Preuzmite Broj 1 () - Obrazovanje za poduzetništvo

Transcription

Visoka škola za ekonomiju, poduzetništvo i upravljanje
Nikola Šubić Zrinski
University College of Economics, Entrepreneurship and Management Nikola Subic Zrinski
„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
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 Pejić-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, Portugal), dr.sc. Emilija Fidancevska (Skopje, Macedonia), dr.sc. Arthashes Gazaryan, (Klaipeda, Lithuanija), 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 (Ljubljana, Slovenia), dr.sc. Josip Milat (Split, Croatia), mr.sc. Ivan Miloloža (Zagreb, Croatia), dr.sc. Mitar Perušić (Zvornik, Bosna i Hercegovina), dr.sc. Boris Pirjevec (Zagreb, Croatia), dr.sc. Aljoša Šestanović, (Zagreb, Hrvatska), dr.sc. Gyula Vatai (Budimpešta, Hungary), dr.sc. Diana Vican (Zadar,
Croatia),
Nakladnik/Publisher
Selska cesta 119, Zagreb, Croatia
Za nakladnika/For Publisher
Vitomir Tafra
Pokrovitelji:
Predsjednik RH, dr.sc. Ivo Josipović
MINPO
MINISTARSTVO PODUZETNIŠTVA I OBRTA REPUBLIKE HRVATSKE
MINISTRY OF ENTREPRENEURSHIP AND CRAFTS
MINISTARSTVO ZNANOSTI OBRAZOVANJA I SPORTA REPUBLIKE HRVATSKE
MINISTRY OF SCIENCE, EDUCATION AND SPORTS OF THE REPUBLIC OF CROATIA
HRVATSKA GOSPODARSKA KOMORA
CROATIAN CHAMBER OF ECONOMY
HRVATSKA OBRTNIČKA KOMORA
CROATIAN CHAMBER OF TRADES AND CRAFTS
SADRŽAJ
Uz treći broj časopisa “Učenje za poduzetništvo”
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Uvod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1 Uvodni članci / Opening articles
Vitomir Tafra
UČENJE 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 Tzialla
ŽENSKO PODUZETNIŠTVO U GRČKOJ / WOMEN ENTREPRENEURSHIP IN GREECE . . . . 25
Kelly Ng-Lun, Natasha Shahbaz & Nuray Ozbay
THE IMPORTANCE OF FEMALE ENTREPENEURSHIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Martina Ferk
POTICANJE 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 Kozina
PODUZETNIČKO OBRAZOVANJE TEMELJENO NA DRUŠTVENOJ ODGOVORNOSTI . . . . 61
Nevena Jerak
NASLOV RADA: UPRAVLJANJE ZNANJEM U DZS-U/
PAPER TITLE: KNOWLEDGE MANAGEMENT IN CBS CROATIA . . . . . . . . . . . . . . . . . . . . . 83
Mirjana Borota Popovska
ATTITUDES TOWARD CONTINUOUS LEARNING AND NEW COMMUNICATION
TECHNOLOGIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Željko Sudarić
PODUZETNIČKIM KOMPETENCIJAMA DO RAZVOJA MALOG I SREDNJEG
PODUZETNIŠTVA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Iva Biondić, Ivica Katavić, Anita Zelić
DOPRINOS 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 Stanković
POTREBA 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 Šipić
CREATIVE APPROACH IN DESIGNING FAMILY HOTELS IN CROATIA . . . . . . . . . . . . . . . . . 143
Marina Gregorić
UČINAK CJELOŽIVOTNOG UČENJA NA ODRŽIVI RAZVOJ TURISTIČKE DESTINACIJE /
THE IMPACT OF LONG-LIFE LEARNING ON THE SUSTAINABLE DEVELOPMENT OF
TOURISM DESTINATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Andreja Horvatić, Lucija Bačić
NOVE TEHNOLOGIJE KAO PROMOTORI TURIZMA I GASTRONOMSKE PONUDE
HRVATSKE / NEW TECHNOLOGIES AS PROMOTORS OF TOURISAM AND
GASTRONOMY OF CROATIA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Marina Gašić
ZELENA 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 McMurtry
OBRAZOVANJE 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 Sobotka
STRUKOVNO OBRAZOVANJE I POSLOVNI SVIJET – POTRAGA ZA MODELOM
SURADNJE / VOCATIONAL EDUCATION AND BUSINESS - LOOKING FOR A
COOPERATION MODEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Ibrahim BÜKEL
STVARANJE 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
UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING 9
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 autorima 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 znanstvenihi stručnih informacija i rezultata istraživanja problema vezanih za odgoj, učenje i obrazovanje zapoduzetništvo.
Treća godina izlaženja časopisa Učenje za poduzetništvo govori o upornosti svih aktera odgovornih za izdavanje, koji su i u ovim zahtjevnim vremenima smogli dovoljno entuzijazma za razvojem 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 Association)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 drugenačinepomažu održivosti i razvoju ovog znanstvenog i izdavačkog projekta.
Urednički odbor
Uvod
Visoka škola za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski iz Zagreba, organizator je treće Međunarodne konferencije učenja za poduzetništvo ICEL (eng. International
conference on entrepreneurial learning). Konferencija zacilj ima doprinos prihvaćanju poduzetništva kao odgojno-obrazovne, socijalne i ekonomske vrijednosti. Vrijednosna orijentacija pretpostavlja stvaranje mogućnosti za razvoj poduzetničkih kompetencija na svim razinama obrazovanja, osposobljavanja i obrazovanja za poduzetništvo kroz formalno, neformalno i informalno obrazovanje, te poticanje poduzetništva kao gospodarske potrebe Ona je usmjerena na razvoj kapaciteta kroz razumijevanja poduzetništva kao ključne kompetencije za cjeloživotno učenje, suradnju obrazovnih, istraživačkih institucija i poduzeća, uz isticanje primjere dobre prakse.
Specifični ciljevi koji se ogledaju u radovima su usmjereni na senzibiliziranje javnosti o cjeloživotnom učenju za poduzetništvo u gospodarskom, socijalnom i ekološkom okruženju kao generatora stvaranja nove vrijednosti s naglaskom na društvene odgovornosti i održivi razvoj. Poticanje
suradnje u pogledu međunarodnog i interdisciplinarnog okupljanja stručnjaka iz znanosti i prakseposebno 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 planu sustavnog razvoja i inplementaciji učenja za poduzetništvo u obrazovni sustav Crne Gore s
naglaskom na strukovno obrazovanje. Prezentirana iskustva pobudila su veliki interes međunarodnih i domaćih sudionika.Istinsko integriranje poduzetništva podrazumijeva sustavan pristup
razvoju niza osobina ličnosti – stvaralaštva, samostalnosti, kritičnosti, inovativnosti, inicijativnosti, sposobnosti razumnog preuzimanja rizika, organizacijskih sposobnosti, sposobnosti vođenja
i upravljanja, suradničkih vještina i drugih osobina. Krajnji je cilj ovihprocesa stvaranje poduzetnog društva za konkurentno i inovativno gospodarstvo. Iz tog razloga Europska Unija je obrazovanje za poduzetništvo, uz ostale ključne kompetencije, odredilo kao nadnacionalni interes.
Međunarodna konferencija potiče i omogućava suradnju stručnjacima, praktičarima i znanstvenicima u svim segmentima obrazovanja i poduzetničkog učenja u cilju kvalitativne potpore u
kreiranju vlastitih rješenja. Upravo razmjena ideja, pogleda, različitih promišljanja, te primjeri dobre prakse u području poduzetničkog učenja, djelatno doprinose stvaranju razvijanju vlastitih sustavnih modela i rješenja usmjerenog ka razvoju nacionalnih ekonomija. Iskustva i spremnost nasuradnju kao i primjeri dobre prakse olakšavaju nam integraciju u društveni, kulturni, gospodarski i obrazovni prostor Europske Unije.
Definiranjem ciljeva ovogodišnje međunarodne konferencije a sistematiziranih u tematskim
cjelinama:implementacija cjeloživotnog učenja za poduzetništvo,poduzetne institucije/škole, izgradnja 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, financiranje iz EU za razvoj - projektni pristup, studentski poduzetnički inkubatori, žensko poduzetništvo,
uloga financijskih institucija u jačanju poduzetništva, poticanje poduzetništva u društvu, fokusiramo pozornost stručne i znanstvene javnosti ka iznalaženju optimalnih riješenja.
12Uvod
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
Opening articles
1
16
Vitomir Tafra
OBRAZOVANJE ZA PODUZETNIŠTVO
KAO NACIONALNO, NADNACIONALNO I
INTERNACIONALNO PITANJE.
Sažetak:
Svaka država osigurava ekonomsko postojanje stvaranjem materijalnih dobara za podmirenje vlastitih potreba a višak za međunarodnu razmjenu. Stvaranje nove vrijednosti je uvjet
opstojnosti nacionalnog gospodarstva kao materijalne pretpostavke opstankanacije i države te njenog daljnjegrazvoja i napretka (kulturnog i inog). Svaki pojedinac ima prirodnu potrebu za samorealizacijom u nekom od područja stavranja, biti inženjer, doktor, uzgajati cvijeće, slikati i što drugo. U svakoj ljudskoj aktivnosti nužna je i poduzetnost za realizaciju utvrđene ideje. Podizanje poduzetničkog kapaciteta i gospodarske snage nacije povijesno je trajni 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 nacionalne ekonomije.
Sustavni odgoj i obrazovanje za poduzetništvo pretpostavka je generiranja poduzetnog pojedinca, 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, između ostalih, poduzetništvo kao ključnu kompetenciju koju je nužno sustavno ugraditi u sve razine 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, entrepreneurship, 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 opstojnosti nacionalnog gospodarstva kao materijalne pretpostavke opstanka nacije i države te njenog
daljnjeg razvoja i napretka (kulturnog i inog). U tržišnoj ekonomiji poduzetništvo je osnova gospodrastva. Poduzetnici, naročito mali i srednji, čine preko 97% gospodarstva gotovo svih država Europske 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 kompetencijenjenih 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. Komparacijom nacionalnih politika vezanih za sustavni razvoj poduzetnosti kao kompetencije, uočavamo kako gospodarski narazvijenije zemlje sustavno najviše ulažu u cjeloživotno učenje za poduzetništvo u gotovo svim razinama obrazovanja. Različiti pristupi kao i pojedina riješenja govore o vlastitim naporima traženja optimalnog pristupa, u skladu sa nacionalnim miljeom, kako poticati i razvijati poduzetnost svakog člana društvene zajednice i kako omogućiti prepoznavanje vlastitih 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 poduzeća 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 sposobnosti u uvjetima poslovanja europskog tržišta a uskoro europsko-američkog 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 prema svakom pojedincu. Jedan od primarnih ciljeva ovakovog pristupa je korištenje poduzetničkog potencijala i u redovnom obavljanju radne funkcije. Sintagma poduzetan pojedinac – poduzetno poduzeće – poduzetno gospodarstvo je put ka uspješnom nacionalnom gospodarstvu.
Osim poduzetnika u punom smislu riječi značajni čimbenici su i poljoprivredni proizvođaći koji nužno moraju ovladati i poduzetničkom kompetencijom 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: 1.806.077
Ukupno 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 starosti
Trenutno 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 očito i da li,„po prirodi stvari“, bi to trebao netko drugi već učiniti. Zato je potrebno učenje za poduzetništvo 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. Razvojni dokumenti europske unije nam to i govore a potpore kroz projektne linije direktno usmjeravaju 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 utvrđenim 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 komfor a neke poćinju i smeteti jer neraspakirane beskorisno zauzimaju prostor.
Za pripremu međunarodnogskupa o stanju obrazovanja za poduzetništvo u obrazovnom sustavu Republike Hrvatske (2010) postavljeno je pitanje o stanju učenja za poduzetništvo u vrtićima i osnovnim školama. Kako bi se dokumentiralo postojeće stanje resorno ministarstvo je poslalo upit navedenim institucijama u čitavoj hrvatskoj kako bi se referirale što to one čine na tom planu. Odaziv je bio izuzetan. Vrtići i osnovne škole poslale su vrlo vrijedne primjere vlastitog promišljanja realizacije učenja za poduzetništvo. Konstatacija ministarstva na toj konferenciji je bila: vidite 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 riješenja 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 gospodarska komora,Hrvatska obrtnička komora, hrvatski zavod za zapošljavanje i Hrvatska udruga poslodavaca. To je mjesto usaglašavanja nacionalnih politika djelovanja na području cjeloživotnog učenja za poduzetništvo. U okviru ovog nacionalnog tijela generirana je Strategija učenja za poduzetništvo koju je Vlada RH usvojila 2010.godine s Akcijskim planom za provedbu.
Upravo na primjeni ovog dokumenta očituje se razumijevanje nadnacionalnog karaktera sustavnog 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 pitanje vrijednost Strategije nego je prišla promjeni Akcijskog plana kako bi prilagodila načine realizacije vlastitom promišljanju. Na se taj način nadirektnije pridonosi dugoročnom „pospremanju
kuće“. Mnistarstvo znanosti, obrazovanja i sporta usvojilo je „Nacionalni okvirni kurikulum“ u kojem 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 predmetne nastave u osnovnim i srednjim školama te visokoškolskim ustanovama imaju mogućnost i
formalnu obvezu stvaranja školskog i visokoškolskog kurikuluma učenja za poduzetništvo. U obliku koncepta još 2008. godineizrađen jeSUSTAV CJELOŽIVOTNOG OBRAZOVANJA ZA PODUZETNIŠTVO 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 poduzetništvo u vrtičima i osnovnim školama kroz projekt ministarstva poduzetništva i obrta „Dječji tjedan poduzetništva“ u realizacije je već šestu godinu, raspolažemo sa 17 godina iskustva u razvoju srednjoškolskih vježbovnih tvrtki, Hamag-invest sa partnerskom institucijom Visokom školom
za ekonomiju, poduzetništvo i upravljanje Nikola Šubić Zrinski već drugu godinu razvija Mrežu studentskih 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 specifičnosti 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 nastavnika u svim zazinama obrazovanja.
Brzina implementacije učenja za poduzetništvo ovisi u
vrtićima o:
• 10 591 odgojitelja
• 470 pedagoga
• 660 psihologa
Koji skrbe za 128. 046 djece u 1.371 vrtića u RH
osnovnim školama o:
• 31 467 učitelja
Koji skrbe za 334 070 učenika u 2067 osnovne škole
srednjim školama o:
• 24 454 nastavnika
Koji skrbe za 183 139 učenika u 724 srednjih škola
visokim školama i fakultetima o:
• 11.357 visokoškolskih nastavnika
Koji 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, uvijek moramo imati na umu i njegovu iznimnu odgojnu komponentu toliko važnu u procesu sazrijevanja ličnosti i njegovom kasnijem razvoju.
Što činiobrazovanje za poduzetništvo nadanacionalnim pitanjem u širem kontekstu tj. u dogovoru 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 članice 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 globalnog 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 opstanka 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: „EntrepreneurshipEducationat Schoolin Europe - National Strategies,CurriculaandLearningOu
tcomes“ (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
Sažetak
Ovaj rad prikazuje položaj ženskog poduzetništva u Grčkoj koristeći se kombinacijom kvalitativne 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, anketa, 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 položaj u društvu, imaju završene fakultete, oslanjaju se na vlastite snage i sposobnosti, nisu vezane isključivo uz obitelj i kuću, kombiniraju obiteljski i poslovni život i tako maksimalno podržavaju produktivnost grčkog gospodarstva. Iako postoji značajan rast ženskog poduzetništva, 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 stoga najčešća ženska poduzetnička aktivnost u području usluga i trgovine.
Možemo zaključiti da žene u Grčkoj nose dvostruki teret jer su uglavnom odgovorne za brigu o obitelji te je poduzetnicama jako teško jednako se posvetiti poslovnom i obiteljskom
životu.
Abstract
This 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. Collection of data was made by primary research (conduct of a survey among women entrepreneurs and women – to – be entrepreneurs with questionnaires and interviews) and by secondary research (collection and analysis of resources; papers, books, surveys, internet resources, 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 entrepreneurship involvement of women.
26
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 entrepreneurs is far from being considered equal to that of men. Unfortunately, this is a persistent feature of the Greek market economy rooted in long-term gender discrimination.
Undoubtedly, there are more opportunities especially for educated women to become entrepreneurs, 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 entrepreneurial activity is usually in services and trade.
In conclusion, women in Greece experience a double burden because they are mainly responsible 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 employment is examined from various scopes and in relation to diverse and varied factors. For instance, 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 roles 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 women to operate creatively and successfully outside the private space of home and family. However, in this mythology that discourages women employment, and therefore women entrepreneurship, comes in contrast the reality of the increasing women employment and women entrepreneurship rates.
In Greece, the words women employment and female entrepreneurship are quite often present 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 reach 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.
Entrepreneurship has returned to the headlines and it is recognized its important contribution 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 sociologic point of view (discussed below in the paper). This becomes obvious from the difference 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 element 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 entrepreneurship 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.
28
3. Motives of Women Entrepreneurship
Since the ’70, women in Greece began leaving home and family framework and started choosing paid employment as an alternative way to money gaining. In the ’80 there was a boost of women entrepreneurship in Greece along with the baby boom of this decade. In recent years it is evident 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 motives 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 employees however did not have enough decision making experience. Also, a 34% declared that before starting their own business they were still university students. Those women are mostly taking over a family business. Taking into account the large number of family businesses that operate in Greece, this rate was expected to occur (Table 2). It is evident that most of the women going into business chose to establish their own business in regard of a better income and to ensure 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
30
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 regarding 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 family and business life. Women are devoting more of their time to their working life at the expense 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 income 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 prejudice 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 entrepreneurship field these percentages are quite alarming as they show that gender still plays a role regarding 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 ability to produce. The Table below sows the graphic representation of the problems faced because 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 technologies and procedures into their business.
32
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 entrepreneurs. According to the results of the survey by the British Graduates Society women entrepreneurs 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 regarding their role as business women and regarding their capacity to run a business and be productive. 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 confidence and esteem of those with who the interact entrepreneurially.
34
The quantitative characteristics that women entrepreneurs have are considered to be their 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 entrepreneur. It is observed that the stronger the character a woman has and the more concentrated is her job, the more successful she is. The character and personality elements that play an important 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
36
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 competitiveness increase of the Greek the economy. The Institutions that support female entrepreneurship in Greece are:
Greek Association of Women Entrepreneurs – S.E.G.E.: SEGE is a Pan-Hellenic non-governmental, 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 Organizations of Mediterranean Businesswomen, while several of its members are participating in the
administration Boards of Greek Chambers. SEGE collaborates with ministries, social partners, business associations and NGOs at local and European level to promote the interests of women engaged in business.
SEGE provides to women entrepreneurs of Greece the environment to develop their businesses and themselves, it promotes youth entrepreneurship, improves recognition of their achievements in their businesses and promotes the growth of women-owned businesses through research 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 International 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 entrepreneurs, access to training for themselves and their staff in programs and seminars, get information on entrepreneurship and development funds, from national and European bodies and economic issues of direct interest, participate in a community that recognizes the importance of personal 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.
38
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 family and professional life.
General Secretariat of Gender Equality: The General Secretariat for Gender Equality is the responsible 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 entrepreneurship 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 belonging 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 economic growth. Thus, equality obtains also economic and political interest.
8. References
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•
•
•
•
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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 Entrepreneurship – 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 Culture.
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 (Retrieved: 10.07.2013)
THE IMPORTANCE OF FEMALE
ENTREPENEURSHIP
Autori By Kelly Ng-Lun, Natasha Shahbaz & Nuray Ozbay
Key Terms
1. Women Entrepreneurship
2. Socio-economic growth
3. Democratic society
4. 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
Važnost ženskog poduzetništva
Sažetak
Žensko poduzetništvo je prepoznato kao važan element gospodarskog rasta i učinkovita metoda postizanja demokratskog društva utemeljenog na osnaživanju žena jednakosti spolova.
Nužno je osigurati poslove za veći broj žena kako bi se izgradilo poduzetničko okruženje zasnovano 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 trebaju osnažiti poduzetnice, a s druge strane promijeniti društvo ukidajući tradicionalnu patrijarhalnu obiteljsku strukturu.
Poduzetnice u Turskoj se, međutim, još uvijek suočavaju s preprekama. Usprkos činjenici
da žensko poduzetništvo ima značajan potencijal, potrebno je podrobno analizirati prijetnje i prilike s kojima se poduzetnice susreću kako bi se moglo strateški ulagati u ovaj potencijal. Temeljem SWOT analize ključne preporuke su sljedeće: kreditiranje, bolja organizacija 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 empowerment 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 entrepreneurship is 6%, which are fairly below EU and OECD averages. Thus, entrepreneurship is
effective in empowering women, actively and creatively while bringing positive transformation 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 diversity to the economic arena. Additionally, the power of women NGOs is very crucial to empower women entrepreneurs on many fronts. They should be utilized to empower women entrepreneurs on one hand, and change the society by breaking the male-dominant traditional family structures on the other.
However, there are still barriers in front of WE in Turkey. Despite the fact that WE has a significant potential, the threats and opportunities in front of WE needs a comprehensive analysis to invest strategically on this potential. Based on the SWOT Analysis, the key policy recommendations, 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 gives 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 interlinked as they reinforce each other for women’s economic empowerment. Hence, given its employment 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 Entrepreneurs Committee
The Turkish Enterprise and Business Confederation (TURKONFED)
ANGIKAD Business Entrepreneurs and Enhancement Association
General Directorate of the Status of Women (KSGM)
42
In Turkey, KAGIDER is among the first women’s entrepreneurship NGOs. Its’ mission includes
“developing entrepreneurship among women to strengthen their status economically and socially” 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 empowerment 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 participation is positively related to education as 61.5% of women with higher education are employed 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, adaptability, 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 motivation since the 1970’s, women have been allocated to twice as many jobs as men (ETFEuropean 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 become 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 countries 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 communication. However, they are alarmingly hesitant to explore aspects of business development
that are traditionally male dominated. For instance, the number of women entrepreneurs within the science and technology department within European countries is between 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 Foundation, 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 organization 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 empowerment is the criterion that is used particularly by private organizations such as AWE
and public enterprise like FSWW.
44
• They support entrepreneurship activities and design their programs to cater for the strategic needs of the females in Turkey. The Incubator Project developed with the Turkish Employment Exchange provides technical, business and technological bases for small enterprise. 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 between 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 opportunity for advancing WE (Ecevit, 2007).
3.4 Threats
• Inadequate state policies: Little or no access to policymakers and inadequate representation on policymaking bodies limits female participation into policymaking through lobbying. 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 economic 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 financing by financial institutions and banks. Their businesses should be given flexible, long-term finance 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 finance but do not solve the demand-side problems (e.g. social norms, cultural barriers, market conditions). 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 produce 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 corporate sector. Programs such as the “Third Billion Program” by PPP and ILO’s Women entrepreneurship Development (WED) should be replicated in Turkey, allowing women access to reach their full economic potential. Therefore, if policies aiming for improving women’s access to education, better childcare and vocational training are implemented on a long-term basis, they have positive 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 womenowned 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 simultaneously keep the activities of the civil society organizations in check.
46
4.4 Virtual Portal
Building a virtual platform for the different women’s entrepreneurship organizations and entrepreneurs in Turkey is a strategic solution to create coordination between different organizations 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 input into policymaking.
4.5 Need for Statistical data
There is a need for up-to-date and reliable statistical data with information regarding female 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 females 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 imparting 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:
1. Social Strength of women and access
to education.
Weaknesses:
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 motivation
4. Content and accessibility of
education
5. 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 policies
5. Government targets for female
employment
6. Private sector support
48
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/region/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-importance-of-women-entrepreneurs/
ILO. (2010). Women’s employment. Retrieved 05 02, 2013, from http://www.ilo.org/public/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/angelinvesting/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 Intelligence. 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-M05WORK-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/C125783
10056925BC12574B90057A75E/$file/NOTE7J5LQL.pdf
Wube, M. C. (2010, August). FACTORS AFFECTING THE PERFORMANCE OF WOMEN ENTREPRENEURS IN MICRO AND SMALL ENTERPRISES . Retrieved May 18, 2013, from BAHIR DAR UNIVERSITY PUBLICATIONS: http://www.unevoc.unesco.org/e-forum/thesis%20
final.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, martina.ferk@zrinski.org
Abstract
Women entrepreneurship plays a significant role in the development of national economies 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 female 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 gender 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 Western 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 European Network to Promote Women’s Entrepreneurship (WES); a women entrepreneurship portal 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 policies, 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,
martina.ferk@zrinski.org
Sažetak
Poduzetništvo žena igra značajnu ulogu u razvoju nacionalnih ekonomija i rastu. Ipak, unatoč tome što žene predstavljaju polovicu populacije, one nisu adekvatno zastupljene na višim razinama managementa na Zapadnom Balkanu, a ni globalno. Rezultati Global Entrepreneurship Monitor-a (GEM, 2012.) pokazuju da žene poduzetnice nisu odgovarajuće osposobljavane ni poticane, uglavnom zbog kulturoloških i socijalnih stavova te pristupa resursima i prilikama. Kako bi se smanjila razlika u spolovima, potrebne su politike koje promoviraju 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 poduzetnice 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 ambasadorica 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/njegovom 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 politike, mentorstvo
1. Introduction
Women in the higher management levels are underrepresented and this is an economic 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 female entrepreneurship in the development of national economies and growth. Specifically, GEM results have shown that female entrepreneurs are not adequately empowered 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, promote inclusiveness and fuel economic growth, there is a need for policies that can promote 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 European Network to Promote Women’s Entrepreneurship (WES); a women entrepreneurship portal and female entrepreneurship ambassadors and mentors programme. Similarly, 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 entrepreneurs are discriminated against when trying to secure loans or credit for their businesses, 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 Western Balkans and the best practices for boosting female entrepreneurship, gender is not perceived as biological factor, but it is rather researched as socially, historically and spatially constructed (Rose, 1993). Important highlighting is the fact that in the research on the gender gaps in entrepreneurship, 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 entrepreneurship 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 people 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 Istanbul (2004) it was reported that Rhein (1998) has researched that widespread gender-based employment 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 arguments, some analysts suggest that discrimination in labour markets in emerging economies creates 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 opportunity 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 affiliation, and ii) attributes (educational attainment and age), for a sample of 29 countries from Europe 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 countries 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%, respectively, 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 Gender Equality has adopted the report on women’s rights in the Balkan accession countries. It highlights the need for women in the Western Balkans to take a prominent role in society through active participation and representation at all levels of government and in political, economic and social life. Whilst the accession countries in the Western Balkans have adopted much of the legislation 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 rates, 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 professional life, to secure better working conditions, lifelong learning, flexible work schedules and in
addition to create an environment which stimulates female entrepreneurship; accompany measures and action plans with adequate resources for their implementation, including appropriate 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, bisexual 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, government agencies and other support organisations which can significantly contribute to encouraging 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 those 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 maintaining 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 women, 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.
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Martina Ferk
The best practices in the Western Balkan region that were launched by the European Commission are: European Network of Mentors for Women Entrepreneurs, Female Entrepreneurship
Ambassadors, European network to promote women’s entrepreneurship, and Women’s entrepreneurship 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 become entrepreneurs and to set up their own businesses. Furthermore, the Ambassadors help to raise 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, Denmark, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Luxembourg, Malta, Norway, Poland, Portugal, Romania, Serbia, Slovakia, Sweden and United Kingdom. Among the Western Balkan 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 entrepreneurs 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: Albania, 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 Business and Economic Science” (B-WCo) that is developed between 8 countries from the Balkan Region and it is based on the longstanding cooperation and work between the participating organizations. 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, Albania, 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 today (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 experience, 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, knowledge and thoughts from an experienced person a person with less experience, whereby their relationship 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 mentees 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 promises, lack of commitment, gender issues).
5. Conclusion
Although many initiatives in the area of women entrepreneurship have affected the Western 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 strategies in women entrepreneurship need to be implemented and followed by a consistent monitoring 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
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Barrett, R. (2006), Small business learning through mentoring: evaluating a project, Education 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 entrepreneurs, 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
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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 Enterprises, 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, University 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 DirectorateGeneral, 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 novice 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-theproject/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 policy 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.
3
Izgradnja poveznica između obrazovnog
i poslovnog sektora
Building 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, anica.hunjet@mzos.hr
Goran Kozina, dr. sc., Veleučilište u Varaždinu, Križanićeva bb, 42000 Varaždin, Republika Hrvatska,
goran.kozina@velv.hr
Sažetak
Procesi globalizacije unose velike promjene u sve segmente suvremenog društva i postojanja 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, odgovorna su za stvaranje i primjenu znanja, da bude u skladu sa sadašnjim i budućim potrebama i zahtjevima društva, a u svrhu priprema za tržište rada i društvenog razvoja zajednice.
Suradnja studenata s društvenom zajednicom, razvijanjem osjećaja za društvenu odgovornost, 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, stvaranjem obrazovnih programa koji će doprinijeti društvenim vrijednostima regionalnih i globalnih okruženja. Kroz obrazovanje visoka učilišta usmjeravaju na povezanost interdisciplinarnih aktivnosti razvojem svijesti o društvenoj odgovornosti studenata koju će nositi tijekom cijelog života.
Konkurentska prednost gospodarstva temelji se na razvoju poduzetništva. U skladu s tim razvoj obrazovanja za poduzetništvo temelji se na potrebnim poduzetničkim kompetencijama
na svim razinama obrazovanja.
Znanja predstavljaju poznavanje informacija, dok su vještine sposobnosti pojedinca u primjeni 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, unošenje promjena u uvjetima složenosti te poticanje poduzetničkog ponašanja. Očekivani ishod
poduzetničkih programa je razvijanje poduzetničkih kompetencija za povećanje šanse mladim ljudima za zapošljavanje. U cilju definiranih ishoda učenja, povećanja zapošljivosti studenata te stvaranja okruženja za učenje te za poticanje kreativnosti, inovacija i poduzetničkih 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 društvo 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, društvena odgovornost
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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 razdoblje 2013.-2015. Ostvarivanje predložene Strategije predviđeno je kroz 12 općih ciljeva, a to su:
makroekonomska i gospodarska stabilnost, optimalno ozračje za razvoj konkurentnog gospodarstva, ravnomjerni regionalni razvoj, jačanje socijalne pravednosti, zaštita, očuvanje i unapređenje
zdravlja, poticanje znanja, izvrsnosti i kulture, zaštita okoliša i prostorni razvoj, konkurentniji poljoprivredno-prehrambeni i ribarski sektor, podizanje konkurentnosti hrvatskoga turizma uz afirmaciju Hrvatske kao jedne od vodećih međunarodnih turističkih destinacija, jačanje pravne države i vladavine prava, održavanje javne i državne sigurnosti na najvišoj razini, i daljnje jačanje međunarodnoga položaja Republike Hrvatske i očuvanja nacionalnog identiteta.
Pojam visoke tehnologije se koristi za opis poduzeća koja ovise i posluju na temelju naprednih znanstvenih i tehničkih znanja. Poduzetnici koji su stvorili inovacije ili otkrili nova tržišta u poljima računalstva, biotehnologije, genetičkog inženjeringa robotike i slično, postali su visokotehnološke 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 poduzetnik mora sagledati, analizirati i procijeniti vlastite vještine za obavljanje određene djelatnosti, kao i aktualne trendove unutar industrije u kojoj želi djelovati. Nije dovoljno imati samo dobra 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 konkurentno na tržištu. Razvoj strateške vizije uključuje strateško razmišljanje o budućem usmjerenju
kompanije i promjenama i poboljšanju proizvoda, kupaca, tržišta i razvoja tehnologije poduzeća. Strateška vizija je nacrt koji prikazuje pravac kojim poduzeće namjerava ići u razvijanju i jačanju svoje djelatnosti.
Društvena odgovornost je ostvarivanje uspješnog poslovanja i ne smije zanemariti društvenu odgovornost prema kupcima i prema društvu. Poduzećima često nije dovoljno dobra promocija vezana uz kvalitetu proizvoda i usluga, nego se žele dokazati kao svjesni i odgovorni u odnosu 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. tehnologije 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 donositelja poslovnih odluka na svim razinama odlučivanja.
Znanost i tehnologija prodiru ne samo u proizvodnju nego i u svako drugo društveno djelovanje - 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 zahtijevaju nove oblike mijenjanja i prepoznavanja, programi cjeloživotnog obrazovanja trebaju biti dostupni velikom broju građana sukladno potrebama zajednice, gospodarstva i društvenog razvitka.
Poduzetničko obrazovanje je područje povećanog interesa na javnim i privatnim visokim učilištima širom svijeta. Obrazovanje za poduzetništvo predstavlja važan aspekt studijskih programa u
zemljama članicama Europske unije. Europska unija definirala je Strateški okvir za europsku suradnju u obrazovanju i izobrazbi usmjeren na cjeloživotno učenje, mobilnost, unapređenje kvalitete i
dostupnosti i učinkovitosti obrazovanja i izobrazbe, poboljšanju kreativnosti i inovacija, a uključujući i poduzetništvo. Visoko obrazovanje trebalo bi biti dostupno svima koji ispunjavaju uvjete upisa, ali dostupnost u pojedinoj zemlji ovisi o kvaliteti modela financiranja visokog obrazovanja. Visoko obrazovanje jedan je od glavnih pokretača gospodarstva svake zemlje i blagostanje pojedinca. Poduzetništvo je jedna od važnih životnih kompetencija za osobno ispunjenje i razvoj pojedinca, definiranih od strane Europske unije. Poduzetničko obrazovanje ima značajnu ulogu u stvaranju kapaciteta organizacija i pojedinaca za suočavanje s kompleksnošću okruženja u kojem djeluju. Poduzetničko obrazovanje razvija inovativnost i odgovornost pojedinca te spremnost na preuzimanje rizika u donošenju odluka i rješavanju problema, povezivanjem različitih znanstvenih disciplina, razvijanjem vještina interdisciplinarnog pristupa rješavanja problema.
2.1. Ciljevi poduzetničkog obrazovanja
Poduzetničko obrazovanje potiče stvaranje novih pothvata do razvoja poduzetničkih osobina, 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 odlučuju 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 obrazovanja, kao i za širu populaciju.
Drugi cilj vezan je za osposobljavanje pojedinaca za preuzimanje odgovornosti za osobno obrazovanje, 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 sudjeluje nekoliko ključnih čimbenika i to: poduzetnik, poslovna prilika i potrebna sredstva. Poduzetnik preuzima rizik u novcu, vremenu i ugledu, mora imati viziju, mora znati odrediti poslovne ciljeve, utvrditi poslovnu strategiju i znati koncipirati poslovni plan. Najvažniji čimbenik poduzetničkog procesa je poduzetnik, jer bez njega ne može doći do pokretanja poduzetničkog procesa.
64
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 poduzetnici, 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 znanstvenom 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, nezaposlene i druge.
Znanstveno priznavanje poduzetništva dokaz je održavanje znanstvenih konferencija o poduzetništvu, znanstveni časopisi o poduzetništvu, osnivanje poduzetničkih katedri na visokim učilištima, time je vidljivo da je postignuta legitimnost poduzetništva kao obrazovnog područja. Svrha
znanstvenog rada je rješavanje nekog problema, istraživački rad započinje definiranjem problema, 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 poduzetništvo i podučavanje o poduzetništvu-osposobljavanje javnih službenika za upravljanje poduzetničkim procesima u društvu.
Zašto studenti žele studirati poduzetništvo postoje dva razloga. Prvi je da studenti žele osnovati i razvijati vlastito poduzeće, dok je drugi što žele doći do znanja koja će doprinijeti u snalaženju 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, ponašanja i osobina koji će osiguravati snalaženje u novim uvjetima, kompleksnim situacijama i pritiscima 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 poduzetničkih 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 predavači koji se bave podučavanjem o poduzetništvu, bave se istraživanjem poduzetništva, kako bi
mogli primjenjivati nove metode poučavanja. Sustav i ideja obrazovanja počivaju na principu socijalne 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 zajednicom te sposobnost učenja od zajednice. Interdisciplinarnost– označava suradnju više znanosti različitih teorijskih temelja te različitih perspektiva pristupa zajedničkim predmetnim poljima. Nužnost 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 snalaziti u svakodnevnim izazovima života u globalnom svijetu. Globalizacija, informatizacija i tehnološki napredak društva teže promjenama kako bi se pripremili na izazove suvremenog društva temeljenog na znanju. Stjecanjem novih znanja i vještina koje nudi poduzetničko obrazovanje, osiguravajući održivi rast i razvoj, dovodi transformaciji tradicionalnog sveučilišta u poduzetničko.
Od sveučilišta se sve više očekuje, osobito u društvenoj orijentaciji, poticajima inovacija i ekonomiji te razvojnih strategija. U društvima bez prave poduzetničke kulture privatizacija može izazvati 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, psihološke podrške. Trend internacionalizacije i globalizacije povezuje obrazovanje i istraživanje. Velika sveučilišta koja se sastoje od različitih područja, polja, grana, predmeta i programa razvrstanih 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. tehničko, medicinsko i poduzetničko sveučilište. U tom smislu došlo bi i do stvaranja interdisciplinarnih
sveučilišta. Klasifikacija znanosti je sustavno, argumentirano, logično, raščlanjivanje znanja i znanstvenih činjenica, načela, pravila na logične segmente: znanstvena područja, polja, grane i predmete 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 informacijske tehnologije koje omogućuje pristup različitim mrežama. Primjena informacijske i komunikacijske tehnologije dovela je do redefiniranja pojma poduzetništva. Elektronično poslovanje omogućilo 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 specijaliziranih za različite aktivnosti u svrhu zajedničkog provođenja projekta.
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Mrežni broker je poduzetnik koji pronalazi i kreira nove poslovne prilike te sakuplja i usklađuje resurse i poduzetničke funkcIje, čija je zadaća kreirati skupinu od dva ili više poduzetnika, uskladiti 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 koordiniranje znanstvenih istraživanja. Cilj tehnološke politike je poticati poduzeća da razvijaju, komercijaliziraju ili usvoje nove tehnologije te uključuje niz makroekonomskih, regulatornih i ostalih instrumenata. Industrijska politika bavi se razvojem industrijskih sektora npr. privatizacija poduzeća, sanacija poduzeća i sl.
Tako su npr. Njemačka i Amerika ispunile tri uvjeta za prelazak u moderna društva i to masovno 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 komisija 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 gospodarskih, okolišnih i društvenih čimbenika u svakodnevnom poslovanju, nudi tehnologiju, znanje 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 poslovanja, 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 energije, racionalnom korištenju energetskih izvora, smanjenju emisija stakleničkih plinova, promicanju i razvoju proaktivne kulture na području zaštite okoliša, davanju prednosti dobavljačima koji
u najvećoj mogućoj mjeri zadovoljavaju zahtjeve Politike zaštite zdravlja, sigurnosti i zaštite okoliša 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 zaposlenike te osposobljava i utječe na razvoj vlastitog kadra, na koji način ulaže u društvenu zajednicu i poštuje li ljudska i radna prava te kako kupuje i prodaje na tržištu što zajedno određuje ukupan utjecaj tog poduzeća na društvo. Značaj društvene odgovornosti sastoji se u održavanju dobrih odnosa sa svim zainteresiranim stranama za poslovanje poduzeća.
Korporativna društvena odgovornost predstavlja posvećenost poduzeća u pridonošenju održivosti 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 (pojedince, zajednice, organizacije). Korporativna društvena odgovornost podrazumijeva da su za profit koji ostvaruju poduzeća odgovorna pojedincima i grupama na koje se na bilo koji način profit
odražava. Društveno odgovorno poslovanje podrazumijeva obvezu menadžmenta (uprave) da poduzme akcije koje će doprinijeti blagostanju i interesima društva i organizacija. Korporativna društvena 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 organizacija prema društvu koje se zasniva na vrijednostima koje društvo ističe kao dominantne i značajne za njegov daljnji razvoj. Da bi organizacija bila uspješna treba definirati želje i očekivanja potrošača, 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 zaštitu, 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 odgovornosti, 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.
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U ožujku 2000. godine Vijeće Europe je u Lisabonu poslalo poziv kompanijama u pogledu socijalne odgovornosti i promoviranja cjeloživotnog obrazovanja, organizacije rada, društvene odgovornosti 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 kvaliteti 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, doprinosi 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 primjena etičkih načela i društvene odgovornosti pri donošenju marketinških odluka u procesu strateškog planiranja i izvršavanja koncepcije marketinga. Marketinški stručnjaci se suočavaju s različitim dvojbama pri donošenju odluka na strateškoj, taktičkoj i operativnoj razini. U središtu predmetnog istraživanja jet primjena etičkih načela i društvene odgovornosti pri donošenju odluka u
vezi s definiranjem ponude, odabirom kanala distribucije, komuniciranjem s tržištem te određivanjem cijena. Komuniciranje s tržištem jedno je od područja marketinga kod kojega se pojavljuje 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 kodeksa etike u poslovanju kojom se potvrđuje postojanje i sadržaj Kodeksa etike u poslovanju. Kodeks etike u poslovanju utvrđuje osnovne smjernice etičkog ponašanja poslovnih subjekata u hrvatskom gospodarstvu. Određivanjem etičkih kriterija pridonosi se otvorenijem i učinkovitijem
poslovanju te kvalitetnijoj povezanosti poslovnih subjekata Republike Hrvatske s poslovnom sredinom u kojoj djeluje. Strukovnim udruženjima, grupacijama, zajednicama i pojedinačnim poslovnim subjektima u okviru Komore se preporučuje da u skladu s vlastitim potrebama razvijaju etička načela ili kodekse. Preporuča se dioničkim društvima usvajanje i provođenje načela modernog korporacijskog upravljanja. Etička pravila trebaju biti prihvaćena od svih zaposlenika i moraju biti ugrađena u način rada i poslovanja. Definiranjem i publiciranjem pravila ponašanja, pozitivnim 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 konkurentima. Poštivanje ljudskih prava je komparativna prednost poduzeća koja stvara odanost kupca. Globalizacija i internacionalizacija poslovanja zahtijevaju što bolje međusobno sporazumijevanje i korektno polovno ponašanje koje treba vrijediti u cijelom svijetu.
Etička načela poslovanja trebaju pridonijeti većoj humanosti i uspješnosti u obavljanju rukovoditeljskih 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 vještine 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 treće godine (21%) stručnih studija i to: Multimedija, oblikovanje i primjena, Proizvodno strojarstvo,
Tehnička i gospodarska logistika i Sestrinstvo Veleučilišta u Varaždinu te stručnog studija Menadžment 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% ispitanika 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 pitanja bile izjave, dok su u drugom dijelu upitnika za 10 pitanja bili dani odgovori koje su ispitanici 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, jednodimenzionalna 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 statistička obrada i analiza rezultata, provedena je deskriptivna analiza dobivenih rezultata. Statistički su obrađeni rezultati primjenom aplikativnog programa Statistica (StatSoft) te su prikazani 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 morala 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 primjenu znanja odgovorilo je 91% ispitanika, od čega je 80% pozitivno odgovorilo, jasan stav studenata 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 aktivnosti razvijaju svijest o društvenoj odgovornosti studenta za cijeli život.
70
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 prosječna ocjena je 3,64, a to pokazuje da studenti smatraju da postoji veća šansa dobiti posao osobama sa stečenim poduzetničkim kompetencije. Najveći dio ispitanika i to 31,67% smatra da se
razvijanjem poduzetničkih kompetencija povećava mogućnost zapošljavanja mladih i dalo najvišu ocjenu 5, dok je 30,00% dalo ocjenu 4, a tu je i 4,17% ispitanika dalo ocjenu 1. 3,33% ispitanika je nesigurno i nije se izjasnilo.
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Grafikon 3. Definicije korporacijske društvene odgovornosti koriste se naizmjenično s pojmovima “društvene odgovornosti», “održivoga razvoja”, “korporacijskoga građanstva”
Što se tiče ukupnog stava da se definicije korporacijske društvene odgovornosti koriste naizmjenično s pojmovima “društvene odgovornosti”, “održivoga razvoja”, “korporacijskoga građanstva”, najveći dio ispitanika i to 46,67% ima pozitivan stav, prosječna ocjena je 2,98. Najveću ocjenu 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 zajednice, dobavljači i ostali
Na pitanje poduzeća kako na društvo i okoliš utječu svojim poslovanjem, proizvodima ili uslugama i svojom interakcijom s ključnim dionicima kao što su zaposlenici, kupci, ulagači, lokalne zajednice, 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.
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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 obogati vrijednost poduzeća i pridonese širem gospodarskom i društvenom boljitku, prosječna ocjena je 3,32. 20,83% ispitanika, potpuno se slaže s navedenom tvrdnjom i dalo najveću ocjenu, najnižu 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 poslovanje koje osim ekonomskih interesa zastupa i dobrobit društva u cjelini je 3,38. Najveći broj ispitanika 33% dalo je ocjenu 4, 22% ispitanika dalo je najveću ocjenu, dok je 1% dalo najnižu ocjenu.
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Grafikon 7. Društvena odgovornost u posljednje vrijeme pojavljuje se kao značajan element održivog 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% odgovorilo 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 znanja stečena tijekom studiranja na veleučilištu, od čega je 35,83% ispitanika dalo ocjenu 3, najveću ocjenu 5 dalo je 10,83%, najnižu ocjenu 1 dalo je 8,33% ispitanika, dok se 7,50% ispitanika nije
izjasnilo.
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Grafikon 9. Koliko je na veleučilištu naglasak stavljen na stjecanje teorijskih poduzetničkih znanja
Koliko je na veleučilištu naglasak stavljen na stjecanje teorijskih poduzetničkih znanja odgovorilo 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 poduzetničkih znanja izjasnilo se 89,17% ispitanika, dok 10,83% ispitanika nije odgovorilo. Prosječna ocjena 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.
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Zaključak
Poduzetničkim obrazovanjem treba osposobiti mlade ljude za snalaženje u nesigurnom i kompleksnom okruženju, koji trebaju naučiti definirati probleme i način donošenja rješenja, kreiranjem novih ideja i načinom obavljanja posla u komunikaciji s okolinom. Pritom, važnost poduzetničkog obrazovanja je stjecanje znanja, vještina i osobina u snalaženju u novoj okolini uvjetovanom pritiscima globalizacije na društvo, organizaciju i pojedinca temeljeno na društvenoj odgovornosti. Iz razloga što kompetencije stečene poduzetničkim obrazovanjem kao što su kreativnost, razmjena ideja, identificiranje problema, preuzimanje rizika, potrebno je promijeniti tradicionalna sveučilišta, odnosno sveučilišne i stručne studijske programe u interdisciplinarne. Interdisciplinarnim 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 kojoj djeluje, razvijati društvo temeljeno na znanju, stvaranjem kompetentnih stručnjaka, zapošljivih na tržištu rada.
U anketi studenata vidljiv je rastući interes za poduzetničkim obrazovanjem s društvenom odgovornošću 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 poduzetništvu te očekivanim ishodima učenja bili prepoznati na tržištu rada.
Nova proizvodnja bazirana na tehnološkim inovacijama stvara mogućnosti za brže zapošljavanje visokoobrazovanih radnika, koji dalje daju impulse novim tehnološkim inovacijama i dinamici gospodarskog razvoja. Obrazovne ustanove uz pomoć Vlade i dalje trebaju poticati razvoj poduzetničke 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.
Abstract
The 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 education are responsible for the creation and application of knowledge, to be in line with current and future needs and demands of society, and in order to prepare for the labor market 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 contribute to the social values of regional and global surroundings. Through the educational processes, higher education institutions direct students to adopt interdisciplinary approach to
their activities. This should be accomplished by the rising of awareness of the social responsibility of students, and that is something that they will carry throughout the life.
Competitive advantage of the economy is based on entrepreneurship development. Accordingly, the development of entrepreneurial education is based on the necessary entrepreneurial competencies at all levels of education.
Knowledge represents the understanding of information, while the skills represent an individual’s competence in the application of acquired knowledge in specific situations. Entrepreneurial 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 business world. The main objectives of entrepreneurship education are learning about entrepreneurship, development of competencies to create opportunity, to make changes in terms of
complexity and to encourage entrepreneurial behavior. The expected outcomes of the entrepreneurial 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 creativity, innovation and entrepreneurial skills.
The aim of this paper is to explain the role of entrepreneurship education in the generation 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
82
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, Varaždin
• Hunjet, A., Kozina, G., Milković, M.: (2012) Stjecanje znanja i vještina za budućnost u poduzetništvu, ICEL2, Zbornik radova 2. Međunarodne konferencije učenje za poduzetništvo,
Novi Sad
• Kolaković, M.: Poduzetništvo u ekonomiji znanja, Sinergija, Zagreb, 2006.
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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
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New York, 2009.
• Vlada Republike Hrvatske, Ministarstvo gospodarstva, rada i poduzetništva, (2010), Strategija 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
Abstract
Intensive 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 Scandinavian countries) are working with advanced technologies and rapidly introduce new standards, 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 collaboration 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 assume that implementation of systematic and organized process of knowledge management
would improve communication and cooperation, change organizational culture, greater extent of documenting knowledge, which would ultimately improve the performance of organization and respond to those challenges. The starting point of the analysis of the situation 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 provides information technology for conceptual and practical implementation of knowledge
management.
Keywords: information systems, information technology, knowledge management, harmonization, standardization, CBS, Eurostat
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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
Sažetak
Intenzivna harmonizacija i standardizacija poslovnih i informacijskih procesa s europskim institucijama predstavlja izazov središnjem tijelu službene statistike Republike Hrvatske, Državnom 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 nacionalne statistike zemalja EU (naročito Skandinavske zemlje) rade s naprednim tehnologijama i rapidno uvode nove standarde, aplikacije, integrirane informacijske sustave i slično.
Tehnologija se prvenstveno bazira na XML rješenjima koja omogućuju standardiziranu reprezentaciju 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 izazovima 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 načine se prenosi? Koje su barijere prenošenju znanja? Postoji li potreba za razvojem strategije
upravljanja znanjem? Pretpostavljamo da se počne uvoditi sustavni proces upravljanja znanjem da bi se unaprijedila komunikacija i kooperacija, promijenila kultura organizacije, u većoj mjeri bi se znanje dokumentiralo, čime bi se u konačnici poboljšale performanse organizacije. 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. Također, IT sektor osigurava i informacijsku tehnologiju za konceptualnu i praktičku implementaciju procesa upravljanja znanjem.
Ključne riječi: informacijski sustavi, informatička tehnologija, upravljanje znanjem, harmonizacija, standardizacija, DZS, Eurostat
“I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.”
Leonardo da Vinci
Uvod
Upravljanje znanjem (u nastavku UZ) je proces u kojem organizacija koristi svoju kolektivnu inteligenciju 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 aktivnostima gotovo za svaku osobu u organizaciji. Znanje je u organizacijama ugrađeno u dokumente, repozitorije 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 znanja. 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 interesne skupine snimaju i analiziraju stanja u pojedinim organizacijama, prije i poslije implementacije modela upravljanja znanjem. Butler i Murphy (usp. Butler, T., Murphy, C., 2007) su prema postojećoj 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 temeljena na poslovnim ciljevima organizacije te usmjerena prema korisniku. Provedba strategije
UZ nije isključivo tehnički proces, iako su informacijske tehnologije ključan faktor. Društveni procesi također utječu na uspješnost inicijativa upravljanja znanjem. Istraživanja pokazuju da produkti UZ moraju privući i zadržati pažnju korisnika i biti integrirani u svakodnevnu rutinu radnika. Povezivanje zaposlenika ohrabruje podjelu znanja i ubrzava učenje.
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Nevena Jerak
1.2 Organizacijski faktori
Promjena ponašanja ljudi jedan je od najkritičnijih faktora u provedbi UZ. Motiviranje zaposlenika 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 potaknu na dijeljenje znanja, kao i ne-novčane poticaje (fleksibilnije radno vrijeme, edukacije, seminari, 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 proveden. Pokazalo se da je team-based, ne-hijerarhijska, samo-organizacijska organizacijska struktura najučinkovitija za dijeljenje znanja.
1.3 Institucionalni faktori
Organizacije su pod utjecajem društvenih, regulativnih i zakonodavnih subjekata u svom okruženju. Radi se o utjecaju vlade, raznih agencija, pravosuđa, konzultantskih organizacija, dobavljača, konkurencije, itd. Najsnažniji vanjski čimbenik u takvom okruženju su zakonodavne ili regulatorne agencije koje oblikuju strukturu, procese i proizvode ili usluge određene organizacije. Međutim, promjena se u institucionalnom okruženju pojavljuje i kroz interakcije organizacijskih menadžera, profesionalaca, profesionalnih udruženja, dakle svih onih koji dijele određenu 'zajednicu
praksi'. Stoga je razumno pretpostaviti, u slučaju vladinih organizacija koje djeluju u javnom sektoru, da zakonodavstvo, sudstvo i širi institucionalni utjecaji iz Europske unije imaju izravan ili umjeren 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 uspostavljen jer svrsishodnost tehnologije proizlazi iz njezinog korištenja. Također, relativno je jednostavno sistematizirati ogromne količine podataka iz eksplicitnih baza podataka. Puno je teže i dragocjenije ‘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 oduvijek dio međunarodnog, europskog i svjetskog statističkog prostora. Da bi se unaprijedila međusobna komunikacija i suradnja u zajedničkom statističkom i informacijskom prostoru, jasnom postaje potreba za pouzdanom i usporedivom statistikom. Trendovi pokazuju da su nacionalne statistike i međunarodne statističke organizacije kroz godine postigle znatan stupanj unifikacije. O
tome se pisalo od samog osnutka Europske statistike (Wagenführ, 1963). Europski statistički sustav (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 uredima. ESS također koordinira svoje djelovanje sa zemljama kandidatkinjama te na europskoj razini s
ostalim uslužnim djelatnostima, agencijama Komisije, Europskom bankom i međunarodnim organizacijama 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 procese, standardizirati terminologiju, vršiti usporedbu unutar i između organizacija, operacionalizirati 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 podacima, priprema i izrada statističkih metodologija, izrada potrebnih instrumenata za provedbu, prikupljanje podataka, obrada podataka, analiza, diseminacija, arhiviranje i evaluacija statističkih
podataka. GSBPM model je vezan na Generički statistički informacijski model (GSIM). GSIM opisuje 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 reprezentativnih 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 europske 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 gospodarske suradnje i integracije među državama članicama. Krovna je institucija za gospodarska i sektorska
pitanja. Postavlja norme, standarde i konvencije u međunarodnom poslovnom okruženju.
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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 omogućuje inovativne pristupe statističke proizvodnje u najvećoj mogućoj mjeri, primjerice, u području 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 podataka i metapodataka po principu ‘plug and play’ ili po principu ‘lego kocki’, što poboljšava komunikaciju 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, utemeljeni na SharePoint tehnologiji. Takav Intranet omogućuje stvaranje raznih vrsta web-mjesta na
kojima korisnici mogu surađivati i raditi na istim dokumentima, popisima i kalendarima, stvarati biblioteke dokumenata, kao i dodatne mogućnosti, kao što su korporacijsko upravljanje sadržajem, poslovno obavještavanje, poslovno pretraživanje, osobna web-mjesta i sažeci sadržaja novosti. 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 informacijski sustav (ISIS). Takav generički model upravljanja podacima i metapodacima omogućuje potpuni prijenos od mainframe okruženja na klijent/poslužitelj okruženje, odnosno da statističari samostalno vrše istraživanja.
Podaci i strukturni metapodaci se nalaze u bazama na serverima. DZS ima repozitorij metapodataka koji će biti nadopunjen metapodacima o kvaliteti. Time će se postići potpuna standardizacija 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 harmonizacije hrvatskog sustava službene statistike s europskim statističkim sustavom. Poslovni i tehnološki 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 znanjem, 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, struktura podataka i srodnih objekata između različitih organizacija uključenih u razmjenu podataka na fleksibilniji, efikasniji i automatiziraniji način.
ISIS je usklađen s GSBPM modelom.
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Nevena Jerak
Zaključak
Statistička tijela uviđaju koliko je važno baratati konzistentnim podacima i informacijama, upotrebljavati 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 organizacije mogu biti relevantan i fleksibilan faktor u dinamičnom i konkurentnom informacijskom
okruženju. Učestala i sve važnija elektronska razmjena statističkih podataka i metapodataka generirala je potrebu za zajedničkim standardom koji bi olakšao i ujednačio razmjenu statističkih podataka 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 nazivom 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 statističko-informacijskih procesa, na čemu se već godinama sustavno radi je predstavljena u obliku 'plugand-play' modularne komponentne arhitekture.
Naglasit ćemo standardizaciju kao važnu komponentu komunikacije u suvremenom informacijskom društvu. Upravo SDMX tehnologiju razmjene podataka i metapodataka smatramo komponentom koja može pridonijeti boljoj povezanosti, suradnji između davatelja i primatelja podataka i obrnuto, i upravo je to komponenta koja će igrati važnu ulogu kod nekih komponenti upravljanja znanjem (generiranje novog znanja, pribavljanje vrijednog znanja iz vanjskih izvora, predstavljanje 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_20132015.pdf
(Usp. Rugglesove integralne komponente upravljanja znanjem; prema Afrić, Lasić-Lazić, Banek Zorica,
2007)
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poglavlja iz organizacije znanja / Lasić-Lazić, Jadranka (ur.). Zagreb : Zavod za informacijske
studije, 2004.str. 33-62.
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Barcellan, R., Stapel-Weber, S., Wouters, J., ESA2010 data transmission programme:
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Butler, T., Murphy, C., Implementing knowledge management systems in public sector organisations: a case study of critical success factors. (2007). ECIS 2007 Proceedings. Paper
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Knowledge to Build Trust in Government. Online Version.
http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan026041.pdf
(1.4.2013)
Mirjana Borota Popovska, Marija Topuzovska Latkovic, Vasil Popovski
92
ATTITUDES TOWARD CONTINUOUS LEARNING
AND NEW COMMUNICATION TECHNOLOGIES
Mirjana Borota Popovska
Institute for Sociological, Political and Juridical Research, University “Ss Cyril and Methodius” – Skopje,
Republic of Macedonia
mborota@isppi.ukim.edu.mk
Marija Topuzovska Latkovic
Institute for Sociological, Political and Juridical Research, University “Ss Cyril and Methodius” – Skopje,
Republic of Macedonia
marija_t@isppi.ukim.edu.mk
Vasil Popovski
Institute of Economics, University “Ss Cyril and Methodius” – Skopje, Republic of Macedonia
vasil@ek-inst.ukim.edu.mk
Abstract
In this study, based on a representative sample of 1000 respondents, we analyzed the attitude 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 creation 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 toward 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 businesses. First, we analyzed the correlation between the preferences of autonomous work,
technology and continuous learning, then, the differences derived from age, ethnicity, education, and socioeconomic status. The results show that there is a correlation between the
preferences of autonomous work, new technology and continuous learning. The results allow creation of specific approach to formal and informal education for improving of the entrepreneurial mindset.
Key words: lifelong learning, new communication technologies, entrepreneurship.
1. Introduction
According to Schackle (cited in Deakins & Freel, 2006) entrepreneur is creative and innovative. 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 individuals who create the opportunity to identify profit. The act of imagination is important to identify 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 ability and desire to learn), as important stakeholders in the development of entrepreneurship, especially the “pre-start” entrepreneurship.
Wagner and Ziltener in their study (2008) analyzed the factors that influence entrepreneurship. 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, desire for autonomy, adaptability, self-realization, need for control), human capital (education, social competence, work experience and entrepreneurial experience (strategic management, operational management, competencies).
If we took in consideration the employment related perspective of the lifelong learning process, we can resume that the main activities are focused toward building knowledge, skills and competences for successful coping with the changing and uncertain world of work (in the era of rapid 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 empirically to explore, explain and describe the main attitudes of Macedonian population toward learning 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 participants in the learning process and serve as facilitators for them.
Adults have accumulated a foundation of life experiences and knowledge that may include 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 responsibilities 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.
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•
As do all learners, adults need to be shown respect. These adults should be treated as equals 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 motivation 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 someone 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 exacting 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, reaffirmed 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 citizens at all stages of their lives; the promotion of employability and social inclusion through investment 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 lifelong 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 employment-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 entrepreneurship; 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 mobile phones, PC, Internet, e-mail, fax, printers and specific software and instruments/tools. Maybe Howard (2007) gave the best explanation about the linkage between technology and entrepreneurship 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, Locke, 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 entrepreneurs are those who have a clear concept of what they are trying to accomplish - leverage technology in order to help them achieve their goals more quickly. In order to ascertain which technology will align with their goals, entrepreneurs must have a very open and inquisitive bias towards technology”.
ICT helped the developed world to significantly reduce business transactions costs by providing 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 products 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 autonomy 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 services. 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 metrical 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.
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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 point 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 significance level indicates that work autonomy, technology and continuous learning are significantly positively 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
Pearson
Correlation
Work Autonomy
Sig. (2-tailed)
N
Pearson
Correlation
Technology
Sig. (2-tailed)
N
Continuous
learning
Pearson
Correlation
Sig. (2-tailed)
N
Technology
Continuous
learning
1
,
1000
,467**
1
,000
,
1000
1000
,446**
,651**
1
,000
,000
,
1000
1000
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).
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 there is a significant difference (p<0.01) toward work autonomy. Between Macedonian and Turkish 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
VAR: Work autonomy
N
Mean
Std.
Deviation
Std. Error
Mean
Macedonian
640
4,7906
1,23076
,04865
Albanian
248
4,9879
1,21889
,07740
Turkish
59
4,2308
1,52973
,24495
education can be partially accepted. The significant difference appeared between respondents
with elementary school from one side and respondents with secondary school and faculty education 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: Work autonomy
VAR: Education
N
Mean
Std.
Deviation
Std. Error
Mean
Elementary school
133
4,4887
1,35186
,11722
Secondary 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
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5.2. Technology
The hypothesis that claims there is a difference in attitudes toward work autonomy that comes 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: Technology
VAR: Age
N
Mean
Std.
Deviation
Std. Error
Mean
18-29
252
5,4484
1,03779
,06537
30-39
202
5,2574
1,02848
,07236
40-49
203
5,1626
1,17236
,08228
50-65
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 ethnicity 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
VAR: Technology
VAR: Ethnicity
N
Mean
Std.
Deviation
Std. Error
Mean
Macedonian
640
5,2047
1,15618
,04570
Albanian
248
5,5040
,86777
,05510
Turkish
59
4,4103
1,53414
,24566
The hypothesis that there is a difference in attitudes toward technology that comes from education level, can be accepted. The significant difference appeared between all groups of respondents (p<0.05). For those with faculty education the technology is most important (Table 7).
Table 7: Group Statistics: Education and Technology
VAR: Technology
VAR: Education
N
Mean
Std.
Deviation
Std. Error
Mean
Elementary school
133
4,9398
1,36936
,11874
Secondary school
539
5,2115
1,13894
,04906
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 groups: 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 decreases until the age of 65.
Table 8: Group Statistics: Age and Learning
VAR: Learning
VAR: Age
N
Mean
Std.
Deviation
Std. Error
Mean
18-29
252
5,2817
1,13439
,07146
30-39
202
5,0495
1,21251
,08531
40-49
203
5,0443
1,21989
,08562
50-65
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 ethnicity 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 significant difference. As can be seen from Table 9, the highest preferences toward learning showed
Macedonians.
100
Table 9: Group Statistics: Ethnicity and Learning
VAR: Learning
VAR: Ethnicity
N
Mean
Std.
Deviation
Std. Error
Mean
Macedonian
640
5,2621
1,03768
,06589
Albanian
248
5,1234
1,22010
,04823
Turkish
59
4,3846
1,56635
,25082
The hypothesis that there is a difference in attitudes toward learning that comes from educational 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
VAR: Learning
VAR: Education
N
Mean
Std.
Deviation
Std. Error
Mean
Elementary school
133
4,6466
1,42593
,12364
Secondary school
539
5,0891
1,22833
,05291
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 education 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 those 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 genuine 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 communication 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 literature 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 autonomy at work, and communication technology. Macedonians are more prepared to learn than Albanians 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 entrepreneurship 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 employment. Positive attitude towards the learning is high among youth 18 to 29 years. This indicates that their education should be introduced content that will encourage the entrepreneurial spirit 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 technology and continuous learning.
Researchers have highlighted the following obstacles to entrepreneurship in transition economies (Estrin et al.. 2006): lack of wealth (reduced personal financing); massive economic uncertainty; 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 entrepreneurial mindset. This intervention can be motivated by belief that entrepreneurs generate 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.
102
References
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Bates, T. (1985) ‘Impact of Preferential Procurement Policies on Minority-Owned Businesses.’ Review of Black Political Economy, Summer, 51-65.
Bates, T. (1990) ‘Entrepreneur Human Capital Inputs and Small Business Longevity.’The
Review of Economics and Statistics, 4, 551-559.
Blau, D. M. (1985). Self-employment and self-selection in developing country labour markets, Southern Economic Journal, 52, pp/351-63
Commission Of The European Communities. (2000) A memorandum of lifelong learning.
Brussels.
Cressy, R. (1996) ‘Are Business Start-ups Debt-Rationed?’ The Economic Journal, 106, 12531270.
De Wit, G., (1993), ‘Models of self-employment in a competitive market’, Journal of Economic Surveys, 7, 367-31.
European Commission (2007) Key Competences For Lifelong Learning: European Reference
Framework.
Luxembourg: Office for Official Publications of the European Communities.
Glaserfeld, E. (1989). Constructivism in education. Oxford, England: Pergamon Press.
Holtz-Eakin, D, Joulfaian D, and Rosen, H. S. (1994b) ‘Entrepreneurial Decisions and Liquidity Constraints.’ RAND Journal of Economics, 25(2), 334-347.
Knowles, S. Malcolm. (1984) The Adult Learner: A neglected species. Gulf Publishing.
Light, I., H. (1972) Ethnic Enterprise in America. Berkeley: University of California Press.
Light, I., H. and Rosenstein C (1995) Race, Ethnicity, and Entrepreneurship in Urban America. New York: Aldine de Gruyter.
Nahikari, Irastorza.; Born Enterpreneurs : Immigrant self-employment in Spain, Amsterdam University Press, amstrdam 2010
Sahlfeld, M. (2007) How does ICT work for development? A review of the challenges and
opportunities. ATDF JOURNAL Volume 4, Issue 1.
Simon, C., Parker. The Economics of Self-Employment and Entrepreneurship, Cambridge
University Press, 2004
Taylor, M., (1996), “Earnings, independence or unemployment: why become self-employed?”, Oxford Bulletin of Economics and Statistics, 58, 253-66.
Yamada, G., (1996), ‘Urban informal employment and self-employment in developing countries: theory and evidence’, Economic Development and Cultural Change, 44, 289-314.
http://www.lindenwood.edu/education/andragogy/andragogy/2011/Lieb_1991.pdf
http://www.artistshousemusic.org/articles/the+role+of+technology+in+entrepreneurship
PODUZETNIČKIM KOMPETENCIJAMA DO
RAZVOJA MALOG I SREDNJEG PODUZETNIŠTVA
Željko Sudarić, mr.sc., Veleučilište Lavoslav Ružička u Vukovaru – Upravni studij, Županijska 50, 32000
Vukovar, zsudaric@vevu.hr
Sažetak
Danas 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 smanjenjem proizvodnje i potrošnje te padom bruto društvenog proizvoda. Razvijene poduzetničke kompetencije pojedinca i društva u cjelini, a u uvjetima globalne ekonomske krize predstavlja temeljnu pretpostavku za uspješan rast i razvoj. Upravo sektor malog i srednjeg poduzetništva 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 prevladati 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 gospodarskog rasta i značajnim smanjenjem proizvodnje i potrošnje te padom bruto društvenog proizvoda. Gospodarski rast i razvoj ovisi o mnogo čimbenika kao što su globalizacijski procesi, tehnologija, politika, gospodarstvo, a konkurentska prednost gospodarstva temelji se na razvoju poduzetništva i obrazovanja za poduzetništvo s naglaskom na usvajanje potrebnih poduzetničkih kompetencija, razvoj vještina i usvajanje specifičnih znanja o poduzetništvu i razvijanje pozitivnog stava prema poduzetništvu i razvoju poduzetničke kulture. Poduzetništvo i poduzetnička kompetencija pojedinca i društvene zajednice u cjelini, u uvjetima opće društvene i gospodarske globalizacije 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 sustav, a koje se mora usmjeriti prema poticanju poduzetništva, osobito kod mladih, ključ je gospodarskog rasta i razvoja društva u cjelini.
104
Željko Sudarić
Najvažniji zadatak i cilj Republike Hrvatske, ali i Europske Unije u cijelosti je poboljšanje konkurentnosti, smanjenje nezaposlenosti, stvaranje novih radnih mjesta i povećanje ulaganja u znanost i obrazovanje, ne samo mladih, već i kroz programe cjeloživotnog učenja u sve kategorije stanovništva, 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. Hrvatska je na svojem putu u EU morala zadovoljiti brojne zahtjeve u različitim područjima, a istovremeno 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 primjene suvremenih rješenja i prakse s jedinim ciljem, rastom gospodarstva i jačanjem konkurentnosti, uz zastupljenost poduzetničkih kompetencija koje pomiču granice poduzeća, gospodarstva, 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 Programu za poduzetničko obrazovanje u Europi donesenome u Oslu 2006. godine. Poduzetništvo nikada nije bilo povezano s jednim područjem djelovanja, iako se razvitkom tržišne ekonomije ponajviše rasprostranilo i učvrstilo u gospodarskom dijelu društva. Danas, u eri globalizacije i u uvjetima suvremene tržišne ekonomije s velikom konkurentnošću na globalnom tržištu, poduzetništvo
po svom značenju i rasprostranjenosti djelovanja u svim područjima, postaje relevantan čimbenik 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 djelovanja poduzetništva. Pojavu poduzetništva, prema Druckeru, su omogućili novi oblici upravljanja
primijenjeni na novim poduzećima, neprivrednim organizacijama, ali i na malim i srednjim tvrtkama (Drucker, 1992, str. 25.). Gledajući iz različitih perspektiva postoji mnogo definicija poduzetnika i poduzetništva, od najranijeg razdoblja pa sve do danas, ali u gotovo svim definicijama govori se o ponašanju koje uključuje inicijativu, organiziranje ekonomskih resursa te prihvaćanje rizika. Poduzetništvo je dinamičan proces stvaranja rastućeg bogatstva (Ronstadt, 1984., str. 28.). Također, 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 postoje 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 djela i podrazumijeva kreativnost, inovativnost, sposobnost razumnog preuzimanja rizika, kao i sposobnost planiranja, organiziranja te vođenja projekata kako bi se postigli određeni ciljevi. Danas
poduzetništvo predstavlja jednu od glavnih političkih, ekonomskih i općedruštvenih tema te potiče razvoj ekonomija diljem svijeta i generira nova zapošljavanja, ali i povećava opći društveni, kulturni i socijalni napredak. Najrazvijenije zemlje svijeta, kao i zemlje Europske unije, prepoznale su
važnost podržavanja poduzetništva, stalnu potrebu za stvaranjem poduzetničkog ozračja te poticanje 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 uključivanje i zapošljavanje. Kompetencije uključuju vještine potrebne za razvoj društvene zajednice na
načelima društva koje uči, ali i specifične ciljeve koji promoviraju i razvoj poduzetništva. Preporuka je Europskog parlamenta i Vijeća utvrditi i definirati ključne kompetencije potrebne za osobno, 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 razvoja, 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 realizacija utvrđenih ciljeva. Razvoj malog i srednjeg poduzetništva ključni je čimbenik svakog konkurentnog gospodarstva i potreban je stalni i sustavni razvoj, a poduzetništvo postaje pokretač, organizator i upravljač novih procesa.
106
Željko Sudarić
Republika Hrvatska u svom procesu priprema za priključenje EU usvojila je prijedlog Strategije
učenja za poduzetništvo 2010. – 2014. (Vlada RH – Ministarstvo gospodarstva, rada i poduzetništva, 2010.) gdje se navode mjere i razlozi razvoja učenja o poduzetništvu, prijedlog strategije provedbe 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 gospodarskog razvoja i ono potiče privatno vlasništvo i poduzetničke sposobnosti, generira zapošljavanje i značajno pridonosi povećanju proizvodnje i izvoza. Iako, još u fazi globalne recesije, malo gospodarstvo i dalje je najdinamičniji dio gospodarstva Republike Hrvatske. Mala i srednja trgovačka
društva čine 99,5 posto ukupnog broja registriranih trgovačkih društava, a zapošljavaju istodobno 66 posto radnika u hrvatskim tvrtkama (Hrvatska gospodarska komora, 2010.). Malo i srednje
poduzetništvo glavni je pokretač razvoja svakog modernog gospodarstva, navodi se na stranicama Hrvatske banke za obnovu i razvoj (HBOR) koja je svoju primarna pozornost upravo i posvetila 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 zaposlenih, u poslovanju su neovisni, imaju ukupan godišnji promet do 216.000.000 kuna ili imaju ukupnu 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 fizičke osobe koje prosječno godišnje imaju zaposleno manje od 10 radnika, ostvaruju ukupni godišnji 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 fizičke osobe koje prosječno godišnje imaju zaposleno manje od 250 radnika, ostvaruju ukupni godišnji 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 poduzetništva iz koje se vide glavne razlike u godišnjem prihodu i imovini, dok je broj zaposlenih identičan po pojedinom subjektu.
U Republici Hrvatskoj mali i srednji poduzetnici (MSP) definirani su Zakonom o poticanju razvoja 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, godišnji 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 Europske 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 provedbu programa za poticanje malog i srednjeg poduzetništva su: Vlada RH preko resornog ministarstva, Hrvatska gospodarska komora (HGK) te nositelj aktivnosti, Hrvatska agencija za malo gospodarstvo i investicije (HAMAGINVEST). U skladu s programskim opredjeljenjima Vlada RH planira,
provodi i nadzire programe razvoja i poticajne mjere s ciljem ravnomjernijeg razvoja svih područja RH, uklanjanja administrativnih prepreka, jačanja izvozne orijentacije, izgradnje poduzetničkih
zona, povećanja broja malih i srednjih poduzetnika, promjene strukture djelatnosti u korist proizvodnje, povećanja broja zaposlenih te povećanja konkurentnosti ulaganjem u razvoj, obrazovanje i nove tehnologije.
HR definicija MSP
BROJ ZAPOSLENIH
mikro < 10 zaposlenih
mikro < 10 zaposlenih
mali < 50 zaposlenih
mali < 50 zaposlenih
srednji < 250 zaposlenih
GODIŠNJI PROMET
IMOVINA
EU definicija MSP
srednji < 250 zaposlenih
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)
< 50 mil. EUR
(365 mil. HRK)
mikro < 7 mil. HRK (0,96 mil.
EUR)
< 2 mil. EUR
(14,6 mil. HRK)
mali < 27 mil. HRK (3,70 mil.
EUR)
< 10 mil. EUR
(73 mil. HRK)
srednji < 108 mil. HRK (14,79
mil. EUR)
< 43 mil. EUR
(313,9 mil. HRK)
Tablica 1. Komparativni prikaz HR i EU definicije malih i srednjih poduzetnika
Izvor: HBOR, 2012. (prilagodba autora)
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Željko Sudarić
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. Sustav potpora s mjerama (a/Mikro poduzetništvo, obrti i klasteri, b/Jačanje poslovne konkurentnosti poduzetnika i obrtnika, c/Razvoj poduzetničke infrastrukture i poslovnog okruženja i d/Obrazovanje 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 poduzetništva 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 usklađenosti s regulatornim okvirom u EU, sustav poticaja za malo i srednje poduzetništvo i obrt izgrađen je kao skup mjera i instrumenata kojima se na nacionalnoj i regionalnoj razini nastoji potaknuti brži razvitak malog gospodarstva s ciljem novog zapošljavanja, povećanja konkurentnosti gospodarstva, izvoza i gospodarskog rasta u cjelini. Na nedavno završenom Europskom tjednu malog i srednjeg poduzetništva koji organizira Uprava za poduzetništvo i industriju Europske komisije izneseni su podaci gdje je više od 99 posto ukupnog europskog poslovanja čini poslovanje malog 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 mjesta u privatnom sektoru od čega 34% otpada na poduzetništvo početnika. Mala i srednja poduzeća predstavljaju okosnicu gospodarstva u Europskoj uniji i zapošljavaju više od dvije trećine zaposlenih u privatnom sektoru, a slična je situacija i u Hrvatskoj (EK, 2012). Komisija navodi da u Hrvatskoj, 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 navodi da je Hrvatska u posljednjih pet godina postigla znatan napredak u malom i srednjem poduzetništvu, ali da još uvijek zaostaje za ostalim članicama EU-a te da postoji veliki prostor za napredak 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 razvoju 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 potiče razvoj društva i osigurava konkurentnost na globalnom tržištu. Razvoj poduzetništva i poduzetničkih 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 gospodarstva 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 konkurentna, ali se kreće u dobrom smjeru i nema razloga zašto Hrvatska ne bi postala centar poduzetništva 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 zahtijevati 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 gospodarstva, 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 poduzetništvo 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 entrepreneurial competencies of individuals and society as a whole, and in light of the global economic 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 development of the economy, with the purpose of market competitiveness, the region and the European Union. In this paper we show that the main engine of growth of any modern economy’s SME sector, and that the economic crisis can be overcome development and investment in the Small and Medium Entrepreneurship.
Keywords: SME sector, entrepreneurship, EU, economy
110
Željko Sudarić
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 effectiveness: 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). Strategija 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/pressrelease_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 (Sačuvano 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, iva.biondic@vern.hr
Ivica Katavić, dr. sc. + 385 (0)91 48 25 878, ivica.katavic@vern.hr
Anita Zelić, mr. sc., +385 (0)98 361 088, anita.zelic.gerec@vern.hr, Veleučilište VERN’, Iblerov trg 10,
10000 Zagreb, Hrvatska
Sažetak
Ulaskom Hrvatske u Europsku uniju, u čijoj se ekonomskoj politici malim i srednjim poduzećima poklanja posebna važnost, djelatnost ovoga dijela hrvatskoga poslovnog entiteta postaje važnija nego ikad. Istodobno, povećanje broja zaposlenih i povećenje broja visokoobrazovanih dva su od ukupno pet izrijekom navedenih ciljeva u aktualnome strategijskom dokumentu Europa 2020. Međutim, dugogogodišnja neusklađenost kompetencija koje se stječu
u sustavima visokoga obrazovanja i potreba tržišta rada rezultirala je iznimno visokom stopom nezaposlenosti mladih u Hrvatskoj. Upravo je stoga sustav visokoga obrazovanja s izraženom 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 cilja, podaci su prikupljeni iz primarnih (strukturirani intervju s voditeljima studija i predstojnicima katedre Veleučilišta VERN’ - N=6) i sekundarnih izvora (javno dostupne informacije Veleučilišta VERN’ i relevantna stručna i znanstvena literatura).
Rezultati istraživanja pokazuju da postoji uzročno-posljedična veza između poduzetničkoga obrazovanja i povećanja zapošljivosti. Podaci koji se odnose na tri studijska programa poduzetničkoga obrazovanja (ekonomiju poduzetništva, turizam i novinarstvo) i rezultati analize 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, Veleučilište VERN’, nacionalna ekonomija
112
Uvod
Ekonomske studije diljem svijeta stalno povezuju poduzetništvo s elementima kao što su stvaranje novih radnih mjesta, rast BDP-a i povećanje produktivnosti. Navedeni elementi asocijativno
se povezuju s poduzetničkim kompetencijama. Iako poduzetničke kompetencije imaju ključnu ulogu u gospodarskome razvoju, čimbenici hrvatskoga gospodarstva već duži niz godina upozoravaju 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 doprinos povećanju zapošljivosti u Republici Hrvatskoj. Kako bi se taj cilj ostvario, u radu se donose postojeći rezultate istraživanja teme o kojoj je riječ (pregled literature) te odgovori na sljedeća istraživačka pitanja:
IP1. Kako akademski donositelji odluka na Veleučilištu VERN’ kreiraju suvremeno poduzetničko 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 obrazovanju 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 obrazovanju proveli su Solomon, Duffy i Tarabishy 2002. godine. U svojemu pregledu poduzetničke pedagogije 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 literature. 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.); računalne 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 sastavnice poduzetništva odražavaju kompetencije poduzetnika.
Pojam “poduzetničke kompetencije” nalazi svoje mjesto u literaturi iz poduzetništva. U posljednjih 20 godina različiti su autori identificirali različite vještine, znanja i iskustva ključna za poduzetnički 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 čimbenike, a Martin i Staines (1994.) kao osobnu kvalitetu. Konačno, Mitton (1989.) argumentima pokazuje 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 poduzetničkog stava” te različite kompetencije svrstavaju u jednu od tih kategorija. Prema EQF-u „kompetencije u užem smislu znače iskazanu sposobnost korištenja znanja, vještina i osobnih, socijalnih i/ili drugih metodoloških sposobnosti u situacijama rada ili učenja te u profesionalnom i osobnom razvoju”.
Konačno, iznimno dobru dodatnu poveznicu između obrazovanja, poduzetništva i zapošljivosti dao je Ronstadt još 1987. godine kada je predložio model s dvostrukim kontinuumom za oblikovanje nastavnoga programa poduzetničkoga obrazovanja. Svoj drugi kontinuum nazvao je „poduzetnički know-how (znati kako) / poduzetnički know-who (znati koga)”. Taj je kontinuum utemeljen 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 pokazati studentima kako se treba poduzetnički ponašati, ali također i upoznati ih s ljudima koji bi mogli biti u stanju omogućiti im uspjeh.
1. Metodologija
Fokus ovog kvalitativnog istraživanja, koji koristi istraživački dizajn u formi opisne (deskriptivne) studije slučaja, na razumijevanju je varijabli suvremenoga sustava visokog obrazovanja s izraženom poduzetničkom orijentacijom i njihovom doprinosu u povećanju zapošljivosti u Republici
Hrvatskoj. Jedinica analize slučaja je Veleučilište VERN’, a analitička strategija je analiza triju studija 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 javno dostupnih izvora (npr. iz javno dostupnih informacija Veleučilišta VERN’ te iz relevantne stručne 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 dovoljno 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 sadržaja 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.
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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 navedenoga cilja dizajnirana su specifična istraživačka pitanja oko kojih je ovo poglavlje i organizirano.
IP1. Kako donositelji akademskih odluka na Veleučilištu VERN’ kreiraju suvremeno poduzetničko 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 programima koji osiguravaju ishode s atributima poduzetništva kao što su: inovacijski pristup rješavanju problema, spremnost za promjene, samopouzdanje, fleksibilnost, kreativnost, komunikativnost, prepoznavanje i preuzimanje rizika te upravljanje rizicima. Navedeni atributi osiguravaju
platformu za gospodarski rast kao preduvjet za zapošljavanje i samozapošljavanje u Republici Hrvatskoj. 1. tablica pokazuje različite metode učenja (konvencionalne i suvremene) i ishode poduzetničkoga obrazovanja na Veleučilištu VERN’ iz perspektive donositelja odluka Veleučilišta VERN’.
1. tablica: Metode učenja i ishodi suvremenoga poduzetničkog obrazovanja iz perpektive akademskih donositelja odluka na Veleučilištu VERN’
Izvor: rad autora
KONVENCIONALNE
METODE UČENJA
SUVREMENE
METODE UČENJA
poslovni planovi
predavanja
obrada literature
ispiti
studentski poslovni projektni
zadaci
susreti i konzultacije s
poduzetnicima
računalne simulacije
bihevioralne simulacije
ISHODI SUVREMENOGA
PODUZETNIČKOG
OBRAZOVANJA
inovacijski pristup rješavanju
problema
spremnost na stalne promjene
i nesigurnosti suvremenoga
poslovanja
Samopouzdanje
Fleksibilnost
Kreativnost
živi slučajevi
Komunikativnost
terenski posjeti
prepoznavanje i preuzimanje
rizika
korištenje videozapisa i
filmskih zapisa
upravljanje rizicima
Akademski donositelji odluka na Veleučilištu VERN’ slažu se (100%) da konvencionalni pristup poučavanja studenata putem predavanja, obrade literature i ispita ne omogućuje aktiviranje poduzetničkoga pristupa procesu učenja. Kreiranje suvremenih metoda poučavanja studenata 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 suvremeno poduzetničko obrazovanje treba strukturirati kao poduzetnički proces (prepoznavanje i vrednovanje 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 Veleučilištu VERN’ smatraju da postoji potreba razvoja poduzetničkih kompetencija u tri osnovna elementa (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:
VV01
VV02
VV03
VV04
VV05
VV06
ELEMENTI
KOMPETENCIJE
KOMPETENCIJE
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
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Rezultati primarnih istraživanja pokazuju temeljne poduzetničke kompetencije koje se stječu u
suvremenom poduzetničkom obrazovanju na Veleučilištu VERN’. Poduzetničke kompetencije, generirane putem intervjua, podijeljene su u tri kategorije: znanje, vještine i stavovi. Znanje koje se
stječe u suvremenome poduzetničkom obrazovanju omogućuje budućim praktičarima prepoznavanje prilika u poslovnome okružju. Kako bi se te prilike iskoristile, potrebno je suvremenim poduzetničkim 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 istraživanja prikazanih u 2. tablici može se zaključiti da postoje minorne razlike u fokusu i pristupu poduzetničkoga obrazovanja. Uzimajući u obzir izvore sekundarnih istraživanja koji, između ostalog,
uključuju i recentnu publikaciju koju su objavile europske institucije, može se zaključiti da se Veleučilište VERN’ prilagodilo ekonomskim globalnim trendovima i zahtjevima tržišta Europske unije 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 studenata. 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 preostali 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%. Prema istim podacima, približno 60% studenata zapošljava se tijekom studiranja, a ostalih 40% unutar šest mjeseci po završetku studija. Analizirajući dobivene rezultate, vidljivo je kako se alumniji 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 kompetencija koje se odnose na “know-how (znati kako)”, rezultati istraživanja upućuju kako ovako
znatnomu postotku zapošljivosti VERN’ovih alumnija svakako doprinose i kompetencije koje proizilaze iz drugog dijela spomenutoga Ronstadtova modela dvostrukoga kontinuuma – „poduzetnički know-who (znati koga)”. Naime, način organizacije VERN’ova obrazovnoga programa uvelike 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, treba naglasiti i često prisutno prethodno poslovno iskustvo stečeno zahvaljujući obiteljskoj tradiciji 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 povezanost između poduzetničkih kompetencija stečenih u poduzetničkome obrazovanju na Veleučilištu
VERN’ i povećanja zapošljivosti u Republici Hrvatskoj.
Zaključak
Glavni cilj rada bio je prepoznati ključne kompetencije u poduzetničkome obrazovanju i
njihov doprinos u povećanju zapošljivosti u Republici Hrvatskoj. U svrhu ostvarenja navedenog cilja sastavljena su tri istraživačka pitanja. U rezultatima istraživanja odražavaju se
odgovori na ta pitanja koji pokazuju: (a) da se suvremeno poduzetničko obrazovanje treba 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 upravljanje rizicima; (b) da se suvremenim metodama prenošenja informacija i ekspertize, sudjelovanjem u nastavi aktivnim radom u malim skupinama, ali i prepoznavanjem važnosti
umrežavanja pojedinaca, stječu odgovarajuće kompetencije studenata koje će rezultirati 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 poduzetničko obrazovanje.
118
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 attention to small and medium-sized enterprises, performance of this part of Croatian business entity becomes more important than ever. At the same time, two of the explicitly mentioned 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 market, 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 interviews with heads of departments and head of studies at VERN’ University of Applied Sciences – N=6) and secondary sources (public information about VERN’ University of Applied Sciences and relevant professional and scientific literature).
The results of the research indicate that there is a cause- effect relationship between entrepreneurial education and the increase of employment rate. The data from three study programs (Economy of Entrepreneurship, Tourism and Journalism) and the results of the analysis of the secondary sources demonstrate that entrepreneurial education creates entrepreneurial 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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Klatt, L.A. (1988). A study of small business/entrapreneurial education in colleges and univiersities. The Journal of Private Enterprise, 4, 103–108
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Ronstadt, R. (1987). The Educated Entrepreneurs: A New Era of Entrepreneurial Education
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entrepreneurship: A historical perspective. Simulation and Gaming, 25(3), 338–352.
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POTREBA IZOBRAZBE ZA PODUZETNIŠTVO U
DRŽAVNOJ UPRAVI
mr. sc. Mladen Ilić, dipl. politolog,
Dragan Stanković. dipl. ekonomist
Sažetak
Strategija EU „Europa 2020“ 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 transfera 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 Državna škola za javnu upravu koja ne posjeduje dovoljne ljudske, prostorne i financijske potencijale da provede zadanu ulogu. Razvoj svih ključnih kompetencija, a naročito inicijativnost i poduzetnost koja se odnosi na sposobnost pojedinca da ideje pretvori u djelovanje
neophodna je javnim službenicima jer moraju početi strateški razmišljati i projektno djelovati, a to mogu učiti pohađajući seminare za poduzetništvo.
Ključne riječi: državni službenici, izobrazba, poduzetništvo, kompetencija
NEED TRAINING FOR ENTREPRENEURSHIP IN
CIVIL SERVICE
Abstract
EU 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 resources to carry out a given role. Development of key competencies and in particular the initiative 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
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%20ozujak%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 transfera 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 trajnog obrazovanja državnih službenika, kojim će se izgrađivati ne samo stručnost kadrova u državnoj 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 njihovu osobnu realizaciju i razvoj te uključivanje u društvo i zapošljavanje.
U proteklim desetljećima cjeloživotno učenje se razvilo u dominantno načelo i orijentaciju razvoja brojnih nacionalnih obrazovnih sustava. Uz koncept cjeloživotnog učenja najčešće se vezuju
ciljevi ekonomske prirode, primjerice postizanje veće konkurentnosti i trajne zaposlenosti. U kasnim 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 proizvodnih kapaciteta prema dalekom istoku.
Europska je unija 2006. godine donijela preporuku o ključnim kompetencijama za cjeloživotno učenje.
Naime radi se o skupu od osam kompetencija Europa 2020 EUROPA 2020. Europska strategija za pametan, održiv i uključiv rast http://www.azoo.hr/images/razno/eu_hr. pdf (sačuvano
19.07.2013.)
Ukratko to su :
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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 kurikulume kao jedna od osam temeljnih kompetencija. Upravo poticanjem poduzetnog načina razmišljanja 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:
•
•
•
•
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•
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 osposobljavati kako bi kvalitetnije obavljali poslove iz opisa svog radnog mjesta. Svrha je opće povećanje razine znanja, vještina, sposobnosti i kvalifikacija na svim razinama. To doprinosi njihovoj neovisnosti, stručnosti i sposobnosti, djelotvornosti, horizontalnoj i vertikalnoj mobilnosti i motivaciji, a
time i ukupnom povećanju uspješnosti javnog sektora.
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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 državnim službenicima (Narodne novine 92/05 do 34/12) i Uredbe o oblicima, načinima i uvjetima izobrazbe 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 organizaciji središnjeg tijela nadležnog za službeničke odnose Ministarstva uprave. Zadnja PPI je provedena 2011 godine, a potrebni obrasci za iskazivanje potreba za izobrazbom za 2012. godinu Izvješće o procjeni potreba za izobrazbom http://www.uprava.hr/UserDocsImages/Državna%20služba/IPPIDS2012.pdf (sačuvano 19.07.2013.) dostavljeni su svim tijelima državne uprave, a sudjelovalo je ukupno 24 460 službenika koji su iskazali interes i potrebe za općim i specijalističkim programima izobrazbe. Među 140 specijaliziranih i općih programa koji su bili ponuđeni službenicima bilo je i dvadesetak seminara kojima se jačaju inicijativnost i poduzetnost. Odjel za upravljanje i razvoj ljudskih potencijala Ministarstva uprave je obradio dospjele podatke, a niti jedan program iz područja jačanja kompetencija za poduzetništvo nije bio u najtraženijih dvadeset programa. Najveći interes je pokazan za ECDL seminarima, stranim jezicima, stručnim seminarima iz područja rada uprave, ali 2774 anketiranih službenika je pokazalo interes za programima koji jačaju
poduzetničke kompetencije. U tablici je navedeno 10 najtraženijih programa koji jačaju poduzetničke kompetencije i pripadajući broj službenika koji su pokazali interes.
Tablica 1. Nazivi programa i iskazan interes
NAZIV PROGRAMA
Izgradnja i vođenje tima
Upravljanje konfliktima
Izgradnja i vođenje tima
Strateško planiranje i upravljanje
Javni menadžment i dobro upravljanje
Upravljanje kroz ciljeve
Napredne vještine rukovođenja
Strateško upravljanje ljudskim potencijalima
Upravljanje znanjem
Upravljanje promjenama
Sadržaj poslovnog plana
UKUPNO
ISKAZAN INTERES
403
438
403
354
252
197
196
176
126
117
112
2774
Iz tablice je vidljivo da postoji veliki interes i potreba za edukacijom državnih službenika u području jačanja kompetencija za poduzetništvo. Iako cilj ovog rada nije analiza Procjene potreba za izobrazbom državnih službenika, ovdje se navodi brojčani podatak radi potvrde teze da velikom broju 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 trećine zaposlenih. Ključni cilj je povećanje konkurentnosti malog gospodarstva, istaknuto je u Strategiji 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/najave/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 djelatnost edukacija u javnoj upravi, obrazovanje za poduzetništvo treba biti na vrhu prioriteta provedbe programa izobrazbe. Zašto? Poduzetnici u svom poslovanju često se susreću sa službenicima u javnoj upravi, a oni bi morali dobro poznavati i brzo reagirati na sve veće potrebe poduzetnika. U isto vrijeme potrebno je da državni službenici dobro barataju pojmovima kao što su: kreiranje javnih politika, strategija, akcijski plan, program, projekt poslovni plan i drugi. Različitim oblicima 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 jačanjem 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 (Centar) 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 provodili tečajevi engleskog, njemačkog i francuskog jezika na svim razinama. Krajem 2007. godine razvijen je Očevidnik izobrazbe - informatički program za upravljanjem sustavom izobrazbe u kojem
se nalaze podaci o svim aktivnostima, programima i sudionicima procesa izobrazbe. U bazi podataka 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 osposobljavanje državnih službenika, kao i izabranih dužnosnika i službenika u tijelima lokalne i područne (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 nedovoljno 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 trenutku osim političke podrške DŠJU nema dovoljno ljudskih i financijskih kapaciteta za provedbu aktivnosti za koje je osnovana.
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Također, u većem dijelu jedinica lokalne uprave i samouprave ne postoje organizacijske sposobnosti 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 obrta 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 uspostaviti konkurentno, društveno i ekološki odgovorno, na znanju utemeljeno i izvozno usmjereno tržišno gospodarstvo koje osigurava rast dodane vrijednosti, nova i dobro plaćena radna mjesta te bolje i pravednije društvo u kojemu se štite načela socijalne kohezije, solidarnosti, ravnopravnosti i napretka za sve građane. Dalje u tekstu se navedi i da je daljnje ulaganje u cjeloživotno obrazovanje za poduzetništvo, akademsko poduzetništvo, poduzetništvo za samozapošljavanje i kao mjera suzbijanja socijalne isključenosti, socijalno poduzetništvo. Također daljnja provedba mjera na uklanjanju prepreka poslovanju i na promidžbi poduzetništva kao temelja gospodarske i općih društvenih vrijednosti. Među svim dionicima su i službenici koji moraju aktivno sudjelovati svatko u svom resoru na provedbi takvih planova. Svakako da je jedan od načina i kvalitetna edukacija službenika.
Službenicima svih tijela državne uprave, a naročito djelatnicima u Ministarstvu gospodarstva, Ministarstvu poduzetništva i obrta, Ministarstvu uprave, Ministarstvu regionalnog razvitka i fondova EU bit će neophodne kompetencije iz područja poduzetništva. Naime, 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 seminara koji bi trebali razvijati poduzetničke kompetencije. Neki od njih su: Izgradnja i vođenje
tima, Poslovno upravljanje, Program za rukovodeće državne službenike, Razvoj rukovodstva, Simulacija vođenja projekata, Strateško upravljanje ljudskim potencijalima, Upravljanje konfliktima, promjenama i vremenom. Uz najbolju namjeru DŠJU može provesti i tek
djelomično zadovoljiti velike potrebe za tom vrstom programa zbog ograničenih financijskih 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:
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•
•
•
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napraviti sveobuhvatnu Procjene potreba za izobrazbom
osnovati stručno-programsko tijelo koje bi predlagalo programe izobrazbe vezane uz pojedine skupine službenika i sadržaje najvažnijih programa izobrazbe
izrađivati Godišnji plan izobrazbe službenika koji bi se temeljio na Procjeni potreba za izobrazbom 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)
UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING •
•
•
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uključiti se u Hrvatski kvalifikacijski okvir, utvrditi potrebne ključne kompetencije službenika 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 kompetencijskog okvira za sve rukovodeće i nerukovodeće službenike. Šalje se jasna poruka neophodnosti
da službenici posjeduju većinu ključnih kompetencija, a kompetencija za poduzetništvo je uključena. Upravo to je potrebno kako bi kvalitetno i učinkovito obavljati svoje radne zadaće i imali uvjete 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 kapaciteti 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 neophodnih programa.
Popis kratica:
DŠJU (Državna škola za javnu upravu)
Centar (Centar za stručno osposobljavanje i usavršavanje državnih službenika)
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Popis izvora:
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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_vlade_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/Državna%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_republike_hrvatske. (sačuvano 26.07.2013.)
Strategija razvoja poduzetništva do 2020. http://www.minpo.hr/default.aspx?id=320 (sačuvano 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, verica.jovanovski@inet.hr Sažetak
Živimo u kaotičnom tranzicijskom razdoblju definiranom globalnom konkurencijom, neobuzdanim promjenama, brzim protokom informacija i povećanju složenosti poslova. Tempo
promjena je postao toliko brz da su one tvrtke koje su se uspjele prilagoditi postale dominantne i označile posve novu eru poslovanja. Poslovanje se trenutno hvata u koštac s nastalim promjenama koje se odnose na nestašicu potrebnih vještina i stvaranje učinkovite radne
snage. Radikalne promjene znače suočavanje organizacija sa pitanjima poput granice između rada i obiteljskog života, jačanje kontrole i mjerenje produktivnosti te nadzora učinkovitosti, 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 ulogu 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 (svijest o kvaliteti).
Generacija Y ulazi u svijet rada neopterećena konvencionalnim normama, razmišljaju na drugačiji 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
Verica Jovanovski
130
Uvod
Danas živimo u kaotičnom tranzicijskom razdoblju prema novom dobu definiranom globalnom
konkurencijom, neobuzdanim promjenama, brzim protokom informacija i komunikacija i povećanju 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 razvijati nove proizvode i brzo ih stavljati na tržište. Oslanjaju se na kratkoročnu proizvodnju, kratke 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 radikalno promjenjivim uvjetima (Drucker, 1995.).
1. PwC - ovi „poslovni svjetovi“
U svakoj organizaciji postoje vrijednosti, simboli, rituali, mitovi i praksa koja vremenom evoluira. 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, organizacijska kultura, “način na koji rješavamo probleme“, utječe na ono što zaposlenici mogu učiniti 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 različita mjerila u odnosu na pojedine vidove društvene odgovornosti. Neke se zauzimaju isključivo
za obranu svojih neposrednih kratkoročnih interesa, dok druge neprestano usvajaju šira i dugoročnija 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 druge 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 diplomiranih studenata iz SAD, Kine i UK koji su izrazili svoje stavove i očekivanja o budućem zaposlenju. Ispitanici 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 pojaviti neovisno o zemljopisnom području ili industrijskom sektoru. Istraživanje su započeli proučavanjem „sila“ koje utječu na trenutno globalno poslovanje, a vjerojatno će imati i značajan utjecaj 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. kolektivna odgovornost za okoliš u odnosu na pojedinačne interese), obrnuta globalizacija (politike
uklanjanja prepreka i zaštita slobodnog kretanja ljudi i dobara), integracija poduzeća (jasna pravila svih poslovanja), globalizacija (trend slobodnog tržišta i prevladavanja trgovinskih barijera), individualizam (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, poslovanje 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 (svijest o kvaliteti): etičko ponašanje je najvažniji atribut koji se želi postići i očuvati. Korporativna 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 poslovanju i važnost generiranja virtualnih društvenih mreža kroz operacije između tvrtke
i klijenata. Mladi stručnjaci s jakim ekološkim uvjerenjima imaju ključnu ulogu u razvoju 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 fleksibilnost poduzeća): globalni poslovni fragment u kojem prevladava provincijalizam, hightech 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 ugovornoj osnovi. Pridružuju se agencijama koje upravljaju njihovom karijerom i čiji savjetnici 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 vještina je u velikoj mjeri na samim pojedincima. Ljudi se više gledaju kao pripadnici grupacije određenih vještina ili stručne mreže nego kao zaposlenici pojedine tvrtke. Specijalizacija je vrlo cijenjena i radnici nastoje razviti najviše specijalističke vještine u skladu s
kriterijima nagradnog paketa.
Verica Jovanovski
132
• 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 sigurnosti 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 poslodavac 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 vrijednosti kao i pod utjecajem promjena u radnom okruženju. Razvila se pod utjecajem promjena u psihološkom ugovoru između tvrtke i zaposlenika. U današnje vrijeme sporazumi su kratkoročni, zasnovani na razmjeni između poslodavca i radnika i traju nekoliko godina ili čak mjeseci te podrazumijevaju puno manje sigurnosti ― beneficija. Zadovoljstvo poslom je osobni stav pojedinca i mijenja se prema okolnostima i uvjetima. Također varira od posla do posla i vrstom poslovnog okruženja. Američki psiholog McClelland (1987.)2 je identificirao četiri karakteristike ljudi s jakom potrebom za postignućem kroz davanje prednosti: zadacima umjerene teškoće, osobnoj odgovornosti za rad, potrebi za podrškom i inovativnost. Oni koji daju prednost zadacima umjerene teškoće 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 satisfakcije. Pojedinci koji daju prednost osobnoj odgovornosti za rad vole ostvarivati uspjehe kroz vlastite 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 pojedinci koji žele jasnu i nedvosmislenu povratnu informaciju o tome kako rade i ta povratna informacija za njih predstavlja uspjeh ili neuspjeh u ostvarivanju zacrtanih ciljeva. Inovativni pojedinci stalno tragaju za umjereno izazovnim zadacima i postupno se usmjeravaju prema zahtjevnijim zadacima, 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 uključuje 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 prema 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 zadovoljstva 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 distance 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 strateškim 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 poslom povratnoj sprezi i međusobno ovisni.
2.2. Karakteristike Generacije Y
U okviru psiholoških karakteristika koje se promatraju kroz očekivanja o svome budućem poslodavcu, mogu se izvesti zaključci o osobnim interesima, sposobnostima, potrebama, željom za
profesionalnim razvojem i usklađivanje osobnih planova karijere sa razvojnim ciljevima buduće 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 osobnim razvojem i traže priliku da razviju svoje vještine tijekom cijele karijere. Pripadnici Generacije Y razmišljaju na drugačiji način, imaju više smisla za poduzetništvo i neusporedivo su nezavisniji 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 širih poslovnih planova.
134
Verica Jovanovski
Uvijek su spremni za nove izazove i puni novih ideja, ali uz uvjet da im se prizna autorstvo. Imaju 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 Generacije Y znači omogućiti im kontinuirano učenje. Dugoročna financijska korist ih možda neće
motivirati, no neposredna i trajna mogućnost edukacije u sklopu zaposlenja svakako hoće. Stečeno znanje mogu iskoristiti i negdje drugdje. No, prije ili kasnije oni će ionako otići, a postoji mogućnost da ih se privuče natrag, nakon što to znanje obogate iskustvom primjene u drugim okolnostima i situacijama. Kako su odrastali uz stalno vođenje i savjetovanje svojih roditelja i nastavnika, pripadnicima Generacije Y za uspješno učenje i savladavanje novih vještina potrebni su mentori. Oni su odani i ne podnose kada se na poslu susreću s nelojalnošću. Ako se može pridobiti njihova odanost prema zadatku i suradnicima, i njihova će motivacija biti na visokoj razini. Ako njihovu 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 (Turban, 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 nijanse izraza lica i govora tijela koji inače prate komuniciranje „licem u lice“. To će se osobito događati 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 osmisliti potencijalno najprofitabilnije proizvode, najčešće ne žele prihvatiti stalan posao ni u kojoj tvrtki. Ti pojedinci žele da sloboda bude temeljni element njihovog kreativnog rada. Sloboda u načinu rada. Sloboda postavljanja novih ili uznemirujućih pitanja. Sloboda iznalaženja neobičnih rješenja za probleme o kojima razmišljaju (ponekad takvih koja se drugima čine nepovredivima) (Tulgan, 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 predvidjeti potrebe budućih radnika, ciljevi, očekivanja, efekti i strategije u svrhu prilagodbe i omogućavanja programa profesionalne orijentacije i stručnog usavršavanja zaposlenih i vršiti korekcije u
trenutnim programima koji se provode te na sistematičan i efikasan način omogućiti razvoj karijere svakog pojedinca, stvoriti prikladne uvjete na tržištu rada i omogućiti visoku participaciju budućih zaposlenika u zapošljavanju. Ispitivanjem očekivanja mladih na eventualne promjene u karijeri, 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 vlastite karijere (Jovanovski, 2012.). Upitnik su mogli ispuniti svi učenici završnih razreda srednjih škola i redoviti ili izvanredni, nezaposleni studenti koji trenutno studiraju u Hrvatskoj na preddiplomskoj, 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.
%
204
51,5
Profesionalni razvoj
111
28,0
Jasnoća
110
27,8
Uključenost u lokalnu zajednicu
Entuzijazam
Ekološka osviještenost
Dugoročna perspektiva
78
70
63
56
19,7
17,7
15,9
14,1
Ravnoteža između posla i slobodnog vremena
Prema odgovorima ispitanika (Tablica 3.1.) može se vidjeti da se vrijednosti hrvatske Generacije Y u najvećem broju podudaraju s vrijednostima koje posjeduje Zeleni svijet, a one su: ravnoteža između posla i slobodnog vremena, profesionalni razvoj, jasnoća, uključenost u lokalnu zajednicu, 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 ispitanika mogućnost stručnog usavršavanje ne doživljava kao sastavni dio razvoja karijere već kao jednu 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
Verica Jovanovski
136
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 međusobnog 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 ljudi 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 eksploatiranja njegove vrijednosti. Organizacije se konstantno suočavaju s potrebom preispitivanja
ciljeva, re-pozicioniranjem, traženjem novih načina poslovanja, a sve u cilju stvaranja takvog internog okruženja koje će odgovoriti stalno rastućim promjenama u eksternom okruženju. Današnja organizacija mora biti pametna, a organizacija u budućnosti još pametnija. Trenutno još uvijek vlada mišljenje da organizaciju čine zgrada i oprema, a ustvari čine je zaposleni sa svojim znanjima, vještinama i životnim vrijednostima. Sama zgrada i oprema bez znanja ljudi koji će ih koristiti ne vrijede ništa. Tvrtke koje imaju budućnost imaju i jasnu strategiju u svim elementima svojeg 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 organizaciju u budućnosti, a što već polako primjenjuju neke od najuspješnijih svjetskih kompanija jest posjedovanje zadovoljnih zaposlenika, a ne materijalnih resursa.
COLOURS OF BUSINESS “WORLD’S” AND COMPATIBILITY
WITH THE LIFETIME VALUE OF GENERATION Y
Summary
We 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 rapid that those companies have to manage and adapt to become dominant and marked entirely 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 confronting 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 conventional 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.
Verica Jovanovski
138
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/Dutton,
New York.
• Franceško, M. (2000). 44. Socijalno-psihološki faktori stila rukovođenja u preduzeću. Doktorska 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 potencijala; 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
4
Kreativna i poduzetna mala i srednja
poduzeća - ključ za razvoj
Creative and Innovative SMEs – Key for
Development
CREATIVE APPROACH IN DESIGNING FAMILY
HOTELS IN CROATIA
Sanja Rocco, MSc
Zagreb Business School
sanja.rocco@vpsz.hr
Neven Šipić, MSc
Zagreb Business School
neven.sipic@vpsz.hr
Abstract
Hotel industry is becoming a leading segment of tourism in Croatia, evident from the constant 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 likely 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 project 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 medium business owners, is needed for small family hotel owners in Croatia to choose a concept of sustainable development- alternative source of energy, waste-water treatment, conservation 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 instruments 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 trends. An increased attention needs to be paid to the study of trends in tourism because they determine the trends in hotel industry. The importance of hotel industry is in developing tourist economies. The Croatian government recognized that and made a Tourism Development Strategy focusing on hotel industry.
144
“The goals are the following: regulation of property relations and termination of the privatization process of hotels, lasting protection, implementation and respect of high ecological standards 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 complementary, 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 countries 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 official statistics from 2010, the accommodation structure is as follows: private accommodation facilities (45%), camping sites (28%), apartments and tourist resorts (7%), hotels (14%), other facilities (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 percentage 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 modern guests. Of the ways how to be in touch with the growing demands is the hotel design. Daily cost of hotel visitors is 100 euros per person. A study by Roland Berger where industry managers and professionals discussed the hotel industry clearly states their hopes for recognized international 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 hotel “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. However, that did not reflect on the investors of which 79% were interested in buying hotels/ real estate in Croatia to 62% in 2011, a 11% decrease from 2006. Of the major challenges in Croatian hotel 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% respectively. 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 arrivals 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 happened 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 pictures 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, curious, 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
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“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, writer
We 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, innovative new products or in the promotional activities, but are spread to creative thinking and original 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 reason 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 accessible) information by heart. It is no wonder that managers rarely, after years of systematically ignoring 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 management business schools or faculty departments) by interviewing heads of higher educational 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 development 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 participation 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 include design and design management in other subjects, while in only 17% it is thought as an independent subject. One of the questions was to state which design fields should be included in their 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 systemizes innovation, the answer followed: “Our system is that there is no system. It does not mean there 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 “industry of tourism” and the ideological imperatives of “leisure” and “free time”. Gradual extension of the Adriatic motorway (Jadranska magistrala), construction of which had begun in the mid1950’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-quality 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 designed 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 (urbanism institute of Republic of Croatia got privatised), and government did not create a firm legal framework 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 reconstruction. On the other hand, the tourist sector was first to recover after the civil war by becoming 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 medium family hotels, one could see the mediocrity in architecture, uninventiveness and frequent
kitsch.
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A high quality offer of small boutique and design hotels is practically non-existent in Croatia which is closely followed by thematic hotels which would be inspired by Croatia’s cultural heritage. In other words, there is a small number of hotels and agro-tourist facilities that are special, 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 state 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 involved small and medium-sized hotels and family-run estates (agro-tourism) in Croatia. The focal point of this research was the way in which crucial elements of tourism products affect quality, originality 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 hotels. 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 facilities 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 telephone 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 questionnaire required input from the owners themselves who are often unavailable or unwilling to reveal data about their entrepreneurial project. The reception clerks who usually check the electronic 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 situation in the segment of creativity and design quality of tourism products of Croatian small and medium tourism entrepreneurship.
4. Results
We will present only a few most important results concerning name, logo design and interior design.
Graph 1: The origin of property name
Source: S. Rocco/M. Hodak 2010-11 research results
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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 designer/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, education 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.
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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 restaurant 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 messages 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 capsule rooms, and other rooms that offer more intimacy come with a price increase. All public spaces 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. Hostel 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
UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING Image 2: Hotel Goli+Bosi interior, Split, Croatia
Source: www.gollybossy.com
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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 entrepreneurship, INTERNATIONAL INNOVATION CONFERENCE FOR CO-OPERATION DEVELOPMENT (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 Entrepreneurship Research, 22th CROMAR Congress „Marketing Challenges in New Economy“,
Juraj Dobrila University of Pula, Department of Economics and Tourism, „Dr. Mijo Mirković“ 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 Entrepreneurship, 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, University 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 Economics & Business, Zagreb, 2008., ISBN 13: 978-953-6025-26-8 , p. 269-277
• Roland Berger Strategy Consultants (2007). Croatian tourism- reality and perspectives. Zagreb
• 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, marinagregoric@yahoo.com, mgregoric5@gmail.com,
+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 takozvanog nevidljivog izvoza. Cilj ovog rada je utvrditi važnost održivog razvoja turističke destinacije, njenu definiciju, pretpostavke kao i potrebu za kontinuiranim unapređenjima, razumijevanjem, prednostima i pozitivnim učincima koje destinacije mogu imati ukoliko se cjeloživotno učenje i njegovi principi usvoje i uvedu u obrazovni sustav od samog početka obrazovanja. Rad poziva na interakciju i suradnju teorije i prakse, socijalnog i ekonomskog okruženja, teoretičara i praktičara, lokalne i nacionalne zajednice te kulturne i ekološke aspekte da se okupe i stvore svijest i omoguće kontinuirano obrazovanje o održivom razvoju turističke destinacije. Rad također objašnjava važnost drugih sektora u ekonomskom okruženju
i njihovu aktivnu ulogu u dodanoj vrijednosti po pitanju održivog razvoja. Proces cjeloživotnog učenja i učenja za poduzetništvo treba postati aktivan od ranog obrazovanja mladih naraštaja i svi vitalni sudionici trebaju sudjelovati u stvaranju svijesti prema ovakvom pristupu koji ne opravdava nijednog pojedinca, korporativni ni državni sektor, da bude ključni element 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 definira održivi razvoj kao „razvoj koji omogućuje zadovoljenja potreba sadašnjosti bez da kompromitira mogućnost zadovoljenja potreba budućih generacija“, na engleskom „Development that meets
the needs of the present without compromising the ability to future generations to meet their own needs“. (http://www.tanzaniagateway.org/docs/Sustainable_tourism_development_%20
principles_for_planning_management.pdf, str. 3, sačuvano: 15.07.2013.)
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Marina Gregorić
Načela kojih se treba pridržavati su sljedeća:
1. Ekonomska održivost
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Zadržati profesionalnost kratkoročno i dugoročno
Formirati partnerstva kroz cijeli sustav nabave i ponude (supply chain) od najmanjih lokalnih 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
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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 održivosti
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
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Povećanje ljudske svijesti i kontrola njihovog ponašanja i načina življenja u skladu s kulturom 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 baštine 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 njihovog očuvanja
Edukacija turističkog sektora o prihvatljivom ponašanju
4. Lokalna održivost
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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 minimalizirali 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 opstanka prirodnih vrsta i zajednica i njihovih odnosa u zajedničkom okolišu. (UNEP, Principles for Sustainable 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 destinaciji i potrebu da se razvoj turizma odvija u skladu s načelima održivog razvoja koji se temelji
na sljedećim načelima:
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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 upravljanjem 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:
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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 skladu s njenim zakonima, a da se pri tome osigura budućnost sljedećim generacijama.
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2. Sociokulturni pristup koji treba omogućiti:
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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:
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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:
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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 renoviranju) 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 starosjedioca, izvornog stanovništva.
Turistička i putnička industrija moraju poštivati međunarodna pravila i zakone o zaštiti okoliša.
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 ljudi, 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 striktno 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:
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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 posjetitelji očekuju, a njih je vrlo teško predvidjeti, jer ovise o samim potrošačima. Budući da su potrošači različiti, različita im je i tolerancija na psihološke elemente. Turistički menadžment i planiranje ne može previše utjecati na psihološke elemente, iako ih može reducirati primjerom uređenja 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 turista i posjetitelja prema lokalnom stanovništvu i stupanj prihvatljivosti razvoja turizma, kao i broja turista i posjetitelja, kojim se neće ugroziti lokalna populacija.
Strateško (dugoročno) planiranje u osnovi se temelji na tendenciji zamjene pristupa kratkoročnog planiranja s pristupom i orijentaciji prema dugoročnom planiranju u pogledu ostvarenja turizma i turističke djelatnosti u destinaciji. Više nije prihvatljivo da se turističkom razvoju destinacije pristupi samo kratkoročno te da se nakon toga prelazi na druga područja, a destinacija se trajno uništi (primjer nekih obalnih područja Španjolske).
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Pravila i smjernice koje omogućuju održivi razvoj destinacije primjenjiva su za sve vrste turizma 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, posebice zbog sljedećih razloga:
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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 pitanjima kad je u pitanju odabir turističkog proizvoda
Eko turizam i kulturni turizam predstavljaju manji trošak razvoja proizvoda te postaju dodatna 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 poteškoća 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:
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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:
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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
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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 održivi razvoj, a manifestiraju se na sljedeći način:
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Okoliš, prirodni resursi i bogatstva te lokalna kultura predstavljaju najbrži, najlakši i najjeftiniji 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 razvoj turizma, posebice radi:
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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, državnih vlasti ili lokalnih vođa bez sustavnog plana razvoja i održivosti.
Vodstvo destinacije, lokalne i nacionalne vlasti kao i svi sudionici u turističkoj djelatnosti dužni 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 destinacije 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 bitno 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 pojave, 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 razvoja, izgradnje i korištenja prirodnih resursa. (Mrnjavac, E., 2006.)
Temeljni utjecaji turizma na destinaciju mogu se prikazati na sljedeći način: (Mrnjavac, 2009.)
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Marina Gregorić
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 naraštaji već od samog početka obrazovanja postali svjesni da je mjesto u kojem stanuju, žive ili borave, 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 fakultetima i srednjim školama i to isključivo onima koji se bave turizmom i hotelijerstvom, ali ne u nekoj 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 destinacije, 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 turizma 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, formalnim i neformalnim načinima, a smisao i svrha je da se na jednostavan i praktično primjenjiv način 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. Turizam 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 razmišljanja 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 industry sectors. Tourism is a sector of vital importance for countries aiming to diversify economic activity and gain additional income from export - invisible export. Objective of this
paper is to determine the importance of Sustainable Tourism Development in Tourism Destination, its definition, requirements and need for continuous improvements, understanding 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 environment, practitioners and theorists, local and national community, cultural and ecologic 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
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Marina Gregorić
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 menadžment 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 ugostiteljstvu Opatija.
• Boniface, B., Cooper, C. (2001). Worldwide Destinations: the geography of travel and tourism, 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
• Magaš, D. (2000). Razvoj hrvatskog turizma: koncepcija dugoročnog razvoja, Adamić, Rijeka.
• Magaš, D. (1997). Turistička destinacija, Fakultet za menadžment u turizmu i ugostiteljstvu
Opatija.
• Mrnjavac, E. (2006). Promet u turizmu, Fakultet za menadžment u turizmu i ugostiteljstvu
Opatija.
• Trumbić, I. i Bjelica, A. (2005). Analiza kapaciteta turističkih destinacija, Održivi razvoj turizma, Zbornik radova, Fakultet za menadžment u turizmu i ugostiteljstvu Opatija.
• UNEP, Principles for Sustainable Tourism Development
NOVE TEHNOLOGIJE KAO PROMOTORI
TURIZMA I GASTRONOMSKE PONUDE
HRVATSKE
Andreja Horvatić
Pro - and d.o.o.
andreja@proand.hr
Mr.sc. Lucija Bačić, viši predavač
Sveučilište u Splitu, Sveučilišni studijski centar za stručne studije
Heinzelova 55
10 000 Zagreb
lbacic@oss.unist.hr
Sažetak
Informacijska i komunikacijska tehnologija (ICT) najdinamičniji su pokretači globalizacijskih
procesa i razvoja svjetskog gospodarstva, a turizam jedna od najznačajnijih i najbrže rastućih gospodarskih grana. Primjena novih tehnologija i ICT rješenja pridonosi sustavnim inovacijama 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 mogućnostima 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 suvremene tehnologije te objedinjuje promociju tradicionalne hrvatske kuhinje i zahtjeve suvremenih 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 direktne komunikacije s posjetiteljima Hrvatske s višejezičnim opcijama.
Ključne riječi: nove tehnologije, tehnologija, inovativnost, turizam, gastronomija
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1. Suvremeni trendovi i izazovi turizma
Turizam je na svom razvojnom putu prolazio brojne promjene, pojavnog, strukturnog, funkcionalnog, prostornog, kvalitativnog i kvantitativnog oblika (Geić, 2002). Iako je neminovno ostavljao i pozitivne i negativne, ali duboke tragove u društvenom, ekonomskom i prostornom segmentu, njegov značaj, uloga i doprinos u razvoju suvremenog društva kroz susrete, upoznavanje, razumijevanje, povezivanje, suradnju i toleranciju je neizmjerno velik.
Turizam kao jedna od najmasovnijih, najdinamičnijih i najsloženijih društveno-ekonomskih pojava suvremenog društva iznimno je složen gospodarski sustav različitih gospodarskih grana i djelatnosti svih sektora nacionalnog gospodarstva. Tako se već dugi niz godina promatra multidisciplinarno, 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 kulturnog bogatstva i naslijeđa radi kojih ih se posjećuje (WTTC, 2010). Turizam, kao iznimno snažan generator općeg gospodarskog rasta i razvoja, zahtijeva zbog svoje kompleksne strukture i širine, visokog stupnja fragmentiranosti i disperziranosti iznimno složen pristup. Upravo iz sinergije brojnih i raznovrsnih učinaka svake gospodarske industrije, grane i djelatnosti proizlaze njegove najveće 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 poduzimale 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 trgovine i investicija, ekonomija temeljena na znanju i kreativnosti, rast značaja i razvoj ljudskih resursa, rast produktivnosti i konkurentnosti, difuzija informacijske tehnologije i rast dinamičnog privatnog sektora; b) politička kretanja: koherentnost na svim razinama vlasti, međunarodne snage
sigurnosti te regionalni i etnički sukobi; c) promjene okoliša: klimatske promjene i održivost, osiromašenost 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 sigurnosti, 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, ostvarujući tako jedinstveno iskustvo u srazu i interakciji motiva i želja turista te sofisticirane turističke ponude. 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 određeni 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 doživljaja 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 rizicima kao i opravdanim oprezom, otvaraju se nove prilike i mogućnosti razvoja pa mjesta za optimizam 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 naslijeđa, kao i gastronomske tradicije koja mora započeti promjenama na individualnoj razini. Ne poznavajući vlastite vrijednosti, kao i vrijednosti i baštine društva kojem se pripada i koji dobrim dijelom oblikuje ljude, ne možemo sagledati i prihvatiti vrijednosti drugih kultura. Ovakvim konceptom moguće je ostvariti i drugačije sagledavanje i vrednovanje kulture, što otvara prostor za drugačiji 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 suvremenih razvojnih tokova, od institucija na razini države preko razina lokalnih zajednica, zahtijeva stalno propitivanje i vrednovanje, pri izboru modela i donošenju odluka, o razmjerima i pravcu u kojem će se razvijati turizam i turistička destinacija na nekom prostoru, sukladno kulturnim i prirodnim mogućnostima kojima određeno društvo raspolaže te kako prostor istovremeno zaštititi i
očuvati. Ovakvom razvijenom sviješću, promišljanjima i stavom prema vlastitim okruženju, ekologiji, socijalnoj i kulturnoj tradiciji, običajima i nasljeđu te vrijednostima uopće, šalje se jasna poruka svim posjetiteljima o prihvatljivom ponašanju (Dwyer et al, 2009; NIC, 2010). Očuvanje bogatog kulturnog identiteta, njegove jedinstvenosti i autentičnosti, u interakciji sa složenim društvenim i gospodarskim sustavima, koji su u velikoj mjeri i ovisni o njima kao i o turizmu, može, pa gotovo i mora uspjeti (Conrady i Buck, 2010).
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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 nespremnim za tako brze i velike promjene, bez obzira jesu li one tražene, potrebne, željene ili ne željene. Primjena suvremenih informacijskih i komunikacijskih tehnologija turističke proizvode i usluge čini komplementarnim, a turističku ponudu atraktivnijom i konkurentnijom koja zadovoljava
globalna obilježja turističkih kretanja te bitno izmijenjene i sofisticirane turističke potrebe i potražnju. 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 spoznajama 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 kanal 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 načinom komuniciranja s cijelim svijetom. Jedan od novijih trendova u turizmu je gastronomski turizam. Turisti posjećuju određene destinacije upravo zbog toga jer su zainteresirani za domaća i tradicionalna 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 civilizacije koje su utjecale na nju tijekom povijesti. Postojeće kuharice, i one prevedene, ne zadovoljavaju potrebe modernog čovjeka jer nisu praktične i brze. Mobilne aplikacije su moderan, brz kanal i sredstvo te omogućuju, u istom trenutku, komunicirati s nepredvidljivo velikom masom korisnika 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 aplikaciji. Kuharica će biti dostupna na šest jezika; hrvatski, engleski, francuski, kineski, njemački i ruski jezik. Aplikacija će sadržavati uvodni tekst o tradicionalnoj hrvatskoj kuhinji, u nastavku pedesetak najprepoznatljivijih tradicionalnih recepata, uz fotografije hrane i eventualno video zapis (samo za Ipad, Iphone i Android manja količina fotografija i jednostavniji dizajn) koji objašnjava spremanje recepta. Uz detaljan opis pripremanja, recept će sadržavati i popis namirnica potrebnih za pripremu jela (uz programiranu mogućnost slanja elektroničkom poštom i ispisa, dakle - širenja informacija).
IPad aplikacija će sadržavati geokodiranu kartu Hrvatske kako bi informirali korisnike o tradicionalnom jelu mjesta ili područja u kojem se nalaze ili koje ih zanima i tako pojednostaviti odluku 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 dodatne 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 spremanja hrane ili čak samo par brzinskih savjeta). Uz detaljan opis pripremanja, recept će sadržavati 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 aplikaciju, ali uz manju količinu popratnih fotografija i bez video zapisa, u pravilu; jedna glavna fotografija 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, postigli 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 Hrvatske s geokodiranim lokacijama - porijeklom jela.
Ovdje možemo, uz svaki recept imati nevidljivi “flag” (hrv. zastavicu), koji će aplikaciji označavati pa će korisnike uputiti na ugostiteljski objekt u blizini koji nudi to jelo te “Print” i “Mail” odabranog recepta direktno iz aplikacije (bez potrebe izrade screenshot-a, izlaženja iz aplikacije i korištenja 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 geokodiranim jelima, e-poštu odabranog recepta izravno iz aplikacije, Facebook Share o trenutnom receptu na Facebook-u, koji se potom može dalje dijeliti i komentirati.
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4.3 Popratna Web/Facebook aplikacija
Kako bi se omogućilo dijeljenje web odrednice (link-a) na odabrani recept kroz aplikaciju, cjelokupni 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 svoje “follow”-ere koji prate aktivnosti: recepte, komentare i/ili savjete.
5. Zaključak
Današnji turisti su iskusni putnici koji svojim novonastalim potrebama oblikuju strukturu turističkih potreba i turizam u skladu s globalnim trendovima, novim vrijednostima, obrascima te životnim stilom.
Turizam posebnih interesa kojim se razvijaju tržišne niše, kojima će se zadovoljiti izrazita segmentiranost turističkog tržišta kao i tržišni segmenti izrazito heterogenog obilježja, ne znači nužno razvoj novih turističkih proizvoda i usluga već i kreativan, inovativan i drugačiji pristup postojećim. 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 govori u prilog tome kako inovacijski potencijali nisu isključivo vezani uz veličinu tvrtke, potporu institucija 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 prilagođenih 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
• Cohen, E. (1987) Tourism. A critique. Tourism Recreation Research. Vo. 12. No. 2, 13–18.
• Croucher, S. L. (2004). Globalization and belonging: the politics of identity a changing
world. London: Rowman & Littlefield, UK.
• Dwyer, L. et al (2002). Destination and enterprise management for a tourism future United
Nations Environment Programme. Global environment outlook 3-past, Present, and future perspectives. United Nations Environment Program, Paris.
• Geić, S. (2002). Turizam i kulturno-civilizacijsko naslijeđe. Veleučilište Split, Split.
• Geić, S (2007). Organizacija i politika turizma: Kulturološko-ekološko i sociogospodarski aspekti, Sveučilište u Splitu, Sveučilišni studijski centar za stručne studije, Split.
• European Travel Commission (ETC) (2010). European Tourism in 2010: Trends & Prospects,
Quarterly Report. Brussels.
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• OECD (2009). The Impact of Culture on Tourism. OECD Publishing.
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Development of Societies: International Workshop Proceedings. National Academy of
Sciences, http://www.nap.edu/catalog/12185.html
• Conrady, R., Buck, M. (2010). Trends and Issues in Global Tourism 2010. Berlin Heidelberg:
Springer-Verlag.
• WTTC/OE (2010). Travel & Tourism Economic Impact Methodology.
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• WTTC/OE (2010) Travel & Tourism Economic Impact Methodology
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NEW TECHNOLOGIES AS PROMOTORS OF
TOURISAM AND GASTRONOMY OF CROATIA
Andreja Horvatić
Pro- and d.o.o.
andreja@proand.hr
Mr.sc. Lucija BAČIĆ, SENIOR LECTURER
Sveučilište u Splitu, Sveučilišni studijski centar za stručne studije
Heinzelova 55
10 000 Zagreb
lbacic@oss.unist.hr
Informatics and communication technology (ICT) are the most dynamic creators of all globalisation 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, wishes and expectations.
Present solutions programme and applications develops daily and grow faster then ever before, being multiplied every hour.
In spite exceptional potentials of Croatian tourism and all the possibilities of its further development 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 practical 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
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Marina Gašić
ZELENA EKONOMIJA
Marina Gašić, mag.ing.agr., Čepinska 148, 31 403 Beketinci, Republika Hrvatska, 091/ 189-5040,
vrtni.centar.fontana86@gmail.com
Sažetak
Budućnost razvitka i napretka se ogleda u zelenoj ekonomiji, jer ista osigurava pravedniju
raspodjelu resursa i sredstava, smanjuje siromaštvo i nejednakosti u društvu. Također, zelena ekonomija, svakako je bolje pripremljena na učinke klimatskih promjena, te bolje gospodari prirodnim resursima. K tome ide u prilog informacija kako u svijetu ima oko 2,5 milijuna zaposlenih u sektoru obnovljivih izvora. Nadalje, veoma je bitan energetski potencijal biomase 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, odnosno 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 bioplina, 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, energiju plina iz deponija otpada, geotermalnu energiju, aerotermalnu i sunčevu energiju te plin iz postrojenja 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 kulture (primjerice kukuruz), zatim stajski gnoj te ostali otpad životinjskog podrijetla. Kemijskim procesima 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 kogeneracijskom 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 konkurentnost koje je moguće dobiti pomoću obnovljivih izvora energije. Također, takvim radom otvaraju se nova radna mjesta, uhodava se dobra poljoprivredna praksa, zatim se smanjuje količina otpada 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 sumpora, a manje kisika, klora, kalija i kalcija.
Poljoprivrednu biomasu biljnog podrijetla čini zrno, korijen i list, ali isto tako i biljni ostaci poput slame, stabljike suncokreta, oklaska, kukuruzovine i drugo.
Najvećim dijelom stajski gnoj čini glavnu sastavnicu poljoprivredne biomase životinjskog podrijetla, dok se ostatak iste sastoji iz otpadaka životinjskog podrijetla kao što je otpad iz karantene, 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 izdvajanja 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 fermentacije 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, sumporovodika H2S i ugljikovog monoksida CO. Bioplin je lakši od zraka, bez mirisa je i bez boje, a temperatura 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
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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 razgradnje mogu biti potpuno različiti. Ukoliko se proces obavlja uz prisutstvo kisika, samim time oslobađa se velika količina topline, gdje se konačni proizvod može koristiti kao gnojivo. Prilikom anaerobne digestije dobiva se vrlo malo topline i konačni je proizvod s većom količinom dušika. Takva 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 spremnik u kojem se provode mikrobiološke i kemijske reakcije na mješavini otpadnih tvari bez prisutnosti kisika.
Bioplin se koristi za dobivanje toplinske i električne energije na različite načine. Primjerice korištenjem 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 bioplina daju goveda.
Količina (kg/ Suhe tvari (kg/ Bioplin
Vrsta životinje Vrsta otpada
dnevno)
dnevno)
dnevno)
Goveda
(m³/
Energija
(kWh/
god)
Tekući
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 bioplina. 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 domaćinstva kao i otpad iz ugostiteljskih objekata. Takav otpad je potrebno pasterizirati kako bi se mogao 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 cijenu te se nameću određeni korekcijski faktori.
Stajska gnojovka predstavlja veliki problem našim poljoprivrednim proizvođačima kojih najviše ima u Slavoniji i Baranji. Dakle, tu postoji potencijal za proizvodnju električne energije. Procjenjuje se dnevni potencijal neto energije bioplinskih postrojenja od 240 MW/h s obzirom na stočni fond Osječko-baranjske županije. Ostala količina energije koju je moguće proizvesti, nije dobar
pokazatelj zbog usitnjenosti gospodarstava.
Svinjogojstvo
Broj
Govedarstvo
Muzare
Ostalo
Peradarstvo
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 govedarstva 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 proizvedeno 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 županija) što znači da ovdje postoji velika količina goveđe gnojnice.
Osatina Grupa d.o.o. ostvarila je realizaciju izgradnje dvaju bioplinskih postrojenja za proizvodnju električne energije i staklenika za proizvodnju povrća. Poučeni iskustvima zemalja zapadne Europe navedena tvrtka je uvidjela kako proizvodnja električne energije iz biomase predstavlja ekološki najprihvatljivije rješenje za zbrinjavanje svih višaka stajnjaka.
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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 električne 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 neškodljive 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 jedanput 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 kogeneracije pretvara u toplinsku i električnu energiju. Toplinska se energija koristi jednim dijelom za staklenike 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 svrhu zaokruživanja proizvodnih procesa na farmi, poboljšanja uvjeta držanja životinja, radnog okruženja 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 “Smjernica za zeleno gospodarstvo”.
Unutar granica Republike Hrvatske postoje ogromne mogućnosti proizvodnje električne i toplinske energije iz obnovljivih izvora energije, posebice iz biomase i bioplina. Primjer koji je naveden u radu, dvije farme Osatina Grupe, predstavljaju ogledni primjer ogromnog potencijala. Time
se otvaraju nova gledišta razvoja suvremenih tehnologija.
Summary
Future development and progress is reflected in the green economy, because it ensures equitable 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 important 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 electricity and approximately 25,000 kWh of thermal energy. The second, also a significant example 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
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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 poljoprivredne 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 tehnologija, http://www.oie.mingo.hr/userdocsimages/oie%20tekst.pdf
• http://www.osatina.hr/hr/component/content/article/44-izdvojeno/87-bio-plin. Poljoprivredna zadruga Osatina
• http://www.eihp.hr/hrvatski/projekti/revetis/pdf/REVETIS-BIOMASA.pdf. Energetski Institut 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 Pakistan
Phone: +66905492056, Email: pandrani_md@yahoo.com
Dr. David Ferguson
Asian Institute of Technology (AIT) Thailand
Email: dferguson@ait.ac.th
Sažetak:
Ovaj rad istražuje faktore koji omogućuju ekološko poduzetništvo na primjeru organskog
uzgoja u pakistanskim pokrajinama Sindh i Balochistan. Istraživanje je provedeno među poduzetnicima koji se već bave ekološkim poduzetništvom te onima koji će se njime možda baviti. 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 uzgajivače u društvenom i ekonomskom smislu te u smislu zaštite okoliša. Zbog svega navedenog, najveći broj ispitanika je izrazio spremnost na ulaganje u organski uzgoj. Štoviše, rezultati su također uputili na važnost stabilnog tržišta organskog uzgoja, dobrih cijena i poboljšanih 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 household survey questionnaire was carried out from the green and potential green entrepreneurs. The outcomes identified that a significant majority of potential green and a convincing proportion was green entrepreneurs invested in organic agriculture produce. A significant 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 regarding environmental changes to convert their current farming into organic. For instance, inorganic 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
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 businesses 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 incorporates 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. Petrzelka 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 concern 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 environmental concerns conflict in part with behavioral changes occurred actually. Scores of people perceive 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 guarantee of change in actual behavior.
This research article seeks to investigate enabling factors of green entrepreneurship with reference to the adoption of organic agriculture produce in Sindh and Balochistan provinces of Pakistan. 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 variables 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 society and protecting the environment in order to earn profit (Isaak 1999) whereas, Green entrepreneurs are individuals who target the opportunities in the market at their best and successfully introduce their innovative products and services accordingly (Dixon and Clifford, 2007). However,
there is possibility that both (ecopreneur and green entrepreneur) may have different motivations, whereas both have common goal of focusing on innovative behavior and getting competitive is their core objective. Moreover, entrepreneurs in the green industry have not attracted authors 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 individuals who created the industry of wind-turbine. Key concepts include entrepreneurs in many fields of green aspect like, sustainable agriculture, ecotourism, organic food, the built environment,
recycling of waste and natural cosmetics. Majority of the business and environmental historians have largely ignored the history of green entrepreneurs. It is a majority perception that there was a significant concern for green business or environment till end of the last (Sean Silverthorne 2011)
2.2 Organic farming, Benefits and Adoption Barriers
Many nations legally enforce the methods of Organic agriculture. It is internationally regulated 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 farming 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 comparitivelly 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. Their 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.
184
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 maintain 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 methods. The method of organic farming can be changed easily but it is often difficult to change farming methods from conventional to organic. In this process of changing from conventional to organic 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 development 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 formulates 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 organic produce (Dimitri and Lydia, 2006).
Potential market for the organic products is very large. Organic monitor conducted a research for measuring the size of the world organic market. Results of the research showed that estimated world organic products were 59.1 billion U.S dollars (44.5 billion Euros) in 2010. It increased 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 Euros 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 entrepreneurship, referring organic methods of farming practices in the Sindh and Balochistan provinces of Pakistan. It triggered at individuals involved in green farming businesses, potential green
entrepreneurs in the provinces. Respondents were selected randomly from the targeted provinces, they included individuals directly involved in the farming practices, holding own land and investing in the organic agriculture production. The targeting of selected districts and organic agriculture growers and investors reduced the potential population of our sample size. Approximately 50 survey questionnaires were conducted. All the responses were gathered through appointments, 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 green 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 almost 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 market 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 almost equal 98 Pakistani rupees (that time).
186
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 farming 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 current 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 concerned, 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 organic 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
No Issue
May be Issue
Some level of Barrier
Possible level Barrier
Definite Barrier
Total
N
40
12
64
109
175
400
Responses
Percent
10.00%
3.00%
16.00%
27.30%
43.80%
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 their personal entry to become green entrepreneurs.
188
Table 4.5.2: Frequencies —
Production Conditions as barriers for organic methods of farming
Production Conditions as Barriers__ Frequencies
Responses
Production Conditions
as Barriers
N
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%
450
100.00%
Total
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 prices of chemical fertilizers, pesticides, transportation costs etc. however, governmental institutions 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 climate conditions, pesticide attacks, weed problems and other diseases significantly lower yields and
increases expenses, market fluctuation and changes in policy highly effect farming practices. Price and production risks lead farmers to financial losses and most importantly their personal health 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 (financial, psychological, time etc.). However, besides knowledge, role of social inspiration was also considered 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 entrepreneurs 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 distance, 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 provinces of Pakistan. Understanding of such factors will lead provinces to establish markets for organic produce. It will create opportunities for green entrepreneurs to invest more in the organic farming 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 their current farming methods and invest in organic farming if their problems are addressed accordingly. 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 adequate price premiums, price information and favorable support in production conditions i.e. providing 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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5
Inovacije i primjeri dobre prakse u učenju
za poduzetništvo
Innovation sand Good PracticesinEntrepreneurship Education
ENTREPRENEURSHIP EDUCATION IN EUROPE –
CHALLENGES AND OPPORTUNITIES FOR EUROPEAN
EDUCATORS, POLICYMAKERS AND INSTITUTIONS
Dr David McMurtry
The School of Education, University of Aberdeen, Scotland, UK.
d.c.mcmurtry@abdn.ac.uk
Telephone +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 posljednjih 7 godina (2006. – 2013.). Polazište je činjenica da Europska komisija (2006.) navodi „inicijativu i poduzetništvo“ kao dvije od osam ključnih kompetencija za cjeloživotno učenje. Čini se da je uključivanje poduzetništva u kompetencije potaknulo interes za obrazovanjem za poduzetništvo u cijeloj Europi. Ovaj rad istražuje implikacije predloženog dvojnog
pristupa (EU, 2012) obrazovanju za poduzetništvo. Dvojni pristup priznaje dvije zasebne sastavnice – osobne kompetencije te poslovno znanje i vještine. Autor smatra da je obrazovanje zapoduzetništvo od iznimne važnosti te da će imati značajniji utjecaj na školstvo i samim tim na društvo nego ranije. U zaključku se tvrdi da nositelji obrazovanja za poduzetništvo imaju nedvojbenu i dosad uglavnom neprepoznatu priliku da utječu na zakone, poučavanje i učenje krozkurikulum i institucije te da na taj način mogu privući pažnju na sebe i poboljšati status vlastite profesije.
Ključne riječi: obrazovanje za poduzetništvo, ključne kompetencije za cjeloživotno učenje,
smisao za inicijativu, poslovne vještine, partnerska suradnja
David McMurtry
196
Abstract
This conceptual paper draws upon European publications about entrepreneurship education 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 competences 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 entrepreneurship education. The dual approach acknowledges two separate strands–personal, generic 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 potential for entrepreneurship education to have a more significant impact upon school education and thereby society, than it has previously. The paper concludes by suggesting that
there is an unprecedented and largely unrecognized opportunity for entrepreneurship educators 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 initiative; business skills, collaborative partnerships.
Key Competences for Lifelong Learning
Entrepreneurship education is currently a much-debated topic throughout Europe. Many papers and reports are being published, conferences being held and funded projects being envisioned and undertaken. This interest in entrepreneurship education is in part aresponse to the current economic crisis. It is driven by a desire to make a useful contribution to improving the economic situation by enabling and empowering individuals and future generations to be more economically 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 inclusion in them of a sense of initiative and entrepreneurship, (competence number 7; European
Commission, 2006). The recommendation to develop key competences for lifelong learning (hereafter referred to as the recommendation)has broad and ambitious aims and objectives. These
include,
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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. UČENJE ZA PODUZETNIŠTVO / ENTREPRENEURIAL LEARNING 197
The competences are promoted as a key measure in Europe’s response to globalisation and to ‘developing skills for the knowledge society and specific objectives for promoting language learning, developing entrepreneurship and the overall need to enhance the European dimension 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 entrepreneurship 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 ‘sense of initiative and entrepreneurship’ in the 2006 recommendation.
In the recommendation, emphasis is placed upon enabling individuals to turn ideas into action, 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 entrepreneurial. 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. Motivation and determination are prerequisites as is self-knowledge and awareness of ethical behaviour (European Commission, 2006, pp 17,18).
In addition to defining entrepreneurship education, reports published since the recommendation describe and categorise approaches to entrepreneurship education in nation states across 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 arguably premature. Before we can create a truly useful analysis we first need to have clarity and consensus regarding what we are examining. The process of clarifying what we mean byentrepreneurship 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 contribution to this consensus-building regarding contemporary entrepreneurship education throughout 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 creativity, initiative and self-reliance. The development of these skills and capacities is not the responsibility or preserve of any single subject, curricular area or discipline.
David McMurtry
198
The report suggests that these should be developed and fostered across the mainstream curriculum, often in an approach that is cross-curricular or inter-disciplinary. This strand is most evident 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 often 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-disciplinary 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 element 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 mainstreamed, is not going to be easy.
‘Moving entrepreneurship education from being an extra-curricular ‘add-on’ with a ‘traditional’ 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 currently 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 entrepreneurship competences and specific business management skills and knowledge. By embedded
competences is meant those that are overtly and visibly integrated into subjects across the curriculum. 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, creativity and positive attitudes towards risk taking. At a societal or community level (labeled in the intervention 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 entrepreneurs. This results in enhanced social cohesion and a positive and significant economic impact 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, including 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, intraand interpersonal skills, resilience and critical/analytical thinking skills.
The development of these competences
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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 communities and societies at local, national and global levels.
David McMurtry
200
The first strand of the dual approach enables and underpins, therefore, more than entrepreneurship education. The development of embedded, generic competences is not only fundamental 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 educators can make an exclusive claim to them, as they feature in every subject or discipline and are relevant across the curriculum, at all levels. Entrepreneurship education and educators have, potentially 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 competences 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 competences, as well as being core entrepreneurship competences. The overall goal of entrepreneurship 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 point. We, the authors, are arguing that the contribution of entrepreneurship education and educators 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), entrepreneurship 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 entrepreneurship 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 education. 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 entrepreneurship, including for some, teaching and facilitating business skills and knowledge. Being an educator 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 being 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 dispositions of an entrepreneur, examples of which are commitment and determination, tolerance
of risk, creativity, self-reliance, adaptability and motivation (Timmins, J, 1994). These characteristics are very similar to the generic competences of strand one of the dual approach. In developing the embedded generic competences across learning, we are, therefore, also supporting the
development of an entrepreneurial mindset, as these competences are essential to being entrepreneurially 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 responsibility of all educators. With this synergy between generic competencies and entrepreneurial effectiveness, 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 education, 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.
David McMurtry
202
• 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 pedagogical practices in delivering core competences involving authentic, active and experiential learning.
• Teachers alongside college and university-based entrepreneurship educators might develop 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 business 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 Entrepreneurship 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 entrepreneurial 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 developing partnerships. All those involved, (but particularly Entrepreneurship Educators as in most cases we see them leading collaborations), must have a broad vision and understanding of Education for Entrepreneurship. There has to be consensus that Education for Entrepreneurship is concerned with both the development of knowledge and skills for entrepreneurship and the development 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 collaborations than they might have previously considered. Even where there is no change to current roles, we believe it is important that all entrepreneurship educators recognise and fully acknowledge 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 education 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 advice and guidance is available in several recently published reports (OECD, 2009, 2012; World Economic 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-contextualise Entrepreneurship Education but also for Entrepreneurship Educators, working in collaboration and partnership with colleagues in schools and beyond, to have a significant and highly valued 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 shortterm. 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 proposals EAC/13/2011. ‘European Policy Network on Key Competences in School Education’). David McMurtry
204
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 entrepreneurship and skills for work and employability.
Nevertheless, it is several years since the publication of the recommendation on key competences for life-long learning (in 2006) and we believe that the window of opportunity for entrepreneurship 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 suggest 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 different 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 entrepreneurship at school, college and university levels. This is in part in response to the current economic situation in Europe and, in part, to the inclusion by the EU of ‘sense of initiative and entrepreneurship’ in thekey competences for lifelong learning (EU, 2006). Several European publications over the last seven yearshave categorised current practice and clarified what contemporary
entrepreneurship education encompasses and involves. Most recently a dual approach to entrepreneurship education has been proposed (EU, 2012) which involves a) the achievement by learners 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 entrepreneurship education. It also raises its visibility and status and creates opportunities for collaboration 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 entrepreneurship educators to influence and inform education policy, teaching and learning across
both the curriculum and institutions. Entrepreneurship Education and Educators can and arguably 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 range of aspects of education and institutions. Entrepreneurship Educators will make an even greater 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 generic 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 educators will meet this challenge and in doing so will exemplify the entrepreneurial mindset .
David McMurtry
206
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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,
bartosz.sobotka@syntea.pl
STRUKOVNO OBRAZOVANJE I POSLOVNI SVIJET
– POTRAGA ZA MODELOM SURADNJE
Sažetak
Kombiniranje obrazovanja s poslovnim svijetom obično se povezuje s naprednim tehnologijama, inovacijom i akademskim okruženjem. Iako se ulažu značajni napori, rezultati te suradnje nisu zadovoljavajući, posebice u srednjojiistočnoj Europi, uključujući Poljsku. Često
se zaboravlja važnost suradnje strukovnih obrazovnih institucijai tvrtki. Ta je suradnja u Poljskoj 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, naravno, mora surađivati s poslovnim svijetom. Ovaj rad prikazuje koje je korake poduzela poljska vlada u cilju poboljšanja poljskog strukovnog obrazovanja. Većinu ovih mjera sufinancira Europska unija. Osim toga, članak prikazuje prednosti i izazove modela kojeg je osmislila
Syntea, jedna od najuspješnijih poljskih vježbeničkih tvrtki. Model integrira strukovno obrazovanje i tvrtke te na taj način podržava obrazovni proces.
Ključne riječi: strukovno obrazovanje, reforma strukovnog obrazovanja, razvoj kurikuluma
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Summary
Combining education with business is usually associated with advanced technologies, innovation 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 commercial 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 redeveloping Polish vocational education that must naturally cooperate with business. The article presents initiatives undertaken by the Polish government aiming at restoring Polish vocational education. Most of these measures are co-financed by the European Union. Moreover, 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 vocational education with companies by supporting teaching process, validating skills by independent 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, innovation and academic world. Such cooperation frequently involves considerable funds, subsidies
from the state budget and great expectations. However, even though the efforts are considerable, the results of such collaborations are dissatisfying, especially in CEE countries, including Poland. 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 science to business? An interesting example of using EU funds in Lublin is the fact that the new lessee renting space in Lublin Science and Technology Park (subsidised from the EU funds in amount 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 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. 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 vocational 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 situation 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 introducing the reform comes from EU funds, especially from the European Social Fund, of which Poland is the beneficiary.
In the 2007-2013 financial perspective, two priorities including actions for vocational education have been prepared within the Human Capital Operational Programme financed by the European 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 regional 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 materials and teaching methods. Sub-action 3.4.3, Promotion of lifelong learning, developing diagnostic 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” implemented by the NATIONAL CENTRE FOR SUPPORTING VOCATIONAL AND CONTINUING EDUCATION in the years 2008 - 2013, the value of which amounts to PLN 22.5 million is an axis of vocational 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 numerous projects involving organizing practical placements for teachers and coaches were implemented. Furthermore, in the years 2009, 2010 and 2011 over 10,000 practical placements for teachers 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 functions. 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 vocational education. This sub-action includes implementation of two types of projects: situationanalysis 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 teaching. According to the data from31 May 2013, Intermediary Bodies signed co-financing agreements for 1600 projects amounting to about PLN 1560,which make around 85% of allocation (Progress 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 taken 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 educated 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 provide their staff with employment. Thus, it is in employers’ interest to cooperate in developing curricula adjusted to labour market needs, curricula of practical profession teaching, or examination 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 cooperationbetween 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 complain about the low quality of vocational education, they are not really aware of their roles in enhancing 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 apprenticeship mentor should focus on developing relationships with employers so that theoretical topics 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 expenditure on salaries paid to employees who learn their jobs as well as on social insurance contributions 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. However, this situation is not confirmed by any widely available research results that could provide economists 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’ financial ratios achieved within analysing the influence that competence mismatches have on companies’ 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 capital (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. However, 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 school 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 information barrier present on the labour market: a person looking for a job does not have thorough 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 research indicates that forecasting competences that may be required in future is essential due to great amount of time needed for preparing graduates to enter the labour market (Sienkiewicz, Gruza, 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.
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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 dynamic 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, bearing 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 relationships between them,
• being skilled in implementing common projects with other companies.
These conclusions have been used for developing the new core curriculum for vocational education. Records involving both competence groups are present in both the set of personal and social 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 connected with proportionate salary and, as we know, teachers do not earn a lot), and familiar with advanced 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 towards 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 individuals who can share their knowledge (implementing improved teaching elements into practical vocational education). On the other hand, it concerns appointing a person who could care for trainees 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, reimbursement of teaching costs (Final report …,2010, p. 50).
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4. Example of Syntea model
Presumably, system implementation of solutions involving reform of vocational education, especially the cooperation of schools and employers, is to be included in the new EU financial perspective for the years 2014-2020 and its core will consist of recommendations and diagnostic results, 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 procedures 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 prepared 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 including 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 popular with pupils learning in vocational schools abroad. Such programmes are attractive for businessmen since German labour market lacks in employees with vocational background and the number of Polish workers migrating to new EU member countries is insufficient for the constantly developing German economy. Furthermore, the apprenticeship programmes in question have become 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 technological 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 qualified 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 placement/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 produce 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.
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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 implemented 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/AnalizyRaportyPodsumowania/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 researches, in: Conference materials: Schools and employers - creating better future of vocational 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 Office 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 obrazovanja
Adresa: MEB Talim ve Terbiye Kurulu Başkanlığı, Teknikokullar, Beşevler-Ankara, 06330, TURKEY
Telefon: 0090 312 2152057
E-mail: ibukel@gmail.com
Sažetak
Svrha učenja za poduzetništvo je osigurati sudjelovanje djece od najranije dobi, kako bi vidjeli svoje okruženje drugačije i o njemu promišljali te utjecali na situacije s kojima se susreću. Škole imaju važnu ulogu u pružanju takvog okruženja. Pojednostavljeno, škole su mjesta u kojima djeca stječu obrazovanje u različitim područjima uz utjecaj i uključenost velikog broja čimbenika. To su školska uprava, nastavnici, učenici, kreatori kurikuluma, stvaraoci nastavnih materijala, a neposredno poslodavci i roditelji. U zemljama EU, a i u ostalim zemljama, postoji jako uvjerenje kako jednom kada je pripremljen odgovarajući kurikulum te
nastavni materijali koji uključuju poduzetnička obilježja, započinje izobrazba školske uprave 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 gospodarskom 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, baveći se pri tome pitanjima važnosti učenja za poduzetništvo, u ranijoj dobi posebno, stvarajući tako konceptualni okvir i način provedbe učenja za poduzetništvo na institucionalnoj razini, odnosno u školi.
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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, TURKEY
Tel: 0090 312 2152057
Email: ibukel@gmail.com
Abstract
The purpose of this paper is to ensure that children, from a very young age, participate in entrepreneurship education and begin to see and read their surroundings differently, think differently 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 designers, 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, creating a conceptual framework and how this can be done at institutional level to promote entrepreneurship education.
Key words: Entrepreneurship education, innovation, experiential learning, communication, 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 population 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 working methods in order to enhance competition, revive the economy, create employment and ensure 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 Framework for Key Competences, within the scope of Lifelong Learning, 2008 Small Business Act, European 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 creativity of individuals in education and research settings have come into prominence. In this sense, 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, programming, managing, producing and competing under appropriate conditions have also become crucial.
Thus, authorities emphasize that entrepreneurship should be looked at from a different perspective, 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 education 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 besides 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 circumstances, 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 entrepreneurship on pupils’ achievement and social culture is emphasized.
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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 concepts need to be examined.
In the classical model, entrepreneur or entrepreneurship reminds us of investment, business 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 destroyed 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, entrepreneurship is evaluated within the scope of life-long learning and is considered in a knowledge based society as a necessary condition for the personal satisfaction, social inclusion, active citizenship 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, innovativeness and entrepreneurship skills in order to achieve the capability required for new jobs. While 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 gained 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 society and the development of the country they are living in. In one of them for instance, it is claimed 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 people 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. Whereas, the case in Spain and The United Arab Emirates is the other way round. These examples clearly 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 entrepreneur has the ability to make changes in a systematic way starting from the behaviours and perceptions 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 comes 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 characteristics 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 carried out since 2009, a more systematic, comprehensive and sustainable structure is trying to be formed compatible with European Union Policy. In this structure, there are teachers, schools and businesses including the private sector. It is also important to develop a substructure including teacher 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 entrepreneurship education as; ‘an education process in which children can gain the thought of entrepreneurship from the very beginning of their education, can comprehend its meaning, can experience 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 affecting the running of the process and its efficiency.
Apart from these developments, another reason that makes an entrepreneur or entrepreneurship important and increases interest in this field are the features attributed to a successful
entrepreneur in many studies. For example; a successful entrepreneur is;
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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 quality of his products.
Optimistic about events. Responsibility, determination, coherence, reliability and sustainability are basic characteristics of an entrepreneur.
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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 entrepreneur 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 entrepreneurship 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 characteristics an entrepreneur should have and how they can be reflected to both their lives and the society. 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 functions 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 meanings are perceived correctly and presented in a right way it will be more likely to serve the general 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, teachers 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 works 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 political and policy levels and agreed on first. That means they introduce the ideas behind and the frame 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 these 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 society, a consensus should be established between these communities. Then a working programme
including comprehensive content and an appropriate methodology should be adopted and implemented together. It is also expected from such people to establish the legal basis for the implementation 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 school. Their first task is to provide a warm and protective environment for all members of the school including pupils and teachers. The second task of a principal is to get the school ready for education and training. The third task of a principal is to monitor all activities within the school, evaluate 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 principals 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 generally the focal point of all agents such as policy makers, curriculum designers, material writers, 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 respond 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 environments, 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 positively 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.
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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 field. From the methodological point of view, the duty of the teacher is only to create a warm, protective, innovative, creative and productive environment for his/her students.
Curriculum developers and material writers, if not from the school staff, appear to be outside 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 innovations appear in minds first, are then placed in policy documents and finally are embedded in curricula and teaching materials to be implemented. Since entrepreneurship is considered to be a
competence, the curriculum that will contribute to entrepreneurship education should be competence based or learning outcomes based rather that content based. Therefore the characteristics of an entrepreneur mentioned earlier should be embedded in all suitable curricula and teaching 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 interest 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 entrepreneurship 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 entrepreneurial 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 prepares and applies a holistic and systematic approach including the internal and external factors within 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 important 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 basis 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 receognize 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 perspective 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 entrepreneur 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 functions 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 indicate 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.
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• 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 contribution 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 entrepreneurship 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 education 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 characterisitcs 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, social 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 encountered 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 through 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 successes. 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
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Upute za suradnike
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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 spominju u referencama i to abecednim redom po prezimenima autora i kronološkim redom za radove 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 Publications
4. 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 rezultate 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 pojmove koji se obrađuju u tekstu (pet pojmova).
Uz rad treba dostaviti podatke o autoru (ili autorima), akademske titule, radno mjesto te vlastitu elektronsku adresu. Ti se podaci objavljuju uz članak.
Radovi u UČENJE ZA PODUZETNIŠTVO objavljuju se na hrvatskom, engleskom te srpskom i bosanskom 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 hrvatskom 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 authors 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 appendices 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 Publications
4. 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 Students’ 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-strategysimulation-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-tation ‘’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 information 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 should 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 papers published in the journal ‘’Learning for Entrepreneurship’’ will not be remunerated.
Nakladnik / Publisher:
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 Pavetić
Marina Rogić
Recenzenti / Reviewers:
Osim članova Uredništva u ovom broju tekstove su recenzirali Besides the members 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, Hrvatska
Prof.dr.sc. Tanja Mihalić, Ljubljana, Slovenija
Grafičko oblikovanje/Graphic design
Marina Rogić
Tisak/Print
Grafički studio za dizajn i tisak THE PRINThoa
Vrbik br. 5, 10000 Zagreb
Naklada 300 primjeraka/Edition 300 copie
Bilješke

Preuzmite Broj 1 () - Obrazovanje za poduzetništvo

Transcription

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