THE JOSIP JURAJ STROSSMAYER UNIVERSITY OF OSIJEKFACULTY OF ECONOMICS IN OSIJEK CROATIA

HOCHSCHULE PFORZHEIM UNIVERSITY_____________________________________________________________

INTERDISCIPLINARY MANAGEMENT RESEARCH XIIINTERDISZIPLINÄRE MANAGEMENTFORSCHUNG XII

Under the auspices of the President of theRepublic of Croatia

Opatija, 2016

Published by:Josip Juraj Strossmayer University of Osijek, Faculty of Economics in Osijek, Croatia,Postgraduate Studies “Management”Hochschule Pforzheim University

For the Publisher:Ulrich Jautz, Ph.D., Dean, GermanyVladimir Cini, Ph.D., Dean, Croatia

Editors:Urban Bacher, Ph.D., Pforzheim University, Business School, GermanyDražen Barković, Ph.D., Faculty of Economics in Osijek, CroatiaKarl – Heinz Dernoscheg, Ph.D., International Business School Styria, AustriaMaja Lamza - Maronić, Ph.D., Faculty of Economics in Osijek, CroatiaBranko Matić, Ph.D., Faculty of Economics in Osijek, CroatiaNorbert Pap, Ph.D., University of Pecs, HungaryBodo Runzheimer, Ph.D., Pforzheim University, Business School, Germany

Technical editors:Jerko Glavaš, Ph.D., Faculty of Economics in Osijek, CroatiaHrvoje Serdarušić, Ph.D., Faculty of Economics in Osijek, Croatia

Design and print:Krešimir Rezo, graf.ing.Krešendo, Osijek

ISSN 1847-0408All previous proceedings are indexed in: Web of Science, EBSCOhost, RePEc, EconPapers, Socionet

Program committee: Mate Babić, Ph.D., University of Zagreb, Faculty of Economics in Zagreb, CroatiaHeinrich Badura, Ph.D., President, Schlesischen Universität Katowice, PolandLuka Burilović, President of Croatian Chamber of EconomicFirouz Gahvari, Ph.D., University of Illinois at Urbana-Campaign, Department of Economics, USAGunther Gottlieb, Ph.D., University of Augsburg, GermanyRupert Huth, Ph.D., Pforzheim University, Business School, GermanyZoran Jašić, Ph.D., Former Ambassador of the Republic of Croatia to the Republic of AustriaZlatko Kramarić, Ph.D., Ambassador of the Republic of Croatia to the Republic of MacedoniaUlrich Jautz, Ph.D., Pforzheim University, Business School, GermanyŽeljko Turkalj, Ph.D., Rector, University of Osijek, CroatiaMladen Vedriš, Ph.D., University of Zagreb, Faculty of Law, Croatia

CONTENTS

VORWORT ........................................................................................................................................ 13FOREWORD ...................................................................................................................................... 14

ManagementŽeljko Turkalj, Ivana Miklošević, Luka StanićBUSINESS INTELLIGENCE AS SUPPORT TO MANAGEMENT AND MANAGEMENT SYSTEM ............................................................................................................. 17

Agneza Aleksijević, Mane Medić, Marko AleksijevićOVERVIEW OF THE QUALITY OF SECONDARY HEALTH CARE SERVQUAL MEASURING INSTRUMENTS .......................................................................... 29

Besim Aliti, Marko Markić, Boris ŠtulinaIMPLEMENTATION OF PROJECT MANAGEMENT IN ORGANIZING MAJOR-MULTI SPORT EVENTS ............................................................... 41

Mladena Bedeković, Željka KadlecPROJECT MANAGEMENT WITH REFERENCE TO THE SIMPLIFIED COSTS CALCULATING METHODS OF PROJECT ACTIVITIES .................................. 52

Martina Briš Alić, Danijela Amidžić SolarTHE EFFECT OF PROCUREMENT PROCESS OPTIMISATION ON COMPANY PERFORMANCE ................................................................................................ 65

Valentina Čizmar, Radovan Dragić, Lazar MosurovićFUNCTIONAL DIMENSION OF KNOWLEDGE IN THE INFORMATION AGE WITH REFERENCE TO ANCIENT PARADIGM OF KNOWLEDGE ................................................................................................... 78

Mirko Cobović, Andreja Katolik Kovačević, Ivona BlaževićPOSSIBILITIES OF BUSINESS INFORMATION SYSTEM BASED ON A UNIFIED ACCOUNTING PLAN ................................................................................... 89

Danijel Čorak, Vice MihanovićMODERN MARKETING TOOLS IN THE FUNCTION OF TOURISM DEVELOMPMEN IN THE REPUBLIC OF CROATIA ......................................................... 99

Sendi Deželić, Ana Skledar Ćorluka, Helena ŠtimacQUALITY FACTORS OF HIGH EDUCATIONAL SERVICES AT PRIVATE EDUCATIONAL INSTITUTIONS ........................................................................................... 111

Ghodbane Adel, Aff es HabibACCESS TO STRATEGIC RESOURCES THROUGH THE RELATIONAL NETWORK OF THE CONTRACTOR AND INNOVATION OF TUNISIAN SMES .................................................................................... 122

Blaženka Hadrović Zekić, Dominika Crnjac MilićICT SECURITY RISK ASSESSMENT IN HIGHER EDUCATION INSTITUTIONS ................................................................................................ 138

Andreja Hašček, Damir ButkovićMANAGEMENT OF THE OPERATIONS AND RESOURCES IN THE PROCESS OF RAISING CAPITAL BY ISSUING SHARES ON THE CAPITAL MARKET IN THE REPUBLIC OF CROATIA ........................................ 156

Sandra HermanMANAGEMENT Of CULTURAL RESOURCES IN MEĐIMURJE COUNTY ........... 174

Zorislav Kalazić, Jasna Horvat, Josipa MijočDIGITAL STOCK PHOTOGRAPHY AS A PROMOTER OF SOCIALLY RESPONSIBLE CREATIVITY ................................................................................................... 185

Domagoj Karačić, Natko KlanacINNOVATIVE STRATEGIES AND COMPANY DEVELOPMENT IN CONDITIONS OF CRISIS MANAGEMENT ........................................................................ 205

Kristina Kobrehel, Zlatko Barilović, Igor VrečkoCOMPARATIVE ANALYSIS OF PROJECT MANAGEMENT MATURITY MODELS ................................................................................................................... 215

Maja Lamza-Maronić, Verica Jovanovski, Ivana StanićEDUCATIONAL MANAGEMENT AND MODELS OF SCHOOL MANAGEMENT WITH REGARD TO GLOBAL TRENDS AND THE ROLE OF COMPETENCES IN SCHOOL PRINCIPALS ...................................... 224

Sandra Lovrić, Đuro HorvatCHOOSING AN EFFECTIVE HUMAN RESOURCES INFORMATION SYSTEM HRIS IN REMOTE ENVIRONMENT ......................... 236

Martina MišetićMUSEUM ACTION “FATEFUL I DO AT THE VUKOVAR MUNICIPAL MUSEUM” ............................................................................................................... 244

Ivan Miškulin, Željko Turkalj, Boris CrnkovićCHANGE MANAGEMENT AND DEVELOPMENTAL STRATEGIES OF CROATIAN UNIVERSITIES ................................................................. 255

Robert Obraz, Miro HegedićRESULTS OF KAIZEN METHODOLOGY IMPLEMENTATION IN MANUFACTURING ..................................................................... 263

Lazar Ozegovic, Marko Ivaniš, Novica PavlovićENTREPRENEURIAL DEVELOPMENT GOALS OF POWER BUSINESS IN SERBIA ................................................................................................. 274

Mirko Pešić, Teufi k Čočić, Velimir LovrićLEADERSHIP THROUGH PRIVATE INITIATIVES IN MUSEUM AND GALLERY ACTIVITIES ................................................................................ 285

Željko Požega, Melita CitaCAPITAL STRUCTURE OF CROATIAN FOOD COMPANIES ...................................... 294

Predrag Prtljaga, Tanja Nedimović, Ivana ĐorđevIMPROVING ORGANIZATION AND SKILLS OF PLANNING IN HIGHER EDUCATION USING NEW INFORMATIONALCOMMUNICATIVE TECHNOLOGY .............................................................................................................................. 303

Drago PupavacTOLERANCE FOR CHANGE AMONG STUDENTS ...................................................... 313

Andreja Rudančić, Marko Akmačić, Edvard BadurinaTHE IMPORTANCE OF MONITORING TRENDS AND CHARACTERISTICS OF DEMAND IN BUSINESS TOURISM SEGMENT: EMPIRICAL EVIDENCE FROM OPATIJA, CROATIA ....................................................... 322

Ivan Ružić, Irena Bosnić, Ivan KelićRIVER CRUISE AS TOURISM PRODUCT: MARKETING APPROACH ..................... 339

Drago Ružić, Mario Banožić, Zrinka TolušićHUNTING TOURISM IN CROATIA – POSSIBILITIES AND RESTRICTIONS– CASE STUDY VUKOVAR – SRIJEM COUNTY .................................................................... 349

Ivana Šandrk Nukić, Josipa MatotekPRELIMINARY RESEARCH OF THE ORGANIZATIONAL CULTURE OF CONSTRUCTION COMPANIES IN CROATIA ................................................................... 363

Romina SinosichROLE OF LEADER PROGRAMME IN CROATIAN RURAL DEVELOPMENT ........ 374

Mirko Smoljić, Branka Stipanović, Hrvoje Smoljić INTELLECTUAL CAPITAL MANAGEMENT IMPLEMENTATION MODEL IN TOURISM ORGANIZATION ..................................................................................................... 384

Milan Stanić, Berislav Bolfek, Zoran TršinskiPRACTICE-ORIENTED EDUCATION AS AN ADVANTAGE FOR UNIVERSITIES OF APPLIED SCIENCES .............................................................................. 394

Željko Turkalj, Ante Orlović, Ivica MilkovićMOTIVATION FOR WORK – PERCEIVED SOURCES OF WORK MOTIVATION OF POLICE OFFICERS (PROFESSION, ORGANISATION, MANAGEMENT) ....................................................... 404

Ivana Varičak, Branko Wasserbauer, Andreja BrajdićSOCIAL RESPONSIBILITY OF HIGHER EDUCATION INSTITUTIONS IN CROATIA .................................................................................................. 416

Radovan Vladisavljević, Dragan Soleša, Marko CarićTHE IMPACT OF PROJECTS AS AN INTEGRATOR IN IMPROVING THE PERFORMANCE OF ENTERPRISES ....................................................................................... 427

Ivan Miloloža“EDUCATION ON EXPORTRELATED TOPICS OF CROATIAN ECONOMY STUDENTS:CURRENT STATE EVALUATION” ............ 437

General Economics

Boris Marjanović, Tamara Žufi ć KošaraMOTIVATION TO PURSUE HIGHER EDUCATION OF PARTTIME STUDENTS ............................................................................................................. 453

Microeconomics, Macroeconomics and Monetary Economics

Martina Harc, Martina Basarac SertićTHE INFLUENCE OF THE BUSINESS ENVIRONMENT ON THE SMES EMPLOYMENT IN THE EU 28 .......................................................................... 465

Zlatko Rešetar, Marija Zdunić Borota, Zdravko TolušićDEVELOPMENT OF NEW PRODUCTS WITH THE IMPLEMENTATION OF GUTENBERG’S PRODUCTION FUNCTION ..................... 475

International Economics

Branko Matić, Hrvoje Serdarušić, Maja Vretenar CobovićCROATIAN STUDENT WORKFORCE: FINANCIAL IMPACT AND EXPERIENCE ...................................................................................................................... 487

Mihuț Ioana-Sorina, Luțaș Mihaela-MarianaTHE DYNAMIC OF THE ECONOMIC GOVERNANCE ARCHITECTURE IN THE CONTEXT OF THE EUROPEAN UNION ..................... 497

Helena Miloloža, Marina ŠunjergaEXTERNAL BARRIERS THAT DISEMPOWER THE INTERNATIONALIZATION OF CROATIAN COMPANIES ON MARKETS IN EASTERN EUROPE ................................................................................. 507

Anita Peša, Jurica Bosna, Marko PribisalićRESEARCH OF THE FACTORS WHICH AFFECT FOREIGN DIRECT INVESTMENT IN THE REPUBLIC OF CROATIA ........................................................... 517

Larisa Nicoleta Pop, Mihaela Rovinaru, Flavius RovinaruMANAGING THE AGRICULTURAL PRICE VOLATILITY – A GOVERNMENTAL APPROACH FROM A GLOBAL AND EUROPEAN PERSPECTIVE ...................................................................................................... 531

Zdravko Šergo, Ivan Matošević, Tatiana Zanini-GavranićSEASONALITY IN TOURISM DEMAND: PANEL MODELS WITH CENSORED DATA .......................................................................................................... 542

Financial Economics

Urban Bacher, Alexander EckDIE TEUERSTE AKTIE DER WELT IM KURZPROFIL FUNDAMENTALANALYSE VON ALPHABET INC. (EHEMALS GOOGLE) SAAMT EINER ERSTEN SWOT- ANALYSE ........................ 555

Ljiljana Dmitrović Šaponja, Goran Šijan, Saša Gravorac, Sunčica MilutinovićMEASUREMENT AND (E)VALUATION OF INTELLECTUAL CAPITAL – A COMPETITIVE ADVANTAGE INTELLECTUAL – INTENSIVE INDUSTRIES ... 569

Ticijan PeruškoACCOUNTING INFORMATION FOR PLANNING OF BUSINESS GOALS IN SOLICITORS’ PRIMARY PROFESSIONAL INDEMNITY INSURANCE .................... 580

Izabela Pruchnicka-GrabiasZEROCOST COLLARS IN CURRENCY RISK MANAGEMENT.EMPIRICAL RESEARCH FROM THE POLISH FINANCIAL MARKET ................. 592

Zvonimir Savić, Tadija VrdoljakSIMULATION OF POPULATION GROWTH AND EFFECTS ON CONSUMPTION POTENTIAL IN FOOD AND BEVERAGES SEGMENT IN TOURIST SEASON AUGUST IN THE COASTAL COUNTIES IN CROATIA ......................................................................................................... 605

Nikolina SmajlaFINANCIAL INVOLVEMENT OF STUDENT POPULATION AT KARLOVAC UNIVERSITY OF APPLIED SCIENCES ............................................... 619

Public Economics

Sofi ja Adžić, Jelena KovačevićINSTITUTIONAL FRAMEWORK FOR SUSTAINABLE LOCAL DEVELOPMENT REVIEW OF LOCAL GOVERNMENT UNITS IN THE REPUBLIC OF SERBIA ............................................................................. 633

Siniša Bilić, Safet Subašić, Muamer MuminovićTHE ISSUE OF BUDGET MANAGEMENT IN THE CONTEXT OF KNOWLEDGE AND SKILLS FOR PUBLIC REVENUE USERS ............................ 644

Branimir Marković, Slobodan StojanovićFISCAL POSITION OF COUNTIES AS REGIONAL SELF-GOVERNMENTAL UNITS IN REPUBLIC OF CROATIA .................................. 655

Dražen Vitez, Hrvoje MatakovićFINANCING OF POLITICAL PARTIES FROM PUBLIC SOURCES: CAUSES, FORMS AND CONSEQUENCES ......................................................................... 666

Health, Education and Welfare

Merima Činjarević, Lejla Turulja, Almir Peštek, Lejla SinanovićWHAT STUDENTS REALLY EXPECT FROM ACCREDITED HIGHER EDUCATION INSTITUTIONS? ............................................................................................... 683

Aleksandra Gojkov Rajić, Jelena PrtljagaDIGITAL TECHNOLOGIES AND STUDENT AUTONOMY IN FOREIGN LANGUAGE LEARNING ........................................................................................................... 697

Ivana Ivančić, Nada Bosanac TOWARDS CREATING A QUALITY CULTURE WITHIN VOCATIONAL EDUCATION AND TRAINING: CROATIAN EXPERIENCE ....................................... 706

Renata Jukić, Snježana DubovickiCOMMUNICATION IN TEACHING IN HIGHER EDUCATION COMPARISON OF EXPERIENCES IN PUBLIC AND PRIVATE COLLEGES ...................................................................................... 720

Anita KulašANALYSIS OF LABOUR MARKET BY LEVEL OF EDUCATION IN THE SELECTED MEMBER STATES OF EUROPEAN UNION ..................................... 732

Vladimír Masaryk, Jana Keketiova, Th orsten Eidenmüller, Timo KepplerSOCIAL WORK IN HEALTHCARE FACILITIES ................................................................ 742

Suzana Obrovac LiparCONTENT MANAGEMENT ON FACEBOOK PAGES ON THE EXAMPLE OF RESEARCH CONDUCTED BY THE CATHOLIC UNIVERSITY OF CROATIA ........................................................................... 757

Aleksandar Stojanović, Grozdanka GojkovCREATIVITY AND METACOGNITION AS INDICATORS OF HIGHER EDUCATION QUALITY .......................................................................................... 773

Ivana TucakLEGAL AND ETHICAL JUSTIFICATION OF COMPENSATION REGARDING COMPULSORY VACCINATION INJURIES ........................................... 783

Law and Economics

Rodica Diana ApanTHE SYSTEM OF INTERCONNECTION OF TRADE REGISTRIES IN THE EU MEMBER STATES AS INSTRUMENT FACILITATING FOREIGN DIRECT INVESTMENTS FDI ........................................................................ 801

Ivana Barković Bojanić, Nefreteta Zekić EberhardTHE CONSEQUENCES OF THE FAILURE TO RECOGNIZE THE VALUE OF HUMAN CAPITAL IN THE MEDIA: THE CASE OF LOCAL MEDIA HOUSE .............................................................................................................. 813

Dejan Bodul, Dunja Škalamera-Alilović ON MODELS OF OVERCOMING BUSINESS CRISIS:BANKRUPTCY PROCEEDINGS OR CHANGE IN STATUS ......................................... 831

Igor BojanićJUSTIFICATION OF LEGAL ENTITY PUNISHMENT FOR CRIMINAL OFFENSES ....................................................................................................... 845

Damir Šebo, Tonći Lazibat, Aleksandar VčevTHE IMPACT OF AMENDMENTS TO THE PUBLIC PROCUREMENT ACT ON THE INCREASE IN TOTAL VALUE OF PROCUREMENT ....................... 859

Industrial Organization

Th omas Cleff , Marie-Ange Huijnen, Nadine WalterDO YOU TRUST YOUR BRAND OR NOT? A COMPARATIVE ANALYSIS OF THE ADOPTION OF BRAND EXTENSIONS OF GENERATION X VERSUS Y IN THE FMCG INDUSTRY ........................................... 871

Jerko Glavaš, Josip Jukić, Neđeljko KneževićTHE IMPACT OF MANAGEMENT ON THE DEVELOPMENT OF THE CONCEPT OF PLANNING AND MANAGEMENT OF REPAIR PROCESS ................ 891

Business Administration and Bussines Economics

Dragan Benazić, Erik Ružić, Dražen AlerićTHE IMPACT OF INTERNAL MARKETING ON THE CUSTOMER RELATIONSHIP DEVELOPMENT ............................................................................................ 903

Economic Development, Technological Change and Growth

Antun Biloš, Tvrtko GalićAN EXPLORATION OF INTERNET USAGE AMONG STUDENTS: THECASE OF JOSIP JURAJ STROSSMAYER UNIVERSITY OF OSIJEK, CROATIA .......... 917

Bodo RunzheimerCORPORATE SOCIAL RESPONSIBILITY CSR NEUERE RECHTLICHE ENTWICKLUNG IN DER EUROPÄISCHEN UNION EU WESENTLICHE ECKPUNKTE UND EINIGE POTENTIELLE AUSWIRKUNGEN AUF UNTERNEHMEN .............................................................................................................................. 929

Luka Burilović, Ivan Ambroš, Gabrijela ŽalacEMPOWERING NUTS2 REGIONAL DEVELOPMENT STRATEGY BY APPLYING S3 POLICY .............................................................................................................. 950

Lena DusparaHUMAN RESOURCES IMPACT ON THE FINANCIAL SUCCESS IN MANUFACTURING INDUSTRY IN REPUBLIC OF CROATIA ....................................... 958

Nenad Rančić, Gordana Marčetić, Ozren PilipovićTHE ROLE OF INSTITUTIONS IN THE ANALYSIS OF ECONOMIC DEVELOPMENT – THE CASE OF COUNTRIES IN TRANSITION ............................... 968

Marija Šmit, Zorislav ŠmitTRENDS, FACTS AND FIGURES OF THE GLOBAL TOYS AND GAMES MARKET AND INDUSTRY .......................................................................................... 997

Davorin Turkalj, Slavica Singer, Sunčica Oberman PeterkaMLEARNING APP DESIGN BASED ON STUDENT PREFERENCES: CASE OF MASTERS PROJECT ................................................................................................ 1010

Mladen VedrišA POLICY FOR AN ECONOMIC TURNAROUND OF THE REPUBLIC OF CROATIA THE BASIS OF SUSTAINABLE DEVELOPMENT .................................. 1020

Urban, Rural and Regional Economics and Growth

Rikard Bakan, Dejan Tubić, Božidar JakovićINTEGRATED APPROACH TO TOURIST EXPERIENCES– AN IMPERATIVE FOR BRANDING AND COMPETTIVE ADVANTAGES FOR DETINATIONS IN CONTINENTAL CROATIA ......................................................... 1043

Višnja BartolovićCORPORATE SOCIAL RESPONSIBILITY AND COMMUNITY DEVELOPMENT WITHIN THE FRAMEWORK OF THE GLOBAL ECONOMY ........................................................................................................................1054

Davor Bošnjaković, Marija Tolušić, Marta BorićTHE ROLE AND THE IMPORTANCE OF PROMOTION IN THE DEVELOPMENT OF OENOTOURISM IN BARANJA .......................................................1067

Josip Britvić, Vladimir Grebenar, Erina StančinAPPLICATION OF INTEGRATED MANAGEMENT SYSTEMS WITH HIGH LEVEL STRUCTURE IN ENTREPRENEURSHIP ......................................1081

Nataša DrvenkarRESHAPING REGIONAL ECONOMIC DEVELOPMENT – TIME FOR REINDUSTRIALIZATION? ...........................................................................................................1094

Ivan Herak, Vesna Škare-Ožbolt, Martina HerakCAN CROATIAN TOURISM REACH PROFESSIONAL MARKETING? .......................1111

Sanja KneževićMIGRATION INTENTION AMONG YOUTH IN BROD POSAVINA COUNTY ......1120

Igor Kralik, Hava Mahmutović, Sanja ScitovskiMODELS OF POULTRY GROWTH AND ECONOMICAL BREEDING ON AGRICULTURAL FARMS IN RURAL AREA ............................................................................1130

Miscellaneous Categories

Dražen BarkovićPAVING THE WAY TO THE KNOWLEDGE-BASED ECONOMY IN CROATIA: DOCTORAL STUDY AT THE FACULTY OF ECONOMICS IN OSIJEK ........................................................................................................ 1141

Ulrich Föhl, Tim SchneegansTHE SOUND OF BRANDS DO ASSOCIATIONS OF BRANDS WITH MUSIC STYLES AFFECT BRAND PERSONALITY?............................................. 1156

Wolfgang Gohout, Katja Specht ST OPPREGE LN UND PRAKTISCHE ANWENDUNG ..................................................... 1172

Heidi R. Krauss NO RISK, NO INCOME? IBN KHALDŪN AND THE FACTOR RISK ......................... 1179

Mladen Jurišić, Sanela Ravlić, Ružica Lončarić, Irena Pugelnik IMPLEMENTATION OF GEOGRAPHIC INFORMATION TECHNOLOGY IN MARKETING GIS MARKETING ................................................... 1188

Markus Häfele, Sarah Katharina Stiegeler WIRTSCHAFTSKRIMINALITÄT UND ACCOUNTING FRAUD................................. 1197

Vorwort

Es ist uns ein Vergnügen, das Konferenzband “Interdisciplinary Management Research XII/ Interdisziplinäre Managementforschung XII” vorstellen zu können. Ein Buch aus dieser Reihe ist zum ersten Mal 2005 erschienen, als Resultat der Zusammenarbeit zwischen der Wirtschaftsfakultät in Osijek, Kroatien und der Hochschule Pforzheim, Deutschland, und insbesondere durch das Magisterstudium des Management. Die Zusammenarbeit der zwei genannten Partnerinstitutionen ist unter anderem durch jährliche wissenschaftliche Symposien gekennzeichnet, auf welchen interessante Th emen aus verschiedenen Bereichen der Wirtschaft und des Managements vorgestellt und folglich in einem Band veröff entlicht werden. Jedes Jahr ziehen die wissenschaftlichen Symposien Akadamiker anderer kroatischer, sowie ausländischer Universitäten, einschließlich Australien, Deutschland, Ungarn, Polen, Rumänien, Slovenien, Montenegro, Bosnien und Herzegovina, Serbien, Indien, Irland, Czechien, Israel, Italien, Sudafrica, Belgien, Schweiz, USA, Slowakei, Dänemark, Mazedonien, Mexico, Zypern und Großbritannien an, die ihren wissenschaftlichen und profesionellen Beitrag zur Diskussion über zeitgenössische Fragen aus dem Bereich des Managements leisten. Die Aktualität der behandelten Fragen, der internationale Charakter im Hinblick auf Th emen und Autoren, die höchsten Standards der Forschungsmethodologie sowie die Kontinuität dieser Konferenzreihe wurden auch von der internationalen akademischen Gemeinde erkannt, weswegen sie auch in internationalen Datenbanken, wie Web of Science, Th omson ISI, RePEc, EconPapers und Socionet, zu finden ist.

Die neueste Ausgabe von “Interdisciplinary Management Research XII/ Interdisziplinäre Managementforschung XII” umfasst 96 Arbeiten geschrieben von 211 Autoren. Der Erfolg früherer Ausgaben ging über die Grenzen der Länder hinaus, deren Autoren schon traditionell Teil der Reihe waren und zog neue Autoren aus Taiwan und Tunesien an. Jedes der Autoren leistete einen bedeutenden Beitrag zu diesem fachübergreifenden Managementforum.

Als Herausgeber dieses Bandes hoff en wir, dass diese Reihe auch weiterhin Akademiker und Profesionelle dazu bewegen wird, in Forschung und Beruf die höchsten Standards zu beanspruchen, und dass es weiterhin als Ansporn zu weiteren Formen von Zusammenarbeit unter Teilnehmern dieses Projektes dienen wird.

Dražen Barković, professor emeritus

Prof. Dr. Bodo Runzheimer

Foreword

It is our pleasure to introduce the book “Interdisciplinary Management Research XII/ Interdisziplinäre Managementforschung XII” to you. Th e first volume appeared in 2005 as a result of co-operation between the Faculty of Economics in Osijek (Croatia) and Pforzheim University (Germany), particularly through the postgraduate programme “Management”. Th e co-operation between these partnering institutions has been nurtured, amongst else, through annual scientific colloquiums at which interesting topics in various fields of economics and management have been presented and later published in the proceedings. Over the years, the scientific colloquiums have drawn the attention of academic scholars from other Croatian universities, as well as from other countries including Australia, Germany, Hungary, Poland, Romania, Slovenia, Montenegro, Bosnia and Herzegovina, Serbia, India, Ireland, Czech Republic, Israel, Italy, South Africa, Belgium, Switzerland, USA, Slovakia, Denmark, Macedonia, Mexico, Cyprus and the United Kingdom each making a contribution in academic and professional discussion about contemporary management issues. Actuality and importance of the issues discussed, the international character of the book in terms of authors and topics, the highest standards of research methodology and continuity in publishing have been recognized by the international academic community, resulting in the book now being indexed in world-known data bases such as Web of Science, Th omson ISI, RePEc, EconPapers, and Socionet.

Th e latest edition, i.e. ““Interdisciplinary Management Research XII/ Interdisziplinäre Managementforschung XII” encompasses 96 papers written by 211 authors. Th e success of former editions has echoed beyond the traditionally participative countries and authors and now includes new authors from Taiwan and Tunisia, each providing a valuable contribution to this interdisciplinary management forum.

As editors we hope that this book will continue to encourage academic scholars and professionals to pursue excellence in their work and research, and to provide an incentive for developing various forms of co-operation among all involved in this project.

Dražen Barković, professor emeritus

Prof. Dr. Bodo Runzheimer

Health, Education

and Welfare

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COMMUNICATION IN TEACHING IN HIGHER EDUCATION COMPARISON OF EXPERIENCES IN PUBLIC AND PRIVATE COLLEGES

Renata JUKIĆ Faculty of Humanities and Social Sciences, Osijek

rjukic@ff os.hr

Snježana DUBOVICKI Faculty of Education, Osijek

sdubovicki@foozos.hr

Abstract

Refl ections about quality teaching in higher education as a prerequisite of de-veloping students’ skills necessary for effi ciently adjusting to varying life circum-stances, employment and better socioeconomic outcomes often rely on the need of strengthening teacher competences. University teachers’ communication competences are the basis for developing other teacher competences. Th is paper starts from the idea that it is necessary to identify and become aware of advan-tages and disadvantages of communication in teaching (from the perspective of students, as they are the ones who most effi ciently steer changes in teach-ers) with the ultimate goal being improvement of quality in teaching in higher education. Th is research was conducted using an on-line questionnaire and snowball sampling technique with 227 research participants – undergraduate and graduate students. Th e aim of this research was to determine diff erences in estimations of students attending private and public higher education institu-tions regarding teacher characteristics eff ecting their communication in teach-ing, communication styles, features of interpersonal communication, frequency of student-teacher communication, and communication-fostering party (these could be detected as predictors of satisfaction with communication in teaching). Research results generally indicate that students attending private colleges are more satisfi ed than students attending public colleges in relation to all the ex-

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amined variables. At this point, it is irrelevant whether private institutions rec-ognized the importance and encouraged communication competences of their teachers sooner than public institutions, or were they simply responding to the satisfaction of their self-funded students. It is, however, important to recognize the factors contributing to quality student-teacher communication and improve the quality of the overall teaching process by improving teachers’ communica-tion competences and making them aware of their roles and communication styles, and changing their roles and communication styles.

Keywords: communication, teachers, higher education teaching

JEL Classifi cation: M5, M54

1. INTRODUCTION

Th e strategy of Education, Science and Technology of the Republic of Croa-tia (2014) in accordance with the Strategic Framework for European coopera-tion in education and vocational training, promoted empowerment, adoption and support of the concept of lifelong learning, of improving the quality and eff ectiveness of education and training at all levels and within all types of edu-cation. Th e strategic framework of the European Commission for Education (Rethinking Education; 2012, 20,21) emphasized the importance of investing in education and development of skills needed to adapt to the changing cir-cumstances of life, for employment and better socio-economic outcomes and in diffi cult economic circumstances. One of the most important prerequisites for quality higher education was the quality of teachers, with the emphasis on the necessity of strengthening the teaching competencies in order to achieve these outcomes. Communicative competency of university teachers were the basis for the development of all teacher competencies. College teachers had a unique op-portunity to support the academic and social development of students at all levels of education and to direct their progress (Baker et al.; 2008, O’Connor et al.; 2011). A teacher’s communication indicated the level of his profession-alism, but also the ethical dimension as a part of his professional and human responsibility.

In terms of strengthening the social rights of the population, the principle of equality of opportunity promoted education as a measure of justness in adopt-ing the educational capital. Th e private market represented a counterpart to education as a public good. “Th e eff orts of the market economy to increase ef-

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fi ciency in all areas of social activity, stimulated gaining better results in the college system. Th e market competition between the public and private educa-tion aff ected the emergence of many innovations and adaptations that could not have happened in the context of traditional forms of “production” of educational services under state control and excessive standardized system “(Barić, Obadić; 2013, 62). In the last ten years the number of private colleges increased three times. At the moment, there are around 6 percent of the total student popula-tion divided in three private universities, three colleges and 23 private colleges.

According to the research by Educentar (2014), about the ratio of quality of public universities and private colleges that involved more than 400 stu-dents, 68% of students are satisfi ed with public university teachers and 95% of students were satisfi ed with the private college teachers. Public university stu-dents were the most satisfi ed with teachers (68%), communication (67%) and quality of teaching (61%), and the private colleges students are quite satisfi ed with communication with teachers (97%), with teachers (95%) and prepara-tion that their study provides for their later involvement in the labor market (92%). Th e Croatian public was often triggered by the debates on the relation-ship between the quality of state and private universities. It’s very diffi cult to set the estimation parameters, but the purpose of this paper was not the com-parison of quality, competency of students and teachers of both faculties, but an insight into possible diff erences in the manner and quality of communication between teachers and students (given the estimated diff erence from the above-mentioned research, with the satisfaction with communication with teachers). In colleges, students were asked to assess the communicative competence of their teachers and the results could serve as guidelines for college teachers to improve their communication competency.

2. COMMUNICATION AS AN EDUCATIONAL COMPETENCE OF A TEACHER

Communication was a process of transferring messages from one person to another, while it’s important for the information to be understood. It’s more than a word exchange, because our whole behavior conveyed a message and af-fected the person with whom we’re in a relationship (Delors et al.; 1998, Hargie and Dickson; 2004). In order to better understand the concept of communica-tion, Vodopija (2004) pointed out its 6 features: variety of reasons for human

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communication, intentional and unintentional eff ects of the communication, mutuality of communication, involvement of at least two people, the existence of successful and unsuccessful communication and the use of symbols. All of those features strongly aff ected the formation of the concept of “communicative competence”.

According to Bagarić and Mihaljević Djigunović (2007, 84), “communicative competency” was a phrase that consisted of two words that, when combined, meant “competence to communicate.” Lexicosemantic analysis revealed the fact that the fundamental word in that phrase was the word “competence.” Th e au-thors observed the communicative competence from a linguistic discourse, and they considered the term “competence” to be one of the most controversial terms in the fi eld of general and applied linguistics, but if we looked at the notion of pedagogic discourse and settled it in the everyday environment, the concept of competence could be interpreted as a dynamic combination of knowledge, skills and abilities. Communicative competence is a skill that all teachers should and could learn and practice. Rudduck and Flitter (2000) pointed out that teachers must improve their communicative competence by consulting available litera-ture, but even more by following and respecting the students and their needs because they’re the ones who most eff ectively directed the changes of teachers, and they changed communication making it more effi cient.

In university teachings, it’s important to remove those forms of communica-tion that emphasized the hierarchical structure of power between students and teachers and replace them with an approach that contributed to individual and collaborative learning. Social competence of teachers resulted in their behavior in the classroom, and were refl ected in the individual characteristics (empathy, fairness, consistency, reliability), social skills (collaborate, teamwork, courtesy, kindness) and the skills to establish relationships with students (authority, ac-cessibility, respect, communication, sense of humor ...) ( Jurčić; 2012). Interper-sonal communication competence referred to the quality of communication and included the adequacy and eff ectiveness (Reardon, 1998). In university teaching cooperation was the key link, regarding the appropriateness and eff ectiveness, and Grice (1975), the advocate of a conclusion derived principles of conver-sation, generally assumed that the principle of cooperation was the most im-portant thing for the interpretation of utterances. In university teaching, it was possible to include a partnership in communication which removed hierarchical structure, in which the partners learn critically, with a constructive exchange of

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ideas (Mercer, 2000). Every human interaction has an emotional subtext. Young people were inferior in relation to the natural power teacher-student imbalance. When a pedagogical relationship became the exercise of power or manipula-tion, the process of teaching was turned into a farce (Van Manen; 1991, 168). Th erefore, a teacher in the communication process had to demonstrate those qualities, skills and dispositions that could be called tact, and which strongly aff ect the communication style of the teacher.

Peek Richmond et al. (2009) listed 9 types of communication styles: domi-nant, dramatic, contentious, animating, impression-making, relaxed, attentive, open, friendly and precise style. A teacher’s communication style was his ability of verbal and non-verbal, eff ective and aff ective communication with students so that they would have an opportunity to improve the optimum academic suc-cess and behavior. Although each teacher had their primary communication style, it could be changed depending on the situation or a student group. All those styles were positively associated with teaching and communication out-comes and eff ectiveness of teachers.

3. METHODOLOGY

Scientifi cally relevant researches about the comparison of communication between teachers and students in public and private higher education institu-tions were bibliographically limited. In assessing communication skills in re-search, some of the processing and perceptual skills aimed at interaction and communication activities for teachers and students were assessed (Maguire, Pitceathly; 2002), which aff ected the communicative competency of teachers, while the type associated with the content weren’t examined because our prem-ise was that it might be more diffi cult for students to objectively evaluate the academic facilities that their teachers communicated.

Th e aim of the research was to examine diff erences between the estimates of students of private and public institutions of higher education about teach-ers’ traits which infl uenced their instructional communication, communication styles, features of interpersonal communication, frequency of communication between student - teacher, and the side that encouraged communication. Th e following hypotheses were defi ned: H1 Students of private schools assigned higher grades to communicative competency of teachers in relation to students of state universities; H2 Private and state college students noticed the diff er-

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ence in the role and the communication style of the teacher; H3 Students of private schools assigned, on average, higher grades for the characteristics of in-terpersonal communication in relation to the students of state universities; H4 At private colleges, communication with students was generally prevalent and often encouraged by teachers, than at the state universities.

Th e research was conveyed among students of undergraduate and graduate studies at the Faculty of Philosophy, Teacher Education, Faculty of Econom-ics in Osijek, Department of Physics in Osijek (hereinafter - “state colleges”, N = 112), VERN ‘in Zagreb, ZŠEM in Zagreb and the ACMT in Dubrovnik (hereinafter - “private universities”, N = 115). Th ere were 50 male and 177 fe-male participants, with the average age of 23.73 years (M = 23.73, SD = 4.122) from 18 to 51 year of age. It should be noted that the research included the private colleges which got their working license, after being in the accredita-tion process (Agency for Science and Higher Education). Gathering data was conducted by a questionnaire (Buljubašić and Rebrina; 2013), which contained closed questions and Likert scale of 5 degrees for quality, satisfaction and fre-quency. Online questionnaire contained questions about teaching communica-tion (assessment of quality and competency, role and communication style of teachers, characteristics of interpersonal communication, frequency and direc-tion of encouraging communication. A descriptive statistics and t - test for in-dependent sample were also used. Data was analyzed with the use of statistical program SPSS.

4. RESULTS AND DISCUSSION

. Communication competency of teachers

While assessing communication skills of teachers, private college students showed a greater presence of the following qualities and competencies of their teachers (t = 2.397, df = 225, p = 0.017): accessibility, openness, warmth, positive feedback, responding to and pointing to errors, asking sub questions, interest in course content, interest in the content of other courses, observing students as people with certain desires and needs, designing classes so they were applicable to other colleges and clarifying unclear content. Th e study evaluated teachers’ behavior, and not the individual characteristics of teachers because Brophy (1986) suggested that the indicators of the global impact with students were measurable when individual characteristics were replaced by more direct measures of achievement. One of

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the categories of variables in Huitt’s transactional model of the teaching process - learning (Huitt; 2003), referred to the characteristics of the teacher and his behavior in the classroom (values, knowledge, thinking skills, communication skills ...). According to this model, individual characteristics of teachers had an impact on their behavior, but also aff ected the behavior of students. Researches (Darling-Hammond; 2000) showed signifi cant correlation between student achievement and teacher’s verbal abilities. Higher percentage of private schools (in relation to the state) had the possibility of individual approach to students, working in small groups, and was itself the interaction between teachers and students at a better level. Th at confi rmed the fi rst hypothesis.

. The roles of teachers and communication styles

Peek Richmond et al. (2009) distinguished 5 teaching strategies: lecture, discussion, interpretation skills, group activities, and giving instructions. Each of these strategies used diff erent communication style. In accordance with the strategies, teachers’ role might vary, and they were: teacher as a speaker, as a fa-cilitator, coach, manager, coordinator and innovator. Th ose roles were assessed by students (Table 1).

Table 1. Attitudes of students in relation to the assessment of the role of teachers

  Type of university N M SD t df p

Teacher’s traitsprivate 115 3,89 0,67 4,76 225 ,000

state 112 3,45 0,70      

Teacher - trainerprivate 115 3,78 0,92 5,00 225 ,000

state 112 3,11 1,10      

Teacher - managerprivate 115 3,78 0,91 7,23 225 ,000

state 112 2,83 1,064      

Teacher coordinator and innovatorprivate 115 3,82 0,874 4,258 225 ,000

state 112 3,29 0,974      

Author’s calculations

Assessments of the qualities of teachers as speakers and moderators didn’t show a statistically signifi cant diff erence. Students of private colleges reported a statistically greater presence of teachers’ traits as coaches, managers and co-ordinators and innovators. Private colleges more often had students work in small groups, in which these qualities of teachers got more expressed. Research-es proved that cooperative learning could produce teaching of better quality,

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develop critical, creative and logical thinking and communication skills (Cota-Bekavac; 2002, Peck Richmond et al.; 2009).

Table 2 Assessments of students in relation to the assessment of the compo-nents of a teacher’s communication style (Peck Richmond et al (2009)

 Type of university

N M SD t df p

Style of communicationprivate 115 3,93 0,59 5,43 225 ,000

state 112 3,50 0,60      

Friendly approach in

communication

private 115 4,17 0,78 5,11 225 ,000

state 112 3,63 0,80      

Accuracy, precision in

communication

private 115 4,24 0,74 3,48 225 ,001

state 112 3,9 0,73      

The teacher is attentive and

helpful

private 115 4,17 0,77 5,72 225 ,000

state 112 3,55 0,83      

Teacher is lively and involvedprivate 115 3,84 0,80 4,16 225 ,000

state 112 3,38 0,89      

The relaxation in communicationprivate 115 4,09 0,79 3,39 225 ,001

state 112 3,71 0,86      

The drama in communicationprivate 115 3,1 1,09 1,97 225 ,049

state 112 2,83 0,91      

Author’s calculations

Table 2 indicated that in assessing styles of teachers’ communication in teaching, there was a statistical signifi cance for each of the components of com-munication styles that were important for eff ective and aff ective communica-tion style of a teacher. Th at could be explained by the fact that teachers and students of private colleges were more inclined to informal consultations that created a relaxed and friendly atmosphere. Th e aforementioned confi rmed the second hypothesis.

4.3 Interpersonal communicationCommunication at college level had an interpersonal component, within

which were some relations. Th e most prominent was the power relation be-tween teachers and students. It’s closely linked to the concept of hidden curricu-lum, based on which the educational institution were identifi ed as institutions that were inextricably linked to the issues of power and control in society and thus mediated a legitimate social and cultural reproduction of class, race and gender relations in society.

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Table 3 Attitudes of students of private and state universities in relation to the assessment of the characteristics of interpersonal communication in a teaching process

 Type of university

N M SD t df p

Characteristics of interpersonal communication

private 115 3,89 0,64 3,51 225 ,001

state 112 3,61 0,56      

The presence of spontaneous behavior in

communication

private 115 3,90 0,90 3,66 225 ,000

state 112 3,48 0,82      

Communication is developingprivate 115 4,08 0,80 3,32 225 ,001

state 112 3,71 0,84      

The presence of feedback and coherence

in communication

private 115 4,04 0,83 3,71 225 ,000

state 112 3,64 0,79      

Author’s calculations

Students of private colleges reported a signifi cantly greater presence of fea-tures of interpersonal communication in relation to the students of state uni-versities. Sternberg and Williams (1996) noted that precisely those features of communication represented one of the key elements in encouraging the creativ-ity of pupils/students (as private colleges in their curricula often stood out as the imperative of working and as their comparative advantage). Th e presence of a more signifi cant estimate of a feedback in communication lead to better interaction and the explorations of the teacher-student interaction showed that the quality of established interactions was associated with the achievement of learning outcomes (Hewitt; 2003). Th at confi rmed the third hypothesis.

Table 4 Attitudes of students of private and public universities with regards to the frequency of communication with teachers

 Type of university

N M SD t df p

The frequency of communication [before

or after class]

private 115 3,32 1,16 5,91 225 ,000

state 112 2,47 0,98      

The frequency of communication [during

class]

private 115 3,57 1,17 7,92 225 ,000

state 112 2,29 1,27      

Author’s calculations

Students of private colleges, more often than students of state universities (Table 4), achieved communication with teachers through consultations before/after/during teaching hours, while other forms (offi cial consultations, e-mail)

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did not prove a statistically signifi cant diff erence. In researching the phenom-enon of communication motivation had an essential role. 73.1% of students in private colleges believed that communication was motivated by the professor, while only 22% of students of state universities agreed. Th e assumption was that a teacher who successfully encouraged and directed communications with students, also more successfully identifi ed their needs and balances between waking intrinsic motivation and “manipulating” the factors that promoted ex-trinsic motivation. Th is part of the research confi rmed the fourth hypothesis.

5. TOWARDS CONCLUSION

Both public and private colleges had very similar programs. Th e universal answer to the question about the diff erences in quality between private and state studies was impossible to answer, because there was too vast of a diff er-ences between them. It applied to teachers, facilities, equipment and the ap-proach to students. However, as mentioned in the introduction, the purpose of this work was not to compare the quality of any segment of work, but to give an insight into possible diff erences of communication between teachers and stu-dents in order to improve the work of all university teachers. According to the already mentioned research by Educentar (2014) about the ratio of the quality of public universities and private study, 67% of students were satisfi ed with the communication with teachers at state universities, and 97% of students were satisfi ed with communication with teachers at private universities. Th e results of our research supported the greater satisfaction with communication during class by students at private colleges in relation to the state, but the goal of this paper was to point out certain factors that students of state and private univer-sities perceived to be diff erent. Our study confi rmed all the initial hypotheses according to which the students of private schools assessed with higher grades the communicative competence of teachers in relation to students of state uni-versities; at private and state universities, students noticed the diff erence in the role and the communication style of teachers; students of private schools as-sessed higher the characteristics of interpersonal communication; communica-tion with students at private colleges was generally prevalent and more often encouraged by teachers.

Colleges were increasingly under pressure by the authority, students and the public to show the optimal ratio of outputs they achieve and the money they

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receive in return. As a result, there were processes of monitoring the quality of faculties, attempts of institutions to improve education, but also the application of modern business strategies, concepts and techniques in the management of higher education (Melewar, Akel; 2005). Regardless of who started the prem-ise, good communication was a prerequisite for the success of the teaching pro-cess, as well as other parameters of the assessment of an institution’s effi ciency. Did the private institutions recognize that importance sooner than the gov-ernmental ones, or were they just happy with the satisfaction of students who were fi nancing their studies independently (and therefore “had to” be satisfi ed), is irrelevant at this point. It was important to identify factors that contributed to the quality of communication, and thus the entire teaching process (which in its essence represented the communication process). University teachers had to accept changes in the way of communication which are, among other things, caused by the changes in the method of studying in terms of the increasing em-phasis on small groups and mentoring (Parry et al.; 2008). Th e above certainly lead to the changing role of university teachers ranging from traditional ones – teaching, to teachers as facilitators, managers, motivators, innovators...

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