Suchergebnisse

The university, understood in a simplified way as an institution representing the system of higher education, is distinguished by longevity. However, it also underwent evolution at the turn of the century under the influence of various conditions. As a result, various models of the university are emerging with the most promising one known now as the entrepreneurial university. This model implies greater openness of the university to the socio-economic environment, flexible adaptation to the needs of customers, stakeholders and the market, market competitiveness based on marketing and the ability to diversify sources of income. Particular attention is paid to creating and increasing the entrepreneurial potential of students. The subject of the study is the main external and internal university prerequisites and barriers in the creation of entrepreneurial universities. The aim of the article is to consider issues related to the prerequisites and ways of developing University 3.0 in Latvia. The objectives of the article are as follows: to find out the main external and inter-university prerequisites and barriers to creating entrepreneurial universities, to study international experience in the formation of prerequisites for the creation of entrepreneurial universities, to assess the major prerequisites for the establishment of entrepreneurial universities in Latvia. Causal analysis and comparative analysis were used as the major research method. An empirical assessment of the prerequisites for the development of University 3.0 in Latvia is given on the basis of our comparative analysis of the parameters of the Global Competitiveness Index. It is proposed to discuss the need for a state programme of at least a pilot project for the creation of two or three entrepreneurial universities so far, which will allow us to have our own experience in removing economic, social and cultural barriers to the modernisation of our higher education, the emergence of our own strong entrepreneurial leaders in higher education. Scope of the results of the work. The materials, results and conclusions of the article can be used by research organizations, government bodies, higher education institutions, student organizations. Findings. The significance of the need for entrepreneurial universities in Latvia is substantiated, and the main components of the transformation "University-3.0" in higher education in Latvia are identified.

An important condition for economic growth and for improving the quality of life of the population is the growth of entrepreneurial activity, especially its student component. Students partly receive necessary knowledge, skills and experience in the field of entrepreneurship during their studies. However, there are also factors in the academic environment that act as barriers to the growth of students' entrepreneurial potential. The subject of the research is a set of theoretical, methodological and practical issues aimed at further development of students' entrepreneurial potential and its activation in terms of the significant role in the academic environment. The purpose of the research is to consider the theoretical basis of the concept of entrepreneurial potential, to study foreign experience in researching the students' entrepreneurial potential, to investigate the role of the university environment of higher educational institutions in Latvia in the formation and activation of students' entrepreneurial potential. The methods used by the authors are axiomatic, analysis and synthesis, monographic, sociological survey, statistical analysis of quantitative data from a questionnaire survey. The results of the research. The parameters of the real and potential participation of Latvian students in entrepreneurial activity and the main barriers of expanding the scale of students' entrepreneurial activities were determined. The activities realized in the academic environment, stimulating interest in entrepreneurship and the real involvement of students in this activity were proposed. Correlation analysis of the factors of activating the entrepreneurial students' potential in the university environment and the level of students' readiness to found their own enterprise put knowledge related to a specific entrepreneurial activity in the first place. The field for applying the results of the work. The materials, results and conclusions of the article can be used by research organizations, government bodies, higher education institutions and student organizations. Conclusions. Our analysis of the entrepreneurial potential of Latvian students is extremely important in the study and development of entrepreneurship both nationally and at the level of individual higher education institutions. The obtained results make it possible to assess the situation and take measures towards creating a more favorable learning environment for the development and implementation of students' entrepreneurial intentions.

The subject of this study is the participants in artificial sociality (humans and artificial intelligence (AI) tools) and communication between them. The first section analyses (using Luhmann's methodology) communication as the basis of sociality. The second section shows how AI tools became social technologies in the framework of artificial sociality. The third section describes experimental communication between authors and AI tools (the case of ChatGPT). For the first time in the Baltic countries, the authors examined sociological, humanitarian, natural and technological aspects of the functioning AI tools, which participate in creation of a new social reality for human society – artificial sociality.

International audience ; Iceland was identified as a typical country with relatively high achieved competitiveness level and at the same time negative growth capacity - so, with eroded sustainability of territory development. As a research hypothesis the authors suggest that Iceland's social and economic interactions with other "worlds-economies" are not diversified enough. The analysis of export/import and international migration flows of Iceland shows that a market-capitalist "world-economy" is an absolute leader (80-90 %) for Icelandic international trade and migration. Analysis of air logistical interconnections shows that a kind of sub-"world-economy" is formed which can be referred to as a Northern-Atlantic one. As results of regression analysis show social and economic interactions with the representatives of its own "world-economy" mainly draw Iceland's sustainable territory development in their direction, and, as the trends of their development are negative or stagnate (USA and Spain), Iceland's trend of sustainable territory development is also drawn after them. In its turn, rather infrequent social and economic interactions with other "worlds-economies" either do not influence significantly Iceland's sustainable territory development (as interactions with Brazil do) or influence in the opposite way (as interactions with China do). Therefore, the practical efficiency of recommendation of Human Development Report 2013 to interact more actively with other "worlds-economies" is not so far proved in social and economic reality - at least, in the case with Iceland as a typical highly-developed capitalist country.

International audience Iceland was identified as a typical country with relatively high achieved competitiveness level and at the same time negative growth capacity - so, with eroded sustainability of territory development. As a research hypothesis the authors suggest that Iceland's social and economic interactions with other "worlds-economies" are not diversified enough. The analysis of export/import and international migration flows of Iceland shows that a market-capitalist "world-economy" is an absolute leader (80-90 %) for Icelandic international trade and migration. Analysis of air logistical interconnections shows that a kind of sub-"world-economy" is formed which can be referred to as a Northern-Atlantic one. As results of regression analysis show social and economic interactions with the representatives of its own "world-economy" mainly draw Iceland's sustainable territory development in their direction, and, as the trends of their development are negative or stagnate (USA and Spain), Iceland's trend of sustainable territory development is also drawn after them. In its turn, rather infrequent social and economic interactions with other "worlds-economies" either do not influence significantly Iceland's sustainable territory development (as interactions with Brazil do) or influence in the opposite way (as interactions with China do). Therefore, the practical efficiency of recommendation of Human Development Report 2013 to interact more actively with other "worlds-economies" is not so far proved in social and economic reality - at least, in the case with Iceland as a typical highly-developed capitalist country.

The article explores the growing role of artificial intelligence (AI) in entrepreneurship education within universities. This exploration is set against the backdrop of the rapid and widespread integration of AI technologies across economic and other domains of life. The authors aim to define the concept of 'entrepreneurial potential' and elucidate the contribution of AI in augmenting the entrepreneurial potential among university students in the Baltic States. To achieve this goal, the authors employ a range of methods, including comparative analysis, analogy, generalization, classification, and structural-functional analysis, among others. These methodologies are integrated within an interdisciplinary framework, enabling a comprehensive investigation of the subject matter. The comparative analysis of university entrepreneurship education in the Baltic States demonstrates the strengths and weaknesses inherent in the notion of entrepreneurial potential. This study also considers the impact of academic mobility in the modern world, characterized by rapid and dynamic shifts in technology, markets, and business models. The study concludes that proficiency in working with AI-powered equipment and algorithms is of paramount importance in amplifying the entrepreneurial potential of students in Latvia, Lithuania, and Estonia. This aspect is increasingly gaining attention from universities, which collaborate closely with the business sector, governmental bodies, and regional agencies to provide diverse forms of support to aspiring business students. The final part of the article addresses issues that require more active and innovative participation of academia in activities enhancing the role of student youth in the economic development of their countries and regions.

In modern social science, the concept of multidimensional poverty is considered the most progressive approach to measuring poverty in countries of various development levels, including the developed ones. As an indicator of poverty in the EU, the multidimensional index of the risk of poverty and social exclusion (AROPE) is used, which integrates the indicators of income poverty, material deprivation and exclusion from the labour market. The empirical basis for its calculation is the data of the survey "Statistics of income and living conditions in the EU" (EU-SILC), published by the statistical office of the European Union. Within the framework of this article, the authors tried to contribute to the theoretical and methodological basis for studying the issue of multidimensional poverty by measuring and analysing it within the framework of the resource approach using the empirical data collected by the authors in one of the peripheral regions of Latvia - Latgale, which for many years has had the lowest indicators of economic development in the country. The resource-based approach is founded on the following methodological path: resources available for the people and households can be transformed into capital as a result of its activation and capitalization that, in its turn, can give the person socially economic benefit, i.e., a resource becomes a capital. The methodology of this study involves the application of new concepts: the "resource-poor" (few resources) and the "functional-poor" (low capitalization of available resources), as well as the "resource-functional poor", who, according to the authors, represent different target groups for the social policy, since they fundamentally differ in terms of both the causes of poverty and the approaches to supporting these groups.