Suchergebnisse

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students' employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students' entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students' entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students' employability. ; Poduzetništvo je definirano kao jedna od osam kompetencija cjeloživotnog obrazovanja, a održava sposobnost pojedinca da svoje ideje pretvori u stvarne projekte. Kao takvo, poduzetništvo predstavlja kreativnost, inovativnost, preuzimanje odgovornosti, preuzimanje rizika, planiranje i upravljanje projektima. Razvoj poduzetničkih kompetencija kroz formalno obrazovanje postaje jedno od strateških prioriteta za sve veći broj europskih zemalja. Mnogi europski dokumenti naglašavaju važnost ulaganja u obrazovni program koji će se fokusirati na razvoj poduzetničkih kompetencija, obzirom da upravo one direktno utječu na zapošljivost učenika i studenata. Međutim, to stavlja značajan izazov pred edukacijski sustav – potrebno je promijeniti edukacijske programe i usmjeriti ih prema razvoju poduzetničkih kompetencija koje će učenicima i studentima omogućiti da budu zapošljiviji i osnažiti ih za djelovanje u nesigurnim, kompleksnim i dinamičnim uvjetima na tržištu rada. Visoka nezaposlenost mladih ljudi kao i izazovi i potrebe tržišta rada sve češće dovode do rasprave o efikasnosti i kvaliteti obrazovnih programa na svim nivoima. U tom su kontekstu, efikasnost i kvaliteta strukovnog obrazovanja od posebnog značaja obzirom da se većina učenika, nakon završetka strukovnog srednjoškolskog obrazovanja, neće odlučiti za fakultet nego će se naći na tržištu rada. Zbog toga bi se, strukovno obrazovanje, trebalo fokusirati na razvoj onih vještina (opće i strukovne kvalifikacije) koje će odgovarati potrebama tržišta rada i omogućiti jednostavnije i brže zapošljavanje. Cilj ovoga rada je istražiti u kojoj su mjeri učenici strukovnih škola Osječko-baranjske županije po završetku srednjoškolskog obrazovanja pripremljeni za poduzetničko ponašanje. Ukupan uzorak ispitanika sastojao se je od 1272 učenika iz petnaest strukovnih srednjih škola Osječko-baranjske županije, jedne od najnerazvijenijih hrvatskih regija. Analiza rezultata pokazala je da postoji pozitivna korelacija između praktičnih izvannastavnih aktivnosti i okruženosti poduzetnicima s razinom razvijenosti poduzetničkih vještina kod studenata. Takva veza s obrazovnim sustavom nije utvrđena. Rezultati istraživanja mogu poslužiti kao temelj za razvoj strukovnog obrazovanja koji će u svoje programe implementirati potrebe tržišta rada i tako povećati zapošljivost mladih ljudi.

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students' employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students' entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students' entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students' employability.

Advertising, architecture and design are perceived as an important subset of the creative industries and as having an increasing role in innovations and competitiveness of economies. However, issues such as identifying the underlying business model (BM) of the micro- and small enterprises in these industries, the manner in which BMs evolve or the degree to which their evolution is innovative remains unresolved. In the context of creative professional services (CPSs), an analysis of the six case studies involving microenterprises indicates a heterogeneity in designing BMs. Talented professionals, sophisticated management of human resources and creativity processes as well as trustworthy partners are considered generic components of value creation, whereas personalized relationships with customers are a generic component of value delivery in advertising, architecture and design. In addition, the findings indicate that microenterprises in advertising, architecture and design have a capacity to differentiate themselves from the rest of the competition through creation of complex and radical changes in their BMs.

Franchising is very popular growth model but despite the wide application of franchising in the developed countries of the world, its impact on the Croatian economy is still marginal. The purpose of this research is to identify the obstacles and challenges to a wider application of franchising in Croatia and generate policy recommendations for removing the identified obstacles. Obstacles and recommendations are identified on the basis of a conducted longitudinal qualitative research, the first phase of which was conducted in 2006, and second in 2014. The overall results of this research were presented in a form of PEST analysis and compared with the results of the 2006 research aiming to detect changes (improvements/ deterioration) in individual areas of the research political, economic, legal and technologic factors of influence on the development of franchising in Croatia. Based on the detected changes, conclusions and policy recommendations were identified.The obstacles can be divided in two categories: franchising specific barriers and general business related obstacles for doing business in Croatia. Without removing most of these obstacles, it is unrealistic to expect high growth of franchising activities in Croatia in near future.