ࡱ> q`bjbjqPqP :::@%.6668nt.p "kmmmmmm$&!h#F* kkr v y;%6_k@ 0p 2# B##LMdp ...$R...R... Maja Lamza  Maroni, PhD, Full Professor at the Faculty of Economics in Osijek Jerko Glavaa, B.Sc., assistant at the Faculty of Economics in Osijek KNOWLEDGE QUALITY MODEL  TOWARDS A MODEL OF BOLOGNA PROCESS IMPLEMENTATION Summary In today s world knowledge is a key lever of development. Influencing and shaping the environment, as well as possibility of creation and positioning within the environment is to a great extent connected with knowledge management. The process of knowledge management is a moving force in the spiral of knowledge creation. A newly designed knowledge structure is required also by the much-sought economic knowledge. Applying knowledge in economics is nowadays taken not only as a product, or a new business opportunity. In addition, it creates a critical framework for the development of scientific information. Companies are now looking for predominantly applicative solutions to the problems perceived and identified in their operation. Awareness that investment into education brings excellent returns, a growing need for life-long learning and continuous expansion of knowledge through interdisciplinary approach are all systematically and justifiably built into a knowledge quality model. Implementing the Bologna process in the education of economists (undergraduate studies, graduate studies, doctoral studies) requires constant changing, adaptation, innovation and transparency of the model. Key words : scientific information, knowledge quality, the Bologna process INTRODUCTION The process of globalization and internationalization continuously increases the quantity of information. Owing to modern ICY technologies, especially the Internet and its services, time and space barriers are virtually non-existent. Information is quickly and easily accessible, which gives rise to an unprecedented problem: it is no longer information scarcity, but information surplus that is an issue now. To be able to tackle these new problems, people have to look for and master new knowledge and skills. The traditional notion of literacy, including reading, writing, numerical and computer literacy, is becoming insufficient for a successful career and life. The acquired knowledge quickly becomes obsolete. People need to master the skill of rapid acquisition of new knowledge and displacing or unlearning the outdated knowledge. The changes in the dynamic, complex and stochastic environment are becoming increasingly rapid, making it turbulent at times. The need for wide-ranging computer literacy implies the skill of finding the required information and knowledge, together with careful selection and evaluation. The capacity to implement knowledge gained in this way is a prerequisite for survival on global markets. Fast changes in society, particularly in the process of European integration, make adaptation obligatory for all organizations, in both public and private sector. If an organization is unable to meet the challenges of time, or to adapt to social changes, it will inevitably stagnate. SCIENTIFIC INFORMATION As a phenomenon, information is in the centre of societys attention today. It is a central concept in the theory of information, a scientific discipline which emerged in the mid-20th century. It was introduced by Claude Shannon, who views the theory of information as a special part of the probability theory and mathematical statistics. At the same time, with his study of cybernetics Norbert Wiener gives a wide natural interpretation to the theory of information, claiming that what began as a purely abstract mathematical theory turned into a general applicative theory (Wahl, Radosevi). Wiener defines information as the content that we exchange with the external world while we adapt to it and influence it by our adaptation. In the process of adaptation Wiener emphasizes interactive features and a spectrum of different time dimensions, with information as the crucial aspect initiating and moving the process. Information is that quantity of data required for following the system in its dynamics and its relationship with other systems, as well as in connection with the changes occurring in the system's structure and function in the course of its functioning. Although information is related to a wide range of possible activities, it has a dominant and indispensable role in the process of decision-making. Along with the well-established and still dominant material resources, non-material resources are gaining in importance: information, space and time. Scientific information represents a segment of scientific communication, i.e. informal (oral and written) communication processes and formal communication processes in the transfer of scientific information. Economic development should be accompanied with an appropriate level of research work based on horizontally and vertically connected systems for gathering, processing, storage and dissemination of scientific information. In parallel with the development of science, scientific information feature as an important development potential. In this way information has become an interdisciplinary phenomenon. Scientific information can resolve only certain issues within a particular branch of science, but there is constant striving to include the biggest possible infrastructural unit by searching through specialized databases or data banks, as well as by data mining. This concept of scientific information is a starting point in the construction of a knowledge quality model. TOWARDS A MODEL OF KNOWLEDGE QUALITY The process of knowledge management is a planned and guided process. It consists of a number of interrelated segments situated within an intelligent information system. It allows discovering, following and creating implicit knowledge, and is thus a driving force for the spiral of knowledge. Universities in the Republic of Croatia are currently going through the process of adapting the higher education system to the Bologna Declaration principles, thus participating in the creation of a unique European Area for Higher Education. The University in Osijek is following the process of adapting the higher education system to the Bologna Declaration principles also through the regional development model, as the execution of the Bologna process has given it the role of mentoring initiatives. Interactive approach in the dialogue of the University and its social and political environment is taken in an effort to develop a sustainable regional research programme, as a contribution to the knowledge quality model. The knowledge quality model in the Bologna process implementation would be conceived and developed at the Josip Juraj Strossmayer University in Osijek. Looking back at the development of the University in Osijek (established in l975) it should be noted that this is the only Croatian university which sustained heavy damages during the Homeland War in 1990s. It currently has more than 15,000 students, and includes fourteen faculties and departments in the fields of natural sciences, technical sciences, biomedicine and health care, biotechnical sciences, social sciences and humanities. There is a long-standing and fruitful cooperation with a number of international partners in Augsburg, Giessen-Friedberg, Pforzheim, Vienna, Gdansk, Pecs and Mostar, which has resulted in regular annual exchange of teachers and students (mobility), cooperation on joint projects, annual conferences, symposiums and scientific colloquiums. Some features of the current Bologna process, e.g. flexible study programmes, individual choices in education for all students, internationalization in teaching, joining the European research and education area, and responsiveness to the demands of the economy, have already been anticipated and realized to a greater or lesser degree at the Faculty of Economics in Osijek. Faculty of Economics in Osijek is one of the oldest constituents of the Josip Juraj Strossmayer University in Osijek. At this point it has some 5,000 students and it will serve as a proving ground for knowledge quality modelling within Bologna process in the economic science and practice. KNOWLEDGE QUALITY MODEL IN THE BOLOGNA PROCESS IMPLEMENTATION The concept of regional development model at universities is today very carefully considered. According to the House of Representatives study from the year 2000, two-way reversible processes are noticeable at contemporary universities. On one hand, universities are suppliers of intellectual services. On the other hand, they can be viewed as buyers of intellectual services on the labour market. Universities are connected with the existing infrastructure and encourage its further development. These are institutions that can recognize, design and fully develop leadership in a community. At the micro level, as well as at the mezzo and macro levels, they are deeply interwoven with the traditions of the cultural environment in which they are active. This thesis is confirmed by the University in Osijek, which has been a crucial factor in the development of eastern Croatia. The University in Osijek builds up and disseminates the knowledge important for the economic and social growth at the regional, national and global level. The transition of universities in the Republic of Croatia aims to transform them into integrated, competent, research-oriented and efficient institutions with accredited programmes and increased quality. Quality assurance is one of the focal points in the Bologna process implementation. Throughout Europe the need is emphasized to conduct a coherent policy based on the principle that institutional autonomy gives rise to and demands accountability. Furthermore, it is generally accepted that universities have to take on responsibility for the process of developing an internal quality culture. The expected research results at the University in Osijek should facilitate the consistent implementation of the Bologna process. In addition, they should be the generator of university activities leading to regional development. The model is aimed to help in better positioning of the University (and similar institutions of higher education) within local and regional business community. The structure of knowledge quality model is conceived in the following steps: analysis of the current level of knowledge, defining of new dynamic goals in order to increase the current level of knowledge, transfer, dissemination and exchange of knowledge, possibility of using the acquired knowledge (the ratio of declarative and silent knowledge), measuring and evaluation of knowledge. The research protocol is organized in structural forms and included in the model construction through the following phases: Defining the research subject and its structure, Defining the organizational structure of individual parts of the model, Relationship between the model system and subsystem, Relationship between the research subject and its environment, primarily through organizational structure, Relationship between actual and potential human resources in the research subject, Compatibility with cognate models, particularly in the application of the Bologna process with partner subjects Transparency of the research subject to cognate models, particularly those applying the Bologna process. The model will use appropriate research methods structured in several research phases: in the initial phase the usual methods of analysis, synthesis, comparison and analogy will be applied. In order to examine the past development of knowledge management we shall use the methods of historical and comparative analysis and synthesis, as well as appropriate mathematical-statistical methods and software packages. To diagnose accurately the current situation we shall use the method of surveys and interviews (as primary data). The first phase of the research is focused on internal research methods based on secondary information sources (desk research). The research process will simultaneously use external information obtained through surveys and interviews in a transparent way. These surveys will be conducted both in broader and narrower environment. External methods based on primary information will be used in the second phase of the research of knowledge quality model in the Bologna process application. Individual segments of knowledge quality model in the Bologna process application are directed to the following areas: Secondary schools in the region (grammar schools, vocational schools), which usually produce future students of the Josip Juraj Strossmayer University in Osijek, especially at the Faculty of Economics in Osijek. Based on previous research, the broader environment covers most of the eastern Croatia, a part of Vara~din County, a part of Posavina Kanton in Bosnia and Herzegovina, and to a lesser degree the county of Baranya in our northern neighbour Hungary. Undergraduate university study programmes at the University in Osijek. Graduate university study programmes at the University in Osijek. Study programmes at polytechnics Po~ega Polytechnic, Vukovar Polytechnic, and Slavonski Brod Polytechnic which is in the process of foundation. The need for polycentric development of the University in Osijek is emphasized. There are possibilities for good positioning in the labour market after completing an undergraduate university study programme (location). Possibilities for good positioning in the labour market after completing a graduate university study programme (location). Postgraduate university study programmes. Doctoral studies. Life-long learning and possibilities for better positioning in the labour market. The evaluation of results obtained through this research will contribute to the knowledge quality model in the Bologna process application at the University in Osijek. The model can become an integral part of knowledge management system within the development strategy of Croatia in its effort to join the EU and European economic area. INSTEAD OF CONCLUSION The proposed knowledge quality model in the Bologna process application envisages the possibility of dynamic monitoring of education in the Republic of Croatia. Continuous surveillance of particular segments of the education process through a knowledge quality model constantly creates new demands such as: raising education standards, focusing on growing demand from the environment for more complex and sophisticated knowledge in the process of life-long learning. The aim of the research is to contribute to the knowledge quality model in the Bologna process application and thus help in achieving the idea of interconnected and transparent education system. The results obtained in the research will be used to make beneficial changes and improvements. Furthermore, they will be built into the foundations for the future development of the Republic of Croatia as a member of the European Union. REFERENCES Barlow, C: The Knowledge Creating Cycle, The CO-Creativity Institute, Glen Ellyn, Illinois, USA, 2000. Bates, W., Caropole, S.: Effective Teaching with Technology in Higher Education, Jossey-Bess, 2003. 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Lamza-Maroni, Maja: Neue Anforderungen bei der Ausarbeitung von Logistiksystemen in der Republik Kroatien, XXV Wissenschaftliches Symposium Entrwicklungstendenzen und Reformzwangen in der Republik Kroatien und in der Bundesrepublik Deutschland, unter der Einfluss der Europaischen Integrationsprozesse, Ekonomski fakultet, Osijek, 2004. str. 95-117. Nonaka, I.; Takeuchi, H.: The Knowledge Creating Company, Oxford University Press, New York, 1995. Panian, Z.: Sponzorirana virtuelna u iliata i cjelo~ivotno u enje, CARNet, casopis Edupoint, godiste II, broj 7. 2002. Senge, P.M.: Peta disciplina: principi i praksa u ee organizacije, Mozaik knjiga, Zagreb, 2001. 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