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Title:Model tržno naravnanega in družbeno odzivnega prilagajanja univerzitetnih poslovnih šol tranzicijskih držav v procesu globalizacije poslovnega izobraževanja
Authors:ID Rosi, Maja (Author)
ID Jurše, Milan (Mentor) More about this mentor... New window
ID Potočan, Vojko (Mentor) More about this mentor... New window
Files:.pdf DOK_Rosi_Maja_2018.pdf (3,31 MB)
MD5: 98C94C929481B1810611D855671B6432
PID: 20.500.12556/dkum/b9039956-5fcc-48ba-8223-7b39791555da
 
Language:Slovenian
Work type:Doctoral dissertation
Typology:2.08 - Doctoral Dissertation
Organization:EPF - Faculty of Business and Economics
Abstract:V sodobni globalni ekonomiji, postajata znanje in izobrazba vse pomembnejša vira konkurenčnosti gospodarstva in posameznikov na trgu dela, ki pa hkrati dobivata tudi vse bolj značaj tržnega blaga. Na drugi strani pa predstavljajo aktualni problemi družb zaradi vplivov gospodarskih, političnih, družbenih, socialnih in ostalih spremembe, nove izzive za razvoj znanj, ki morajo nuditi odgovore na razvojna vprašanja sodobne družbe v kontekstu okrepljene globalizacije, nujnosti trajnostnega razvoja in večje družbene odgovornosti gospodarskih subjektov, pospeševanja tehnološkega razvoja, razvoja inovativnih izdelkov idr. Skladno s temi spremembami, se spreminjajo tudi zahteve in pričakovanja študentov ter drugih ključnih deležnikov v procesih poslovnega izobraževanja zlasti delodajalcev, ki pričakujejo ažurna znanja in pridobivanje ustreznih kompetenc, hkrati pa se veča povpraševanje tudi po dodatnem izobraževanju, nadgrajevanju znanja in strokovnem izpopolnjevanju – vseživljenjsko učenje postaja tako stalnica v procesu krepitve strokovnih sposobnosti posameznika v družbi. Izzivi globalizacije, internacionalizacije, ustreznega pozicioniranja, tržne naravnanosti, družbene odgovornosti itd. pomembno vplivajo na krepitev konkurenčne sposobnosti poslovnih šol in razvoj njihovih ključnih dejavnikov konkurenčnega uspeha na globalnem trgu znanja in akademskega izobraževanja. Poleg tega pa se je s procesom privatizacije in stalnim povečevanjem števila zasebnih ponudnikov visokošolskega izobraževanja, ki na trgu znanja vidijo možnost za uspeh in zaslužek ter svojo ponudbo prilagajajo potrebam trga, konkurenčno okolje še bolj zaostrilo. Najbolj so te posledice občutne v tranzicijskih državah, kjer institucije visokošolskega izobraževanja, kakor tudi podjetja pestijo problemi s prehodom na tržno gospodarstvo, pomanjkanjem finančnih sredstev za financiranje svojih temeljnih dejavnosti, socialne napetosti, politične nestabilnosti idr. – šole v javnem sektorju pa še dodatno bremenijo posledice krčenja javnih virov financiranja. Dejavniki in procesi iz globalnega okolja poslovnega izobraževanja vplivajo na krepitev kompleksnosti odzivanja univerzitetnih poslovnih šol, zlasti tistih iz tranzicijskih držav, na te spremembe, zato je njihovo prilagajanje vse bolj zapleten proces. Zaradi vpetosti v univerzitetno akademsko okolje je v veliki meri uokvirjen v univerzitetna načela in pravila delovanja in vodenja procesov na ravni članic univerze, tako da je njihova stopnja avtonomije v odločanju in delovanju v primerjavi z zasebnimi poslovnimi šolami običajno precej bolj omejena. Odvisen je tudi od države oziroma njenega institucionalnega okvira oziroma regulacije delovanja, njenega vpliva na delovanje visokošolskih institucij, obsega in kriterijev za financiranje razvoja njihove dejavnosti iz javnih virov (proračun) ter ustrezne (nerigidne) zakonodaje. Za uspešnost prilagajanja univerzitetnih poslovnih šol iz tranzicijskih držav je ključno njihovo preoblikovanje v bolj tržno naravnano in družbeno odzivno izobraževalno institucijo z ustreznim – dinamičnim tržno usmerjenim in družbeno odgovornim prilagajanjem ter ustreznim strateškim vodenjem ter menedžiranjem teh šol. V doktorski disertaciji smo kompleksnost globalnega okolja poslovnega izobraževanja za univerzitetne poslovne šole iz tranzicijskih držav predstavili s pomočjo konceptualnega modela, v katerem smo skušali na dovolj celovit način prikazati to kompleksnost skozi sinergijo povezovanja akademskega in tržno naravnanega ter družbeno odzivnega prilagajanja univerzitetnih poslovnih šol v teh državah in konceptualnim orisom prepletenosti osrednjega zunanjega (nadnacionalnega) konteksta vplivov in tradicionalnega (lokalnega) konteksta vplivov ter razsežnosti prilagajanja univerzitetnih poslovnih šol v teh državah.
Keywords:visokošolsko izobraževanje, globalizacija trga visokošolskega izobraževanja, poslovno izobraževanje, tržna naravnanost poslovnih šol, družbena odgovornost poslovnih šol, trg poslovnega izobraževanja v tranzicijskih državah
Place of publishing:Maribor
Publisher:M. Rosi
Year of publishing:2018
PID:20.500.12556/DKUM-66796 New window
UDC:378
COBISS.SI-ID:13096988 New window
NUK URN:URN:SI:UM:DK:LT0Q37YL
Publication date in DKUM:09.10.2018
Views:1931
Downloads:175
Metadata:XML DC-XML DC-RDF
Categories:EPF
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License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:11.07.2017

Secondary language

Language:English
Title:Model of market-oriented and socially responsive adjustment of university business school in transition countires in the process of business education globalization
Abstract:Knowledge and education in the modern global economy are increasingly important competitive advantages of the economy and individuals alike, and both are being increasingly treated as goods. However, societies are struggling with economic, political, social and other changes, and new challenges in knowledge development, which has to provide answers to developmental questions of modern societies in the light of intensifying globalisation. Sustainable development is also crucial and it goes hand in hand with corporate responsibility of economic operators, rapid technological development and innovation, and so on. These changes also affect the requirements and expectations of students and other key stakeholders in business education provided by employers, who expect students to learn and develop their competencies as quickly as possible. The demand for additional education and training is also on the rise, meaning that lifelong learning has become an integral part of individuals' professional abilities and their development in the society. The challenges of globalisation, internationalisation, adequate positioning, market orientation, social responsibility etc., have a strong impact on the promotion of competitive capacity of business schools and the development of their key generators of competitive success in the global market of knowledge and academic education. The competitive environment has become even fiercer due to privatisation and growing numbers of private higher education institutions that see knowledge as a lucrative business opportunity and therefore adapt their offer to market needs. Transition countries are all the more exposed to such issues because their higher education institutions as well as companies are struggling with the transition to a market economy, insufficient financial assets to fund their core activities, social tension, political instability, etc. As for public schools, they are strongly affected by the cuts in public sources of finance. The factors and processes stemming from global business education build the complexity of response and adaptation of university business schools to the changes, which especially holds for schools from transition countries. Their strong ties with universities and academia mean that they are limited by university principles and rules governing the functioning and process management at the level of university members. To this end, their authority in decision-making and functioning are rather limited compared to private business schools. Another important factor is the state with its regulations, the impact on the functioning of higher education institutions, the scope and criteria for financing the activities using public sources (budget), and adequate (flexible) legislation. University business schools from transition countries must strive for greater market orientation and social responsiveness in order to be successful. Market orientation is a prerequisite for effectiveness and success in a very competitive market of business education. Schools must respond to cuts in public sources of finance, growing numbers of private education institutions, requirements of the wider social environment and the economy, as well as the expectations of other key stakeholders. Furthermore, social responsibility is equally important and it entails a wider social dimension, taking into account social issues and identifying them, promoting knowledge and skills relevant to general needs of the society, developing a range of options for lifelong learning, etc. The purpose of this doctoral dissertation is to provide insight into the complexity of the global environment and the factors influencing university-level business schools from transition countries. The conceptual model was used to illustrate in detail the synergy of academic, market-oriented and socially responsive adaptation of the schools.
Keywords:higher education, globalisation in higher education market, business education, market orientation of business schools, corporate responsibility of business schools, business education market in transition countries


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