nd International Scientific Conference “Marketing Theory Challenges in Transitional Societies“, Faculty of Economics and Business, Univer-sity of Zagreb, 2008.

• Rocco, S., Hodak M. : Teaching Design and Design Skills in Business Educational Institutions in the Republic of Croatia, IMC The 2nd International Scientific Conference „MARKETING THEORY CHALLANGES IN TRANSITIONAL SOCIETIES“, University of Zagreb Faculty of Eco-nomics & Business, Zagreb, 2008., ISBN 13: 978-953-6025-26-8 , p. 269-277

• Roland Berger Strategy Consultants (2007). Croatian tourism- reality and perspectives. Za-greb

• TOMAS Ljeto 2010. Stavovi i potrošnja turista u Hrvatskoj. Institut za turizam (2010)

• Von Stamm, Bettina: Managing Innovation, Design and Creativity, Wiley and Sons, 2008


UČINAK CJELOŽIVOTNOG UČENJA NA ODRŽIVI RAZVOJ TURISTIČKE DESTINACIJE

Marina Gregorić, dr. sc., Visoka škola za ekonomiju, poduzetništvo i upravljanje „Nikola Šubić Zrinski“,Selska cesta 119, 10000 Zagreb, Republika Hrvatska, [email protected], [email protected], +3851/ 3010-618

Sažetak:Cjeloživotno učenje je ključni elemenat za razumijevanje osnovnih ekonomskih procesa među industrijskim sektorima. Turizam je tercijarna djelatnost od vitalne važnosti za zemlje koje imaju za cilj diverzificirati svoju ekonomsku aktivnost i ostvariti dodatan prihod od tako-zvanog nevidljivog izvoza. Cilj ovog rada je utvrditi važnost održivog razvoja turističke desti-nacije, njenu definiciju, pretpostavke kao i potrebu za kontinuiranim unapređenjima, razu-mijevanjem, prednostima i pozitivnim učincima koje destinacije mogu imati ukoliko se cjelo-životno učenje i njegovi principi usvoje i uvedu u obrazovni sustav od samog početka obra-zovanja. Rad poziva na interakciju i suradnju teorije i prakse, socijalnog i ekonomskog okru-ženja, teoretičara i praktičara, lokalne i nacionalne zajednice te kulturne i ekološke aspek-te da se okupe i stvore svijest i omoguće kontinuirano obrazovanje o održivom razvoju turi-stičke destinacije. Rad također objašnjava važnost drugih sektora u ekonomskom okruženju i njihovu aktivnu ulogu u dodanoj vrijednosti po pitanju održivog razvoja. Proces cjeloživot-nog učenja i učenja za poduzetništvo treba postati aktivan od ranog obrazovanja mladih na-raštaja i svi vitalni sudionici trebaju sudjelovati u stvaranju svijesti prema ovakvom pristu-pu koji ne opravdava nijednog pojedinca, korporativni ni državni sektor, da bude ključni ele-ment cjelokupnog procesa dugoročnog održivog razvoja turističke destinacije.

Ključne riječi: Cjeloživotno učenje, održivi razvoj turizma, okoliš, okruženje, turistička destinacija

1. Koncept održivog razvoja

Koncept održivog razvoja prvi se put ozbiljnije spominje 1987. u izvještaju objavljenom od Svjetske komisije za okoliš i razvoj (World Commission on Environment and development) koji defi-nira održivi razvoj kao „razvoj koji omogućuje zadovoljenja potreba sadašnjosti bez da kompromiti-ra mogućnost zadovoljenja potreba budućih generacija“, na engleskom „Development that meets the needs of the present without compromising the ability to future generations to meet the-ir own needs“. (http://www.tanzaniagateway.org/docs/Sustainable_tourism_development_%20principles_for_planning_management.pdf, str. 3, sačuvano: 15.07.2013.)

156 Marina Gregorić

Načela kojih se treba pridržavati su sljedeća:

1. Ekonomska održivost

• Zadržati profesionalnost kratkoročno i dugoročno• Formirati partnerstva kroz cijeli sustav nabave i ponude (supply chain) od najmanjih lokal-

nih poslova do multinacionalnih organizacija• Upotreba internacionalnih provjerenih i odobrenih smjernica za trening i certifikaciju• Promidžba etičkog ekološki osviještenog ponašanja• Dio ostvarenih prihoda ulagati u trening, etički marketing i razvoj proizvoda• Ponuditi financijske poticaje za projekte koji podupiru principe održivog razvoja

2. Ekološka održivost

• Razvoj koji je u skladu s održavanjem osnovnih ekoloških procesa, bioloških različitosti i bioloških resursa

• Na svim nivoima turističkog sektora treba razviti pravila ponašanja u praksi• Izrada smjernica za operativno djelovanje, ocjenu utjecaja na okoliš kao i promatranje i

praćenje kumulativnih utjecaja i posljedica turizma na eko sistem• Formulacija nacionalnih, regionalnih i lokalnih turističkih politika i razvoj strategija koje su

konzistentne i u skladu s općim smjernicama održivog razvoja• Institucionalizacija osnovnih ekoloških studija koje istražuju posljedice turizma na okoliš• Osigurati da se dizajn, planiranje, razvoj i operativnost usluga uskladi s principima održi-

vosti• Osigurati turizam u zaštićenim područjima (nacionalni parkovi i sl.)• Provođenje istraživanja o posljedicama razvoja turizma na okoliš• Identifikacija prihvatljivog ponašanja turista• Promidžba odgovornog turističkog ponašanja

3. Kulturna održivost

• Povećanje ljudske svijesti i kontrola njihovog ponašanja i načina življenja u skladu s kultu-rom i vrijednostima određene zajednice

• Turizam treba biti iniciran od strane šire društvene zajednice u cilju promidžbe lokalnih vrijednosti i tradicije

• Edukacija i trening treba osigurati unapređenje i pravilno upravljanje i zaštitu kulturne ba-štine i prirodnih bogatstava

• Očuvanje kulturnih različitosti• Poštivanje zemlje i vlasništva imovine lokalnih tradicionalnih stanovnika• Garancija poštivanja i očuvanja prirodnih, kulturnih, povijesnih i iskonskih vrijednosti te

tradicije i znanja lokalne zajednice• Zajednička suradnja između lokalnih vlasti i lokalnog stanovništva u cilju zaštite kulturne

baštine, potpora i jačanje očuvanja lokalnih vrijednosti• Edukacija turista o prihvatljivom ponašanju po pitanju korištenja kulturnih resursa i njiho-

vog očuvanja

• Edukacija turističkog sektora o prihvatljivom ponašanju


4. Lokalna održivost

• Zajednica treba zadržati kontrolu nad turističkim razvojem• Turizam treba omogućiti kvalitetno zapošljavanje lokalnog stanovništva• Poticanje otvaranja manjih i većih poslova kroz poticaj poduzetništvu kako bi se minimali-

zirali negativni efekti na lokalnu zajednicu• Osigurati jednaku distribuciju financijskih povlastica kroz cijeli ponudbeni lanac• Omogućiti financijsku potporu lokalnom poduzetništvu kako bi se mogli baviti turizmom• Unaprijediti razvoj ljudskih potencijala i njihov kapacitet

Prema smjernicama koje su definirali Ujedinjeni narodi, održivi razvoj se može definirati kao cilj bilo koje ekonomske aktivnosti koji štiti dobrobit ljudi bez ugrožavanja ili kompromitiranja op-stanka prirodnih vrsta i zajednica i njihovih odnosa u zajedničkom okolišu. (UNEP, Principles for Su-stainable Tourism Development).

Drugim riječima, održivi razvoj podrazumijeva korištenje prirodnih resursa u cilju ostvarenja ljudskih potreba na način da se održi ravnoteža u prirodi i time sačuva priroda i prirodni resursi za sljedeće generacije. Ovakvom pristupu je dugoročni zadatak očuvati prirodu i prirodnu zajednicu s ciljem omogućavanja opstanka budućih generacija.

I ostali autori naglašavaju potrebu za provođenjem smjernica održivog razvoja turizma u de-stinaciji i potrebu da se razvoj turizma odvija u skladu s načelima održivog razvoja koji se temelji na sljedećim načelima:

• Ekološkim– razvoj turizma u destinaciji treba biti u skladu s poštivanjem ključnih ekoloških procesa, bioloških resursa i raznolikosti

• Sociokulturnim– razvoj turizma u skladu s tradicionalnim kulturnim vrijednostima lokalnih i nacionalnih zajednica kako bi se zadržavo njihov identitet

• Ekonomskim– razvoj turizma u skladu s ekonomskom efikasnošću racionanim upravlja-njem turističkim potencijalima

• Tehnološkim– primjena suvremenih tehnologija u turizmu koje ne ugrožavaju okoliš. (Berc, Radišić, B., 2009.)

U skladu s UNEP (United Nations Environment Program) kompatibilnost turizma s okolišem i zaštitom okoliša ogleda se kroz 3 nivoa pristupa zaštiti okoliša:

1. Ekološki pristup koji ima za cilj:

• Dugoročan razvoj turizma koji neće uništiti resurse jer bilo kakvo oštećenje prirode utječe na smanjenje turističke atraktivnosti

• Politiku odlučivanja temeljenu na konceptu održivog razvoja • Solidarnost prema prirodi i ljudima naglašavajući i pomažući ljudima održati prirodu u skla-

du s njenim zakonima, a da se pri tome osigura budućnost sljedećim generacijama.


2. Sociokulturni pristup koji treba omogućiti:

• Utjecaj na razvoj socijalne strukture koja neće biti oštećena ulaganjima koja uključuju otrovne otpade da bi se povećao prihod po glavi stanovnika, već proizvodnja prilagođena očuvnju okoliša

• Poticanje razvoja lokalnog identiteta destinacije• Naglašavanje vrijednosti jedinstvene tradicije i kulture kao i folklora destinacije kojem neće

biti lako konkurirati s obzirom na specifičnost kulture određenog prostora

3. Ekonomski pristup koji teži ostvarenju:

• Harmoničnog pristupa zaštite okoliša u kojem često konfliktni interesi lokalne ili eksterne zajednice traže profit na temelju kratkoročnih ciljeva

• Implementacija racionalnih kriterija da se zaštiti i naglasi vrijednost prirode kao zajedničkog resursa

• Potreba da se zadovollje načela etike održivog razvoja koja ne podrazumijeva mirovanje, već razvoj kapaciteta destinacije, ali u okvirima njezine nosive mogućnosti prihvata turista (carrying capacity)

WTTC - World Travel and Tourism Council (Cooper, C., 1998.) je donio upute i načela kojih se treba pridržavati destinacija kako bi osigurala održivi razvoj, a oni se temelje na koncepciji dugoročne orijentacije prema turizmu i dugoročnoj ponudi turističkog proizvoda destinacije kako bi se osigurala potrošnja turističkog proizvoda na način koji će osigurati i potrošnju u budućnosti, odnosno, koji neće ugroziti ponudu destinacije u budućnosti.

Upute i načela koje propisuje WTTC su slijedeća:

• Turizam i putovanja moraju osigurati i pomoći ljudima da vode zdrav i produktivan život u skladu s prirodom.

• Turizam i putovanja moraju doprinjeti konzervaciji i zaštiti te restoraciji (održavanju i reno-viranju) zemljinog eko sistema.

• Turizam i putovanja moraju se temeljiti na održivosti proizvodnje i potrošnje.• Države i narodi moraju međusobno surađivati te promovirati otvoren ekonomski sustav u

kojem međunarodna razmjena i turizam djeluju na temelju održivosti.• Turizam i putovanja, mir, razvoj i zaštita okoliša su međuzavisni.• Zaštita okoliša treba biti konstitutivan i integralni element svih procesa turističkog razvoja.• Razvoj turizma mora se temeljiti na participaciji i brizi svih građana, kao što i sve odluke o

planiranju turizma moraju biti usvojene i na lokalnom nivou.• Države i narodi moraju jedni druge upozoravati na mogućnosti prirodnih katastrofa koje

mogu utjecati ili ugroziti turiste i turistička područja i destinacije.• Turistički razvoj mora prepoznati i poticati identitet, kulturu i interese izvornog stanovištva,

starosjedioca destinacije.• Turizam treba iskoristiti svoje kapacitete kako bi se zaposlio maksimalan broj žena i staro-

sjedioca, izvornog stanovništva.• Turistička i putnička industrija moraju poštivati međunarodna pravila i zakone o zaštiti oko-

liša.


Osnovna ideja o održivosti destinacije leži u konceptu o prihvatnom kapacitetu destinacije. Jednostavno rečeno, prihvatni kapacitetet destinacije, mjesta ili predjela odnosi se na njihovu mogućnost apsorpcije upotrebe turizma bez uništavanja prirodnih i ostalih resursa. Ovdje se radi o odnosu između turista i turističkih resursa.

Prihvatni kapacitet destinacije može se definirati kao maksimalan broj turista, posjetioca ili lju-di, koje turistička atrakcija ili destinacija može podnijeti, a da se pritom ne unište njeni resursi te ne opadne kvaliteta iskustva koje posjetitelji pritom stječu. Teoretski to zvuči vrlo jednostavno, ali je vrlo teško izvedivo u praksi, jer je to uglavnom odluka menadžera, pa se stoga ne može strik-tno definirati. Menadžement destinacije odlučuje o tome što je prihvatljivo kao i kada je došlo do pada kvalitete iskustva koje posjetitelji i turisti stječu.

Postoji nekoliko tipova kapaciteta nosivosti destinacije, a možemo ih svrstati u sljedeće skupine:

• Fizičke• Psihološke• Biološke i • Socijalne

Fizičke se uglavnom odnose na broj pogodnih jedinica zemljišta na kojima će se graditi ili već postoje turistički objekti, kao i definitivan kapacitet objekata (broj kreveta u objektu, broj soba, broj stolova i stolica u restoranu, broj parkirališnih mjesta i dr.)

Psihološke se odnose na toleranciju turista i posjetitelja na gužve, buku i nivo iskustva koje po-sjetitelji očekuju, a njih je vrlo teško predvidjeti, jer ovise o samim potrošačima. Budući da su po-trošači različiti, različita im je i tolerancija na psihološke elemente. Turistički menadžment i plani-ranje ne može previše utjecati na psihološke elemente, iako ih može reducirati primjerom uređe-nja okoliša i tzv. landscaping-a, da bi se dalo dovoljno prostora i onim potrošačima koji vole biti u mnoštvu kao i onima koji preferiraju individualizam.

Biološka skupina kapaciteta nosivosti destinacije određena je biološkom komponentom koja ili omogućava ili onemogućava daljnji razvoj i održivost flore i faune. Primjer izletišta, ribolova, lova, uništavanja travnatih i cvjetnih površina, parkova, mora, rijeka, jezera, ribnjaka, šuma itd. te njihove upotrebe, tretmana od strane turista i posjetitelja te njihove zaštite.

Socijalna komponenta kapaciteta nosivosti destinacije čine međuljudski odnose te odnose tu-rista i posjetitelja prema lokalnom stanovništvu i stupanj prihvatljivosti razvoja turizma, kao i bro-ja turista i posjetitelja, kojim se neće ugroziti lokalna populacija.

Strateško (dugoročno) planiranje u osnovi se temelji na tendenciji zamjene pristupa kratkoroč-nog planiranja s pristupom i orijentaciji prema dugoročnom planiranju u pogledu ostvarenja tu-rizma i turističke djelatnosti u destinaciji. Više nije prihvatljivo da se turističkom razvoju destinaci-je pristupi samo kratkoročno te da se nakon toga prelazi na druga područja, a destinacija se traj-no uništi (primjer nekih obalnih područja Španjolske).


Pravila i smjernice koje omogućuju održivi razvoj destinacije primjenjiva su za sve vrste turiz-ma jer se opstanak destinacije temelji na opstanku osnovnih elemenata koji tvore destinaciju, a iste segmente koje destinacija nudi koriste turisti koji u nju dolaze radi odmora i razonode kao i poslovni turisti. Stoga se svi elementi održivog razvoja destinacije koji se primjenjuju na turizam općenito mogu primjeniti i na održivi razvoj poslovnog turizma.

Sve je više ljudi koji podupiru prinicpe održivog razvoja što je od izuzetne važnosti, posebi-ce zbog sljedećih razloga:

• Apsolutno gledano turistički resursi su limitirani i nužno su izloženi pritisku eksploatacije što je pojačano procesima modernizacije i kontinuiranog ekonomskog razvoja

• Činjenica da sve veći broj ljudi putuje znači i povećanu upotrebu resursa koji su limitirani• Broj turista koji putuju prvi put, a koji tek moraju naučiti prihvatljivo ponašanje u korist

održivog razvoja je također u porastu• Potrošači/konzumenti postaju sve više sofisticirani i posvećuju veću pažnju etičkim pitan-

jima kad je u pitanju odabir turističkog proizvoda• Eko turizam i kulturni turizam predstavljaju manji trošak razvoja proizvoda te postaju do-

datna mogućnost razvoja turizma u destinaciji• Ekološke i kulturne vrijednosti su svojevrsni unikati destinacije ili regije koje im daju tržišne

prednosti.

Unatoč razvijenim smjernicama i nastojanjima međunarodne zajednice i lokalnih zajednica za očuvanjem kulturnih i prirodnih resursa te održivim razvojem u cijelosti, postoji niz poteško-ća koje onemogućuju održivi razvoj ili otežavaju provođenje gore navedenih principa, kao što se mogu podijeliti na ekonomske, strukturalne, turističke i socijalne. (Ascott T. G., La Trobe H.L. i Howard S.H, 1998.)

Pod ekonomskim poteškoćama se podrazumijevaju:

• Ekonomski rast i poboljšanje standarda stanovništva, kreacija poslova i zapošljavanje imaju veći prioritet u zemljama nego što je potreba za konzervacijom prirodnih i kulturnih resursa i vrijednosti

• Turizam, naročito masovni, ima za cilj povećanje platne bilance i izvoza te stranih ulaganja• Privlačenje stranog kapitala za velike investicije u turističku infrastrukturu obično nema

podlogu u potrebnom dugoročnom održavanju resursa

Pod strukturalnim poteškoćama podrazumijevamo:

• Manjak snažne nacionalne regulative o održivom razvoju u okviru koje bi se nadzirao razvoj turizma

• Slaba institucionalna razvijenost s nedostatnim mehanizmima kontrole• Nemogućnost planiranja velikog broja dolazaka turista u udaljena područja te posljedice

na potrošnju resursa, električne energije i vodoopskrbe


• Unatoč tome što pojedine destinacije nemaju uvjete za održivi razvoj ipak se odlučuju za bavljenje turizmom jer je turizam za neke jedina ili jedna od vitalnijih ekonomskih grana

Turizam kao ekonomska aktivnost, sam po sebi nosi određene poteškoće koje otežavaju odr-živi razvoj, a manifestiraju se na sljedeći način:

• Okoliš, prirodni resursi i bogatstva te lokalna kultura predstavljaju najbrži, najlakši i najjefti-niji način da se razviju turističke atrakcije koje se eksploatiraju u ekonomske svrhe

• Nedostatak razumijevanja o tome što turizam je i kako bi ga trebalo razvijati• Nedostatak odgovornosti turističkih poduzeća i sudionika prema zaštiti okoliša i održivom

razvoju

Socijalna komponenta i lokalne zajednice također nose niz otežavajućih okolnosti za održivi ra-zvoj turizma, posebice radi:

• Destinacije i lokalne zajednice bave se turizmom radi ostvarenja profita, a često ne znaju dovoljno o turističkom sektoru i struci te im nedostaju znanja o potrebi održivog razvoja, zaštiti okoliša i sl.

• Turizam može biti nametnut lokalnoj zajednici od strane utjecajnih interesnih grupa, držav-nih vlasti ili lokalnih vođa bez sustavnog plana razvoja i održivosti.

Vodstvo destinacije, lokalne i nacionalne vlasti kao i svi sudionici u turističkoj djelatnosti duž-ni su se uskladiti s međunarodnim normama i standardima za očuvanje prirode i njenih resursa te poštivati prinicpe održivog razvoja na svim nivoima i u svim segmentima kako bi očuvale destina-cije i razvijale turizam u skladu s prirodnim i drugim vrijednostima na dugi rok. Zato je nužno da se svi sudionici međusobno nadopunjuju, da postoji sustav edukacije, suradnja s akademicima i stručnjacima iz prakse kao i istraživanja i primjena rezultata istih.

2. Utjecaj turizma na okoliš

Turizam utječe na okoliš na pozitivan, ali i na negativana način. S gledišta održivog razvoja bit-no je voditi računa o negativnim aspektima razvoja turizma za okoliš destinacije. Utjecaj turizma na okoliš očituje se u nekoliko segmenata koji su već detaljno prikazani (socio-demografske poja-ve, tehnološki procesi, ekonomske pojave, prirodni i čovjekov okoliš i politička događanja). Zbog velikog broja turista i njihovog boravka na određenim destinacijama na ograničenom području, došlo je do poremećaja u okolišu kao i promjene destinacija, a sve je rezultat nekontroliranog ra-zvoja, izgradnje i korištenja prirodnih resursa. (Mrnjavac, E., 2006.)

Temeljni utjecaji turizma na destinaciju mogu se prikazati na sljedeći način: (Mrnjavac, 2009.)


Pozitivni: • Ekonomski (potrošnja, zapošljavanje, ulaganje u infrastrukturu)• Socijalni (upoznavanje različitih kultura, poticaj lokalnim uslugama)• Ekološki (obnavljanje urbanih područja, zaštita starih zgrada, zaštita okoliša radi turista)

Negativni:• Ekonomski (nedostatak prihoda od lokalne ekonomije)• Socijalni (smetnja tradicionalnom načinu života)• Ekološki (zagađenje zraka, vode, buka, erozija tla, štete na povijesnim zgradama)

3. Učinak cjeloživotnog učenja na održivi razvoj turističke destinacije

Učenje o poduzetništvu i učenje o održivom razvoju destinacije trebali bi ići ruku pod ruku s osnovnim obrazovanjem te se nastaviti tijekom srednjoškolskog obrazovanja. Predmeti bi trebali obuhvaćati osnovne ideje koje proizlaze iz osnovnih definicija održivog razvoja kako bi mladi nara-štaji već od samog početka obrazovanja postali svjesni da je mjesto u kojem stanuju, žive ili bora-ve, turistička destinacija koju treba svakodnevnim ponašanjem, brigom i pažnjom očuvati za nove i nadolazeće generacije.

Kako se u našem obrazovnom sustavu održivi razvoj destinacije uči i izučava pretežito na fakul-tetima i srednjim školama i to isključivo onima koji se bave turizmom i hotelijerstvom, ali ne u ne-koj značajnijoj mjeri, bilo bi od velike koristi za društvo u cjelini da se u sustav obrazovanja uvede svijest o potrebi očuvanja okoliša s aspekta očuvanja turističke destinacije.

Za Hrvatsku turističku destinaciju ovakva bi inicijativa i praksa dovela do višestrukih koristi, a pomogla bi i sigurnijem uključivanju mladih u turistički sektor, bilo da se radi o direktnom radu u turističkoj djelatnosti ili da se radi o odnosu prema destinaciji i njenim resursima, očuvanju desti-nacije, očuvanju okolišta i brizi za sve aspekte održivog razvoja.

Potreba da se u ovakvu inicijativu i ostvarenje jednog ovakvog koncepta uključe svi sudionici turističke destinacije logična je i razumljiva. Lokalna i nacionalna razina, praktičari i teoretičari tu-rizma i održivog razvoja, udruge, obrazovne institucije, roditelji, pojedinci, privatni i javni sektor trebali bi sinkronizirano djelovati i omogućiti formalno pravne te socijalno-ekonomske okvire da se ovakav pristup obrazovanja mladih uvede već od osnovnih škola.

Obrazovanje o održivom razvoju turističke destinacije je moguće provesti u okviru redovitih predmeta u osnovnim i srednjim školama, ali i putem izbornih predmeta, zatim radionica, formal-nim i neformalnim načinima, a smisao i svrha je da se na jednostavan i praktično primjenjiv na-čin definicija održivog razvoja, njegova ekonomska, ekološka, kulturna i lokalna održivost objasni mladim naraštajima i da ona postane dio općeg obrazovanja i opće kulture naših stanovnika te budućih naraštaja. Na taj način imali bismo kompletnu naciju svjesnu ciljeva održivog razvoja, ali i osposobljenu za očuvanje turističke destinacije i svih njenih obilježja za buduće generacije. Turi-zam bi tako postao sastavni dio prakse i života svakog stanovnika destinacije, a održivi razvoj kroz sve svoje prethodno opisane komponente bio bi primjenjen u svakodnevnom načinu života i raz-mišljanja svih generacija, a svijest o potrebi očuvanja destinacije sa svih aspekata bila bi prisutna od samog početka obrazovanja učenika svih uzrasta.


THE IMPACT OF LONG-LIFE LEARNING ON THE SUSTAINABLE DEVELOPMENT OF TOURISM

DESTINATION

Abstract: Long life learning is a key element for understanding major economic process amongst in-dustry sectors. Tourism is a sector of vital importance for countries aiming to diversify eco-nomic activity and gain additional income from export - invisible export. Objective of this paper is to determine the importance of Sustainable Tourism Development in Tourism Des-tination, its definition, requirements and need for continuous improvements, understand-ing of benefits and positive consequences destinations may have if the long life learning principals were adopted in the education system from the early childhood. The paper calls for interaction and cooperation between theories and practices, social and economic en-vironment, practitioners and theorists, local and national community, cultural and ecolog-ic aspects to be broth together and form the awareness and continuous education about the Sustainable Development of Tourism Destination. The paper explains the importance of other sectors in economic environment and their active role in adding value to Sustainable Tourism Development. Long life learning process as well as learning for entrepreneurship should be active and vital players in the creation of awareness of such an approach which gives no excuse to any individual, corporate or governmental sector to be key element of the whole process and long term sustainable tourism developer.

Keywords: Long life learning, Sustainable Tourism Development, Environment, Tourism Destination


Literatura:

• Alfier, D. (1994). Turizam – izbor radova, Institut za turizam, Fond za stipendiranje mladih za zaštitu prirode i turizma i Masmedia, Zagreb.

• Andrić, N. (1980). Turizam i regionalni razvoj, Informator, Zagreb.

• Ascott T. G., La Trobe H.L., Howard S.H, (1998.) An Evoution of Deep Ecotourism and Shallow Ecotourism, Journal of Sustainable Tourism

• Berc Radišić, B. (2009). Marketing turističkog proizvoda destinacije, Fakultet za menad-žment u turizmu i ugostiteljstvu Opatija.

• Berc Radišić, B. (2004). Marketing u hotelijerstvu, drugo izmijenjeno i dopunjeno izdanje, Fakultet za menadžment u turizmu i ugostiteljstvu Opatija.

• Blažević, I. (1994). Turistička geografija Hrvatske, Fakultet za menadžment u turizmu i ugo-stiteljstvu Opatija.

• Boniface, B., Cooper, C. (2001). Worldwide Destinations: the geography of travel and tou-rism, Butterworth-Heinemann, Oxford, UK.

• Cooper, C. (1998). Tourism; Principles and Practice, Pearson Education, UK.

• Črnjar, M. i Črnjar, K. (2009). Menadžment održivog razvoja, ekonomija, ekologija, zaštita okoliša, Fakultet za menadžment u turizmu i ugostiteljstvu u Opatiji, Glosa, Rijeka.

• Ćulahović, B. (2001). Tehnološki razvoj i okolina (ekologija), Ekonomski fakultet, Sarajevo

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• Magaš, D. (1997). Turistička destinacija, Fakultet za menadžment u turizmu i ugostiteljstvu Opatija.

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• UNEP, Principles for Sustainable Tourism Development


NOVE TEHNOLOGIJE KAO PROMOTORI TURIZMA I GASTRONOMSKE PONUDE

HRVATSKE

Andreja Horvatić Pro - and [email protected]

Mr.sc. Lucija Bačić, viši predavačSveučilište u Splitu, Sveučilišni studijski centar za stručne studije Heinzelova 5510 000 [email protected]

SažetakInformacijska i komunikacijska tehnologija (ICT) najdinamičniji su pokretači globalizacijskih procesa i razvoja svjetskog gospodarstva, a turizam jedna od najznačajnijih i najbrže rastu-ćih gospodarskih grana. Primjena novih tehnologija i ICT rješenja pridonosi sustavnim inova-cijama te praćenje i prilagođavanje suvremenim trendovima i individualiziranim zahtjevima turista. Postojeća programska rješenja i aplikacije se sustavno razvijaju i nadograđuju, a broj novih u stalnom je porastu. Unatoč izuzetnim potencijalima hrvatskog turizma i mogućnosti-ma njegovog daljnjeg razvoja kao i poticaja razvoja ukupnog gospodarstva Hrvatske, ono se još uvijek u nedovoljnoj mjeri oslanja na potporu i primjenu novih tehnologija.

U radu će se predstaviti inovativni i održivi poduzetnički projekt koji se oslanja na suvreme-ne tehnologije te objedinjuje promociju tradicionalne hrvatske kuhinje i zahtjeve suvreme-nih turista. „Bakina kuharica“ je online aplikacija za iPad, iPhone, Android telefone i Android tablete s popratnom WEB/Facebook aplikacijom. S kartom Hrvatske i geokodiranim jelima služit će kao praktičan vodič kroz hrvatsku nacionalnu kuhinju, a ujedno je i odličan kanal di-rektne komunikacije s posjetiteljima Hrvatske s višejezičnim opcijama.

Ključne riječi: nove tehnologije, tehnologija, inovativnost, turizam, gastronomija

166 Andreja Horvatić, Lucija Bačić

1. Suvremeni trendovi i izazovi turizma

Turizam je na svom razvojnom putu prolazio brojne promjene, pojavnog, strukturnog, funkci-onalnog, prostornog, kvalitativnog i kvantitativnog oblika (Geić, 2002). Iako je neminovno ostav-ljao i pozitivne i negativne, ali duboke tragove u društvenom, ekonomskom i prostornom segmen-tu, njegov značaj, uloga i doprinos u razvoju suvremenog društva kroz susrete, upoznavanje, razu-mijevanje, povezivanje, suradnju i toleranciju je neizmjerno velik.

Turizam kao jedna od najmasovnijih, najdinamičnijih i najsloženijih društveno-ekonomskih po-java suvremenog društva iznimno je složen gospodarski sustav različitih gospodarskih grana i dje-latnosti svih sektora nacionalnog gospodarstva. Tako se već dugi niz godina promatra multidisci-plinarno, kao specifičan fenomen interakcije gospodarskih, socijalnih i kulturnih čimbenika (OECD, 2010), koji dugoročno povezuje privatne interese s interesima javnih institucija, fokusirajući se jednako na dobrobit ljudi koji putuju kao i onih ljudi i zajednica te prirodnog, društvenog i kultur-nog bogatstva i naslijeđa radi kojih ih se posjećuje (WTTC, 2010). Turizam, kao iznimno snažan ge-nerator općeg gospodarskog rasta i razvoja, zahtijeva zbog svoje kompleksne strukture i širine, vi-sokog stupnja fragmentiranosti i disperziranosti iznimno složen pristup. Upravo iz sinergije broj-nih i raznovrsnih učinaka svake gospodarske industrije, grane i djelatnosti proizlaze njegove naj-veće vrijednosti, snaga i potencijali.

Globalni trendovi (Conrady i Buck, 2010) ne zaobilaze turizam, što se u prvom redu ogleda kroz dosadašnji porast domaćeg i inozemnog turističkog prometa, veću i lakšu mobilnost turista, ali i povećanu globalnu konkurenciju na međunarodnim turističkim destinacijama i tržištu. Turizam se jednako tako suočio i s globalnom krizom kao i njenim posljedicama, a mjerama koje su se poduzi-male nastojale su se negativne posljedice svesti na najmanju moguću mjeru, što je donijelo i prve rezultate. Potražnja za putovanjima u kratkom roku, nakon kratkotrajne stagnacije ponovo bilježi rast s očekivanim trendom puno bržeg intenziteta u narednim godinama.

Glavni čimbenici koji će u međusobnoj interakciji omogućiti rast globalnog gospodarski pa tako i onog turističkog (Dwyer et al, 2009; OECD, 2010) jesu: a) ekonomska kretanja: globalizacija i promjene na tržištu, poboljšanje makroekonomske politike, značajan utjecaj turizma, rast trgo-vine i investicija, ekonomija temeljena na znanju i kreativnosti, rast značaja i razvoj ljudskih resur-sa, rast produktivnosti i konkurentnosti, difuzija informacijske tehnologije i rast dinamičnog pri-vatnog sektora; b) politička kretanja: koherentnost na svim razinama vlasti, međunarodne snage sigurnosti te regionalni i etnički sukobi; c) promjene okoliša: klimatske promjene i održivost, osi-romašenost prirodnih resursa i smanjenje bioraznolikosti; d) tehnološki pokretači: informacijske i komunikacijske tehnologije i promet; demografska kretanja: stanovništvo i rast starije populacije, urbanizacija, promjena društvenih struktura, zdravlje, mijenjanje obrazaca rada, promjena rodne strukture i obrazovanje; e) socijalna kretanja: bogatstvo u financijskom smislu, ali bez slobodnog vremena, individualizam, potraga za raznim i novim iskustvima, usavršavanje, traži se vrijednost za novac, sklonost eksperimentalnom, povećanje socijalne i ekološke svijesti te svijest o sigurno-sti, valorizacija kulturnih vrijednosti i lokalnih resursa.


2. Prilike i mogućnosti razvoja suvremenog turizma

Turizam se u svojoj kompleksnosti i dinamičnosti odvija unutar i posredstvom okruženja na najbliži i najdirektniji mogući način (Vukonić i Keča, 2001; Geić 2007), a atraktivnosti su jedno od središnjih mjesta u turizmu, a nerijetko su i glavni razlog dolaska određenu destinaciju, ostvaruju-ći tako jedinstveno iskustvo u srazu i interakciji motiva i želja turista te sofisticirane turističke po-nude. Kako ističu suvremeni autori, OECD (2005, 2010) i ETC (2010) turističke destinacije, osim što su rezultat planiranja i kreiranja, proizvod su koji se u znatno manjoj mjeri temelji na racionalnosti i razumu, a puno više na subjektivnom, jedinstvenom i neponovljivom doživljaju koji čini određe-ni prostor i okruženje atraktivnim. Pri mjerenju, procjeni i unapređenju konkurentnosti moraju se u obzir uzeti i mnoge druge dimenzije izvan onih gospodarskih, a to su upravo bogatstvo doživlja-ja autohtonog ambijenta kroz dimenzije gastronomije, prirodne i kulturne baštine, infrastrukture, pravila i propisa, sigurnost, i sl., što čini razliku u privlačnosti turističkih destinacija.

2.1 Globalizacijski procesi i njihov utjecaj na razvoj turizma

Unatoč tome što su globalno i regionalna gospodarstva suočena s brojim neizvjesnostima i ri-zicima kao i opravdanim oprezom, otvaraju se nove prilike i mogućnosti razvoja pa mjesta za opti-mizam ima. Globalizacija ne mora nužno značiti i gubitak kulturnog identiteta društva. To se može izbjeći promjenom percepcije, svijesti i ponašanja spram okruženja, kulturnih vrijednosti i nasli-jeđa, kao i gastronomske tradicije koja mora započeti promjenama na individualnoj razini. Ne po-znavajući vlastite vrijednosti, kao i vrijednosti i baštine društva kojem se pripada i koji dobrim di-jelom oblikuje ljude, ne možemo sagledati i prihvatiti vrijednosti drugih kultura. Ovakvim koncep-tom moguće je ostvariti i drugačije sagledavanje i vrednovanje kulture, što otvara prostor za dru-gačiji pristup promociji i razvoju turističkih destinacija.

Odgovornost za promjene i globalizaciju gospodarstva i njihov utjecaj na društva, sustave, kulturu i okruženje leži u temeljima društava, o čemu govore brojni autori potaknuti istraživanjem ljudskog identiteta (Cohen, 1987; Croucher, 2004). Rastuće tenzije između identiteta i suvreme-nih razvojnih tokova, od institucija na razini države preko razina lokalnih zajednica, zahtijeva stal-no propitivanje i vrednovanje, pri izboru modela i donošenju odluka, o razmjerima i pravcu u ko-jem će se razvijati turizam i turistička destinacija na nekom prostoru, sukladno kulturnim i pri-rodnim mogućnostima kojima određeno društvo raspolaže te kako prostor istovremeno zaštititi i očuvati. Ovakvom razvijenom sviješću, promišljanjima i stavom prema vlastitim okruženju, eko-logiji, socijalnoj i kulturnoj tradiciji, običajima i nasljeđu te vrijednostima uopće, šalje se jasna po-ruka svim posjetiteljima o prihvatljivom ponašanju (Dwyer et al, 2009; NIC, 2010). Očuvanje boga-tog kulturnog identiteta, njegove jedinstvenosti i autentičnosti, u interakciji sa složenim društve-nim i gospodarskim sustavima, koji su u velikoj mjeri i ovisni o njima kao i o turizmu, može, pa go-tovo i mora uspjeti (Conrady i Buck, 2010).


3. Nove tehnologije i inovacije u turizmu

Utjecaj znanosti i tehnologije (Sobouti, 2008), posebno otvorene komunikacije te mobilnost masovnih turistička kretanja, nemoguće je niti spriječiti niti zaobići, ali neka društva čini nespre-mnim za tako brze i velike promjene, bez obzira jesu li one tražene, potrebne, željene ili ne želje-ne. Primjena suvremenih informacijskih i komunikacijskih tehnologija turističke proizvode i uslu-ge čini komplementarnim, a turističku ponudu atraktivnijom i konkurentnijom koja zadovoljava globalna obilježja turističkih kretanja te bitno izmijenjene i sofisticirane turističke potrebe i potra-žnju. Inovacije, iako neodvojiv i bitan segment turizma, još su uvijek zanemarene i još se uvijek ne razumiju, niti postoji koncept i plan njihova razvoja i implementacije u turizmu, unatoč spoznaja-ma o njihovom izravnom učinku u stvaranju novih vrijednosti.

4. Hrvatska online kuharica - OKUSI HRVATSKE iPad i smart phone aplikacija

Projekt naziva „Online Hrvatska kuharica“ za iPad i smart phone („pametne telefone“), nastao je kao plod analize ponude i potražnje turista koji posjećuju Hrvatsku. Hrvatska kuharica online aplikacija će služiti kao praktičan vodič kroz hrvatsku nacionalnu kuhinju, ali postati i značajan ka-nal direktne komunikacije s turistima i posjetiteljima Hrvatske te svim iseljenim Hrvatima, koji još uvijek pamte okuse hrane koje im je baka spremala.

Cilj projekta je promoviranje hrvatskih specijaliteta prilagođenih modernim i dostupnijim na-činom komuniciranja s cijelim svijetom. Jedan od novijih trendova u turizmu je gastronomski turi-zam. Turisti posjećuju određene destinacije upravo zbog toga jer su zainteresirani za domaća i tra-dicionalna jela tog podneblja, za kulinarsku baštinu. Hranu treba znati ne samo pripremiti, nego je prezentirati i zainteresirati gosta za priču o hrvatskoj gastronomiji.

Hrvatska se još nije profilirala kao gastronomska destinacija, a upravo različitost na tanjuru je naša konkurentska gastronomska prednost. Hrvatska kuhinja je odgovor na sve kulture i civiliza-cije koje su utjecale na nju tijekom povijesti. Postojeće kuharice, i one prevedene, ne zadovolja-vaju potrebe modernog čovjeka jer nisu praktične i brze. Mobilne aplikacije su moderan, brz ka-nal i sredstvo te omogućuju, u istom trenutku, komunicirati s nepredvidljivo velikom masom ko-risnika u cijelom svijetu.

Online kuharica omogućuje da se samo jednim „klikom“ dođe do željenog recepta i upute za pripremu hrane. Najveća prednost online hrvatske kuharice je dostupnost (24/7) diljem svijeta u jednostavnom formatu namijenjenim Ipadu, Iphone-u, Androidu i popratnoj Web / Facebook apli-kaciji. Kuharica će biti dostupna na šest jezika; hrvatski, engleski, francuski, kineski, njemački i ru-ski jezik. Aplikacija će sadržavati uvodni tekst o tradicionalnoj hrvatskoj kuhinji, u nastavku pe-desetak najprepoznatljivijih tradicionalnih recepata, uz fotografije hrane i eventualno video za-pis (samo za Ipad, Iphone i Android manja količina fotografija i jednostavniji dizajn) koji objašnja-va spremanje recepta. Uz detaljan opis pripremanja, recept će sadržavati i popis namirnica po-trebnih za pripremu jela (uz programiranu mogućnost slanja elektroničkom poštom i ispisa, da-kle - širenja informacija).


IPad aplikacija će sadržavati geokodiranu kartu Hrvatske kako bi informirali korisnike o tradi-cionalnom jelu mjesta ili područja u kojem se nalaze ili koje ih zanima i tako pojednostaviti odlu-ku odabira „lokalnog jela“. Odabirom jela aplikacija će prikazati ugostiteljske objekte u blizini koji nude odabrano jelo.

4.1 I faza iPad, iPhone i Android (smartphone i tablet) aplikacija

IPad aplikacija je zamišljena kao vrhunski dizajnirana aplikacija koja će uspješno pratiti look’n’feel klasičnih tiskanih kuharica. Kako bi postigli precizan dizajn, kuharica će na iPad-u biti čitljiva isključivo u uspravnoj (portrait) orijentaciji. Sadržaj će sadržavati nešto uvodnog teksta o tradicionalnoj hrvatskoj kuhinji, a u nastavku 50-ak najprepoznatljivijih tradicionalnih recepata. Svaki recept će sadržavati jednu glavnu/naslovnu fotografiju hrane, a prema mogućnostima i do-datne fotografije te eventualno video zapis koji objašnjava spremanje recepta.

Predlažemo manji broj (max. 20 minuta) video zapisa, kako aplikacija ne bi postala ‘preteška’ i time nezanimljiva korisnicima za preuzimanje. (op. a. na temu videa; kratke, ali jasne upute spre-manja hrane ili čak samo par brzinskih savjeta). Uz detaljan opis pripremanja, recept će sadržava-ti i precizan popis namirnica potrebnih za pripremu hrane.

U ovoj fazi izrade korisnici će moći napraviti screenshot spomenutog popisa te ga mogu, uz upotrebu standardnih funkcija iPad-a, poslati putem elektroničke pošte ili isprintati na pisač.

Aplikacija za iPhone, Android telefone i Android tablet-e, zbog tehničkih ograničenja, ali i zbog kvalitetnijeg „user experience-a“ imat će znatno jednostavniji dizajn. Sadržaj će pratiti iPad aplika-ciju, ali uz manju količinu popratnih fotografija i bez video zapisa, u pravilu; jedna glavna fotogra-fija i ostatak tekstualnog sadržaja.

4.2 II faza iPad, iPhone i Android (smartphone i tablet) aplikacija

U ovoj fazi iPad aplikacija će biti nadograđena novim sadržajima kako bi se, u potpunosti, po-stigli efekti virtualnog marketinga, a to su karta Hrvatske koja će sadržavati geokodirana jela (od kuda potječu), kako bi turistima pojednostavnili odluku glede odabira „lokalnog“ jela te kartu Hr-vatske s geokodiranim lokacijama - porijeklom jela.

Ovdje možemo, uz svaki recept imati nevidljivi “flag” (hrv. zastavicu), koji će aplikaciji označa-vati pa će korisnike uputiti na ugostiteljski objekt u blizini koji nudi to jelo te “Print” i “Mail” oda-branog recepta direktno iz aplikacije (bez potrebe izrade screenshot-a, izlaženja iz aplikacije i ko-rištenja tradicionalnih funkcionalnosti iOS operativnog sustava-op.a. “Mail” se može koristiti kao slanje sebi (kao popis za kupovinu) ili kao “pošalji prijateljima” gdje se ‘prijatelje’ upućuje na cijeli sustav. Facebook Share – dijeljenje informacija o trenutnom receptu na facebook-u, koji se dalje može dijeliti i naravno, komentirati.

Dok će iPhone aplikacija i Android (smartphone i tablet) sadržavati kartu Hrvatske s geokodi-ranim jelima, e-poštu odabranog recepta izravno iz aplikacije, Facebook Share o trenutnom recep-tu na Facebook-u, koji se potom može dalje dijeliti i komentirati.


4.3 Popratna Web/Facebook aplikacija

Kako bi se omogućilo dijeljenje web odrednice (link-a) na odabrani recept kroz aplikaciju, cje-lokupni sadržaj iz aplikacije se mora preslikati na web. To može biti zasebna web stranica, ali se može i napraviti kao facebook aplikacija u kojoj je moguće dodavati zabilješke na odabrani recept, vlastite recepte, ali i graditi community – “follow” nečije recepte ili prijedloge, ili pak stvoriti svo-je “follow”-ere koji prate aktivnosti: recepte, komentare i/ili savjete.

5. Zaključak

Današnji turisti su iskusni putnici koji svojim novonastalim potrebama oblikuju strukturu turi-stičkih potreba i turizam u skladu s globalnim trendovima, novim vrijednostima, obrascima te ži-votnim stilom.

Turizam posebnih interesa kojim se razvijaju tržišne niše, kojima će se zadovoljiti izrazita se-gmentiranost turističkog tržišta kao i tržišni segmenti izrazito heterogenog obilježja, ne znači nuž-no razvoj novih turističkih proizvoda i usluga već i kreativan, inovativan i drugačiji pristup posto-jećim. Poticanje i kvalitetno upravljanje razvojem inovacija nedovoljno je, kako na razinama tvrtki tako i na institucionalnim razinama. Primjer „Okusi Hrvatske“ iPad i smart phone aplikacije govo-ri u prilog tome kako inovacijski potencijali nisu isključivo vezani uz veličinu tvrtke, potporu insti-tucija i tome sl., već leži u kreativnosti pojedinaca kojima će se pružiti potpora za komercijalizaciju i ideje te njenu nadogradnju. Cilj ovog projekta je promoviranje hrvatskih specijaliteta prilagođe-nih modernim i dostupnijim načinom komuniciranja s cijelim svijetom. Na taj bi se način Hrvatsku i brojne turističke destinacije predstavilo kroz gastronomsku tradiciju i kulturu na privlačniji način i u novom svjetlu, što svakako pridonosi većoj atraktivnosti i konkurentnosti.


Literatura

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NEW TECHNOLOGIES AS PROMOTORS OF TOURISAM AND GASTRONOMY OF CROATIA

Andreja Horvatić Pro- and [email protected]

Mr.sc. Lucija BAČIĆ, SENIOR LECTURERSveučilište u Splitu, Sveučilišni studijski centar za stručne studije Heinzelova 5510 000 [email protected]

Informatics and communication technology (ICT) are the most dynamic creators of all glo-balisation process and the strongest developer of global economy, and tourism is one of the most relevant and the fastest growing economic directions. Applying and consuming new technologies and ICT solutions delivers systematic innovations in monitoring and adjustments of up to date trends and individual tourist demands, wish-es and expectations. Present solutions programme and applications develops daily and grow faster then ever be-fore, being multiplied every hour.In spite exceptional potentials of Croatian tourism and all the possibilities of its further de-velopment as the strongest impulse of the general economy of Croatia, it is still not enough relied on use of new technologies.

This study will present innovative and efficient entrepreneur project that relies on modern technologies that combines promotion of original and traditional Croatian gastronomy as a recipe book/cook book, with the expectations of now day tourists. ‚Original Croatian cookbook‘ is online application for iPad and Android tablets, as well for smart phones, linked with web and Facebook application. Geocoded map guides to a specific region where one can taste the exact dish with its prac-tical use trough all Croatian gastro largeness, simultaneously being very important direct multilingual communication channel to all the visitors of Croatia.

Key word/tags: new technologies, innovations, tourism, and gastronomy

174 Marina Gašić

ZELENA EKONOMIJA

Marina Gašić, mag.ing.agr., Čepinska 148, 31 403 Beketinci, Republika Hrvatska, 091/ 189-5040, [email protected]

SažetakBudućnost razvitka i napretka se ogleda u zelenoj ekonomiji, jer ista osigurava pravedniju raspodjelu resursa i sredstava, smanjuje siromaštvo i nejednakosti u društvu. Također, zele-na ekonomija, svakako je bolje pripremljena na učinke klimatskih promjena, te bolje gospo-dari prirodnim resursima. K tome ide u prilog informacija kako u svijetu ima oko 2,5 miliju-na zaposlenih u sektoru obnovljivih izvora. Nadalje, veoma je bitan energetski potencijal bi-omase koji je uvijek prisutan, bez obzira na vremenske prilike, odnosno neprilike. Primjerice, jedan hektar kukuruzne silaže može osigurati proizvodnju bioplina od oko 10 000 m³, odno-sno 22 000 kWh struje i oko 25 000 kWh toplinske energije. Drugi, također značajan primjer je stajnjaka, gdje je od četiri mliječne krave moguće godišnje proizvesti oko 2 200 m³ biopli-na, odnosno 5 200 kWh struje i oko 5 800 kWh toplinske energije. Ovakvom proizvodnjom, iz čega proizlazi cilj ovoga rada, nastaje neutralna energija te značajna količina bio gnojiva kojim se smanjuje intenzitet upotrebe mineralnih gnojiva.

Ključne riječi: obnovljivi izvori energije, biomasa, toplinska energija, siromaštvo, zaposlenost

1. Uvod

Posljednjih godina dolazi do većeg zanimanja za distribuiranu proizvodnju iz obnovljivih izvora energije. Utjecaj na okoliš ima važnu ulogu pri ovakvom razmatranju.

Obnovljivi izvori energije obuhvaćaju energiju mora, energiju vjetra, energiju iz biomase, ener-giju plina iz deponija otpada, geotermalnu energiju, aerotermalnu i sunčevu energiju te plin iz po-strojenja za obradu otpadnih voda i bioplin.

Biomasa je biorazgradivi dio proizvoda otpada i ostataka biološkog podrijetla iz poljoprivrede. Biomasa iz poljoprivrede se sastoji od tvari biljnog i životinjskog podrijetla kao što su biljne kultu-re (primjerice kukuruz), zatim stajski gnoj te ostali otpad životinjskog podrijetla. Kemijskim proce-sima moguće je iz poljoprivredne biomase proizvesti energiju.

Ključnu ulogu u svijetu ima održivost, prvenstveno okolišna te socijalna i gospodarska s kojom raste i svijest o korištenju obnovljivih izvora energije.

Koristeći poljoprivrednu biomasu dobiva se bioplin. Potom, proizvedeni bioplin se u kogenera-cijskom postrojenju razdvaja u električnu i toplinsku energiju ili se može proizvesti biometan koji se u konačnici koristi kao pogonsko gorivo čime se zamjenjuju fosilna goriva.

Ranije u tekstu je navedeno kako ključnu ulogu ima održivost gdje se na to nadovezuje konku-rentnost koje je moguće dobiti pomoću obnovljivih izvora energije. Također, takvim radom otva-raju se nova radna mjesta, uhodava se dobra poljoprivredna praksa, zatim se smanjuje količina ot-pada koji u svijetu predstavlja veliki problem oko zbrinjavanja, pa i različitih deponija.


2. Poljoprivredna biomasa

Poljoprivredna biomasa obuhvaća sve oblike biološke tvari koja nastaje prilikom proizvodnje i prerade biljnog i životinjskog podrijetla koji se iskorištavaju za proizvodnju energije. Biomasa kao obnovljiv izvor energije se može koristiti kao kruto, tekuće i plinovito gorivo.

Fosilna goriva, uspoređujući s poljoprivrednom biomasom sadrže više ugljika, aluminija i sum-pora, a manje kisika, klora, kalija i kalcija.

Poljoprivrednu biomasu biljnog podrijetla čini zrno, korijen i list, ali isto tako i biljni ostaci po-put slame, stabljike suncokreta, oklaska, kukuruzovine i drugo.

Najvećim dijelom stajski gnoj čini glavnu sastavnicu poljoprivredne biomase životinjskog po-drijetla, dok se ostatak iste sastoji iz otpadaka životinjskog podrijetla kao što je otpad iz karante-ne, klaonički otpad, stočni depo klaonica i slično.

U slučaju kada se stajski gnoj spontano i nekontrolirano razgrađuje, postaje veliki onečišćivač okoliša jer onečišćuje zrak na farmi te vodu i tlo. Zbog toga je veoma važno stajski gnoj sakupljati, odlagati i iskorištavati na primjeren način. Nakon razgradnje organske tvari stajskog gnoja i izdva-janja plinova koji ulaze u sastav bioplina, od stajskog gnoja se dobiva kvalitetno organsko gnojivo koje se može koristiti za poboljšanje kvalitete tla.

3. Tehnologija proizvodnje bioplina u energetske svrhe

Biokemijski proces u kojem se kompleksni organski spojevi razgrađuju djelovanjem različitih vrsta bakterija u anaerobnim uvjetima naziva se anaerobna digestija. Tijekom takve fermentaci-je organskih materijala bez prisutnosti kisika nastaje bioplin koji je po sastavu mješavina metana CH4, (40-75%), ugljikovog dioksida CO2 (25-60%) i ostalih plinova poput vodika H2, sumporovodi-ka H2S i ugljikovog monoksida CO. Bioplin je lakši od zraka, bez mirisa je i bez boje, a temperatu-ra zapaljenja mu je između 650 i 750˚C te gori čisto plavim plamenom. Kalorijska vrijednost mu je oko 20 MJ/Nm³.

Slika 1: Princip dobivanja bioplina

176 Marina Gašić

Izvor: Šljivac, D., Šimić, D., (2009): Obnovljivi izvori energije. Najvažnije vrste, potencijal i tehnologija

Svi organski materijali mogu se razgraditi aerobno ili anaerobno, dok produkti njihove razgrad-nje mogu biti potpuno različiti. Ukoliko se proces obavlja uz prisutstvo kisika, samim time oslo-bađa se velika količina topline, gdje se konačni proizvod može koristiti kao gnojivo. Prilikom ana-erobne digestije dobiva se vrlo malo topline i konačni je proizvod s većom količinom dušika. Ta-kva vrsta gnojiva sadrži dušik u mineraliziranom obliku koji je izuzetno koristan biljkama koje ga lakše preuzimaju nego organski dušik. Anaerobna digestija se odvija u specifičnim uvjetima gdje je potrebna odgovarajuća kiselost (pH 6-7) i temperatura u digestoru (25-37˚C). Digestor je spre-mnik u kojem se provode mikrobiološke i kemijske reakcije na mješavini otpadnih tvari bez pri-sutnosti kisika.

Bioplin se koristi za dobivanje toplinske i električne energije na različite načine. Primjerice ko-rištenjem stajskog gnoja od 120 krava moguće je proizvesti bioplina za pogon motora snage 50 kW, što je dovoljno za pokrivanje potreba za električnom energijom jednog manjeg sela.

Dobivena količina bioplina i energije ovisi o vrsti životinje. Tablica 1 prikazuje koju količinu bi-oplina daju goveda.

Vrsta životinje Vrsta otpadaKoličina (kg/dnevno)

Suhe tvari (kg/dnevno)

Bioplin (m³/dnevno)

Energija ( k W h /god)

GovedaTekući 51 5,4 1,6 3400

Suhi 32 5,6 1,6 3400

Tablica 1: Količina bioplina dobivena od goveda

Izvor: Izradio autor

Proizvodnja električne energije i dobivanje kvalitetnog gnojiva prilikom anaerobne digestije dovodi smanjenju zagađenja okoliša. Gospodarenjem u stočarstvu nastaju nusproizvodi koji se svrstavaju u tri kategorije. Nusproizvodi Kategorije 1 se ne smiju upotrebljavati za proizvodnju bi-oplina. Nusproizvodi Kategorije 2 moraju se prethodno sterilizirati pri visokoj temperaturi i tlaku od 3 bara, da bi se mogli koristiti za proizvodnju bioplina. U Kategoriju 3 spada sav otpad iz doma-ćinstva kao i otpad iz ugostiteljskih objekata. Takav otpad je potrebno pasterizirati kako bi se mo-gao koristiti za proizvodnju bioplina.

3.1. Mogućnosti Republike Hrvatske

Vlada Republike Hrvatske razvila je poseban poticajni Tarifni sustav za proizvodnju električne energije iz obnovljivih izvora energije. Takvim radom pojavljuje se sve više mogućih proizvođača električne energije iz bioplina.


Važno je napomenuti točku 3 članka 4 Tarifnog sustava gdje se uvjetuje domaći inženjering i proizvodnja od 60% od ukupne vrijednosti jer u protivnom nije moguće dostići punu poticajnu ci-jenu te se nameću određeni korekcijski faktori.

Stajska gnojovka predstavlja veliki problem našim poljoprivrednim proizvođačima kojih najvi-še ima u Slavoniji i Baranji. Dakle, tu postoji potencijal za proizvodnju električne energije. Procje-njuje se dnevni potencijal neto energije bioplinskih postrojenja od 240 MW/h s obzirom na stoč-ni fond Osječko-baranjske županije. Ostala količina energije koju je moguće proizvesti, nije dobar pokazatelj zbog usitnjenosti gospodarstava.

SvinjogojstvoGovedarstvo

PeradarstvoMuzare Ostalo

Broj 58 093 4 715 9 081 94 572

Ukupna energija (MWh/dnevno)

38,9 38,43 44,1 5,7

Neto energija (MWh/dnevno)

25,5 24,9 28,5 2,8

Tablica 2: Potencijalna energija Osječko-baranjske županije na gospodarstvima veća od 10 ha

Izvor: Šljivac, D., Šimić, Z., (2009): Obnovljivi izvori energije. Najvažnije vrste, potencijal i tehnologija

Gospodarstva koja su veća od 10 ha čine u sektoru svinjogojstva 22,57%, u sektoru govedar-stva 54,9% te u sektoru peradarstva 9,4%. U gore navedenoj tablici je prikazana potencijalna energija uz realne potencijale koju je moguće iskoristiti na isplativ način.

3.2. Proizvodnja bioplina u Republici Hrvatskoj

Prva farma u Republici Hrvatskoj, farma Slatine PZ Osatine u općini Ivankovo, pustila je prve kilovatsate u energetsku mrežu. Od ukupnih 1 000 kilovata električne energije sve je proizvede-no iz bioplina.

Temeljna djelatnost tvrtke je proizvodnja mlijeka gdje se godišnje proizvede 12 milijuna litara. Na farmi se nalazi 1200 muzenih krava, iako se taj broj planira udvostručiti. Osim navedene farme PZ Osatina raspolaže s još jednom farmom koja se nalazi u Tomašancima (Osječko-Baranjska žu-panija) što znači da ovdje postoji velika količina goveđe gnojnice.

Osatina Grupa d.o.o. ostvarila je realizaciju izgradnje dvaju bioplinskih postrojenja za proi-zvodnju električne energije i staklenika za proizvodnju povrća. Poučeni iskustvima zemalja zapad-ne Europe navedena tvrtka je uvidjela kako proizvodnja električne energije iz biomase predstav-lja ekološki najprihvatljivije rješenje za zbrinjavanje svih višaka stajnjaka.

178 Marina Gašić

Također, smanjuje se emisija štetnih plinova u atmosferu i ostvaruje se težnja Vlade Republike Hrvatske kontinuiranog povećavanja proizvodnje električne energije iz obnovljivih izvora.

S tim u vezi, Osatina je realizirala izgradnju dvaju bioplinskih postrojenja za proizvodnju elek-trične i toplinske energije te uz njih staklenike za proizvodnju povrća.

Prvo bioplinsko postrojenje Osatine, nalazi se na lokaciji farme muzenih krava u Ivankovu, a pušteno je u rad 2009. godine. Uporabom najsuvremenijih tehnoloških procesa, uz prirodne i neš-kodljive sirovine, uposlili su vlastiti know-how u realizaciji tog kapitalnog projekta. Glavni element je goveđa gnojnica s vlastite farme i dodatak je kukuruzna silaža. Poznato je kako se kukuruz je-danput godišnje silira i konzervira u za to predviđene objekte. Ovdje se gnojnica i silaža miješaju u tzv. mješaćim jamama gdje se potom transportiraju pomoću pumpi u digestor. Rezultat toga je velika količina kvalitetnog gnojiva i bioplina. Bioplin dobiven iz proizvodnje se putem kogeneraci-je pretvara u toplinsku i električnu energiju. Toplinska se energija koristi jednim dijelom za stakle-nike koji se na ovoj farmi prostiru na 50 400 m². U 2012. godini u tim staklenicima proizvedeno je 1500 tona rajčice, 700 tona krastavaca te 300 tona paprike.

Slika 2: Prikaz bioplinskog postrojenja PZ Osatine

Izvor: www.osatina.hr

Drugo bioplinsko postrojenje pušteno je u rad 2011. godine na lokaciji farme u Tomašancima. Ondje također postoje staklenici koji se prostiru na 90 000 m².

Navedena dva bioplinska postrojenja su istovrsna, proizvodnje električne energije od 2x1 MW/h i toplinske energije 2x1,3 MW/h, što Osatinu čini prvakom ovakve proizvodnje električne energije s proizvodnjom od 4 MW/h.

Izgrađena bioplinska postrojenja su u skladu s najnovijim tehnološkim mogućnostima, a u svr-hu zaokruživanja proizvodnih procesa na farmi, poboljšanja uvjeta držanja životinja, radnog okru-ženja i zaštite okoliša.


Trenutno je u izgradnji treće bioplinsko postrojenje Slašćak (Osječko-Baranjska županija) koje će imati snagu 1 MW/h.

4. Zaključak

Zaštita okoliša postalo je dijelom svakodnevice te je još uvijek aktivna percepcija da su naše trenutne razine potrošnje i dostupnost resursa dugoročno održive. Koordiniranim djelovanjem i političkom voljom na svim razinama potrebno je težiti održivom rastu i preokrenuti degradaciju okoliša. Održivo i okolišno označavanje, razmjena informacija o dobrim primjerima, više raširenih održivih obrazaca potrošnje i obrazovnih programa samo su neki od ključnih elemenata “Smjerni-ca za zeleno gospodarstvo”.

Unutar granica Republike Hrvatske postoje ogromne mogućnosti proizvodnje električne i to-plinske energije iz obnovljivih izvora energije, posebice iz biomase i bioplina. Primjer koji je nave-den u radu, dvije farme Osatina Grupe, predstavljaju ogledni primjer ogromnog potencijala. Time se otvaraju nova gledišta razvoja suvremenih tehnologija.

SummaryFuture development and progress is reflected in the green economy, because it ensures eq-uitable distribution of resources and funds, reducing poverty and inequality in society. Also, the green economy is better prepared to handle the effects of climate change, and better managed natural resources. In addition, in favor of this there is information that the world has about 2.5 million employees in the renewable energy sector. Furthermore, very impor-tant biomass energy potential is always present, regardless of the weather. For example, an acre of corn silage can provide biogas production of about 10 000 m³ or 22 000 kWh of elec-tricity and approximately 25,000 kWh of thermal energy. The second, also a significant ex-ample is one of the manure, where the four dairy cows can annually produce about 2 200 m³ of biogas, or 5200 kWh of electricity and approximately 5800 kWh of thermal energy. With this production, which means the goal of this study, occurs neutral energy, and a significant amount of bio-fertilizer that reduces the intensity of the use of mineral fertilizers.

Keywords: renewable energy, biomass, thermal energy, poverty, employment

180 Marina Gašić

5. Literatura

• Kottner, M., (2010): Trening za bioplin. Sirovine za AD. http://www.eihp.hr/hrvatski/pdf/Big_east_obuka/9_GERBIO_Sirovine_za_AD.pdf.

• Radojević, A., Repić, B., Dakić, D., Erić, A., (2010): Analiza i ispitivanje pepela poljoprivred-ne biomase i potencijalnih aditiva. Suvremena poljoprivredna tehnika. Cont. Agr. Engng. Novi Sad. Vol. 3: No.4, 357-365

• Šljivac, D., Šimić, Z., (2007): Obnovljivi izvori energije s osvrtom na štednju, Grafika Osijek

• Šljvac, D., Šimić, Z., (2009): Obnovljivi izvori energije. Najvažnije vrste, potencijal i tehnolo-gija, http://www.oie.mingo.hr/userdocsimages/oie%20tekst.pdf

• http://www.osatina.hr/hr/component/content/article/44-izdvojeno/87-bio-plin. Poljopri-vredna zadruga Osatina

• http://www.eihp.hr/hrvatski/projekti/revetis/pdf/REVETIS-BIOMASA.pdf. Energetski Insti-tut Hrvoje Požar


ENABLING FACTORS OF GREEN ENTREPRENEURSHIP: A CASE STUDY OF ORGANIC AGRICULTURE PRODUCE

IN THE SINDH AND BALOCHISTAN PROVINCES OF PAKISTAN

Mir Dost Pandrani Labella University of Agriculture, Water and Marine Sciences (LUAWMS) Uthal Balochistan PakistanPhone: +66905492056, Email: [email protected]

Dr. David FergusonAsian Institute of Technology (AIT) ThailandEmail: [email protected]

Sažetak: Ovaj rad istražuje faktore koji omogućuju ekološko poduzetništvo na primjeru organskog uzgoja u pakistanskim pokrajinama Sindh i Balochistan. Istraživanje je provedeno među po-duzetnicima koji se već bave ekološkim poduzetništvom te onima koji će se njime možda ba-viti. Velika većina poduzetnika su se složili da će prihvatiti metode organskog uzgoja te žele dobiti potrebne upute, znanje i vještine. Što se tiče zaštite okoliša, više od polovice ispitanika je bilo umjereno zabrinuto zbog klimatskih promjena, a njih 44% je bilo jako zabrinuto zbog tih promjena te su bili spremni preći na organski uzgoj. Neorganska gnojiva su utjecala na uz-gajivače u društvenom i ekonomskom smislu te u smislu zaštite okoliša. Zbog svega navede-nog, najveći broj ispitanika je izrazio spremnost na ulaganje u organski uzgoj. Štoviše, rezul-tati su također uputili na važnost stabilnog tržišta organskog uzgoja, dobrih cijena i poboljša-nih uvjeta proizvodnje kao ključnih faktora ekološkog poduzetništva u objema pokrajinama.

Ključne riječi: ekološko poduzetništvo, organski uzgoj, znanje, okoliš, Pakistan

Abstract:

This study investigates enabling factors of green entrepreneurship by referring the farming of organic agriculture production in Sindh and Balochistan provinces of Pakistan. A house-hold survey questionnaire was carried out from the green and potential green entrepre-neurs. The outcomes identified that a significant majority of potential green and a convinc-ing proportion was green entrepreneurs invested in organic agriculture produce. A signifi-cant proportion of entrepreneurs highly agreed to adopt organic farming methods subject to be provided with required inputs, knowledge and skills. In the environmental context, more than half of the respondents moderately and (44%) were highly concerned regard-ing environmental changes to convert their current farming into organic. For instance, inor-ganic fertilizer seemed to have affected the farmers in all context i.e., social, economic and environmental (discussed in paper).Consequently, the highest proportion of respondents seemed attractive to apply and invest in organic methods of farming. Moreover, results also identified importance of reliable organic markets, price premiums and improved production conditions as key enablers of green entrepreneurship in both provinces and its expansion.

Keywords: Green entrepreneurship; organic produce; conventional agriculture; knowledge; environment; Pakistan

182 Dost Pandrani, David Ferguson

1. Introduction

It takes some time to ecopreneur or green entrepreneur to come (Hardin 1968). Ecopreneur emerges as the society confronts with environmental sustainability issues every year, societies direly need entrepreneurs with environmental concerns. Similarly Volery (2002) explains busine-sses with profit-oriented and pollution-ignorant have been failed, since natural resources are in scarce and world population is growing rapidly, and loss of variety of life. Today society is open to embrace new forms of business models, among all one is sustainable business, which incorpora-tes environmental issues into its good enough consideration at top priority.

In the domain of natural resources, supplementary investigation into green entrepreneurship potentially could take us to understand the way natural resource dependent communities remain in constant state of poverty (Humphrey et al. 1993; Peluso et al. 1994; Carroll 1995), it can gear up to local entrepreneurs to take initiative to create sustainable and profitable businesses. Petrzel-ka et al. (2006), aligns it with a stronger economy and a source of awareness for consumption of natural resources, encouraging further development in sustainable economic boost tourism and recreation. Lastly, green entrepreneurs may introduce open space policies with clear examples of green thinking among communities.

In the past research, it has been notably found the difference between environmental con-cern and environmental behavior (Weigel 1983; Diekmann and Preisendorfer 1998). In the past few decades, the belief that economic and social development can no longer be achieved other way around to the nature has got base now. Whereas, results indicated increase in environmen-tal concerns conflict in part with behavioral changes occurred actually. Scores of people percei-ve in environmental friendly way but act environmental unfriendly way. Averagely, correlation is not higher than r = .35 (Hines et al. 1986). It sums up as; change in given values doe not guaran-tee of change in actual behavior.

This research article seeks to investigate enabling factors of green entrepreneurship with re-ference to the adoption of organic agriculture produce in Sindh and Balochistan provinces of Pa-kistan. Much effort has been allocated to validate the adapted conceptual framework originally presented by Barr and Gilg (2007). Further this study focuses on situational and psychological va-riables which potentially enable lead to become green entrepreneur and adopt organic farming practices in the adapted conceptual framework. The central focus of this research is to identify and validate


2. Literature Review

2.1 Green Entrepreneurs or Ecopreneurs

Ecopreneur is an individual who invest in the green business with the goal of serving the soci-ety and protecting the environment in order to earn profit (Isaak 1999) whereas, Green entrepre-neurs are individuals who target the opportunities in the market at their best and successfully in-troduce their innovative products and services accordingly (Dixon and Clifford, 2007). However, there is possibility that both (ecopreneur and green entrepreneur) may have different motivati-ons, whereas both have common goal of focusing on innovative behavior and getting competiti-ve is their core objective. Moreover, entrepreneurs in the green industry have not attracted aut-hors very much, in the same time an author and historian from Harvard Business, Geoffrey Jones, who has taken some efforts in his new paper to put some lights on through writing about indivi-duals who created the industry of wind-turbine. Key concepts include entrepreneurs in many fiel-ds of green aspect like, sustainable agriculture, ecotourism, organic food, the built environment, recycling of waste and natural cosmetics. Majority of the business and environmental histori-ans have largely ignored the history of green entrepreneurs. It is a majority perception that the-re was a significant concern for green business or environment till end of the last (Sean Silver-thorne 2011)

2.2 Organic farming, Benefits and Adoption Barriers

Many nations legally enforce the methods of Organic agriculture. It is internationally regu-lated with the standards set by the International Federation of Organic Agriculture Movement (IFOAM). It was established in 1972 and it is considered as an umbrella organization for organic farming organizations. IFOAM defines the organic farming as:

Organic agriculture is a production system that sustains the health of soils, ecosystems, rather than the use of inputs with adverse effects. Organic agriculture combines tradition, innovation and science to benefit the shared environment and promote fair relationships and a good quality of life for all involved – International Federation of Organic Agriculture Movements.

Organic farming is considered beneficial method of agriculture production. It allows the far-ming community to produce quality and healthy agriculture produce at lower cost. Apparently it seems that the inorganic farming is profitable as its yield is higher but it has higher costs and com-paritivelly organic farming is profitable as it has lower cost (Yasir M. et all 2011). In the developing economies like India where farming community is getting involved in the organic farming. The-ir involvement has not merely boosted their income by 30 percent to 200 percent besides their produce yields are increasing and pesticide-poisend lands are being repaired due natural farming methods (The Guardian 2011). Others consider organic farming profitable on average when it is compared with conventional forms of similar type.


It is when yields are lower for the cultivatable produce with compansation with the variable input costs and there is the availibility of premieum prices. However, organic farmers canalso ma-intain their income without reaching for premieum prices (Lampkin N.H & Padel S, 1994).

There may be possible barriers for the forming community to adopt the organic farming met-hods. The method of organic farming can be changed easily but it is often difficult to change far-ming methods from conventional to organic. In this process of changing from conventional to or-ganic farming an initial loss occures, particularly when shift is rapid. Mostly it takes three to four years to build the soil through biological controls which are weakened by chemicals. Farming community may be reluctant to adopt organic farming methods without sufficient support from government (Palaniappan SP & Annadurai K, 1999). In an other study it was found that the organic systems may not be productive for the some entreprises due to misleading gross margins as they do not get sufficient benefits from the premieium prices, there would be difference between the entreprise mix and seen in conventional forms (Dixon and Holmes, 1987; Lampkin, 1990, 1993)

2.3 Organic Markets, Demand and Supply of Organic Produce

It is likely that establishment and development of organic industry highly depends on the de-velopment of the market for organic products (Lampkin N.H & Padel S, 1994). There should be establishment of separate markets for the sale of the organic products (Yasir, et al 2011). In terms of retail sales, size of the markets in the United States and European members states are more or less the same but operations of the EU member states are more than US. European Union states have the approach of promoting organic agriculture by developing the policies in order to allocate more land for farming, government is setting the standards and certification policy, educating the farmers, initiating research and marketing the organic products. On the other hand the U.S for-mulates policies for free market development with the intentions of country level standards and certification where it allocates funds federally in order to support research and marketing for or-ganic produce (Dimitri and Lydia, 2006).

Potential market for the organic products is very large. Organic monitor conducted a resear-ch for measuring the size of the world organic market. Results of the research showed that esti-mated world organic products were 59.1 billion U.S dollars (44.5 billion Euros) in 2010. It increa-sed by 8 percent in United States and Europe in 2009 with 20.2 billion Euros. United States is the leading market for organic products worth 20.2 Euros followed by Europe where 19.6 billion Eu-ros were spent and others were Germany, France and United Kingdom. Further research included the countries with highest annual per capita spending. Switzerland and Denmark were observed with the spending of 140 Euros. In 2010, same research found that the major organic producers were India, Poland, Spain Bolivia, Turkey and others (FiBl report, 2010).


3. Methods

A household survey questionnaire was developed to investigate enabling factors of green en-trepreneurship, referring organic methods of farming practices in the Sindh and Balochistan pro-vinces of Pakistan. It triggered at individuals involved in green farming businesses, potential green entrepreneurs in the provinces. Respondents were selected randomly from the targeted provin-ces, they included individuals directly involved in the farming practices, holding own land and in-vesting in the organic agriculture production. The targeting of selected districts and organic agri-culture growers and investors reduced the potential population of our sample size. Approxima-tely 50 survey questionnaires were conducted. All the responses were gathered through appo-intments, avoiding biasness, researchers hired well educated assistant during this process.

Likert-type items on a five point scale was used to measure the perception of organic farming practices, impact of knowledge to switch current farming methods, environmental impact and incline to organic farming, potential/current barriers, social influence, annual gross income, land size and ownership type. A little empirical investigation has been conducted on these studies. In this regard, a list of items was borrowed and adapted from the work of Barr and Gilg (2007). Their work supported the primary objective of this research study is to investigate factors enable gre-en entrepreneurship with respect to their farming and/or investment in the organic agriculture production.

4. Results

4.1 Current farming method (Organic or Inorganic)

The Results show that majority (64%) respondents were conventional agriculture producers and (36%) were non-certified organic agriculture producers. According to estimates more than one hundred countries have adopted this method of farming formally (IFOAM 2007). Literature about Asia indicates that it is the seven percent producer of world land which is aggregate of al-most 2.8 million hectors. China as a country cultivates (1.4 million hectors) followed by India (0.8 million hectors). Figures for number of producers, India is the leading from front with nearly 0.4 million producers from 0.5 million in the Asia (guardian 2011). It is emerging question everyone is asking at home and abroad that biggest producers in terms of land and human are India and China both border with Pakistan. Why Pakistan as country has failed to emerge as a player in the mar-ket where it shares same climate conditions as neighbors (Willer H 2012).

4.2 Annual gross sales

Figure 4.2 interprets the results of annual gross sales of agriculture producers in provinces. Currency used for survey was converted in local currency and asked accordingly. Each dollar is al-most equal 98 Pakistani rupees (that time).


A very high proportion of respondents (44%) had annual gross sales from $1000 to $5000; nearly quarter of them had less than $1000, with (14%) were with from $5000 to $7500, with (8%) had from $10000 to $15000 and meager (8%) had more than $20000 annual gross sales respectively.

Figure 4.2: Annual gross sales of the agriculture producers in the both provinces

4.3 Organic farming know-how and its adoption

Figure 4.3 suggests that a high majority, with (64%) perceived very high impact of organic far-ming knowledge for becoming green entrepreneurs, with (30%) identified this knowledge could bring moderate impact for their possible adoption, with (4%) considered it to add slightly impact and smallest (2%) thought that organic farming will not contribute any impact to convert their cu-rrent farming practices.

Figure 4.3: Impact of organic farming knowledge on its adoption


4.4 Environmental concerns

Investigations into environmental concerns, various researches conducted research around the globe, including surveys in United States and other international institutions, have identified that respondents identified environmental concerns at top among social problems (Dunlap, 1991; Dun-lap et al., 1993; Bosso, 1994; Kempton et al., 1995, Schultz, 2001). Similar to other studies in the past, results of this survey indicate that majority of respondents (34%) with highly concerned, with (44%) were identified as moderately con-cerned, with (14%) slightly concerned and smallest group with (8%) were not concerned in environmental issues to become green entrepreneurs.

4.5 Barriers to adoption

4.5.1 Market conditions Frequency Table 4.5.1 presents aggregate results of all factors of market conditions as a barrier

where, statistical majority, with (43%) identified those factors as definite barriers to adopting or-ganic farming, with (27%) considered as possible level barrier, with (16%) found them some level of barrier, with (10%) thought as a barrier and smallest portion of respondents (3%) responded that market conditions might be some issue in their way to switch their current farming methods.

Table 4.5.1: Frequencies — Market Conditions as barriers for organic methods of farming

Market Conditions as Barriers__ Frequencies

Market Conditions as Barriers

ResponsesN Percent

No Issue 40 10.00%May be Issue 12 3.00%Some level of Barrier 64 16.00%Possible level Barrier 109 27.30%Definite Barrier 175 43.80%

Total 400 100.00%

4.5.2 Production conditions Alike results for market conditions, Table 4.5.2 presents aggregate outcomes of the question

as a result, more than (16%) respondents identified production conditions as a definite barrier, with (44%) considered them as possible level of barrier, with nearly (30%) thought them as a barrier but at some level, with more than (10%) considered that those variables might be issue and smallest number, nearly (3%) respondents did not consider those variables as barriers for the-ir personal entry to become green entrepreneurs.


Table 4.5.2: Frequencies — Production Conditions as barriers for organic methods of farming

Production Conditions as Barriers__ Frequencies

Production Conditions as Barriers

ResponsesN Percent

No Issue 15 3.30%

May be Issue 47 10.40%

Some level of Barrier 133 29.60%

Possible level Barrier 182 40.40%

Definite Barrier 73 16.20%

Total 450 100.00%

5. Summary and Discussion

The results of the study identified that a very convincing proportion of agriculture growers were engaged in organic farming practices, they linked this produce with their environmental concerns and health consciousness, and most importantly wanted to get rid of skyrocketing pri-ces of chemical fertilizers, pesticides, transportation costs etc. however, governmental instituti-ons were observed unaware from the current progress in the organic farming in provinces.

Acquiring adequate knowledge and skills was considered essential elements for becoming

green entrepreneur, so was proved in the literature and identified by significant majority in this study that conversion into organic farming without sufficient know-how is risky. Changes in clima-te conditions, pesticide attacks, weed problems and other diseases significantly lower yields and increases expenses, market fluctuation and changes in policy highly effect farming practices. Pri-ce and production risks lead farmers to financial losses and most importantly their personal he-alth as working conditions for farming are very hazardous (NIOSH 2004). Further risk is defined by Harwood et al (1999) as a state of uncertainty that leaves an individual in distress and loss (finan-cial, psychological, time etc.). However, besides knowledge, role of social inspiration was also con-sidered a convincing factor to encourage individuals to get into organic farming.

Several factors were identified as barriers for embracing green entrepreneurship, including market and production conditions, results seemed consistent with those of Yussefi and Willer (2002) regarding creation and expansion of the organic markets and opportunities for green en-trepreneurs to enjoy comparatively high price premiums for their organic agriculture produce. Market barriers were categorized as; lack of market for organic produce, if a few are at high dis-tance, lack of trust and reliability on those existing markets, price premiums, rigid certification process (expensive and time taking) and lack of local and federal governmental support.


Production conditions as barriers were; unpredictable weather conditions, pest and weed attacks on crops, knowledge of organic farming practices, labor intensive farming methods, lack of organic inputs, initial organic seed capital. Whereas organic and inorganic category producers shared alike responses for market and production barriers

In conclusion, this study is an important step towards understanding enabling factors of green entrepreneurship by promoting organic agriculture production in Sindh and Balochistan provin-ces of Pakistan. Understanding of such factors will lead provinces to establish markets for orga-nic produce. It will create opportunities for green entrepreneurs to invest more in the organic far-ming to boost their profits as demand for such products is developing locally and soaring globally. This research vividly indicates that farming community in both provinces is likely to convert the-ir current farming methods and invest in organic farming if their problems are addressed accor-dingly. Therefore, it is need of the hour to take appropriate governmental and non-governmental steps to support the establishment of reliable and convenient markets besides providing adequ-ate price premiums, price information and favorable support in production conditions i.e. provi-ding production knowledge, organic inputs, provide seed capital, organic pesticides, adequate and timely irrigation water etc. it will open the new era of opportunities for provinces to produce organic agriculture and compete in the international markets.

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Inovacije i primjeri dobre prakse u učenju za poduzetništvo

5Innovation sand Good Practicesin-Entrepreneurship Education


ENTREPRENEURSHIP EDUCATION IN EUROPE – CHALLENGES AND OPPORTUNITIES FOR EUROPEAN

EDUCATORS, POLICYMAKERS AND INSTITUTIONS

Dr David McMurtryThe School of Education, University of Aberdeen, Scotland, [email protected] +44 (0)1224 274623

OBRAZOVANJE ZA PODUZETNIŠTVO U EUROPI – IZAZOVI I PRILIKE ZA EUROPSKE NASTAVNIKE,

ZAKONODAVCE I INSTITUCIJE

Sažetak:

Ovaj se rad oslanja na europske publikacije o obrazovanju za poduzetništvo objavljene u po-sljednjih 7 godina (2006. – 2013.). Polazište je činjenica da Europska komisija (2006.) navo-di „inicijativu i poduzetništvo“ kao dvije od osam ključnih kompetencija za cjeloživotno uče-nje. Čini se da je uključivanje poduzetništva u kompetencije potaknulo interes za obrazova-njem za poduzetništvo u cijeloj Europi. Ovaj rad istražuje implikacije predloženog dvojnog pristupa (EU, 2012) obrazovanju za poduzetništvo. Dvojni pristup priznaje dvije zasebne sa-stavnice – osobne kompetencije te poslovno znanje i vještine. Autor smatra da je obrazo-vanje zapoduzetništvo od iznimne važnosti te da će imati značajniji utjecaj na školstvo i sa-mim tim na društvo nego ranije. U zaključku se tvrdi da nositelji obrazovanja za poduzetniš-tvo imaju nedvojbenu i dosad uglavnom neprepoznatu priliku da utječu na zakone, pouča-vanje i učenje krozkurikulum i institucije te da na taj način mogu privući pažnju na sebe i po-boljšati status vlastite profesije.

Ključne riječi: obrazovanje za poduzetništvo, ključne kompetencije za cjeloživotno učenje, smisao za inicijativu, poslovne vještine, partnerska suradnja

196 David McMurtry

Abstract

This conceptual paper draws upon European publications about entrepreneurship educa-tion published over the last 7 years (2006-2013). It takes as the starting point the inclusion of ‘initiative and entrepreneurship’ in the European Commission’s(2006) eight key compe-tences for lifelong learning. The inclusion of entrepreneurship in the competences appears to have stimulated a resurgence of interest in entrepreneurship education across Europe. This paper explores the implications of a proposed dual approach (EU, 2012) to entrepre-neurship education. The dual approach acknowledges two separate strands–personal, ge-neric competences and business knowledge and skills. The author argues that the impact and relevance of entrepreneurship education is now both broad and deep and there is po-tential for entrepreneurship education to have a more significant impact upon school edu-cation and thereby society, than it has previously. The paper concludes by suggesting that there is an unprecedented and largely unrecognized opportunity for entrepreneurship edu-cators to influence and inform policy, teaching and learning across both the curriculum and institutions, as well as to raise the visibility and status of their own discipline.

Key Words Entrepreneurship Education; key competences for lifelong learning; sense of ini-tiative; business skills, collaborative partnerships.

Key Competences for Lifelong Learning

Entrepreneurship education is currently a much-debated topic throughout Europe. Many pa-pers and reports are being published, conferences being held and funded projects being envisio-ned and undertaken. This interest in entrepreneurship education is in part aresponse to the cu-rrent economic crisis. It is driven by a desire to make a useful contribution to improving the eco-nomic situation by enabling and empowering individuals and future generations to be more eco-nomically active, creative and innovative, and to generate sustainable income and wealth. Many economies see entrepreneurship as a key driver of sustained economic growth.

The debate surrounding entrepreneurship education is also a response to the publication in 2006 by the European Commission of eight key competencies for life long learning, and the inclu-sion in them of a sense of initiative and entrepreneurship, (competence number 7; European Commission, 2006). The recommendation to develop key competences for lifelong learning (he-reafter referred to as the recommendation)has broad and ambitious aims and objectives. These include,

• Improvement in educational performance particularly of low achievers,• Promoting positivity towards cultural diversity, • Developing learning organisations, • Encouraging lifelong learning, • Pro-active support for the unemployed and• The promotion of gender equality.


The competences are promoted as a key measure in Europe’s response to globalisati-on and to ‘developing skills for the knowledge society and specific objectives for promoting lan-guage learning, developing entrepreneurship and the overall need to enhance the European di-mension in education’ (EU, 2006, p1). National reforms and the exchange of information between member states, will ‘encourage the development of a common set of core skills’ (EU, 2006, p2).

Since 2006, a significant number of reports have been published considering entreprene-urship education and the related concept of entrepreneurial learning (see the references list). Whether explicitly or not, these reports build upon and develop the expanded definition of ‘sen-se of initiative and entrepreneurship’ in the 2006 recommendation.

In the recommendation, emphasis is placed upon enabling individuals to turn ideas into ac-tion, to be creative and innovative, and to take risks. Being prepared to seize opportunities, at work, at home and in society, is seen as fundamental to taking initiative and to being entreprene-urial. Knowledge is needed including a broad understanding of the workings of the economy, of business and of the role and importance of social enterprise. Specific skills are required such as project management skills and the ability to work both autonomously and collaboratively. Moti-vation and determination are prerequisites as is self-knowledge and awareness of ethical beha-viour (European Commission, 2006, pp 17,18).

In addition to defining entrepreneurship education, reports published since the recommen-dation describe and categorise approaches to entrepreneurship education in nation states acro-ss Europe (see Education, Audiovisual And Culture Executive Agency 2012, for a comprehensive review). This information is useful in locating and understanding different strategies, however, mapping practice whilst simultaneously conceptually defining what is being examined, is argua-bly premature. Before we can create a truly useful analysis we first need to have clarity and con-sensus regarding what we are examining. The process of clarifying what we mean byentreprene-urship education, has become increasingly more complex as thinking develops, however, greater clarityis emerging which is evident in more recent studies and publications. This paper is a con-tribution to this consensus-building regarding contemporary entrepreneurship education throu-ghout Europe.

The Dual Approach

Drawing upon previous work, the 2012 European Union publication ‘Building Entrepreneurial Mindsets and Skills In The EU’ sets out a dual approach to entrepreneurship education.

The first strand in this dual approach is the development of generic competences such as cre-ativity, initiative and self-reliance. The development of these skills and capacities is not the res-ponsibility or preserve of any single subject, curricular area or discipline.

198 David McMurtry

The report suggests that these should be developed and fostered across the mainstream cu-rriculum, often in an approach that is cross-curricular or inter-disciplinary. This strand is most evi-dent in the early years of education - pre-school, primary school and early secondary or junior High School. This dimension is critical as it is the foundation upon which more specific, business related knowledge and skills are built.

The second strand is focused upon business skills and knowledge/understanding, including the skills and know-how of setting up and running a business. This is often a component of upper secondary education and beyond, although in primary education across Europe, what is most of-ten termed ‘Enterprise Education’ also introduces and fosters business awareness and practices. This strand is often organised in the curriculum as a separate subject although this is not always the case and the development of business skills and knowledge also occurs through an inter-dis-ciplinary or cross-curricular approach. The need for such an approach is exemplified in the OECD report in 2009 into innovation and entrepreneurship in universities, which highlights as a key ele-ment of an effective approach, not only a dedicated entrepreneurship education structure, but also ‘viable cross-faculty collaboration’ (OECD, 2009, p14).

‘Building Entrepreneurial Mindsets and Skills in the EU’ (2012) acknowledges that developing a dual, structured and systematic approach to entrepreneurship education, which is mainstrea-med, is not going to be easy.

‘Moving entrepreneurship education from being an extra-curricular ‘add-on’ with a ‘tra-ditional’ focus on business practice to being an intrinsic part of the curriculum including a broad range of entrepreneurial capabilities and skills can mean nothing less than a paradigm shift in the education system. This is especially the case where it needs to be embedded in general/academic education tracks, and where more traditional teaching methods are cur-rently in use.’

European Union, 2012, p16, (emphases in original).

In this 2012 document, the impact and outcomes of the two strands of the dual approach are illustrated at different levels in what is called ‘An Entrepreneurship Education Intervention Logic’ (EU, 2012, p17 - see figure 1 below). The two strands (or operations) develop embedded entre-preneurship competences and specific business management skills and knowledge. By embedded competences is meant those that are overtly and visibly integrated into subjects across the curri-culum. Nothing is hidden or merely implied.

As well as developing skills, entrepreneurship education aims to result in a range of personal dispositions and capabilities such as enhanced self-confidence, motivation, adaptability, creati-vity and positive attitudes towards risk taking. At a societal or community level (labeled in the in-tervention logic as intermediate aspects), young people leaving formal education are more likely to be active citizens who are creative and adaptable entrants to the workforce and potential en-trepreneurs. This results in enhanced social cohesion and a positive and significant economic im-pact at a global level.


Figure 1.0

An Entrepreneurship Education Intervention Logic. Taken from European Union, 2012, Figure 2.2, p16

The embedded competences are developed throughout learning and the curriculum, inclu-ding in entrepreneurship and enterprise education. In addition to those referenced above, there are other competences, which are desired outcomes of learning and education. These include, a sense of self-efficacy, communication and presentation skills, numeracy and literacy skills, intra- and interpersonal skills, resilience and critical/analytical thinking skills.

The development of these competences

• is the concern of all subjects/disciplines, every learner and all educators,• is often inter-disciplinary,• is evident at all levels in formal education,• occurs through informal as well as formal learning,• is central to life long learning and continuous human growth and expansion and• is critical to individual well being and the social, cultural and economic health of commu-

nities and societies at local, national and global levels.

200 David McMurtry

The first strand of the dual approach enables and underpins, therefore, more than entrepre-neurship education. The development of embedded, generic competences is not only fundamen-tal to being an entrepreneur and to education for entrepreneurship, but to all learning and to all aspects of education and economic, cultural and social life. No curricular area or group of educa-tors can make an exclusive claim to them, as they feature in every subject or discipline and are re-levant across the curriculum, at all levels. Entrepreneurship education and educators have, po-tentially a very important role to play in the development of these competences, both outwith as well as within the/their subject. This is discussed in detail in the following section.

So, to summarise, a dual approach to entrepreneurship education:

• Makes a very important contribution to the development of embedded, generic compe-tences that are fundamental to all learning, subjects or curricular areas, not just as a preparation for entrepreneurship or the world of work. These are generic core com-petences, as well as being core entrepreneurship competences. The overall goal of en-trepreneurship education ‘is seen as developing people who are entrepreneurial in all aspects of life’ (European Commission, 2012, p27)

• Focuses upon the development of business skills, knowledge and practices.

The distinction being emphasised here may be seen as pedantic. But that is missing the po-int. We, the authors, are arguing that the contribution of entrepreneurship education and educa-tors to educational policy, the curriculum and learning, is potentially much more significant and wider in scope than has been envisaged in the past or than many appreciate today. In addition to developing specific business knowledge and skills (strand two of the dual approach), entreprene-urship education has a very significant role to play in the development of competences that are embedded in all subjects/disciplines and are met across schools, colleges and universities (strand one of the dual approach). Entrepreneurship education and educators, are making (or have the potential to make)a very significant contribution to the learning and development of all learners, at all levels.

Entrepreneurship Education and Educators in a Broad Context

In this paper the author has intentionally chosen to broaden the description of an entreprene-urship educator. By this is meant any educator who has the aim or goal of facilitating one or both of the strands of the dual approach to entrepreneurship education, at any level in formal educati-on. It can be argued that this includes all formal educators! All teachers and lectures are in some way promoting and facilitating the embedded, generic competences.


Clearly however, some educators have a more significant role in overtly developing a sense of initiative and entrepreneurship than others. Probably based in High School, Further or Higher Education, these teachers and lecturers are significantly involved in education for entreprene-urship, including for some, teaching and facilitating business skills and knowledge. Being an edu-cator for entrepreneurship is likely to be a valued aspect of their professional identity. But whilst roles regarding initiative and entrepreneurship vary, we argue that the recent developments be-ing discussed are of relevance and significance to all educators.

Education for entrepreneurship can be extended to include developing an entrepreneurial mindset. By this is meant that the learner is developing some or all of the characteristics or dis-positions of an entrepreneur, examples of which are commitment and determination, tolerance of risk, creativity, self-reliance, adaptability and motivation (Timmins, J, 1994). These characteri-stics are very similar to the generic competences of strand one of the dual approach. In develo-ping the embedded generic competences across learning, we are, therefore, also supporting the development of an entrepreneurial mindset, as these competences are essential to being entre-preneurially effective. Equally, having an entrepreneurial mindset is an important aspect of being creative and innovative and being a successful learner.

The links between generic competences that are embedded across all learning at all levels, and entrepreneurship education, means that specialist entrepreneurship educators share the goal of fostering and realising embedded competences with all other educators - class teachers in primary schools, enterprise educators, teachers of employability skills, High School teachers of all subjects and all College and University teachers and lecturers. The goal of achieving competences is accepted to be of fundamental importance to lifelong learning (EU, 2006) and is the responsibi-lity of all educators. With this synergy between generic competencies and entrepreneurial effec-tiveness, comes both the need and opportunity for collaboration and co-creation (Prahald and Ramaswamy, 2004). The dual approach and the learning and teaching that it will encompass, sets Entrepreneurship Education in a broad, cross-sectoral, multi-level context. As we see it, there is an unprecedented opportunity for Entrepreneurship Educators to directly influence and inform education policy, teaching and learning across the curriculum and institutions.

In responding to the recommendations on key competences, the dual approach and/or other policy advice, entrepreneurship educators in collaboration with colleagues across formal educa-tion, can apply their skills, knowledge, expertise, insight and commitment to the development of embedded, genericcompetences in a range of curricular areas, subjects, contexts and settings, at all and any level within education. Educators will have to proactively seek collaboration, often on a project basis. The possibilities for collaboration are numerous. For example,

• Entrepreneurship educators, primary and High School teachers might work collaboratively to develop core competences through cross-curricular projects or to develop attributes which are actively developed through the levels of a specific discipline.

202 David McMurtry

• Entrepreneurship educators in universities might work with colleagues, from a number of faculties, to enhance graduate attribute specification.

• Teachers and lecturers, from different levels and sectors, might collaborate to develop pe-dagogical practices in delivering core competences involving authentic, active and expe-riential learning.

• Teachers alongside college and university-based entrepreneurship educators might de-velop transition-learning experiences to enhance High School pupils’ entrepreneurship skills.

• Experienced entrepreneurship educators (including Professors) might act in advisory capacities to education authorities in developing policy in response to the European Commission’s recommendations on key competences. They might also lead professional development for teachers.

Effective and successful collaborations must also, we would argue, involve partners from bu-siness and voluntary organisations, communities, parents and of course, pupils or students. This opportunity is enhanced because of the renewed interest in entrepreneurship and education for entrepreneurship, brought about by the current economic situation. It is further supported, by the inclusion of ‘sense of initiative and entrepreneurship’ by the European Commission in the key competences (EU, 2006). This interest and opportunity is still further heightened by the research and policy documentation published since the 2006 recommendation.

Through direct engagement in developments to policy, learning and/or teaching Entreprene-urship Educators will also have an indirect influence upon the people they interact with and upon aspects of school or institutional life. This paper cannot explore these aspects, however they are worth mentioning here. We would include in these areas of influence the curriculum, assessment, teacher/lecturer professional identity (to what extent do/should teachers have an entrepreneu-rial mindset?), leadership and school/college culture and climate. Andrew McCoshan et al (2010), authors of ‘Towards Greater Cooperation and Coherence in Entrepreneurship Education’ believe that there is currently

‘...the potential for entrepreneurship education to transform many aspects of teaching and learning, to empower students through the development of autonomy in learning, to reduce hierarchical relationships within schools and to open up educational establishments to the outside influences of the business world.’

European Commission, 2010, pages 28/29.


Creating Collaborative Partnerships

There are certain prerequisites to realising this opportunity for collaboration and to develo-ping partnerships. All those involved, (but particularly Entrepreneurship Educators as in most ca-ses we see them leading collaborations), must have a broad vision and understanding of Educati-on for Entrepreneurship. There has to be consensus that Education for Entrepreneurship is con-cerned with both the development of knowledge and skills for entrepreneurship and the deve-lopment by all learners of generic competences, which are embedded across the curriculum. For entrepreneurship educators, this may require a paradigm shift in how they view their interests and roles, leading for some, to a shift in their professional identity. We acknowledge that given the realities of workload some entrepreneurship educators will wish to remain focused upon their current practice. Nevertheless, as a consequence of the factors discussed, the opportunity exists for those entrepreneurship educators to lead or take part in initiatives involving broader collabo-rations than they might have previously considered. Even where there is no change to current ro-les, we believe it is important that all entrepreneurship educators recognise and fully acknowled-ge the increasing scope and relevance of entrepreneurship education which is evident in recent policy at European and national levels and in subsequent developments.

Clearly such developments require commitment beyond that of the professionals involved - the necessary resourcing and infrastructure have to be put in place. Support from leaders in edu-cation is also essential. Much research has been done since 2006, on building the infrastructure required for effective entrepreneurship education at each level within the system, and helpful ad-vice and guidance is available in several recently published reports (OECD, 2009, 2012; World Eco-nomic Forum, 2009; European Commission, 2006, 2010, 2011).

The Window of Opportunity

It is not an exaggeration to state that the opportunity currently exists not only to re-contextu-alise Entrepreneurship Education but also for Entrepreneurship Educators, working in collabora-tion and partnership with colleagues in schools and beyond, to have a significant and highly valu-ed role in bringing about educational change.

It has been argued that education is overly politicised and too often used to achieve political gains (Oakley, quoted by MacLure, 2005; Cochrane-Smith and Fries, 2001; Day and Sachs, 2004). It is not believed that this is the case here. Nor that interest in entrepreneurship education is short-term. The European Commission has a long-term strategy for the implementation of each of the key competences for life-long learning. This commitment was reaffirmed by the establishment in 2012 of a network to drive the implementation of key competences within schools (call for propo-sals EAC/13/2011. ‘European Policy Network on Key Competences in School Education’).

204 David McMurtry

Furthermore, the prioritisation of vocational education and training (VET) in Europe can be tracked back to the establishment of the European Economic Community (EEC) in the 1950s (Ertl, 2006). The importance of VET is evident today in initiatives across Europe to develop entreprene-urship and skills for work and employability.

Nevertheless, it is several years since the publication of the recommendation on key com-petences for life-long learning (in 2006) and we believe that the window of opportunity for en-trepreneurship education/educators to realize these opportunities and to embrace and inform change, is now. Following a period of advice and policy development by several EC funded groups (2006-2012), the next phase is the implementation of recommended approaches. We would su-ggest this phase is from 2014-2020.That this is so, is reflected in EC directives and the availability of funds to support initiatives such as those under discussion. In April 2012 the EU Directorate for Enterprise and Industry made a call for project proposals in Entrepreneurship Education, totaling €2.5 million. Anticipated projects included those ‘for primary and secondary school teachers to support the development of their skills and methods in applying entrepreneurial learning to diffe-rent teaching subjects and to different contexts’ (EU, 2012). The ‘Erasmus for All’ Programme, aims to involve up to 5 million people in education and training opportunities between 2014 and 2020 and a budget of €14.6 billion was agreed in February 2013.

Conclusion

There is a currently a resurgence of interest throughout Europe in education for entreprene-urship at school, college and university levels. This is in part in response to the current econo-mic situation in Europe and, in part, to the inclusion by the EU of ‘sense of initiative and entre-preneurship’ in thekey competences for lifelong learning (EU, 2006). Several European publicati-ons over the last seven yearshave categorised current practice and clarified what contemporary entrepreneurship education encompasses and involves. Most recently a dual approach to entre-preneurship education has been proposed (EU, 2012) which involves a) the achievement by lear-ners of generic competences, which are embedded across all learning, and b) the development of business skills and knowledge. This broadens the scope and redefines the rationale of entrepre-neurship education. It also raises its visibility and status and creates opportunities for collabora-tion and co-creation between entrepreneurship educators and colleagues across every sector of education, at all levels. It is our view that currently there is an unprecedented opportunity for en-trepreneurship educators to influence and inform education policy, teaching and learning across both the curriculum and institutions. Entrepreneurship Education and Educators can and argua-bly should play a direct and significant role in the development of key competences at all levels in formal education. This will also have an indirect influence on collaborators and upon a wide ran-ge of aspects of education and institutions. Entrepreneurship Educators will make an even grea-ter contribution to economic regeneration whilst increasing awareness and appreciation of their work and specialist knowledge and skills.


Given its dynamic nature, there are always new policies, practices and priorities in education. Fostering a sense of initiative and entrepreneurship through specific knowledge and skills and ge-neric competences, is currently a key recommendation and priority across Europe. Achieving the unprecedented opportunities that exist to broaden the scope and context of entrepreneurship education will require interest, willingness, action, the disposition to look outward, engagement in radical thinking and the forging of new partnerships. I have no doubt that many talented edu-cators will meet this challenge and in doing so will exemplify the entrepreneurial mindset .

206 David McMurtry

References

• BOLTON, B. and THOMPSON, J. (2000). Entrepreneurs. Talent, Temperament, Technique.Butterworth-Heinemann, Oxford.

• COCHRANE-SMITH, M. and FRIES, M. (2001). Sticks, Stones And Ideology: The Discourse of Reform in Teacher Education. Educational Researcher,Vol30, No 8, pp. 3-15.

• COMMISSION OF THE EUROPEAN COMMUNITIES (2006) Implementing The Community Lisbon Programme: Fostering Entrepreneurial Mindsets Through Education and Training. Brussels: Commission of the European Communities.

• DAY, C. and SACHS, J., (2004). Professionalism, Performativity And Empowerment: Discour-ses In The Politics And Purposes Of Continuing Professional Development. In: DAY, C. and SACHS, J. eds. International Handbook On The Continuing Professional Development Of Teachers.Open University Press/McGraw-Hill, Berkshire

• EDUCATION, AUDIOVISUAL AND CULTURE EXECUTIVE AGENCY (2012) Entrepreneurship Education At School in Europe. National Strategies, Curricula and Learning Outcomes. Bru-ssels: Education, Audiovisual and Culture Executive Agency.

• ENTREPRENEURSHIP UNIT, DIRECTORATE-GENERAL FOR ENTERPRISE AND INDUSTRY (2011) Entrepreneurship Education: Enabling Teachers As A Critical Success Factor. Brusse-ls: European Commission.

• ERTL, H (2006) European Union Policies in Education and Training: The Lisbon Agenda As A Turning Point Comparative Education, Vol 42, No 1, pp. 5-27

• EUROPEAN COMMISSION (2006) Recommendation of The European Parliament And Of The Council Of 18 December 2006 On Key Competences For Life Long Learning, Official Journal Of The European Union, L394/10

• EUROPEAN COMMISSION (2010) Towards Greater Cooperation And Coherence In Entre-preneurship Education. Birmingham, UK: Ecotec.

• • EUROPEAN COMMISSION (2012) Building Entrepreneurial Mindsets And Skills In the EU.

Brussels: Directorate-General For Enterprise and Industry, European Commission.• EUROPEAN UNION (2012) http://www.eurodesk.org/edesk/SearchDb.do?go=2&progId=• EU0010000511&country=EU&show• HESS, F., ed, (2006). Educational Entrepreneurship. Realities, Challenges, Possibilities.Har-

vard Education Press, Cambridge, Massachusetts.• HEININEN, J. and POIKKIJOKI, S. (2006). An Entrepreneurial-Directed Approach to Entre-

preneurship Education: Mission Impossible? In Journal of Management Development,25 (1), pp. 80-94.

• MACLURE, M. (2005). ‘Clarity Bordering On Stupidity: Where’s The Quality in Systematic Review? Journal of Education Policy,Vol 20, No 4, pp. 393-416.

• OECD (2009) Universities, Innovation and Entrepreneurship. Criteria and Examples Of Good Practice. Paris: OECD

• OECD (2010) The OECD Innovation Strategy. Getting A Head Start On Tomorrow. Paris: OECD.


• Prahald, CK and Ramaswamy, V (2004) ‘The Future of Competition: Co-Creating Unique Value With Customers’, Harvard Business Review Press, Boston.

• RAE, D. (1999). The Entrepreneurial Spirit.Blackhall Publishing, Dublin.• SEECEL (2011a) Entrepreneurial Learning: A Key Competence Approach ISCED Level 2. Za-

greb: South East European Centre For Entrepreneurial Learning.• SEECEL (2011b) Entrepreneurial Learning: A Key Competence Approach ISCED Level 5/6.

Zagreb: South East European Centre For Entrepreneurial Learning.• TIMMINS, J. (1989). The Entrepreneurial Mind.Brick House Lane Publishing, Acton, Ma-

ssachusetts,• TIMMINS, J (1994) New Venture Creation: Entrepreneurship For The 21st Century.

Irwin Publishing, Burr Ridge, Illinois.• WORLD ECONOMIC FORUM (2009) Educating The Next Wave Of Entrepreneurs. Unlocking

Entrepreneurial Capabilities To Meet The Global Challenges Of The 21st Century. Geneva: World Economic Forum.


VOCATIONAL EDUCATION AND BUSINESS - LOOKING FOR A COOPERATION MODEL

Bartosz Sobotka, Ph.D., Syntea S.A. (JSC)9A Wojciechowska St., 20-300 Lublin, mobile +48797597909, [email protected]

STRUKOVNO OBRAZOVANJE I POSLOVNI SVIJET – POTRAGA ZA MODELOM SURADNJE

Sažetak

Kombiniranje obrazovanja s poslovnim svijetom obično se povezuje s naprednim tehnolo-gijama, inovacijom i akademskim okruženjem. Iako se ulažu značajni napori, rezultati te su-radnje nisu zadovoljavajući, posebice u srednjojiistočnoj Europi, uključujući Poljsku. Često se zaboravlja važnost suradnje strukovnih obrazovnih institucijai tvrtki. Ta je suradnja u Polj-skoj bila vrlo uspješna sve do promjena u političkom sustavu. Situacija se promijenila nakon 1989., kada je započela marginalizacija strukovnog obrazovanja. U današnje vrijeme svjedoci smo procesa rekonstruiranja i ponovnog razvoja poljskog strukovnog obrazovanja koje, na-ravno, mora surađivati s poslovnim svijetom. Ovaj rad prikazuje koje je korake poduzela polj-ska vlada u cilju poboljšanja poljskog strukovnog obrazovanja. Većinu ovih mjera sufinanci-ra Europska unija. Osim toga, članak prikazuje prednosti i izazove modela kojeg je osmislila Syntea, jedna od najuspješnijih poljskih vježbeničkih tvrtki. Model integrira strukovno obra-zovanje i tvrtke te na taj način podržava obrazovni proces.

Ključne riječi: strukovno obrazovanje, reforma strukovnog obrazovanja, razvoj kurikuluma

210 Bartosz Sobotka

Summary

Combining education with business is usually associated with advanced technologies, inno-vation and academicworld. However, even though the efforts are considerable, the results of such collaborations are dissatisfying, especially in CEE countries, including Poland. The importance of the level of cooperation of vocational education institutions with commer-cial companies is frequently forgotten in terms of business-education collaboration, which, in the case of Poland, had been perfect until the transformation of the political system. The situation changed after the transformation in 1989, when vocational education in Poland started to be marginalised. Nowadays, we witness the process of reconstructing and rede-veloping Polish vocational education that must naturally cooperate with business. The arti-cle presents initiatives undertaken by the Polish government aiming at restoring Polish voca-tional education. Most of these measures are co-financed by the European Union. Moreo-ver, the article demonstrates the advantages and challenges of the system model created by one of the greatest Polish training companies, Syntea. The model consists in integrating vo-cational education with companies by supporting teaching process, validating skills by inde-pendent VCC certification as well as defining competence needs specified by businessmen.

Key words: Vocational education, vocational education reform, curriculum development


1. Introduction

Combining education with business is usually associated with advanced technologies, inno-vation and academic world. Such cooperation frequently involves considerable funds, subsidies from the state budget and great expectations. However, even though the efforts are considera-ble, the results of such collaborations are dissatisfying, especially in CEE countries, including Po-land. Lublin, an academic city in Eastern Poland, exemplifies this situation very well. Although the total number of students in the past 10 years decreased from 100,000 to 80,000, each of the five public universities managed to apply for EU subsidies successfully and use EU funds in order to erect teaching facilities, which have become ‘memorials’ of EU financial perspective for the years 2007-2013. However, the question arises: who is going to use these premises and, is the modern infrastructure, deprived of modern laboratories, going to increase teaching level and transfer sci-ence to business? An interesting example of using EU funds in Lublin is the fact that the new le-ssee renting space in Lublin Science and Technology Park (subsidised from the EU funds in amou-nt of PLN 15 million) that is supposed to incubate business and create conditions for transferring technology to business is.... Lublin Concert Hall.

The importance of the level of cooperation of vocational education institutions with compa-nies is frequently forgotten in terms of business-education collaboration, which, in the case of Poland, had been perfect until the transformation of the political system. Due to the system of apprenticeships and practical placements, learners attending vocational schools could acquire real skills and competences instead of pure theoretical knowledge. The situation changed after the transformation in 1989, when vocational education in Poland became marginalised and this is confirmed by numbers. The number of vocational schools has decreased fourfold in the last 20 years, from 814.5 thousand in 1990 to 210.9 thousand in 2011-2012. The number of basic vocati-onal schools slumped from 3000 in 1990 to 1800 in 2012, i.e. 42% (Worek, Guzik,2013, pp. 5-10). This decrease is sharpened not only by the market lacking in specialists, but also by entrepreneurs complaining about the quality of education in vocational schools. This situation is also depicted by the fact that numerous qualified specialists emigrate from Poland to Western Europe. This si-tuation hasbecome more popular after Poland’s accession to the EU and canbe exemplified by the Polish plumber in France. Consequently, professionals who stayed in Poland value their monthly remuneration three times higher than the national average salary.

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2. Reconstructing vocational education in Poland - using EU funds

In Poland we can currently observe the process of reconstructing vocational education that must cooperate with business. A tremendous amount of funds required for preparing and intro-ducing the reform comes from EU funds, especially from the European Social Fund, of which Po-land is the beneficiary.

In the 2007-2013 financial perspective, two priorities including actions for vocational educati-on have been prepared within the Human Capital Operational Programme financed by the Euro-pean Social Fund. Priority 3 “High quality of education” and Priority 9 “Developing education and improving competencies in regions.” The main difference between these priorities is the fact that Priority 3 was allocated centrally by the Ministry of Education and Priority 9 was managed by re-gional entities (16 regions).

Priority 3 includes two most important sub-actions: Sub-action 3.3.3, Modernizing teaching content and methods, developing and pilot-implementing innovative curricula, teaching materi-als and teaching methods. Sub-action 3.4.3, Promotion of lifelong learning, developing diagno-stic tools and teaching materials useful in recognizing learner’s professional predispositions and interests.

A system project “Improving core curricula - a key to modernizing vocational education” im-plemented by the NATIONAL CENTRE FOR SUPPORTING VOCATIONAL AND CONTINUING EDUCA-TION in the years 2008 - 2013, the value of which amounts to PLN 22.5 million is an axis of voca-tional education reform within Sub-action 3.3.3. The project aimed at:

• Developing methods for assessing consistency in core curricula,

• Developing methods for examining core curricula in terms of acquired qualifications,

• Examining qualifications and competences that employers require from vocational school graduates,

• Developing methods for designing core curricula for teaching professions,

• Designing core curricula for 193 professions,

• Developing sample curricula with subject and module structures.

Moreover, Sub-action 3.4.3 should be indicated within Priority 3, as a result of which nume-rous projects involving organizing practical placements for teachers and coaches were imple-mented. Furthermore, in the years 2009, 2010 and 2011 over 10,000 practical placements for te-achers were financed (value: PLN 150 million).


The main aim of implementing these projects was to broaden teachers’ and professional coaches’ knowledge about new technologies applied in companies. Since the close cooperation with companies is required, the participating teachers could see how a modern company func-tions. Due to this, the knowledge they share with learners could become more up-to-date and practical.

However, Priority 9 includes Sub-action 9.2: Enhancing attractiveness and quality of voca-tional education. This sub-action includes implementation of two types of projects: situation-analysis projects and development programme projects which respond to the analyses.

Sub-action 9.2 of Priority 9 is immensely important since it is entirely aimed at vocational te-aching. According to the data from31 May 2013, Intermediary Bodies signed co-financing agree-ments for 1600 projects amounting to about PLN 1560,which make around 85% of allocation (Pro-gress in implementing OPHRD, 2013).

Moreover, numerous other actions and sub-actions financed from the OPHRD assets should be taken into consideration. They could be also used for developing and modernizing facilities used in vocational education.

To summarize, it must be emphasised that the current EU financial perspective involves applying over PLN 2.2 billion of EU funds aiming at introducing the vocational education reform. Over 7 thousand vocational schools have been supported.

3. The first effects of using EU funds in Poland during the years 2007-2013: situation anaylsis

The Polish government has undertaken several actions aiming at changing the situation of vocational education. Their scope has been presented above. It may be stated that actions ta-ken between 2007 and 2013 only introduced the real implementation of mechanisms allowing to adjust vocational education to the needs of the labour market since they do not introduce any specific solutions but only provide analysis of the current situation, of course except for some particular pilot projects with limited scope.

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3.1 The lack of cooperation mechanisms between an employer and a school.

It is of utmost importance to create specific standards creating and developing relationships between employers and the education system, e.g. by including employers’ representatives into the process of enhancing the quality of vocational education.

This requirement is clear and understandable since the direct ‘recipients’ of employees edu-cated in vocational schools are employers. Moreover, in free market economy, newly-employed staff must generate income for their employers. Otherwise, employers will be unable to provi-de their staff with employment. Thus, it is in employers’ interest to cooperate in developing cu-rricula adjusted to labour market needs, curricula of practical profession teaching, or examinati-on requirements.

The panel research conducted by the Ministry of Education in 2011 for ‘Vocational school - school of positive choice’ project pointed to a conclusion that there is no general system of coo-perationbetween vocational schools and entrepreneurs. Moreover, it was stated that the existing forms of collaboration result from individual relations, i.e. between a school headmaster and an employer, as well as their individual arrangements. Although entrepreneurs frequently compla-in about the low quality of vocational education, they are not really aware of their roles in enhan-cing the quality of vocational education, e.g. by developing internal training and education paths for new staff, including trainees.

Keeping practical aspects of vocational education under improved organisational supervision, particularly by defining the roles of current apprenticeship mentors, could solve the problem in question. Especially because this function is currently being performed ineffectively. An appren-ticeship mentor should focus on developing relationships with employers so that theoretical to-pics covered within school curricula would be adjusted to employers’ (labour market) needs and requirements. Simultaneously, mentors should support the teaching process taking place in the employer’s company (Analysing vocational …, 2011, p. 25).

Furthermore, an important component of the mechanism in question should involve creating regulations on financial incentives for employers, e.g. facilitating the process of reimbursing ex-penditure on salaries paid to employees who learn their jobs as well as on social insurance con-tributions paid for refunded remuneration for employers (Analysing vocational …, 2011, p. 35).


3.2 No uniform competence measurement standard

It is acknowledged that mismatching employees’ competences to employers’ needs results in measurable ineffectiveness that leads to worse economic results achieved by companies. Howe-ver, this situation is not confirmed by any widely available research results that could provide eco-nomists with knowledge sufficient to form recommendations. It is also acknowledged that this condition results from the lack of data on efficiency of production factors and companies’ finan-cial ratios achieved within analysing the influence that competence mismatches have on compa-nies’ functioning (Skill mismatch,2012, p. 18).

This situation is confirmed by the results of research conducted by Łukasz Sienkiewicz. It may be suggested that, according to the research results, each third company from the group of 941 medium and large enterprises in general do not apply any tools used for measuring human capi-tal (Sienkiewicz, 2012, pp. 37-45).

Due to this, from Polish employers’ point of view, it is currently irrelevant to quantify results of benchmarking the required education level and the increase of company’s productivity. Howe-ver, it is difficult to talk about mismatching if there are no available competence measurement, it is of utmost importance to implement a reliable, common competence validation system both in vocational education and companies.

3.3 No information exchange

The next diagnostic element has been formulated on the basis of research conducted within one action included in “Improving core curricula - a key to modernizing vocational education” project analysing qualifications and competences that employers expect from vocational scho-ol graduates (conducted in 2009). The task was carried out by analysing 32 Polish and non-Polish research projects involving the subject in question. Final conclusions concern especially the in-formation barrier present on the labour market: a person looking for a job does not have thoro-ugh knowledge about the job, and a company looking for an employee does not have complete information on candidates. Analysing conclusions and recommendations included in the resear-ch indicates that forecasting competences that may be required in future is essential due to gre-at amount of time needed for preparing graduates to enter the labour market (Sienkiewicz, Gru-za, 2009).

However, we must remember that prognoses of changes occurring on the labour market are not fully reliable and the demand for work in various sectors frequently fluctuates.

216 Bartosz Sobotka

3.4 The lack of additional, non-vocational competences that vocational school graduates could acquire

Key competences, also known as metacompetences, are of utmost importance due to dyna-mic changes taking place on the labour market and increasing flexibility in activities undertaken by specific companies (Sienkiewicz, Gruza, 2009, p. 105). Such competences do not depend on any company or business and may be used in carrying out various professional activities. They especially include :

• Recognizing casual and functional relationships and complexity of phenomena,

• learning problem-solving measures,

• looking for, segregating, and applying information from various sources,

• self-development, flexible reaction to changes, looking for new solutions,

• developing interpersonal communication, applying technologies, speaking several foreign languages,

• advancing arguments and standing one’s ground

• cooperation and successful team communication,

• organising work, familiarizing with working techniques and tools, planning activities, bea-ring responsibility for results.

Moreover, metacompetences are complemented by business-related competences, closely connected with one business but not related with any specific profession or company operating within the particular business. For instance:

• knowing the structure of a given business,

• being able to analyse actions and strategy plans devised by competitors

• becoming familiar with the most recognizable companies on the market and with the re-lationships between them,

• being skilled in implementing common projects with other companies.


These conclusions have been used for developing the new core curriculum for vocational edu-cation. Records involving both competence groups are present in both the set of personal and so-cial competences as well as learning outcomes involving starting and running business activities. Yet, there is still a question remaining: will vocational school teachers be able to quickly catch up with changes made to core curricula and learn methods of teaching new competences, extremely different from the previously taught ones?

3.5 Deficiencies in teacher competences.

One must not forget about a crucial link in vocational education, i.e. teachers. It is trivial to claim that for the vocational education to be successful, learners should be taught by teachers who are internally satisfied (which results from self esteem), energetic (which is strictly connec-ted with proportionate salary and, as we know, teachers do not earn a lot), and familiar with ad-vanced working methods applied in modern companies (Borys, Olsztyn 2012).

Due to this, it is important for teachers to receive continuing education in vocational subjects, especially in terms of changes occurring in the real economy as well as system approach towar-ds implementation of obligatory in-company practical placements and internships for teachers.

3.6 Employers are not ready to cooperate

Employers lackstaff who could care for interns and trainees. Due to this, the cooperation of schools with employers is rather poor. On the one hand this concerns properly trained individu-als who can share their knowledge (implementing improved teaching elements into practical vo-cational education). On the other hand, it concerns appointing a person who could care for trai-nees and interns.

Moreover, employers who were asked to indicate necessary changes that could make them more eager to cooperate, emphasised not only the need to reduce bureaucracy and formalities but also to solve problems concerning financial issues, i.e. remuneration for mentors, reimburse-ment of teaching costs (Final report …,2010, p. 50).

218 Bartosz Sobotka

4. Example of Syntea model

Presumably, system implementation of solutions involving reform of vocational education, es-pecially the cooperation of schools and employers, is to be included in the new EU financial per-spective for the years 2014-2020 and its core will consist of recommendations and diagnostic re-sults, especially those presented above.

However, apart from official reforms financed by the government, there are also commercial, grass-root processes implemented by various institutions, e.g. Syntea S.A. that created a system of integrating vocational education with companies (VCC - Vocational Competence Certificate). The system includes the following elements:

• the company’s own teaching products compliant with VCC standard. They complement formal education system compliant with the core curriculum and adapted to the current labour market needs;

• a validation system based on external examination platform and carefully followed proce-dures involving verification of teaching outcomes;

• apprenticeship and practical placement programmes;

• employment support programmes.

The apprenticeship and practical placement programmes developed by Syntea are new in terms of diagnosis and, simultaneously, the above recommendations. VCC apprenticeships are developed within Curriculum Development, according to which even the most thoroughly prepa-red curriculum cannot substitute the real experience gained not by observing the mentor during traditional practical placements but by participating in a strictly commercial project that must be economically positive for businessmen, right from launching it.

However, the problem of finding employers who would like to participate in apprenticeship programmes has been solved within Syntea partnership system involving not only a network of vocational schools cooperating directly or indirectly (through its VCC partners, i.e. other training companies offering Syntea’s products) with Syntea, but also a network of employers especially from Germany. Initially Syntea aimed at providing traditional employment agency services inclu-ding one skills-developing element, e.g. foreign language courses for individuals planning to go abroad). However, it turned out that apprenticeship programmes have become extremely popu-lar with pupils learning in vocational schools abroad. Such programmes are attractive for busine-ssmen since German labour market lacks in employees with vocational background and the num-ber of Polish workers migrating to new EU member countries is insufficient for the constantly de-veloping German economy. Furthermore, the apprenticeship programmes in question have be-come a great and unique opportunity for learners to gain extraordinary professional experience.


Participating in a few-weeklong apprenticeship programme does not make its participants feel anxious for disadvantages of economic migration.

Moreover, Syntea offers interesting opportunities of participating in remote apprenticeship programmes for specific professionals, i.e. graphic designers, software developers with Internet access and remote communication tools for participating in teleconferences.

5. Conclusion

Adapting the scope and quality of competences acquired by vocational school graduates to the needs of labour market in terms of developing efficient cooperation mechanisms between education and business sectors is of utmost importance in suchcountriesas Poland or Croatia, which are, in comparison to Western Europe, economically underdeveloped.

Due to the fast pace of modernisation processes we can currently observe great technologi-cal and civilisational development in EU member countries. On the one hand this is triggered by global economic acceleration and on the other hand by a unique possibility of receiving assets from available EU funds. Hence, we cannot afford to “produce” the unemployed and poorly qu-alified staff.

It is crucial for public institutions to follow applications and formula recommendations and apply them appropriately. Furthermore, methods and initiatives integrating employers with the education sector are of utmost importance. They are developed by such companies as Syntea, yet it seems that meeting the following requirements may be crucial to optimally use practical place-ment/apprenticeship opportunities within Curriculum Development:

• Apprenticeships should have precisely defined aims. This is needed only if trainees see the sense of the activities they do and can observe specific results.

• Both mentors and thetrainees should be prepared for the types of activities undertaken within the practical placement/apprenticeship programmes. Moreover, mentors should not only specify their expectations, but also provide details of their assessment criteria.

• The job done during apprenticeship should be thoroughly assessed and the final grade should be discussed with the trainee. Both the apprentice and the mentor should pro-duce recommendations on how to do such job more effectively in the future.

• After completing a task, a trainee should be provided with information on how meaningful the job was for the entire company.

220 Bartosz Sobotka

References

• Analysing vocational education system in Poland. Report on quality research conducted among specialists, Warsaw 2011, Ministry of Education.

• Teachers experiencing learning by participating in apprenticeship programmes implemen-ted in companies, in: Effective teacher in economy-related professions, EDT. M. Doroba, E. Borys, Olsztyn 2012).

• Progress in implementing OPHRD, data of 31 May 2013, Report compiled by the ministry of Regional Development, Warsaw, 2013, http://www.efs.gov.pl/AnalizyRaportyPodsu-mowania/poziom/Documents/Stan_wdrazania_PO_KL_31_05_2013.pdf [19.06.2013].

• Final report on the analysis “Assessing employers’ interest in cooperation with vocational education institutions in the area of practical teaching forms and vocational preparation within implementing Action 9.2 OPHRD,” Warsaw 2010.

• L. Sienkiewicz, Skill (mis)match and functioning of companies Results of empirical resear-ches, in: Conference materials: Schools and employers - creating better future of vocati-onal education together, Warsaw 11.10.2012.

• Sienkiewicz, L., Gruza, M., Examining qualifications and competencies that employers require from vocational school graduates, GHK Consulting LTD, Warsaw, 2009.

• Skill mismatch.The role of the enterprise, CEDFOP Research Paper no. 21, Publications Offi-ce of the European Union, Luxemburg 2012.

• Worek, B., Guzik, E., Delivering vocational education in terms of the needs of the regional labour market - Lesser Poland Case, District Job Centre in Cracow, Cracow 2013.


STVARANJE BOLJE BUDUĆNOSTI KROZ UČENJE ZA PODUZETNIŠTVO U OSNOVNIM I SREDNJIM

ŠKOLAMA

Ibrahim BÜKEL, član Odbora za obrazovanje, Ministarstvo nacionalnog obrazovanjaAdresa: MEB Talim ve Terbiye Kurulu Başkanlığı, Teknikokullar, Beşevler-Ankara, 06330, TURKEYTelefon: 0090 312 2152057E-mail: [email protected]

SažetakSvrha učenja za poduzetništvo je osigurati sudjelovanje djece od najranije dobi, kako bi vi-djeli svoje okruženje drugačije i o njemu promišljali te utjecali na situacije s kojima se susre-ću. Škole imaju važnu ulogu u pružanju takvog okruženja. Pojednostavljeno, škole su mje-sta u kojima djeca stječu obrazovanje u različitim područjima uz utjecaj i uključenost veli-kog broja čimbenika. To su školska uprava, nastavnici, učenici, kreatori kurikuluma, stvarao-ci nastavnih materijala, a neposredno poslodavci i roditelji. U zemljama EU, a i u ostalim ze-mljama, postoji jako uvjerenje kako jednom kada je pripremljen odgovarajući kurikulum te nastavni materijali koji uključuju poduzetnička obilježja, započinje izobrazba školske upra-ve i nastavnika u skladu s tim i na taj način ih se povezuje s poslovnim svijetom. Na taj način doprinose osobnom i društvenom razvitku svakog pojedinca uključenog u proces kao i gos-podarskom rastu zemlje u cjelini. Imajući na umu prethodno navedeno, predstavit ću Vam školski model u kojem se učenje za poduzetništvo promovira na najvišoj školskoj razini, ba-veći se pri tome pitanjima važnosti učenja za poduzetništvo, u ranijoj dobi posebno, stvara-jući tako konceptualni okvir i način provedbe učenja za poduzetništvo na institucionalnoj ra-zini, odnosno u školi.

222 Ibrahim BÜKEL

CREATING BETTER FUTURES THROUGH ENTREPRENEURSHIP EDUCATION IN PRIMARY

AND SECONDARY SCHOOLS

İbrahim BÜKEL, Member of the Board of Education, Ministry of National Education Address: MEB Talim ve Terbiye Kurulu Başkanlığı, Teknikokullar, Beşevler-Ankara, 06330, TURKEYTel: 0090 312 2152057Email: [email protected]

AbstractThe purpose of this paper is to ensure that children, from a very young age, participate in en-trepreneurship education and begin to see and read their surroundings differently, think dif-ferently and make changes in any situations they encounter. Schools play an important role in providing such an environment. Schools, in simple terms, are the places where education is provided to children in different fields. However there are a number of agents involved in school education. These are school administrations, teachers, learners, curriculum design-ers, developers of teaching materials and indirectly employers and parents. There is a strong belief in EU countries as well as other countries nowadays that once all these staff prepare appropriate curricula and teaching materials including characteristics of an entrepreneur, train their administration and teachers accordingly and relate themselves to the business world. This will contribute to the personal and social development of learners and economic growth of the country. With all this in mind in this paper I will present a school model where entrepreneurship education is promoted at the highest level of the school, dealing with the issues of the importance of entrepreneurship education, at early ages in particular, creat-ing a conceptual framework and how this can be done at institutional level to promote en-trepreneurship education.

Key words: Entrepreneurship education, innovation, experiential learning, communicati-on, cooperation, characteristics of an entrepreneur, self-employment and organizational effectiveness


Introduction

In 2000s, globalization, climate changes, the rise in the percentage of old people in the popu-lation and the arising economic crisis wave in Europe have led many world countries, in Europe in particular, to determine new goals, to prepare new work schedules and to develop different wor-king methods in order to enhance competition, revive the economy, create employment and en-sure social integration. In this sense, Education and Training 2010 Lisbon Work Programme, the 2007 Oslo Agenda aimed at entrepreneurship training in Europe, 2006 European Reference Fra-mework for Key Competences, within the scope of Lifelong Learning, 2008 Small Business Act, Eu-ropean Union 2020 Strategy and Action Plan, 2012 Building Entrepreneurial Mindsets and Skills in the EU, 2012 Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes, 2012 Charter for Entrepreneurial Learning: The keystone for growth and jobs are of great significance in Europe.

In line with changing expectations, the demands of the business world, especially from the education sector have become differentiated. The entrepreneurship, innovativeness and crea-tivity of individuals in education and research settings have come into prominence. In this sen-se, within the rules of morality, besides developing individuals’ skills like being enthusiastic about learning, open to innovation and change, being communicative, solving problems or converting challenges into opportunities-improving features such as thinking, evaluating, planning, pro-gramming, managing, producing and competing under appropriate conditions have also beco-me crucial.

Thus, authorities emphasize that entrepreneurship should be looked at from a different per-spective, a new suitable model should be developed and put into practice right away. Developing individuals’ entrepreneurship characteristics starting from a young age at each level of educati-on and taking into consideration their needs is being envisioned in the newly formed model of approaching entrepreneurship education.

It has also been envisioned that an approach like this will enable individuals to have different visions, to get into the habit of producing and sharing and to prepare a future for themselves be-sides being claimed to make an important contribution to social and economic development and envisaged again to take the necessary measures in the education system.

These results are significant in human life or in a society in terms of notifying the place, the meaning and importance of entrepreneurship. However, it is much more important to make the individuals attain these characterisitcs through education. Therefore, in this study, the features of entrepreneurship are introduced within a conceptual framework and how, under which circum-stances, with whose help they can be adopted is discussed. The matter is evaluated in respect of school factors and the probable reflection and impact of a collective study in the field of entre-preneurship on pupils’ achievement and social culture is emphasized.

224 Ibrahim BÜKEL

Conceptual framework

In order to read and understand the recent developments, mental change and expectations in the field of entrepreneurship and present a much more suitable model in education, several con-cepts need to be examined.

In the classical model, entrepreneur or entrepreneurship reminds us of investment, busi-ness planning, site provision, employment, management, product, customer, profit and these concepts only interest the adult group doing these jobs. However, nowadays, a reality in which employment opportunities are narrowed down, competition is increasing, social balance is de-stroyed and human satisfaction has gained importance is encountered in many world countries. In other words, a dynamic and changeable process is being experienced and expectations may vary at any moment. For this reason, in order to achieve a sustained success, the necessity and importance of examining the issue from a broader perspective and developing a different model of approach is perceived extensively day by day.

In this regard, within the present education policy and strategy of the European Union, en-trepreneurship is evaluated within the scope of life-long learning and is considered in a knowled-ge based society as a necessary condition for the personal satisfaction, social inclusion, active ci-tizenship and employment of the citizens. For example; it has been especially emphasized in the EU 2020 Strategy that it is necessary for the active teenagers to develop their creativity, innova-tiveness and entrepreneurship skills in order to achieve the capability required for new jobs. Whi-le evaluating entrepreneurship within the scope of this strategy, a long process which includes the whole life is mentioned. It appears that the individual entrepreneur in this process has not only economic objectives but also a social mission. It is believed that the economic values gai-ned after many phases on the way to entrepreneurship will turn into social values and therefore the individual will obtain social prosperity and happiness at the end. In this respect, it is argued in some studies that there is a close relationship between the entrepreneurial potential of a so-ciety and the development of the country they are living in. In one of them for instance, it is cla-imed that Reading, writing and mathematical skills are required for individuals but not enough condition for a successful adult life. That means individuals also need some social skills to sustain their lives successfully. In another study, a comparison is made between the achievements of pe-ople in International PISA Test and their perceived entrepreneurial competence. Our attention is drawn in this study to the reality that Singapore and Republic of Korea achieved a rank in the top of PISA Mathematic Test but their perceived entrepreneurial proficiency level is very low. Whe-reas, the case in Spain and The United Arab Emirates is the other way round. These examples cle-arly illustrate that entrepreneurship, as a social skill, has a significant impact on the development of a country. David Bornstein extensively discusses this issue in his book titled “How to change the world: Social entrepreneurs and the power of new ideas” and argues that a social entreprene-ur has the ability to make changes in a systematic way starting from the behaviours and percepti-ons of the people in a country. (p:2)


In European Reference Framework for Key Competences, entrepreneurship is defined as “an individual’s ability to turn ideas into action.” and claimed that it includes creativity, innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals not only in their everyday lives at home and in society, but also in the workplace. Here, the individual’s talent and craft in converting his/her thoughts into action co-mes forefront; however, it is explained that in order for the individual to perform in this sense at a certain level, he/she also needs abilities in planning and managing a business besides having cha-racteristics such as a positive attitude towards innovations, the ability to make a difference and willingness to take risks. It is understood that such characteristics the individual has gained can be used in daily life, in society and in the workplace.

Within the scope of South East European Countries Entrepreneurship Learning Project carri-ed out since 2009, a more systematic, comprehensive and sustainable structure is trying to be for-med compatible with European Union Policy. In this structure, there are teachers, schools and bu-sinesses including the private sector. It is also important to develop a substructure including te-acher education, programmes and other teaching materials and fostering a mechanism in which good practice examples (local, regional, national and international) can be shared

In the Project activities and educational instruments improved for this purpose, entrepreneur and entrepreneurship is defined as: ‘converting individual’s thoughts into action, and entrepre-neurship education as; ‘an education process in which children can gain the thought of entrepre-neurship from the very beginning of their education, can comprehend its meaning, can experien-ce and share these experiences.’ Here, it is mentioned that entrepreneurship is not only business, management, product, marketing, and money, but there exist some other elements directly affe-cting the running of the process and its efficiency.

Apart from these developments, another reason that makes an entrepreneur or entrepre-neurship important and increases interest in this field are the features attributed to a successful entrepreneur in many studies. For example; a successful entrepreneur is;

• willing and eager to learn; likes research• sensitive to criticism as well as open to innovations and change• able to overcome difficulties and dares and strives to be different. Competes well• not assuming a helpless state in case of uncertainties. Sees what the others cannot and

thinks differently from what is available. Knows that there are multiple ways of solving problems and produces innovative solutions for the problems and puts them into practice bravely

• uses his/her imagination well, relates intuitively with what is possible• has self-discipline. Controls his/her feeling and desires• Makes right calculations as to what to do or what not to do• Have managerial and leading skills as well as language and communication skills• Has goal and success-oriented approach. Cares about efficiency of his/her work and qua-

lity of his products.• Optimistic about events. Responsibility, determination, coherence, reliability and sustaina-

bility are basic characteristics of an entrepreneur.

226 Ibrahim BÜKEL

There is a general belief that these characteristics will increase people’s interest and desires to do new and different things. It is also believed that they will develop different thinking skills, have a planned and programmed studying habit and finally, they will certainly lead them to success.

In summary, entrepreneurship is now perceived very differently. It concerns almost all aspects of human life, includes different concepts within itself and is associated with many factors. It is also very clear that the above mentioned good traits will carry the individual forward in terms of attitude, behavior, economic and social values. For this reason, it is important and necessary to evaluate the subject comprehensively and holistically in order to prepare a happy and successful future for human beings through entrepreneurship education. It is also important to look at en-trepreneur and entrepreneurship from a different point of view and developing different policy and application methods in order to make the individuals attain the above mentioned entrepre-neurship characteristics.

The need for a different organisational and educational approach (school based)

Entrepreneurship has been conceptually evaluated above in order to understand it better and see ahead of us. It is important to know what entrepreneurship is, what kind of characteri-stics an entrepreneur should have and how they can be reflected to both their lives and the soci-ety. However, as highlighted above to create a more systematic, comprehensive and sustainable structure in a society is more important.

In this sense, there is no doubt that the first place that comes in mind is a school (primary and secondary) setting which is mostly defined as a place where children are taught. A lot of people remember the school with this lexical meaning.

However, in recent years the concept of the school has been discussed with its multiple func-tions in a broader context. In this regard;

• Schools are a hub of learning which reveal and develop the potential of children through various programmes or teaching materials. They are open to innovations and invest in new ideas or projects. Successful schools help develop good virtues in children and then help them spread around society. They also develop social responsibilities in children, prepare them for difficulties, help them gain awareness of citizenship and profession, and finally, help protect, develop and transfer the current valuable culture of societies to future generations.

All these specifications clearly indicate that the school is no longer just a place for teaching and learning and it is at the same time a place where school children put their gains into practice and share the outcomes with the people around them in an innovative manner. When these me-anings are perceived correctly and presented in a right way it will be more likely to serve the ge-neral education goals of the children as well as the development of their entrepreneurship skills.

In terms of the context covered, the school is more meaningful and functional with its internal and external components. That is to say, there are communities within the school (students, te-achers and principals) and outside the school (families, local people and business world).


Within the scope of entrepreneurship education, one of the important duties of the school administration is to ensure that all these people work together in a coherent manner. The more communication and cooperation we establish between these people the better results we get in terms of entrepreneurship education. However, before we go further with the formation of communication and cooperation between these different communities it is worth looking at how each is currently perceived within the general framework and get the idea of how the system wor-ks first.

When there is a need for a change or innovation in the education system of a country, the case together with the advantages and disadvantages on the part of learners is discussed at the politi-cal and policy levels and agreed on first. That means they introduce the ideas behind and the fra-me of the change. Then they may set out a number of strategic objectives and principles. They may have some suggestions for working plans, programmes and methodology. Apart from the-se tasks policy makers may sometimes be interested in the results of the applications and ask the relevant people for information. When it comes to the question of ‘what policy-makers can do in the scope of entrepreneurship?’, first, as this change concerns the different segments of a soci-ety, a consensus should be established between these communities. Then a working programme including comprehensive content and an appropriate methodology should be adopted and imple-mented together. It is also expected from such people to establish the legal basis for the imple-mentation and provide financial support.

School principals are generally thought of as the most effective, competent and resposible persons in schools. They feel themselves responsible for all activities inside and outside scho-ol. Their first task is to provide a warm and protective environment for all members of the scho-ol including pupils and teachers. The second task of a principal is to get the school ready for edu-cation and training. The third task of a principal is to monitor all activities within the school, eva-luate and take measures if necessary. The fourth task of a principal may be to participate in the official meetings. In fact these are all the routine activities of a principal. Therefore school prin-cipals often appear to be passive. However, a school principal has the position and power to lead everybody in the school and make them active, innovative, creative, productive and eventually entrepreneurs. A school principal can also arrange some activities with other institutions such as schools or workplaces.

Teachers and pupils are the most prominent agents in an education system. Pupils are ge-nerally the focal point of all agents such as policy makers, curriculum designers, material wri-ters, school administration, teachers, local education authorities and so on. All these agents feel themselves responsible for the children in their schools. The single purpose of them all is to res-pond to their children’s educational expectations. Therefore, students mostly find everything they need ready in front of them. Providing much more comfortable and fearless learning envi-ronments, appropriate curriculum, teaching materials and qualified and competent teachers in the field of entrepreneurship, the job of students gets easier. In this case there should not be any excuse from pupils to learn new information and turn it into new ideas or actions which is the requirement of entrepreneurship education.

As for the teacher, on the one hand he/she has the strongest impact on students either po-sitively or negatively. On the other hand, students mostly believe and rely on their teacher even sometimes take him/her as an example. Therefore, the teacher is able to shape his/her students from one aspect but at the same time has a moral responsibility in this respect.

228 Ibrahim BÜKEL

From the professional point of view, the teachers expect their administrations to provide a more comfortable atmosphere in which they can act freely in making differences and innovations for them. In this sense a teacher is primarily expected to be qualified and competent in his/her fi-eld. From the methodological point of view, the duty of the teacher is only to create a warm, pro-tective, innovative, creative and productive environment for his/her students.

Curriculum developers and material writers, if not from the school staff, appear to be outsi-de of the application. However, these people, in order to be responsive to almost all people from policy makers to practitioners, should be engaged in other people’s activities. Reforms or innova-tions appear in minds first, are then placed in policy documents and finally are embedded in cu-rricula and teaching materials to be implemented. Since entrepreneurship is considered to be a competence, the curriculum that will contribute to entrepreneurship education should be com-petence based or learning outcomes based rather that content based. Therefore the characteri-stics of an entrepreneur mentioned earlier should be embedded in all suitable curricula and te-aching materials.

Finally, there are two groups outside the school who have a significant impact on students’ entrepreneurial skills. These are parents and employers. It is natural for these people to deal with educational issues. When it is the issue of entrepreneurship they want to be engaged in the case even more. I am sure most parents will enjoy hearing or learning that their children have gained such entrepreneurial skills. In this regard, by providing sufficient information and guidance it will not be hard to get parents’ support. As to the employers, entrepreneurship is already of great in-terest to them. Such features improve the efficiency of the employees in the workplace which pleases the owners. Business-related work on the other hand is important for children. Children gain work experience in such places. Where and whom children encounter in the workplace can be inspirational for them. Therefore, it is essential to promote entrepreneurship, communication and cooperation between the business sector and the education sector.

It is clear from the above brief introduction of the various agents that each is engaged in en-trepreneurship education in a society and has some responsibilities to be fulfilled.

Another important challenge is now to ensure that all these people work together and head in the same direction for the same purpose which is to develop the culture of entrepreneurship in a country. Schools, I believe, play the most important role here which is the focal point in this paper.

A school in this respect should;

• take as a goal with their team as a whole to be an entrepreneur or to bring up a generation of entrepreneurs,

• build communication bridges between groups and organize informative, awareness raising activities,

• provide all the groups, children in particular, with entrepreneurship education,

• determine one or a few study fields (language,art,technology) and prepare appropriate learning materials,

• provide field-specific learning materials and the other entrepreneurship features in the programmes,


• reflect the programmes in the teaching materials,

• provide connections for the children and teachers with the business world,

• prepare and implement programmes in which teachers can improve their own entreprene-urial abilities or abilities to help bring up entrepreneur generations,

• Lastly, ensure that examples of good practice are shared and pioneer its generalization.

To sum up, it can be understood from the above, that the school is the institution that prepa-res and applies a holistic and systematic approach including the internal and external factors wit-hin the scope of goal- and success-focused entrepreneurship programmes. Although officially the school principal is the superior authority who is responsible for the decision making process, he/she is expected to lead and guide the members of the team. In this sense, it seems quite impor-tant for all the school members, including the principal to frequently ask themselves the question ‘What else can we do for our school and our children?’

Concluding remarks

This study is presented under a few headings. First, in order to form a relevant intellectual ba-sis on the subject there is a general evaluation part and, second, the introduction of the concepts related to entrepreneurship. The purpose of the conceptual part is to help the readers to receo-gnize and understand correctly the more recently introduced concepts of entrepreneurship. It is now clear that we should look at and evaluate the issue of entrepreneurship from a broader per-spective and take into account that the characteristics of an entrepreneur can be used in a wide range of different contexts. It is also important that children attain the characteristics of an entre-preneur in their early school education and use them throughout their lives. In the following part, I focus on a school based structure together with its associated values. In this context the role of a school in entrepreneurial learning is presented and the components of a school with their func-tions are highlighted and collective activity is emphasised.

As a result, the following points are worth keeping in mind:

• Over the last 10 years the activities carried out at EU level in the entrepreneurial field in-dicate that there have been economic and social problems in many EU countries as well as some other countries in the world. In this context, it is apparent that such countries have needed new policies and new implementation plans and programmes in the field of entrepreneurship education. It is also apparent that many people who are interested and effective in education and business sector have a strong belief that it is possible to overcome such problems in those countries through entrepreneurship education and provide a better world for children.

230 Ibrahim BÜKEL

• This paper, in this sense, helps us to understand and make a general evaluation of the activities and studies carried out on entrepreneurship education so far and makes contri-bution to the policies and strategies to be developed for the future of specific countries and school-based practices in particular.

• We see in this paper that the school, including school children, teachers, administrators, curriculum designers, material writers as well as parents, has a central role with the ability to influence a large part of society in the field of entrepreneurship. Considering the relationship with the business community the importance of a school even becomes two-fold.

• There is no need to say that the main target group is the school children although we expect other parties to be engaged in the case or at least play a supportive role in en-trepreneurship education in a country. It is emphasized in this paper that the children’s gains in terms of entrepreneurial knowledge, skills and competences at early ages are vey important. However it is even more important to put their gains into practice, make them sustainable and take advantages of their entrepreneurial learning. Considering that all the agents inside or outside of the school show great interest in children’s edu-cation and spend most of their time with children or for children then the school setting is the best place to provide such conditions.

• It also seems to be vital for children, in building their future, to develop some characte-risitcs through entrepreneurship education from very young age. These characteristics: include eagerness to learn and willingness to search; thinking differently, innovation, creation and change; experience and sharing; bravery and self-confidence; success, soci-al inclusion and self-satisfaction. Within the framework of these new concepts, it is more likely that students will learn different ways of thinking, approach the events encounte-red differently and achieve different results. I am sure all these variations will expand the horizons of the children and allow them to make decisions on their future planning easily that will affect the whole course of their lives. Another reason for the values gained thro-ugh entrepreneurship education to be meaningful and important is that an individual can use them for different purposes in broader contexts and throughout their lives. For instance, he/she can use them in schools as well as social and work environments.

• The statements made so far clearly indicate that if a collective approach is introduced and successfully applied, the school setting is a fertile environment for creating new ideas and converting them into action. In this sense the role of a school is not only to teach pupils but also enable them to go further than where they are by becomimg active in the fields of innovation, creativity and entrepreneurship. I feel certain that such a situation will increase the success of the school as a whole and will be followed by other succe-sses. Even beyond that, the success of one school will spread in waves to other schools.


• This is what we want to achieve at this stage through entrepreneurship education. We should not forget, however, that besides the personal and institutional development, the values gained at early ages will contribute to economic growth and social, cultural and political developments in the following stages of the process in a country.

References

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• European Commission. (2012). Entrepreneurship Education at School in Europe: National Strategies, Curricula and Learning Outcomes. Brussels: Education Audiovisual and Cultu-re Executive Agency.

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Upute za suradnike

Časopis UČENJE ZA PODUZETNIŠTVO objavljuje izvorne znanstvene, pregledne i stručne ra-dove koji neposredno ili posredno reflektiraju tematiku učenja i obrazovanja za poduzetništvo. Objavljuju se samo prethodno neobjavljeni radovi.

Autor ili autori snose odgovornost za uvažavanje etike znanstvenika, napose glede korištenja dijelova teksta preuzetih od drugih autora te odgovornosti da isti rad nije prethodno već negdje objavljivan.

Časopis izlazi dva puta godišnje. Prema potrebi, izdavat će se i izvanredni brojevi (Special Issue). Radove treba uredništvu dostaviti u digitalnom obliku, Word format. Svaki tekst treba biti opremljen sljedećim podacima i prilozima: ime i prezime autora, sažetak na hrvatskom jeziku (naj-više do 1000 znakova) s popisom ključnih riječi, naziv ustanove ili orga-nizacije u kojoj autor ili au-tori rade te elektroničku adresu autora. Sažetak treba biti preveden na engleski jezik. Ako je tekst pisan na engleskom jeziku treba priložiti preveden sažetak na hrvat-ski (bosanski ili srpski) jezik. Autori su dužni dostaviti lektoriran tekst te pregledan odgovarajućim spelling check (hrvatski, en-gleski, bosanski, srpski jezik).

Opseg radova, uključujući i sažetak, bibliografiju, bilješke i mjesto za grafičke priloge može iznositi najviše 15 stranica, odnosno oko 30.000 znakova (slova).

Grafički prilozi moraju biti izraženi crno-bijelo.Svaki put kada se u tekstu navode tuđe riječi, rečenice, sintagme, podaci i sl., izvor se daje u

tekstu, a ne u bilješkama ispod teksta. Referencija se stavlja u zagrade te sadrži prezime autora, godinu izdanja i, u slučaju doslovnog navoda, stranicu, npr. (Holmberg, 1977: 23).

U popisu literature na kraju rada treba navesti samo pune podatke o svim djelima koja se spo-minju u referencama i to abecednim redom po prezimenima autora i kronološkim redom za rado-ve istog autora, primjerice:

1. Škrtić, M. i Mikić, M. (2011). Poduzetništvo.Zagreb: Sinergija nakladništvo d.o.o.2. Pfeifer, S. & Borozan, Đ. (2011). Fitting Kolb s learning style theory to entrepreneurship

learning aims and contents. International journal of business research. 11 (2); 216-223.3. Grundry, L. K. & Kickul, J. R. (2007). Entrepreneurship strategy : changing patterns in new

venture creation, growth, and reinvention.Thousand Oaks, Calif.: Sage Publications4. Algom, D. (1992). Psychophysical analysis of pain: A functional perspective. U: H. G. Geissler,

S. W. Link i J. T. Townsend (Ur.), Cognition, information processing, and psychophysics: ba sic issues (str. 267-291). Hillsdale: Lawrence Erlbaum Associates.

5. www izvori ili tekst na web stranici Ime(na) autora (ako je/su poznata), naslov dokumenta, datum nastanka (ako se razlikuje od

datuma pristupa izvoru), naslov potpunog djela (italic), potpuna http adresa, i datum pristupa dokumentu.

1. Nancy, S. (2011), The Chemistry Teaching Program for Developing the Senior High School Students’ Entrepre-neurial Attitudes(ED529908).

2. http://www.eric.ed.gov/PDFS/ED529908.pdf (preuzeto 15. 06. 2012.)3. International Business and Strategy Management Simulation Game.


234 Upute za suradnike

4.http://www.cesim.com/simulations/cesim-global-challenge-international-business-stra tegy-simulation-ga-me/ (Preuzeto: 10. 06. 2012.).

Sažetak rada treba ukazati na svrhu rada, napomene o metodi i uzorku, najvažnije rezulta-

te i aključak. Sažetak se prilaže na posebnom papiru, s navedenim imenom i prezimenom au tora, na-slovom rada i oznakom «sažetak».

Na kraju sažetka, pod oznakom «ključne riječi» treba abecednim redom navesti najvažnije poj-move koji se obrađuju u tekstu (pet pojmova).

Uz rad treba dostaviti podatke o autoru (ili autorima), akademske titule, radno mjesto te vla-stitu elektronsku adresu. Ti se podaci objavljuju uz članak.

Radovi u UČENJE ZA PODUZETNIŠTVO objavljuju se na hrvatskom, engleskom te srpskom i bo-sanskom jeziku. za svaki rad koji je pisan na hrvatskom, srpskom ili bosanskom jeziku objavljuje se sažetak na engleskom jeziku, a za svaki rad pisan na engleskom jeziku objavljuje se sažetak na hr-vatskom jeziku.

Uredništvo pridržava pravo odlučivanja o izboru tekstova i redoslijedu objavljivanja.Najmanje dva neovisna recenzenta recenzirat će sve prispjele radove.Radovi objavljeni u časopisu UČENJE ZA PODUZETNIŠTVO se ne honoriraju.


Guidelines for collaborators

The journal ‘’Learning for Entrepreneurship’’ publishes original scientific, easy-to-consult and professional papers which directly or indirectly consider the topic of learning and education for en-trepreneurship. Only previously unpublished papers will be published.

The author or authors have responsibility to respect scientific ethics, especially regarding the usage of text parts taken from other authors or previously published papers.

The journal is published twice a year. According to the need, special editions will be published as well. The papers should be submitted to the editorial board in digital form, in Microsoft Office

Word. Each text must contain the following information and appendices: name and surname of the aut-hor, summary in Croatian language (up to 1000 characters) with a list of keywords, the name of the institution or organization in which the author or authors work and e-mail address of the author.

The summary should be translated to English. If the text is written in English, a summary transla-ted to Croatian (Bosnian or Serbian) language should be attached to it as well. The aut-hors should submit a text which is language-edited and revised with an appropriate spelling check (Croatian, En-glish, Bosnian, Serbian).

The volume of the papers, including the summary, references, notes and space for graphic ap-pendices can amount to 15 pages the most, i.e. 30 000 characters (letters).

Graghic appendices must be black and white.Every time when the text indicates someone’s words, sentences, syntagms, data, etc. the

sour-ce should be quoted in the text, not in the footnotes. The reference is put into parentheses, and it should contain the author’s surname, year of publication, and in case of literal quotation, the page, for example: (Holmberg, 1977: 23).

Only complete information about all the works mentioned in the references, in alphabetical order(according to the authors’ surnames) and in chronological order (for the works of the same author)should be indicated in the list of references at the end of the paper, for example:

1. Škrtić, M. i Mikić, M. (2011). Poduzetništvo.Zagreb: Sinergija nakladništvo d.o.o.2. Pfeifer, S. & Borozan, Đ. (2011). Fitting Kolb s learning style theory to entrepreneurship le

arning aims and contents. International journal of business research. 11 (2); 216-223.3. Grundry, L. K. & Kickul, J. R. (2007). Entrepreneurship strategy : changing patterns in new

venture creation, growth, and reinvention.Thousand Oaks, Calif.: Sage Publications4. Algom, D. (1992). Psychophysical analysis of pain: A functional perspective.U: H. G. Geissler,

S. W. Link i J. T. Townsend (Ur.), Cognition, information processing, and psychophysics: basic issues (str. 267-291). Hillsdale: Lawrence Erlbaum Associates.

5. www sources or website texts

Name(s) of the author(s) (if familiar), title of document, date of creation (if different from the date of access to the source), title of complete work (italic), complete http address, and date

of access to the document.

236 Guidelines for collaborators

Nancy, S. (2011), The Chemistry Teaching Program for Developing the Senior High School Stu-dents’ Entreprene-urial Attitudes (ED529908).

http://www.eric.ed.gov/PDFS/ED529908.pdf(downloaded: 15.06.2012.)International Business and Strategy Management Simulation Game.http://www.cesim.com/simulations/cesim-global-challenge-international-business-strategy-

simulation-game/ (downloaded: 10. 06. 2012.)The paper summary should also indicate the purpose of the paper, notes about the method

and sample, the most important results and a conclusion. The summary is attached on a speci-al paper, and indicates the name and surname of the author, the title of the paper and the deno-ta-tion ‘’summary’’.

At the end of the summary, under the denotation ‘’keywords’’, the most important terms from the text (five terms) should be indicated in alphabetical order. Information about the author(s), academic title, work place and electronic address should be submitted with the paper. This infor-mation is published with the paper.

The papers in ‘’Learning for Entrepreneurship’’ are published in Croatian, English, Serbian and Bosnian language. For every paper in Croatian, Serbian or Bosnian a summary in English sho-

uld also be published, and for every paper written in English a summary in Croatian should be published.

The editorial board keeps the right to decide about the selection of papers and the order of publication. At least two independent reviewers will revise all the submitted papers. The pa-

pers published in the journal ‘’Learning for Entrepreneurship’’ will not be remunerated.

Nakladnik / Publisher:

Visoka škola za ekonomiju, poduzetništvo i upravljanjeNikola Šubić Zrinski

Selska cesta 119, Zagreb, Hrvatska

University College of Economics, Entrepreneurship and Management Nikola Subic Zrinski

Selska cesta 119, Zagreb, Croatia

Za nakladnika/For Publisher

Vitomir Tafra

Jezična obrada na hrvatskom jeziku/Language editor (Croatian)

Antonela Šimunović

Naslovna strana/Front Page

Dražen PavetićMarina Rogić

Recenzenti / Reviewers:

Osim članova Uredništva u ovom broju tekstove su recenzirali Besides the mem-bers of the Editorial board, the text reviewers of this num ber were

Prof.dr.sc. Marijna Merkač, Ljubljana, Slovenija

Prof.dr.sc. Milan Matijević, Zagreb, HrvatskaProf.dr.sc. Tanja Mihalić, Ljubljana, Slovenija

Grafičko oblikovanje/Graphic design

Marina Rogić

Tisak/Print

Grafički studio za dizajn i tisak THE PRINThoaVrbik br. 5, 10000 Zagreb

Naklada 300 primjeraka/Edition 300 copie

Bilješke