Suchergebnisse

In the article we report a series of experiments
with volunteers designed to detect differences in behavioural characteristics among Slovenian, Dutch and
international students. Using eight standard tasks from
experimental economics, we investigate the differences
using experimental measures of solidarity, trust, cooperation, positive and negative reciprocity, competition,
honesty, and risk attitudes. No significant cohort effects
in any of the eight decisions are found when we compare the Slovenian and international cohorts. Still, when
comparing the Dutch and Slovenian cohorts, Dutch
students are found to exhibit lower levels of solidarity,
generosity and honesty. This points to differences in sociality between institutionally similar yet ideologically distant countries like Slovenia and the Netherlands.
Keywords: cross-national study, experimental economics, game theory, sociality

V magistrskem delu obravnavamo različne politike internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem. Glavni temelj naloge predstavlja analiza in primerjava strateških dokumentov internacionalizacije visokega šolstva obeh izbranih držav. V teoretičnem delu izpostavimo internacionalizacijo v zgodovinski perspektivi. Na kratko opišemo družbenoekonomski kontekst razvoja nizozemskih univerz ter obravnavamo nastanek in razvoj slovenskih in nizozemskih univerz. Osredotočimo se na njihovo poslanstvo ter z njim povezanim položajem jezika v raziskovalni in pedagoški dejavnosti. Opredelimo tudi termin internacionalizacije in navedemo različne definicije. Nato predstavimo oblike internacionalizacije: internacionalizacijo doma, internacionalizacijo kurikuluma ter internacionalizacijo v tujini. V okviru razvoja bolonjskega procesa predstavimo nastanek evropske gospodarske skupnosti, začetke samega procesa ter kritiko njegove neoliberalne zasnove. Raziščemo tudi zelo relevantno temo – transfer izobraževalnih politik. Zaključimo s predstavitvijo jezikovne problematike, to je vedno večja vloga angleščine v pedagoškem in raziskovalnem visokošolskem prostoru ter položaj nacionalnih jezikov. V okviru empiričnega dela najprej ugotavljamo podobnosti in razlike med nacionalnimi politikami internacionalizacije visokega šolstva v Sloveniji in na Nizozemskem ter med politikami na institucionalni ravni – opravimo torej primerjavo Univerze v Ljubljani in Univerze v Amsterdamu. Analiza nacionalnih strateških dokumentov dokazuje, da tako slovensko kot nizozemsko visoko šolstvo sledi podobnim ciljem internacionalizacije. Kot prvo bistveno razliko pa lahko izpostavimo težnjo Nizozemske po povezovanju visokošolskih institucij z gospodarstvom in posledično prevlado gospodarskih motivov za internacionalizacijo. Nasprotno pa internacionalizacijo slovenskega visokega šolstva usmerjajo predvsem politični motivi, saj želi država utrditi prepoznavno podobo nacionalnega visokega šolstva. S tem pa je povezana tudi druga pomembna razlika. V nizozemskih strateških dokumentih je poudarjena namera po konkurenčnosti in prepoznavnosti države na globalni ravni, medtem ko je v slovenskih strateških dokumentih v ospredju potreba po vzpostavitvi regionalne identitete. Nizozemska se torej usmerja v bolj globalno internacionalizacijo, Slovenija pa v regionalno. Državi sta si podobni v tem, da vidita internacionalizacijo kot poglavitni dejavnik pri razvoju svojega visokega šolstva, ki rezultira v izboljšanje njegove kakovosti. Analiza politike internacionalizacije dveh osrednjih univerz v obeh država pokaže, da je zaradi statusa mednarodne in dvojezične univerze Univerze v Amsterdamu internacionalizacija njena ključna značilnost, medtem ko je ljubljanska univerza pri svoji internacionalizaciji dokaj omejena. Zaradi svoje izrazite mednarodne usmerjenosti Univerza v Amsterdamu izvaja pouk v t. i. mednarodni predavalnici. Nizozemska in njene univerze so že – gledano z zgodovinske perspektive – veliko bolj mednarodno odprte. Slednje pa je prispevalo k temu, da Nizozemska spada med najbogatejše države na svetu. Prednost bogatih držav pa niso le zadostna finančna sredstva za implementacijo optimalne internacionalizacije, ampak tudi »privilegij« postavljanja trendov na področju internacionalizacije. Preučujemo tudi medsebojno skladnost strateških dokumentov v posamezni državi ter način odražaja ciljev bolonjskega procesa v ciljih strateških dokumentov. Ugotovimo, da je v nizozemskih strateških dokumentih v primerjavi s slovenskimi prisotno bistveno večje ujemanje v ključnih oziroma prioritetnih ciljih, kar je mogoče pripisati aktivni vključenosti nizozemskih univerz pri oblikovaju politik. Bolonjski cilji so izraženi v obeh državnih in obeh institucionalnih strategijah internacionalizacije. Izpostavili bi cilj pospeševanja mobilnosti, ki se pojavi v vseh štirih strategijah. Na koncu raziskujemo, kako državi urejata oziroma rešujeta vprašanje jezika visokega šolstva. Ugotovili smo, da v obeh državah zakona, ki urejata področje visokega šolstva, izpostavljata skrb za materinščino. Ta naloga spada v okvir visokošolskih zavodov. Univerza v Amsterdamu ima – za razliko od Univerze v Ljubljani – oblikovano svojo jezikovno strategijo, v kateri je pojasnjeno, na kakšen način se izbere oziroma določi jezik poučevanja, s čimer je odločitev o jeziku poučevanja olajšana. Kot je pokazala primerjava različnih dokumentov s področja visokega šolstva in strategij, je današnja internacionalizacija v različnih državah pod vplivom tako sodobnih procesov, konkretneje bolonjskega procesa, kot tudi različnih zgodovinskih dejavnikov oziroma okoliščin. Enake politike internacionalizacije se torej v različnih okoljih implementirajo različno. S tem tudi potrjujemo ugotovitev de Wita in F. Hunter (2015, str. 2), da ni modela internacionalizacije, ki bi ustrezal vsem. ; Internationalisation of Higher Education in Slovenia and the Netherlands After the Implementation of the Bologna Process In this thesis, we discuss the different internationalisation policies of higher education in Slovenia and the Netherlands. Analysing and comparing the strategic documents about the internationalisation of higher education in the chosen countries is the basis of the following thesis. In the theoretical part, we put internationalisation in a historical perspective. We concisely describe the socioeconomic context of the development of Dutch universities and analyse the origins and development of Slovene and Dutch universities. Furthermore, we focus on the mission of universities and their related position of language in research and teaching. We also define internationalisation and present its different definitions. Additionally, we introduce the forms of internationalisation: internationalisation at home, internationalisation of the curriculum, and internationalisation abroad. In the context of the development of the Bologna Process, we present the emergence of the European Economic Community, the beginnings of the process itself, and a critique of its neo-liberal concept. Moreover, we also explore the transfer of educational policies. We conclude by presenting the language issues, i.e., the growing role of English in teaching and research in higher education, and the position of national languages. In the empirical part, we first identify similarities and differences between national policies on the internationalisation of higher education in Slovenia and the Netherlands. Then we examine the policies at the institutional level by comparing the University of Ljubljana and the University of Amsterdam. Analysis of national strategy documents shows that both Slovenian and Dutch higher education pursue similar internationalisation objectives. However, the first significant difference is the Dutch tendency to connect higher education institutions with the economy. Consequently, economic motives for internationalisation prevail. In contrast, the internationalisation of Slovenian higher education is driven primarily by political motives, as the country wants to consolidate a recognisable national higher education. Nonetheless, there is another important difference. The Dutch strategy documents emphasise the intention to make the country competitive and visible on a global level, while the Slovenian strategy documents focus on the need to establish a regional identity. The Netherlands is therefore moving towards a more global internationalisation, whereas Slovenia moves towards a regional one. At the same time, they both perceive internationalisation as the crucial factor in developing higher education. Particularly, in the context of increasing its quality. The two countries are similar in the way they see internationalisation – as the major factor in the development of their higher education and as means to enhance its quality. An analysis of the internationalisation policies of the two central universities in both countries shows that, due to its status as an international and bilingual university, internationalisation is a leading feature of the University of Amsterdam. On the contrary, the University of Ljubljana is somewhat limited in its internationalisation. Due to its strong international orientation, the University of Amsterdam holds its classes in a so-called "international classroom." Historically viewed, The Netherlands and its universities have been much more internationally opened. This has contributed to the Netherlands being one of the wealthiest countries in the world. The advantage of rich countries is not only having sufficient financial resources to implement optimal internationalisation, but also the "privilege" of setting trends in the area of internationalisation. We also look at the coherence between the strategic documents in each country and how the objectives of the Bologna Process are reflected in the objectives of the strategic documents. We have found out that there is a significantly higher congruence in the key objectives in the Dutch strategic document compared to the Slovenian ones. The reason for that could be the active involvement of Dutch universities in policymaking. The Bologna objectives are reflected in both national and both institutional internationalisation strategies. We aim to highlight the objective of promoting mobility, which appears in all four strategies. Lastly, we explore the way of how countries are addressing the issue of the language of higher education. We have discovered that the laws governing higher education emphasise care for the mother tongue in both countries. The University of Amsterdam has constructed a language strategy that explains how the instruction language is chosen and determined. By doing so, the decision for the instruction language is less complicated. At the moment, the University of Ljubljana still does not have the same approach. By comparing different higher education documents and strategies, we have shown that contemporary changes (specifically the Bologna Process) and various historical factors have influenced internationalisation today. The same internationalisation policies are therefore implemented differently in various contexts. This also confirms the observation made by de Wit and F. Hunter (2015, p. 2) that there is "no one model that fits all".

V obsežni raziskavi smo identificirali ključne sektorje gospodarstev držav EU. Sektorske multiplikatorje smo lahko izračunali za 16 držav članic EU(Avstrijo, Belgijo, Češko, Nemčijo, Dansko, Finsko, Francijo, Veliko Britanijo, Grčijo, Irsko, Italijo, Litvo, Nizozemsko, Poljsko, Portugalsko in Slovenijo). Medtem ko ni bilo možno izračunati sektorskih multiplikatorjev za 12 držav članic EU(Bolgarijo, Ciper, Estonijo, Hrvaško, Latvijo, Luksemburg, Madžarsko, Malto, Romunijo, Slovaško, Španijo in Švedsko), ker matrike niso imele definiranega inverza. V analizi smo ugotovili, da so najbolj odporni na krizo sektorji, ki so v daljšem obdobju v opazovanem gospodarstvu imeli največji vpliv na povezanost za nazaj in povezanost za naprej. V obdobju od leta 2001 do 2011 smo analizirali ključne sektorje v opazovanih 16 državah članicah EU. Ugotavljali smo podobnosti in razlike v spreminjanju medsektorskih povezav in s tem strukture gospodarstva v državah članicah Evropske unije. Identificirali smo tiste sektorje, ki so najbolj pripomogli , da so opazovane države članice Evropske unije čim prej okrevale po gospodarski in finančni krizi. ; In a large study, we identified key sectors of the economies of the EU. Sectoral multipliers, we can calculate the 16 EU Member States (Austria, Belgium, Czech Republic, Germany, Denmark, Finland, France, Great Britain, Greece, Ireland, Italy, Lithuania, Netherlands, Poland, Portugal and Slovenia). While it was not possible to calculate the sectoral multipliers for the 12 EU Member States (Bulgaria, Cyprus, Estonia, Croatia, Latvia, Luxembourg, Hungary, Malta, Romania, Slovakia, Spain and Sweden), whereas the matrix did not have defined inverses. In the analysis, we found that the most resistant to the crisis sectors over a long period of observation economy had the greatest impact on the integration of back and forward integration. In the period from 2001 to 2011 were analyzed for key sectors in the observed 16 EU Member States. We seek to determine similarities and differences in changing cross-cutting links and the structure of the economy in the Member States of the European Union. We have identified those sectors that have most contributed to the observed Member States of the European Union as soon as possible to recover from the economic and financial crisis.

Leta 2005 se je v Evropski uniji govorilo o biogospodarstvu kot dolgoročni viziji, ki bo omogočila dvig konkurenčnosti, boljše izkoriščanje virov in zmanjšanje ogljičnega odtisa. Biogospodarstvo bo ena izmed ključnih usmeritev evropskih držav v bližnji in daljni prihodnosti. Smernice razvoja je začrtala tudi Evropska komisija, temu pa sledijo podporni inštrumenti, ki omogočajo vpeljavo akcijskih načrtov in strategij. Nekatere evropske države, med njimi vodilna Nemčija in Nizozemska, imajo tovrstni sistem že močno zakoreninjen v gospodarskih reformah, vse od krožnega gospodarstva, uporabe biomase, principa kaskade dodajanja vrednosti in vpeljave biorafinerij za nove produkte. Priložnosti so tako na vseh področjih, od kmetijstva, lesne in lesnopredelovalne industrije do ribištva in bioosnovane industrije. Namen raziskovalne naloge je bil preveriti dejavnike, ki vplivajo na razvoj biogospodarstva v Sloveniji. Raziskavo sem izvedel s poglobljenimi polstrukturiranimi intervjuji z več predstavniki iz industrije in raziskovalnih ustanov ter s kreatorji politik (državnih ustanov) in grozdov. Izkazalo se je, da v slovenskem prostoru nimamo strategije, namenjene prehodu v biogospodarstvo, in tako prihaja zgolj do kratkotrajnih primerov dobrih praks na tem področju. Zaradi nizkih industrijskih vlaganj, nerazvitega trga in nizke stopnje ozaveščenosti, tovrstnih produktov tudi še ni na tržišču kljub mnogim raziskavam, ki potekajo na tem področju. Potencial grozdenja pa ostaja neizkoriščen. ; Bioeconomy in the European Union was considered a long-term vision leading to increased competitiveness, better use of resources and reduction of carbon footprint already since 2005. Bioeconomy remains one of the key strategies by European countries in the immediate as well as more distant future. The European Commission developed the guidelines, which were followed by instruments enabling the implementation of action plans and strategies. In some European countries, among them Germany and the Netherland as the leading ones, such systems are already deeply rooted in their economic reforms. This includes circular economy, use of biomass, principle of added value cascade and biorefineries. There are opportunities in the field of the processing industry, different fields of biomass production and processing such as agriculture, aquaculture, forestry, food and wood processing, as well as general biobased industry. The aim of this research was to assess the bioeconomy opportunities and factors influencing bioeconomy. Our study was conducted by in-depth semi-structured interviews with several shareholders from industry, research institutions, policy makers and clusters in Slovenia. Surprisingly, we have observed, that in Slovenia, there is practically no strategy focusing on the transition towards bioeconomy, but only few short-term examples of good practice in this field. Although a number of research projects have been conducted in this sector, and considering very low availability of investments in this field, an underdeveloped market and low awareness-level, there are only few biobased products avaiable on the Slovene market. The potential of clustering has thus become been underexploited.