ࡱ>  UXLMNOPQRST{bjbjzz #S$  d2 dj"6'(^'^()*ZX+t+&(((((($^Ly+*"*++L:,^()Ţ~;~;~;+t))&~;+&~;~;̕);%3RhL<J4̕̕& ~;+++LL7++++++++++++++++ :THE CONCEPT OF ENTREPRENEURIAL UNIVERSITY AND POTENTIAL OBSTACLES FOR ITS IMPLEMENTATION IN CROATIA Iva Senegovi University of Applied Sciences VERN 10 000 Zagreb Phone: ++ 385 (0)91 48 25 844; Fax: ++ 385 (0)1 48 25 910 E-mail: iva.senegovic@vern.hr Anita Harmina University of Applied Sciences VERN 10 000 Zagreb Phone: ++ 385 (0)91 48 25 871; Fax: ++ 385 (0)1 48 25 910 E-mail: anita.harmina@vern.hr Zrinka Gregov University of Applied Sciences VERN 10 000 Zagreb Phone: ++ 385 (0)91 48 25 920; Fax: ++ 385 (0)1 48 25 910 E-mail: zrinka.gregov@vern.hr Key words: entrepreneurial university, good practice examples, HE trends, Croatian context, obstacles for implementation, academic staff work overload ABSTRACT This paper presents an overview of existing literature and research concerning the concept of entrepreneurial university: prerequisites for the transformation of traditional universities in to entrepreneurial, trends and good practice examples, and challenges in pursuit of entrepreneurial university. A special emphasis is put on the academic staff work overload as a threat to the concept of entrepreneurial university in the context of seven Croatian universities. Namely, with nine faculties performing study programs in economics as their integral parts. The degree of academic staff overload is analyzed by means of the following indicators: teaching overload indicator, and ratio between the number of academic staff and students. The research shows that, in most of the observed faculties, academic staff is overloaded with teaching. Although there is insufficient numerical data that would confirm it, it is assumed that this is due to the large ratio of academic staff to students. The mean ratio at the faculties is higher by 53.40% than the provided one, and that is 1:30, in the first year of the observed period (2009/2010-2011/2012). However, the results show a decreasing trend in the ratio between the number of academic staff and students. The calculation of the mean ratio decrease rate per faculties shows that within the observed period of three consecutive academic years, every year it decreased by 8.28%. Should the falling trend continue at the average decrease rate in the years to follow, not earlier than in the academic year 2014/2015 the ratio smaller than 1:30 could be expected. One of the main stakeholders in transformation of traditional universities into entrepreneurial is certainly academic staff that is and should be the main carrier and promoter of this concept and as such should be recognized by the decision makers. INTRODUCTION In the era of great uncertainty and complexity, it is almost impossible to predict the future. Globalization changed the way people perceive their future with regard to their occupation, place of living, and education. Insecurity, constant change, adaptation, fluidity, and ambiguity have become a part of our everyday lives. Because of the ever shorter shelf life of knowledge, our college degrees are of limited importance. In the years to come, we can just as well expect to have a time-limited degree validity, rankings of Higher Education (HE) institutions based on intensity and quality of electronic wiring as opposed to the number of permanently employed academic staff having doctoral academic degrees, change in the demographic shape of HE institutions, and countries having their main export earnings coming from selling HE services. Traditional organizational and pedagogical model that the majority of European universities still practice will simply not do. What will need to happen are new alternatives which will promote: activity and collaboration instead of passivity and seclusion of students in acquiring knowledge, applicable knowledge to real-life situations, computers and innovative technology as communication, research and learning tool, learning and understanding instead of memorizing data and information. It is easier said than done, especially in the countries where bureaucratic regulations and very complicated and rigid procedures make it very hard for HE institutions to make changes in academic programs and operations. The first aim of this paper is to explore the possibilities of enhancing the role of HE sector in the social and economic development by introducing an entrepreneurial mindset. The second aim is to explore possible difficulties (or obstacles) in the implementation of this concept in Croatia, with a special emphasis on the academic staff work overload. Contextualizing the problem will enable us to better understand external influences that could constrain or support the pursuit of entrepreneurial university in Croatia. LITERATURE REVIEW This chapter represents an overview of existing literature and research concerning the concept of entrepreneurial university: prerequisites for the transformation of traditional universities in to entrepreneurial, and trends and good practice examples from Europe, USA and Australia. Potential challenges in pursuit of entrepreneurial university will be highlighted, with an emphasis on the work overload of academic staff as a threat to the concept of entrepreneurial university. Prerequisites for applying the concept of Entrepreneurial University Universities that serve as good examples of modern university reforms are the ones that make a difference by taking an active role in contributing to local and regional development strategies. They contribute to the growth in competitiveness of local economies but also to social development. It is certainly not an easy task. However, it has made multiple positive results by mobilizing other stakeholders in their communities. What needs to happen? There is a need to attract people who will share a vision of more active and engaged role of the university in society. Recognizing people who will facilitate this cultural change process and their needs are conditio sine qua non in building entrepreneurial university. No change is expected to happen if universities do not demonstrate real collegiality and autonomy. Universities have grown large and have become more of multiversities rather than universities in their operations: each delivering its own separate programs, employing its own faculty which is considered their own property, and promoting more self-centered mindset instead of a holistic one. Autonomy should not be granted by passivity. Universities have obligation to demonstrate the preparedness to take initiatives for a better future, not waiting directions to come from others. Entrepreneurial university creates coalitions with different stakeholders in the community and promotes the transfer of knowledge in all directions. That kind of behavior does not diminish, but enhances the university authority. Government and HE agencies can further stimulate entrepreneurial culture in the universities by reducing their financial support (i.e. UK and Australia), supporting diversity and collaboration, and regulations in the form of statutes and university policies which will favor entrepreneurialism. Traditionally, most of the European universities have earned and retained their autonomy and status by the state funding. There was no pressure for them to develop partnerships with other stakeholders. We consider stakeholders to be: regional and local development agencies, local businesses and entrepreneurs, associations of entrepreneurs and NGO's, local communities and local authorities, other HE institutions, and others. As opposed to the European ones, American public universities account as little as 20% of state funding, and have been putting much more effort in finding most diverse funding bases. They have been doing so by forming different sorts of partnerships with stakeholders and commercializing their research and ideas. Some of the possible ways of doing so are consultancy, training, R&D, forming of institutional support of different sorts to local/ regional businesses, commercializing physical campus assets for external use, etc. By creating such formal and informal networks, universities are building on their credibility and reputation and are becoming not only teaching but also learning institutions. In order to engage the HE sector more with the local community, some European governments have changed funding mechanisms hoping to motivate more regional dimension of the HE sector. Experience shows that local funding of higher education is closely related to its local orientation. It is important to note that companies devote one-third of their investment to intangible products and services related to knowledge, such as: training, R&D, design, marketing, licensing, patents, etc. Many of them outsource such services to other parts of the world, without recognizing the potential of domestic universities in servicing their needs. There is an enormous market niche that could be fulfilled if only universities would be more open and flexible to recognize this growing market demand, and if relevant institutions would be more supportive in recognizing and rewarding such initiatives. If we only look at this market segment, we have a 3-way win-win situation: companies will be serviced in their home country by an accredited university which employs the best experts in the field (presumably better, faster, cheaper, and nicer), universities will develop networks of different sorts with the industry, and governments will not carry the burden of being almost exclusive source of University funding. Another way of linking HE sector and industry more closely is to hold regular consultations with employers and alumni. That will enable the university to better and quicker adjust curricula to the changing needs of industry. Some universities have done so by including top representatives of successful companies in the advisory boards. Others give different forms of warranties to their students: i.e. in five years following the graduation, if an alumnus needs to demonstrate certain skills or knowledge, but has no necessary training at the university, he or she can acquire these skills or knowledge free of charge and the university will take this responsibility. These methods are very effective as they enable universities keep their programs up-to-date, gain respect and credibility in the community, and create networks which are prerequisites for success in this highly competitive sector. The quality of universities can be improved by cooperation, not only competition. In search of excellence, universities will need to work on joint programs. Experts from different disciplines will focus on the problems the society is facing and on grasping opportunities. Greater focus will be on development out of research as opposed to publications which contribute to the discipline but have limited practical application. Pure and applied research should not be held separate any longer. Short lifetime of new information and products helps us further understand this necessity. What will need to happen is to move entrepreneurship out of its business background and to embrace its applicability across the university. Only by doing so, we can expect promotion of inter-disciplinarity in research, programs, and other initiatives. Inter-disciplinarity is creating new knowledge. Learning factories, where students from different fields could work on interdisciplinary projects, are necessary for this good practice to take place. Without such projects, we will be left with recycled circulating knowledge. The cooperation between HE institutions can take place for a number of reasons: securing of the supply chain, increased productivity and effectiveness, increased income and reputation. Additional income can be also pulled from the European-funded projects, which are a very good motivator for building networks. Collaboration history of potential partners, mutual respect, confidence, high degree of flexibility and adaptability, similarity in orientation, and leadership status in the alliance are important factors in starting cooperation between institutions. Very often, cooperation takes place between the institutions that are indirectly connected by a third-party institution. Social capital plays an important role in developing these clusters of trust and has an economic value which cannot be omitted. Trends and examples of good practice in Europe, USA and Australia On the global level, we can notice some fairly good entrepreneurial initiatives in the universities. Universities have, slowly but surely, started to recognize the need for change. To be more competitive, they diversify their programs, demonstrate flexibility, and become more market oriented. In the literature, it is often referred to as the world-renowned entrepreneurial universities which have the idea of entrepreneurial activity permeated in their mission and vision statements, such as Stanford, MIT, University of California, Columbia, Cambridge, University of Waterloo, Canada; Chalmers University of Technology, Sweden; Leuven from Belgium, etc. One example which is an acknowledged best practice in the regional engagement is certainly the Knowledge House in North East England. Motivated by the change in university funding regulations in 1995, by permitting access to European Structural Funds, the Newcastle University created a project proposal called the Knowledge House. The idea behind it was to create a physical location where companies could come with their problems and ask academic staff to solve them. The European Funding committee in the region decided to fund the project, but not as initially proposed. They decided to fund its virtual version where companies could contact any of the five regional HE institutions - Durham and Newcastle Universities, and Polytechnics at Newcastle, Sunderland and Teesside. In 2006, the Knowledge House network employed 14 staff and generated 2.2m, by delivering 133 completed projects for 600 business enquiries. It has repeatedly been recognized as an example of the best university/business practice. Not surprisingly, for it embeds all the characteristics of successful entrepreneurial university network initiative: network whose relationship evolved over a longer period of time, recognizing the importance of working together collectively, choosing a regional approach for developing new initiatives, recognizing the opportunity by change in context, letting the context influence them and vice versa, changing the attitudes and behavior within the university and consequently contributing to cultural change, and stakeholder involvement. There are other HE institutions which have early recognized or are themselves at the forefront of trends in the HE sector, and are directly connected with the idea of entrepreneurial university: Table 1. Trends in the HE sector supporting the idea of entrepreneurial university NoTrendWho?What?How?Why?1.Two-model internationalization of HEHarvard, Cambridge, Oxford, Stanford, MIT, WebsterThey offer on-line courses, courses in partner countries where franchise institution performs program on behalf of host universities, establishing subsidiaries that will teach programs in English, etc. As opposed to the import model where foreign students were brought to a host HE institution and were integrated with domestic students, they introduced an export model, where domestic students, academic staff and programs are being sent overseas.It has made it easier for students and HE institutions to find their best fit, in terms of gaining educational experience in the country of their choice and the desired degree. While for some students, the cost or world-wide recognition of a degree is most significant, for others it is the social dimension of studying.2.Trans-binary model of cooperationThe University of Amsterdam and Hogeschool van Amsterdam Dual sector universities in AustraliaThey continue to execute and develop both types of education (academic and professional education) separately, but they cooperate where they find it possible and logical, i.e. they share infrastructure (like student facilities and services) try to combine courses, work on joint programs in specific subject areas, They have begun the process of combining both types of education in a single institution by forming a separate unit called the University Hogeschool van Amsterdam.They believe that the labor market needs different kinds of education and educated people professionally oriented and academic, but that there are also possibilities and advantages of their cooperation. 3.Corporate universitiesDisney, Motorola, Toyota, IBM (their own campuses); Bell Atlantic, United HealthCare, United Technologies (by alliances)They link organization's strategies to the learning goals of all its stakeholders (employees, customers, suppliers).They create their own campuses (physically or virtually) or they establish an alliance with some existing HE institution.Their aim is to make an organization more competitive by investing corporate resources to stakeholders' skills and knowledge maintenance.4.Academic brokersConnect Education, Inc., Nexus, ECollegebid They bring together suppliers and consumers of educational services.They organize fairs (matching HE institutions and students interested in studying abroad), match students' objectives with their possibility to pay tuition (they can negotiate with the HE institution for a better deal), help corporations find the best program for their employees' training needs, etc.To make it easier and cheaper for students to make the best choice for them.5.Lifelong or continuing educationPrivate HE institutions cater this new growing student group very well: carried out inside the host institutions, on the job, in partner institutions, or at home.The growing need for such programs has started to make an important shift in demographic pyramid and programs of traditional HE institutions. They use directive approach to learning where students are focused to solve a client's problem (i.e. problem-based learning - PBL). The idea behind this approach to learning is to organize the content of the curricula around problem scenarios instead of subjects. It is very useful in building networks with the industry.Diversification in the student body: there are students with part-time jobs who are working longer hours but want to be full-time students, older students who are employed and attend university on a part-time basis and expect to instantly apply new acquired knowledge for professional growth, students who are unemployed but are job-seekers and expect to become employed during their studies Lifelong education also enables participants to shape their skills to be most competitive for the labor market.6.Regional dimension of HEUniversity of Oulu, Finland Czech city of OlomoucFinnish University of Oulu, located in a remote area near the Arctic Circle, transformed small rural community into high-tech zone, and Czech city of Olomouc, responded to the great reform of their legal system by specializing in new law courses, both with remarkable results.They focused on achieving excellence in certain specialties which enabled small universities become one of the best outside the country's borders.Enhances mobility, diversifies offer in different regions, stimulates specialization, and extends possibilities for competitiveness. Trends and good practice examples in HE, tending toward the concept of entrepreneurial universities, suggest as follows: A model was developed that facilitates students and HE institutions to find their best fit, in terms of gaining educational experience as well as desired degree; Although it is recognized that the labor market needs different kinds of education and educated people - professionally oriented and academic, there are possibilities and advantages of their cooperation; To achieve greater competitiveness, corporations establish their own campuses or cooperate with HE institutions that offer programs tailored to the needs of the organization; Appearance of intermediaries and models that make it easier for individuals to find the best program that will make them competitive in the labor market; Strengthening the regional dimension of HE that enhances mobility, diversifies the offer, stimulates specialization, and extends possibilities for competitiveness on international level. It is easy to conclude that the common denominator of all these trends in HE is the term "competitiveness", which is by its nature a part of the corporate vocabulary. Writing about the transformation of HE in South Africa, Baatjes criticizes the neoliberal fatalism that causes corporatization of HE institutions. His thoughts could just as well be applied to the rest of the world. Forced transformation occurs in non-commercial institutions under the pressure of global market utopia based on the "TINA - There Is No Alternative" principle, rather than protects them as areas that represent the values of substantive democracy and as a site of struggle for education as a public good. Scientists stopped to be the seekers of truth and the common good, but servants of the rich corporations; academic staff stopped to be role models and educators, but the service providers, with students as their customers. Collapse of the collegial culture that comes as a result of these changed roles may lead to major undesired effects. Challenges in pursuit of entrepreneurial university Throughout the past, the main tasks of a university have been teaching and doing research. The critics of the entrepreneurial university concept argue that its role as a teacher and disseminator of knowledge is increasingly becoming replaced by the term the seller of knowledge, providing commercial education, supplementary training and consulting services for a fee, commercialization of intellectual property, licensing of intellectual property, etc. The changed role of the university in the society brings and may bring about some issues which need to be addressed. One of the main university tasks is to contribute to the promotion of the social and economic development of society. Because of that, each country has a clear interest in financing research in universities, and does so, as the majority of the funds used for research in European universities come from the state budget. In comparison with the US universities, private funding of university research in Europe is modest. That is why universities may manifest entrepreneurial behavior still within the limits of the tasks imposed by the state and the rules prescribed by the state. Concurrently, the prerequisites for financing research must be created and that can sustainably be done only by stimulating and supporting a positive entrepreneurial environment and fostering cooperation between universities, private and public sector, in all respects. How successfully will this assumption be implemented, is still largely dependent on the country itself and its understanding of the role of education in the development of the individual, business and society in general. Although the European Commission is proposing politically prioritized actions that should be, in this sense, applied to the Lisbon strategy, the majority of countries regulates the relationships between universities and society through its own legislation. As entrepreneurial university differs from the traditional one in the regulatory sense as well, a new regulatory and institutional framework should be provided to support its new found role. One of such roles is production of innovations as a part of research. To support them, universities establish different kinds of technology transfer and R&D departments, units, or branches. Those units are then responsible for ensuring well-organized cooperation between academic staff and industry, as well as collecting and organizing the resources necessary for its realization. Academic staff could then raise a question of intellectual property whose is it: universities, R&D or technology transfer units, or their own? Is intellectual property created at the university or by the university? Does the author hold the right to receive remuneration on the account of the profit received from the invention? The model that is widely accepted throughout the world is the one in which the author/ inventor, university and R&D unit share profit on 1/3 each. Reasoning behind that is that it is researchers job to contribute to the development of the university and the unit, so 1/3 of the inventions profit, additional to his or her salary, should be a good motivating factor for further positive initiatives in the commercialization of innovations. Others decide to give 2/3 of the profit to the author of invention to stimulate more intensive inventing activities. Other open questions are: Is there and who is the principal beneficiary of this cooperation? Academic staff who wish to conduct research driven by their own personal curiosity and interest in the specific field without carrying the burden of its commercial value; Students to whom it is important to acquire scientific knowledge and develop practical knowledge and skills that will help them in (self)employment; or Industry that wishes to increase access to new university research and discoveries in order to solve a specific problem or to identify market opportunities. How to balance diverging and possibly conflicting interests of so many different stakeholders? The answer might be found in networking; building and managing trust based relationships among the stakeholders, on the local, regional, national, and international level. Transforming universities will certainly open a lot of questions and cause a lot of dissent and resentment among stakeholders who participate in the transformation. Those to whom particular attention should be given in the process, and are often in such situations ignored are the academic staff who would participate in the transformation process from the idea to its realization. Their changed role in the transformation process, complemented with new workloads, will therefore be explored in more detail in the following chapters. Work overload of academic staff as a threat to the concept of entrepreneurial university In Europe, after the Bologna process implementation, the frustration of academic staff is becoming increasingly evident. They are burdened with multiple conflicting pressures of quality expectations that kill them like the goose that lays the golden eggs". They are expected to modernize their teaching, research, administration of the university and to serve their community. Teaching norms have increased as the size of teaching groups decreased and the length of study increased from 3 or 4 to 5 years. They are expected to develop new teaching materials for e-learning and to intensify their communication with students for the sake of ongoing monitor of achieving defined learning outcomes (exercises, assignments, seminars, projects, portfolios, distance learning ...). There are much more administrative tasks and collecting of various reports and data that seem needless. There is a general belief among academic staff that they end in "the data cemetery" because nobody reads or uses them for making management decisions. Academic staff loses motivation because there is no appropriate recognition or reward system for the efforts put in quality, so they aim to meet the minimum requirements necessary for the election to titles. On one side, training and the quality of teaching is forced, as well as the responsibility to serve the community. However, when considering advancement possibilities, the ones who published more papers continue to have the advantage over the others. Because of that, when the university offers programs for training and international cooperation, the academic staff are not applying because they feel too tired by working weekends and holidays, and no one knows when and if they met the standard and when it is enough. The main problems related to academic staff work overload can be grouped into three sections: Academic staff is tired of change fostered by Bologna Declaration over the recent years accompanied by shortage of manpower and time. Research shows that the time spent on administration has increased (which is considered as serious distraction from core academic activities and even more so from activities that would promote entrepreneurialism). There is a lack of extrinsic support (like clearly defined goals, performance criteria, feedback on their work, and autonomy in work) which would encourage creative activities. There is a lack of intrinsic motivators where academic staff would do the work they feel passionate about and the one in which they hold strong personal interest. Research shows that many academic staff is doing inadequate work, for which they lack qualification and training.,, Students' workload, on the other hand, has been limited to a 40-hour working week, without any indication of unloading of academic staff. Even when they are paid overtime, it is not good enough compensation for the lack of time for scientific research, for mentoring students and teaching assistants, or quality preparation of the classes, and eventually decline in health and quality of life. Higher social status of academic staff and material compensation are no longer even remotely adequate to live only for the profession, to sacrifice private life and to stay bachelors. In addition to the increase of proportion of working hours in teaching and administration, and increasing wage gap to the corporate sector, academic staff career becomes less attractive to men, and the result is feminization of the profession. However, despite the growing corporatization of academic management, most universities do not have a professional service for the management of human resources, to deal with reducing the work-family conflict and create family friendly work environment. It can also present a serious threat to the quality and long-term sustainability of the system. Above-identified problems reasonably impose many questions regarding human resource management in universities, as an important prerequisite for the implementation of the concept of entrepreneurial university. In this research we shall concentrate on the number of working hours spent in the classroom as well as to identify other teaching obligations via academic staff to student ratio. Recommended ratio of working hours (as well as the importance of criteria in promotion and remuneration) of academic staff typically amounts to 40% in research, 40% in teaching and 20% in serving the needs of the university and community., Research conducted at Zagreb University in 1996, identifying work satisfaction and the allocation of academic staff working hours shows the following distribution: teaching - 45%, research - 25%, consulting - 14% and administration - 16%. In comparison to other countries, Croatia was one of the first ranked countries in the world regarding time spent in teaching, and the last one regarding time spent in research. 3. METHODOLOGY AND DATA One of the aims of this paper is to contextualize our entrepreneurial university research and explore possible obstacles in the implementation of the concept at Croatian universities, with special emphasis on academic staff work overload. In order to achieve these objectives, secondary sources of data will be used: overviews of the scientific and professional literature, statistical data, laws and collective agreements, statements of self-evaluation and external evaluation of the Agency for Science and Higher Education (ASHE), as well as the data from websites of certain universities. The data will be analyzed by descriptive statistics. Research has been carried out at the following nine faculties being integral parts of seven universities: The Faculty of Economics, University of Split, The Faculty of Economics and Business, University of Zagreb, The Faculty of Economics at the University of Josip Juraj Strossmayer Osijek, The Faculty of Economics at the University of Rijeka, The Faculty of Tourism and Hospitality Management in Opatija, the University of Rijeka, Department of Economics and Tourism Juraj Dobrila at the University of Pula, Department of Economics at the University of Zadar, Department of Economics and Business at the University of Dubrovnik, The Faculty of Organization and Informatics Vara~din, University of Zagreb. The above quoted faculties, all with economics and business studies, were chosen because they represent all Croatian universities and there are publicly available data derived from external evaluations conducted by the ASHE. The data on class norm hours for the academic staff and assistants at the universities and the faculty performed norm hours have been collected from three different sources as well as the data on the number of students and permanently employed academic staff in the academic years 2009/2010, 2010/2011 and 2011/2012. The sources are: Croatian Bureau of Statistics (CBS), ASHE and web pages of the above universities. The collected data have been thoroughly analyzed in order to identify the systematic care devoted to the issue of teachers work overload at the individual faculties. RESEARCH RESULTS AND DISCUSSION The degree of academic staff overload will be analyzed by means of the teaching overload indicator and the ratio between the number of academic staff and students. 4.1. Teaching overload indicators The tasks of the employees having scientific-educational, educational and associate titles within 40-hour working week (full-time job) defined in Collective Agreement for Science and Higher Education (article 18, paragraph 1) consist of the following: adequate level of teaching, scientific and expert work on the project of the Ministry of Education, Science and Sports as well as professional growth and education including the publishing of papers. The class teaching overload also includes field classes, consultations, mentorship, corrections and reviews of programs and seminar works, time devoted to exams and colloquium exams, preparation for classes, education in teaching skills and work in the bodies of higher education. Working hour norms provided in the Collective Agreement for academic staff and associates on a yearly basis are given in the Table No. 2 below. Table 2. Academic staff teaching norms according to the academic titles Academic TitlesTeaching norms(number of norm hours)YearlyWeekly*Scientific-educational (full professor, associate professor, assistant professor)30010Educational (college professor, senior lecturer and lecturer)45015Associate (senior assistant)2257,5Associate (assistant)1505Professional (professional associate, professional adviser) 60020 Source: Croatian Government and Independent Syndicate of Science and Higher Education (2010), Collective Agreement on Science and Higher Education, Official Gazette 142/10.,  HYPERLINK "http://narodne-novine.nn.hr/clanci/sluzbeni/2010_12_142_3607.html" http://narodne-novine.nn.hr/clanci/sluzbeni/2010_12_142_3607.html, article 33. [Accessed 15.02.2013] Note: * It is presumed for the majority of HE institutions to have an academic year based on 45 working weeks including 30 class teaching weeks.. Teaching overload is calculated in the manner that the total number of performed norm hours be divided by the number of fully burdened permanently employed academic staff (according to the Collective Agreement). Fully burdened academic staff employed on a part time basis is also included based on the calculation which takes into account adequate percentage of the academic staff's teaching hours. The data on the total number of performed class norm hours are necessary for the calculation of teaching overload indicators. But only the Faculty of Organization and Informatics Vara~din (FOI), University of Zagreb has on its web pages self-analysis, the data written according to the instructions for the preparation of self-analysis and per instructions for the preparation of tables for faculty self-analysis prepared by the ASHE for the needs of re-accreditation. For that reason, the calculation presented shall be based on the example of the FOI. The definition of teaching overload will be applied to all the study programs performed at the FOI although the calculation has been originally envisaged as one of the criteria for the introduction of new study programs at the existing HE institutions. Total teaching burden for permanently employed academic staff and assistants at FOI is shown in the Table 3 below. Table 3. Total teaching burden at the FOI in the academic year 2009/2010 Academic staff at FOINumber of full-time employment contract basis employeesAcademic staff work norms per academic yearTotal Teaching Burden Full professors133003900Associate professors93002700Assistant professors133003900Educational titles74503150Assistants*282256300Junior researchers**171502250Total22500Source: op. cit. FOISA, pp 66; op. cit. GSCA, article 33 Note: *Number of assistants has not been transparently distributed to senior and junior assistants since, according to the article 33, paragraphs 2. and 3 of the Collective Agreement, the yearly number of norm hours differs for the two academic ranks. Therefore, all the assistants will be considered as senior assistants. **According to the article 43. of the Collective Agreement junior researchers are elected to the ranks of assistants. The academic staff can, as exception, perform teaching more than the standard teaching norms prescribe, taking as a basis the average of full academic year, while academic staff having scientific-educational and teaching titles as well as senior assistants are not obliged to work more than 1/3 above the standard teaching norm hours. In addition, the work exceeding full teaching burden (norm) can increase the salary by maximum 37.5% above the basic salary except for the senior assistants who can have the salary increase due to the same reasons by maximum 18.75%. It is important to emphasize that assistant and junior researchers should not work overtime except in exceptional cases determined by the faculty council and based on the previous opinion of the relevant institution employment council. Taking into account the above framework, the academic staff is considered to be overloaded with teaching if the indicators show the 37.5% overload. However, it is not clear which is the threshold for overload if the calculation includes both academic staff and associates. The total number of performed teaching norm hours in the academic year 2009/2010 at the FOI is shown in the Table 4 below: Table 4. The number of performed teaching norm hours in the academic year 2009/2010 Form of TeachingPerformed teaching norm hoursClass Teaching9840Seminars and Auditory Exercises9433Other Forms of Teaching6183Total25456Source: op. cit. FOISA, pp 67 As the sources from which they were taken it is not clear whether the data presented in Table 4 apply only to academic staff or academic staff and associates, teaching overload indicator will be calculated for both options. Assuming that the data is related to academic staff and associates, teaching overload indicator calculated on the basis of data from Tables 3 and 4 amounts to 1.1314 (25.456/22.500), whence we conclude that teaching overload amounts to 13.14%. If the data in Table 4 apply only to the academic staff, then teaching overload indicator amounts to 1.8649 (25.456 /13.650) or 86.49%. The statement on the issue of teaching overload at some faculties covered by this research was given by the ASHE after the completion of re-accreditation process of the faculties and relevant university departments summarized in the Table 5 below. Table 5. Agency opinion on teaching overload issued by the ASHE for the faculties and university departments under research Opinion of ASHE on the Teaching overloadFaculty of Economics at J.J. Strossmayer University of OsijekAcademic staff work load is very high approximately 500 teaching hours per year, considerably above the relevant international standards. As a consequence, their research production is modest as to both the quantity and quality. There are no available data on the total work load of individual academic staff at the HE institutions of Slavonski Brod and Vukovar, as dislocated center, which additionally increases the ratio between the academic staff and students. The work load among the academic staff is uneven. The work load has been balanced among the employed and non-employed on the projects.Faculty of Economics at University of RijekaThere are no available data on the work load of individual academic staff in the two dislocated centers, which additionally increases already unfavorable ratio between the number of academic staff and students. There is a need for a more balanced approach in the determining of the academic staff adequate work load, which currently varies in the broad range between 245 and 105 teaching hours per year. Numerous data indicate teaching overload, which situation does not leave room to scientific research in the field and other relevant activities. Currently, the work load is balanced among the academic staff engaged on the projects and those who are not engaged.Faculty of Economics at University of SplitThere are substantial differences in the academic staff work load depending on the study programs they lecture. This obviously shows the need for the academic staff work load analysis at the level of study programs and not only the faculty levels in total. There is no formalized politics regulating the academic staff work load. Scientific work is limited not only by the available budget but also by the fact that priority is given to the increase in the engagement of currently insufficient academic staff.Faculty of Economics and Business at University of ZagrebThe faculty assistants are critical towards the limitations in the research work imposed by the considerable work overload. There are substantial differences in the work load distribution depending on the study programs they lecture. There is no formalized politics regulating the academic staff work load. Scientific work is limited not only by the available budget but also by the fact that priority is given to the increase in the engagement of currently insufficient academic staff.Department of Economics and Tourism at Juraj Dobrila University of PulaThe number of academic staff is sufficient for normal teaching without any need for the academic staff work overload. However, the academic staff has been more focused on teaching activities which leaves them limited room for scientific and research activities. This fact has impact on the quality of scientific papers. Currently, the work load of the employees engaged on the projects is equal to the work load of other employees not engaged on the projects.Department of Economics at University of ZadarThere are no comments on the teaching work (over)load .Department of Economics and Business Economics at University of DubrovnikTeaching work load varies within the norm by 10%.Faculty of Tourism and Hospitality Management in Opatija, University of RijekaTeaching work load has been adequately distributed among the academic staff but insufficient attention has been given to the distribution of workload between teaching and scientific research.FOI, University of ZagrebThe academic staff is not overloaded with teaching. The rules governing the distribution of the teaching work load ensure correct distribution of commitments among the academic staff (teaching, scientific research, mentorships).Source: Agency for Science and Higher Education (2011),  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/" https://www.azvo.hr/images/stories/Akreditacija/ It is evident that, at some faculties, academic staff is overloaded with teaching. Although there is insufficient numerical data that would confirm it, it is assumed that this is due to the large ratio of academic staff to students, which will be analysed in the next subsection. The ratio of academic staff to students The ratio between the total number of permanently employed academic staff and the total number of students must not be higher than 1:30, where the number of full-time students is multiplied by the coefficient 1, and part-time students by 0.5. Teachers are considered to be the employees elected to scientific-educational and teaching titles. If a HE institution does not meet this criterion, associates can also be taken into consideration but their number is multiplied by the coefficient 0.5. The faculties have interpreted the ratio definition in different ways. The difference comes from the calculation of total number of students and permanently employed academic staff and assistants as they had different approach and reasoning related to the answers to the following questions: 1) Should the total number of students include the students of all study levels concretely, the number of all students enrolled at the specialized post-graduate and doctoral studies? 2) Should the calculation include the number of failed students repeating the study year and if so, should their number be pondered in a manner? 3) Is there equal evaluation of the permanently full-time employed academic staff and those permanently employed but having part-time work load? 4) How are junior researchers included in the total number of academic staff? 5) Should the total number of permanently employed academic staff include the associates in professional titles and if so, what coefficient their number is to be multiplied by? Based on available data it was feasible for some faculties to follow up their reasoning and determine how they responded to the above questions posed and then replicate their procedure for the calculation of ratio between the academic staff and students. When collecting the data necessary for the calculation of the academic staff/ students ratio which is published for public use by the CBS, the following additional issues came to the surface: For all observed faculties only data on the total number of students enrolled at the post-graduate studies exist, but data on the number of full-time and part-time students within that total are not available. For all the three university departments planned to be included in the analysis, there are only summary figures on the number of students enrolled at all the university departments and not for individual ones. The figures related to the number of employees per individual ranks relate to permanently employed academic staff and external assistants. The total number of academic staff is not the relevant number since the number of permanently employed full-time academic staff is correct while the number of part-time academic staff is smaller than in reality since the same person can work at different faculties in the same period performing part-time teaching. The above problems obviously result in the incorrectness of calculated ratios between the number of academic staff and students. As a consequence of the above approach, the academic staff / students ratio figures given by the faculties are neither comparable among the faculties nor with the figures resulting from this research. Directly comparable, although not precise, are only the ratios obtained based on the figures from the State Bureau of Statistics. Although aware of the problems, the work presented will compare the figures obtained and comment them in order to emphasize the incompleteness of the definition of ratio calculation and the lack of transparency and reliability of publicly available data. The ratios between the number of academic staff and students in the academic years 2009/2010, 2010/2011 and 2011/2012 have been given in the table attached to this work while the shortened graphical presentation is given in the Figures 1, 2 i 3. It is visible that there are big differences in some cases among the ratios between the number of academic staff and students at certain faculties when the data are obtained from two or three sources at the same time. Figure 1 shows that the data from the CBS calculated ratio between the number of academic staff and students in the academic year 2009/2010 is the smallest for the FOI and amounts to 1:24.65 and the least favorable ratio is calculated for the Faculty of Economics J. J. Strossmayera in Osijek and amounts to 1:60.36. The mean ratio per each faculty is 46.02, with the standard deviation from the quoted average of 12.87 or 27.97%. Should we consider as acceptable the deviation of almost 30% from the quoted average, we could conclude that the quoted mean ratio presents well the situation at the faculties. The resulting conclusion is also that the observed faculties do not fulfill the requirements from the Regulation and that the mean ratio at the faculties is higher by 53.40% than the one provided in the Regulation and that is 1:30. Figure 1. The ratio of academic staff to students in academic year 2009/2010  SHAPE \* MERGEFORMAT  Source: see enclosed table. The ratios provided in the re-accreditation reports of the ASHE, individual faculty ratios between the number of academic staff and students have not been calculated for any of the observed academic years as the calculation procedure is not transparently shown in its documents. Some of the data are taken from the self-analyses performed by the faculties while some calculations have been performed by the Agency as per the data available from the information system MOZVAG. The only data available in this academic year refer to the Department of Economics and Tourism at Juraj Dobrila University of Pula and amount to 1:33.43. According to the data made available at the web pages of the faculties, it is obvious that the ratio smaller than 1:30 is reached by the Department of Economics and Tourism Juraj Dobrila at the University of Pula (1:29.74) and the FOI (1:29,57). The biggest ratio in the number of academic staff and students is quoted by the Faculty of Tourism and Hospitality Management and that is 1:80.06. Figure 2 shows that the ratio between the number of academic staff and students calculated based on the data obtained from the CBS for the academic year 2010/2011 is again the smallest for the FOI and that is 1:17.20 and again the highest of all at the Faculty of Economics J. J. Strossmayer in Osijek and amounts to 1:55.68. The mean ratio per each faculty is 41.44, with the standard deviation from the above quoted average of 13.47 or 32.50%. The deviations of the individual ratio values from the mean ratio per faculty are now bigger than 30%. Consequently, it may be concluded that the representability of the mean ratio is modest. On the average, in the current academic year as well, the observed faculties do not satisfy the Regulation requirements since the mean ratio per individual faculties is higher by 38.13% than the prescribed one of 1:30. Figure 2. The ratio of academic staff to students in academic year 2010/2011  Source: see enclosed table. The data quoted by the ASHE in its Re-accreditation Reports show that the ratio between the number of academic staff and students at each of the following faculties is smaller than 1:30 for the Department of Economics at the University of Zadar it is 1:20.30, for the Department of Economics and Business Economics at the University of Dubrovnik 1:18.00, and for the FOI the exact value is not known. From the remaining faculties with available data, the most unfavorable ratio is the one calculated for the Faculty of Economics at the University of Split and that is 1:58.44. For the academic year 2010/2011 only three faculties have published the ratio at their web pages, none of them having the ratio smaller than 1:30. The biggest ratio has been published by the Faculty of Economics J.J. Strossmayer in Osijek and that is as high as 1:88.00. Figure 3 shows that the ratio calculated on the data obtained from the CBS for the academic year 2010/2011 is the lowest for the FOI, 1:24.79 and the biggest ratio of 1:48.54 for the Faculty of Economics at the University of Rijeka. The mean ratio is now 38.73 with the standard deviation from the quoted mean ratio of 7.91 students per academic staff or 20.42%. Consequently, it can be concluded that the mean ratio is representative. Also in the current academic year the observed faculties on the average do not satisfy the Regulation requirements while the mean ratio per faculty is by 29.10% higher than the prescribed one of 1:30. The ratios between the number of academic staff and students for the academic year 2010/2011 published on the web pages of the individual faculties and departments show that only FOI has the ratio smaller than 1:30. The biggest ratio has been published by the Faculty of Economics at the University of Zagreb and that is as high as 1:62.26. Figure 3. The ratio of academic staff to students in academic year 2011/2012.  Source: see enclosed table In the following passages the analysis of the ratios between the number of academic staff and students will be made only based on the data published by the CBS. Figure 4 shows the ratios per faculties for all the three observed academic years. Figure 4. Ratio between the number of academic staff and students per faculties in the academic years 2009/2010, 2010/2011 i 2011/2012  Source: see the enclosed table Based on the Figure 4 it can be concluded that four (4) out of six (6) faculties or 66.67% show a decreasing trend in the ratio between the number of academic staff and students. It is also obvious that only one faculty out of six (FOI) or 16.67% meets the criterion that the ratio should be smaller than 1:30 through all the three observed academic years. Mean ratios between the numbers of academic staff and students per faculties for the academic years 2009/2010, 2010/2011 and 2011/2012 are shown in the Figure 5, while their relative individual change rates are shown in the Table 5 below. Figure 5. Mean ratio between the number of academic staff and students per faculties for the academic years 2009/2010, 2010/2011 i 2011/2012  Source: see the enclosed table Table 6. Mean ratios between the number of academic staff and students and individual change rates of the mean ratios between the number of academic staff and students per faculties for the academic years 2009/2010, 2010/2011 and i 2011/2012 (in percentage)  Source: see the enclosed table As a conclusion, the mean ratio between the number of academic staff and students per faculties also shows a decreasing trend, having the decrease of 9.99% in the academic year 2010/2011 when compared to the previous year and in 2011/2012 it decreased by 6.54% as compared to the year 2010/2011. The calculation of the mean ratio decrease rate per faculties obviously shows that within the observed period between 2009/2010 and 2011/2012 every academic year it decreased by 8.28%. Should the falling trend continue at the average decrease rate in the years to follow, not earlier than in the academic year 2014/2015 the ratio smaller than 1:30 could be expected. CONCLUSION The first aim of this paper was to explore the possibilities of enhancing the role of HE sector in the social and economic development by introducing an entrepreneurial mindset. Literature review shows that one of the ways universities pursue when dealing with the changing, complex and uncertain environment is to break their traditional boundaries. Some academics go so far to announce the end of the traditional university as we know it. There are favorable and harmful trends in the HE sector that challenge universities to pursue better and more effective ways of dealing with the change. Some universities consider these trends a threat, others see them as an opportunity, and the rest try to ignore them. Universities are under pressure to promote economic development and to find new sources of revenue by commercializing their research. However, there is a growing concern that their economic dimension will overshadow the social one. Just as it is important to adapt to the changing environment which promotes commercialization of research and better links between university and industry, it is equally if not more important to stimulate the development of appropriate values and social skills among students which will govern and direct their actions and lives in the future. Both economic and social dimension of HE can be reconciled by a deliberate inclusion of community-related courses and initiatives. The second aim was to explore possible difficulties (or obstacles) in the implementation of this concept in Croatia, with a special emphasis on the academic staff work overload. Research results shows that only one of nine faculties under research has academic staff work load as proposed by the relevant institution. It meets the criterion that the ratio between the number of academic staff and students should be smaller than 1:30 through all three observed academic years. Academic staff at all other faculties are overloaded up to 50%. Fortunately, all of them with decreasing trends in all three observed academic years. Wider engagement with the stakeholder community, re-creation of university autonomy, collegiality and authority and wider range of interdisciplinary initiatives, are a good starting point in creating an entrepreneurial university. One of the main stakeholders in transformation of traditional universities into entrepreneurial is certainly academic staff who is and should be the main carrier and promoter of this concept, and as such should be recognized by decision makers. However, the practice demonstrates quite the opposite. On the one hand, an increased engagement in the local community is expected as well as collaboration with the industry. On the other hand, indicators such as teaching overload indicator and ratio between the number of academic staff and students suggest they are overloaded with the teaching responsibilities and administration only. What can be done to enhance extrinsic support which would encourage creative activities, and intrinsic motivators where academic staff would do the work they feel passionate about and thereby contribute to the development of this new concept? We may try to find the answer at the beginning of this paragraph. 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"http://www.foi.unizg.hr/fakultet/kvaliteta/Reakreditacijska-prosudba-kvalitete-FOI/Izvjestaj-Samoanaliza-2010/(language)/cro-HR" http://www.foi.unizg.hr/fakultet/kvaliteta/Reakreditacijska-prosudba-kvalitete-FOI/Izvjestaj-Samoanaliza-2010/(language)/cro-HR, pp 61-62, 66-67 [Accessed 22.02.2013] GSCA: Government of the Republic of Croatia and Independent Syndicate of Science and Higher Education (2010), Collective Agreement on Science and Higher Education, Official Gazette No. 142/10,  HYPERLINK "http://narodne-novine.nn.hr/clanci/sluzbeni/2010_12_142_3607.html" http://narodne-novine.nn.hr/clanci/sluzbeni/2010_12_142_3607.html, articles 18-21, 23, 27-29, 33-34, 43[Accessed 15.02.2013] Juraj Dobrila University of Pula (2011), The Development Strategy of the Juraj Dobrila University of Pula,  HYPERLINK "http://www.unipu.hr/uploads/media/Razvojna_strategija2010-2015.pdf" http://www.unipu.hr/uploads/media/Razvojna_strategija2010-2015.pdf, pp 61 [Accessed 25.02.2013] MSES: Ministry of Science, Education and Sports of the Republic of Croatia(2010), Regulation on the Re-accreditation of Higher Education Programs and Institutions, Official Gazette No. 24/10,  HYPERLINK "http://narodne-novine.nn.hr/clanci/sluzbeni/2010_02_24_575.html" http://narodne-novine.nn.hr/clanci/sluzbeni/2010_02_24_575.html, article 6, paragraph 3-5, article 17, paragraph 3 [Accessed 15.02.2013] NCN: National Committee for Higher Education (2011), The Network of Higher Education Institutions and Study Programs in Republic of Croatia,  HYPERLINK "https://www.azvo.hr/images/stories/visoko/Mre%C5%BEa_visokih_u%C4%8Dili%C5%A1ta_i%20studijskih_programa_u_RH_final.pdf" https://www.azvo.hr/images/stories/visoko/Mre%C5%BEa_visokih_u%C4%8Dili%C5%A1ta_i%20studijskih_programa_u_RH_final.pdf, pp 14-15 [Accessed 15.02.2013] University of Rijeka (2009), Report on the Implementation of the Strategy in 2009,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf, pp 17 [Accessed 23.02.2013] University of Rijeka (2010), Summary Report on the Implementation of the Strategy in 2010,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf, pp 23 [Accessed 23.02.2013] University of Rijeka (2011), Summary Report on the Implementation of the Strategy in 2011,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf, pp 21 [Accessed 23.02.2013] University of Zagreb (2012), Report on the Work of the University of Zagreb in the Academic Year 2009/2010, University Herald Vol. LVII.,  HYPERLINK "http://www.unizg.hr/fileadmin/rektorat/dokumenti/obavijesti_nastava/Izvjesce_o_radu_2009_2010.pdf" http://www.unizg.hr/fileadmin/rektorat/dokumenti/obavijesti_nastava/Izvjesce_o_radu_2009_2010.pdf, pp 532, 551 [Accessed 23.02.2013] University of Zagreb (2012), Self-Analysis and Documentation for the Process of Independent External Quality Assurance Audit at the University of Zagreb,  HYPERLINK "http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf" http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf, pp 40 [Accessed 23.02.2013] Appendix. Table 1. The ratio of academic staff to students in academic years 2009/2010, 2010/2011 and 2011/2012  Source: Croatian Bureau of Statistics (2010), Higher Education, 2009, Statistical Reports 1415,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 12, 74-95 [Accessed 24.02.2013]; Croatian Bureau of Statistics (2011), Students, 2009/2010 Academic Year, Statistical Reports 1416,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 23-41 [Accessed 24.02.2013]; Croatian Bureau of Statistics (2011), Higher Education, 2010, Statistical Reports 1444,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 10, 71-86 [Accessed 24.02.2013]; Croatian Bureau of Statistics (2012), Students, 2010/2011 Academic Year, Statistical Reports 1445,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 24-39 [Accessed 24.02.2013]; Croatian Bureau of Statistics (2012), Higher Education, 2011, Statistical Reports 1472,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 12, 75-89 [Accessed 24.02.2013]; Croatian Bureau of Statistics (2012), Students, 2011/2012 Academic Year, Statistical Reports 1473,  HYPERLINK "http://www.dzs.hr" www.dzs.hr, pp 23-24, 29-38 [Accessed 24.02.2013]; Agency for Science and Higher Education (2011), Expert Commission Final Report on the Re-accreditation of the Faculty of Organization and Informatics Vara~din, University of Zagreb  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/izvjestaj_foi_verzija_finalna_verzija.pdf" https://www.azvo.hr/images/stories/Akreditacija/izvjestaj_foi_verzija_finalna_verzija.pdf pp 10 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Expert Commission Report on the Re-accreditation of the Department of Economics and Tourism  Dr. Mijo Mirkovi of the University of Juraj Dobrila in Pula,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Izvjee_Odjel_za_ekonomiju.pdf" https://www.azvo.hr/images/stories/Akreditacija/Izvjee_Odjel_za_ekonomiju.pdf [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Expert Commission Report on the Re-accreditation of the Department of Economics of the University of Zadar,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/ZD-Izvjee_reakreditacija_Zadar_5-2011-final.pdf" https://www.azvo.hr/images/stories/Akreditacija/ZD-Izvjee_reakreditacija_Zadar_5-2011-final.pdf pp 5[Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Expert Commission Report on the Re-accreditation of the Department of Economics and Business of the University of Dubrovnik,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/DU__Izvjee_reakreditacija__Dubrovnik_5-2011.pdf" https://www.azvo.hr/images/stories/Akreditacija/DU__Izvjee_reakreditacija__Dubrovnik_5-2011.pdf, pp 5-6 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Faculty of Economics at Josip Juraj Strossmayer University of Osijek,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Osijek_izvjeae.pdf" https://www.azvo.hr/images/stories/Akreditacija/Osijek_izvjeae.pdf, pp 6 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Faculty of Economics at University of Rijeka,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/izvjee_rijeka_final.pdf" https://www.azvo.hr/images/stories/Akreditacija/izvjee_rijeka_final.pdf pp 6-7, 11-12 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Re-accreditation of the Faculty of Economics of the University of Split, Expert Commission Report,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFST_FINAL.pdf" https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFST_FINAL.pdf pp 11-12 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Re-accreditation of the Faculty of Economics and Business of the University of Zagreb, Expert Commission Report,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFZG_HRV_FINAL.pdf" https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFZG_HRV_FINAL.pdf pp 10-12 [Accessed 22.02.2013]; Agency for Science and Higher Education (2011), Re-accreditation of the Faculty of Tourism and Hospitality Management in Opatija, the University of Rijeka,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Opatija_HRV.pdf" https://www.azvo.hr/images/stories/Akreditacija/Opatija_HRV.pdf pp 11 [Accessed 22.02.2013] Note: 1) Number of full-time students is included in the total number of students with a coefficient of 1, and the number of part-time students with coefficient 0.5. It is assumed that all post-graduate and doctoral studies are full-time students. Number of acaemic staff in scientific-educational and educational titles is included in the total number of academic staff with a coefficient of 1, and the number of academic staff in associate titles with a coefficient of 0.5. 2) Report states only that the ratio of academic staff to students is greater than 1:30. Agency for Science and Higher Education (2011), Faculty of Economics at Josip Juraj Strossmayer University of Osijek,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Osijek_izvjeae.pdf" https://www.azvo.hr/images/stories/Akreditacija/Osijek_izvjeae.pdf, pp 6 [Accessed 22.02.2013] 3) Faculty of Economics at Josip Juraj Strossmayer University of Osijek (2011), The Strategy of Josip Juraj Strossmayer University of Osijek 2011-2020.,  HYPERLINK "http://www.unios.hr/uploads/50STRATEGIJA%20SVEU ILI`TA%20HR.pdf" http://www.unios.hr/uploads/50STRATEGIJA%20SVEU ILI`TA%20HR.pdf, pp 123 [25.02.2013] 4) University of Rijeka (2009), Report on the Implementation of the Strategy in 2009,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf, pp 17 [Accessed 23.02.2013] 5) University of Rijeka (2010), Summary Report on the Implementation of the Strategy in 2010,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf, pp 23 [Accessed 23.02.2013] 6) University of Rijeka (2011), Summary Report on the Implementation of the Strategy in 2011,,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf, pp 21 (read out from the graph) [Accessed 23.02.2013] 7) Ratio is calculated based on data from Report on the Work of the University of Zagreb in the Academic Year 2009/2010, http://www.unizg.hr/fileadmin/rektorat/dokumenti/obavijesti_nastava/Izvjesce_o_radu_2009_2010.pdf, pp 532, 551 [Accessed 23.02.2013]. When calculating the total number of academic staff, associates and academic staff elected in scientific-educational titles with working hours of less than full-time are involved with a coefficient of 0,5. 8) Report states that the Faculty of Economics at Universitiy of Zagreb in its self-analysis states a different ratio (1:40,33). Agency for Science and Higher Education (2011), Re-accreditation of the Faculty of Economics and Business of the University of Zagreb, Expert Commission Report,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFZG_HRV_FINAL.pdf" https://www.azvo.hr/images/stories/Akreditacija/Zavrno_izvjee_EFZG_HRV_FINAL.pdf, pp 10 [Accessed 22.02.2013] 9) University of Zagreb (2012), Self-Analysis and Documentation for the Process of Independent External Quality Assurance Audit at the University of Zagreb,  HYPERLINK "http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf" http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf, pp 40 [Accessed 23.02.2013] 10) CBS publishes only summary data on the number of students enrolled and the number of academic staff in all departments of universities. 11) Juraj Dobrila University of Pula (2011), The Development Strategy of the Juraj Dobrila University of Pula,  HYPERLINK "http://www.unipu.hr/uploads/media/Razvojna_strategija2010-2015.pdf" http://www.unipu.hr/uploads/media/Razvojna_strategija2010-2015.pdf, pp 61 [Accessed 25.02.2013] 12) University of Rijeka (2011), Report on the Implementation of the Strategy in 2009,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202009_%20-%20konacna.pdf, pp 17 [Accessed 23.02.2013] 13) The accuracy of this data is questionable, because in the same report, p. 4 states that the ratio is about 1:55. Agency for Science and Higher Education (2011), Re-accreditation of the Faculty of Tourism and Hospitality Management in Opatija, the University of Rijeka,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/Opatija_HRV.pdf" https://www.azvo.hr/images/stories/Akreditacija/Opatija_HRV.pdf, pp 11 [Accessed 22.02.2013] 14) University of Rijeka (2010), Summary Report on the Implementation of the Strategy in 2010,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20za%202010_%20KONACNA%20VERZIJA%20160611.pdf, pp 22-23 [Accessed 23.02.2013] 15) University of Rijeka (2011), Summary Report on the Implementation of the Strategy in 2011,  HYPERLINK "http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf" http://www.uniri.hr/files/staticki_dio/propisi_i_dokumenti/Izvjestaj%20o%20provedbi%20Strategije%20SuRi%20u%202011.pdf, pp 21 (read out from the graph) [Accessed 23.02.2013] 16) Faculty of Organization and Informatics Vara~din, University of Rijeka (2010), Self-Analysis Report 2010,  HYPERLINK "http://www.foi.unizg.hr/fakultet/kvaliteta/Reakreditacijska-prosudba-kvalitete-FOI/Izvjestaj-Samoanaliza-2010/(language)/cro-HR" http://www.foi.unizg.hr/fakultet/kvaliteta/Reakreditacijska-prosudba-kvalitete-FOI/Izvjestaj-Samoanaliza-2010/(language)/cro-HR, pp 61-62 [Accessed 22.02.2013] 17) Report states only that the ratio of academic staff to students is satisfactory, implying that it is less than 1:30.; Agency for Science and Higher Education (2011), Expert Commission Final Report on the Re-accreditation of the Faculty of Organization and Informatics Vara~din, University of Zagreb,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/izvjestaj_foi_verzija_finalna_verzija.pdf" https://www.azvo.hr/images/stories/Akreditacija/izvjestaj_foi_verzija_finalna_verzija.pdf, pp 10 [Accessed 22.02.2013] 18) University of Zagreb (2012), Self-Analysis and Documentation for the Process of Independent External Quality Assurance Audit at the University of Zagreb,  HYPERLINK "http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf" http://www.unizg.hr/fileadmin/upravljanjekvalitetom/Samoanliza_i_dokumentacija_za_vanjsku_neovisnu_prosudbu.pdf, pp 12 (read out from the graph) [Accessed 23.02.2013] Thorp, H. and Goldstein, B. (2010) The Entrepreneurial University,  HYPERLINK "http://www.insidehighered.com/views/2010/09/27/thorp" http://www.insidehighered.com/views/2010/09/27/thorp [Accessed 26.05.2011.] Clark, B., (2001): The Entrepreneurial University: New Foundations for Collegiality, Autonomy and Achievement, Journal of the Programme of Institutional Management in Higher Education,2: 9 - 25 Davies, J.L, (2001): The Emergence of Entrepreneurial Cultures in European Universities, Journal of the Programme of Institutional Management in Higher Education, 2: 25 - 43 Gibb, A. and Hannon, P., (2006): Towards the Entrepreneurial University?, International Journal of Entrepreneurship Education Salmi, J., (2001): Tertiary Education in the 21st Century: Challenges and Opportunities, Journal of the Programme of Institutional Management in Higher Education, 2: 105 - 128 ibid. pp 70 - 71 Dabi, M and `varc, J. (2011): O konceptu poduzetni kog sveu iliata: ima li alternative?, Druatvena istra~ivanja Zagreb, 4: 991-1013 Benneworth, P. and Sanderson, A., (2007): Building Institutional Capacity for HEI Regional Engagement in a Sparse Innovation Environment: A Case Study of Knowledge House (NE England), in : International Conference on 'Globally Competitive, Locally Engaged Higher Education and Regions', Proceedings, OECD/ IMHE, Valencia, Spain, September 1921, 2007. Skinner, H. and Blackey, H.: Globalization of Business Education A British Course or a British Educational Experience? Comparisons from a UK University, Journal of Applied Research in Higher Education, 2: 22 - 32 Pratt, J. (2001): Changing Patterns of Diversity in Europe: Lessons from an OECD Study Tour, Journal of the Programme of Institutional Management in Higher Education, 2: 93 - 103 Morgan, B. and Lydon, J., (2009): Bologna: Some Thoughts on its Effect in the Internationalization of Higher Education, Journal of Applied Research in Higher Education, 1: 64 - 72 Moodie, G., (2009): Australia: the Emergence of Dual Sector Universities,  HYPERLINK "http://www.academia.edu/359619/Australia_the_emergence_of_dual_sector_universities" http://www.academia.edu/359619/Australia_the_emergence_of_dual_sector_universities [Accessed 7.03.2013.] op. cit. Salmi, pp 112 op. cit. Salmi, pp 116  Finland is one of the first countries in Europe which promoted the practice of lifelong or continuing education. Ten years ago the country had more adults participating in such programs (200, 000) than young people attending regular HE degree courses (150, 000). There is no surprise that this trend continues, not only in Finland, but across the world. op. cit. Salmi, pp 121 Mora, J. and Villarreal, E., (2001): Breaking Down Structural Barriers to Innovation in Traditional Universities, Journal of the Programme of Institutional Management in Higher Education, 2: 57 - 66 Baatjes, I. G., (2005): Neoliberalni fatalizam i korporativizacija visokog obrazovanja u Ju~noj Africi. Politi ko obrazovanje, 1(2), pp 107-119. Pisuke, H. and Kelli, A., (2007): Some Issues Regarding Entrepreneurial Universities and Intellectual Property, Juridica International,  HYPERLINK "http://www.juridicainternational.eu/index.php?id=12675" http://www.juridicainternational.eu/index.php?id=12675, pp 161 172 [Accessed 19.02.2013.] i.e. In response to a request from the European Council, the European Commission sets out a broad-based innovation strategy for Europe, with the fundamental guiding principle that the European Union (EU) must become an innovation-based society. The main objective is to lay down a framework for promoting all types of innovation and encouraging the development of innovation-friendly lead markets. The logic behind that idea can be found in the EUs exceptional innovation potential, which is under-exploited as the European regulatory and economic framework is not conducive enough to innovation. (EU, Summaries of EU Legislation,  HYPERLINK "http://europa.eu/legislation_summaries/employment_and_social_policy/eu2020/growth_and_jobs/i23035_en.htm" http://europa.eu/legislation_summaries/employment_and_social_policy/eu2020/growth_and_jobs/i23035_en.htm [Accessed 20.02.2013.]) ibid. Pisuke, H. and Kelli, A. D Este, P. and Perkmann, M. (2010) Why do Academics Engage with Industry? The Entrepreneurial University and Individual Motivations,  HYPERLINK "http://www.aimresearch.org/uploads/file/Working%20Papers/Full-Working-Paper-Perkmann.pdf" http://www.aimresearch.org/uploads/file/Working%20Papers/Full-Working-Paper-Perkmann.pdf [Accessed 20.02.2013.] Subotzky, G., (1999): Alternatives to the Entrepreneurial University: New Modes of Knowledge Production in Community Service Programs, Higher Education, Kluwer Academic Publishers, Netherlands Redmond, R., Curtis, E., Noone, T. and Keenan, P., (2008): Quality in Higher Education, International Journal of Educational Management, 5: 432 - 441 Loukkola, T. and Zhang, T., (2010): Examing Quality Culture: Part 1 Quality Assurance Processes in Higher Education Institutions. Brussels: European University Association.,  HYPERLINK "http://www.eua.be/pubs/Examining_Quality_Culture_Part_1.pdf" http://www.eua.be/pubs/Examining_Quality_Culture_Part_1.pdf [Accessed 25.07. 2012.] McInnis, C., (2001): Promoting Academic Expertise and Authority in an Entrepreneurial Culture, Journal of the Programme of Institutional Management in Higher Education, 2: 45 - 55 Daumard, P., (2001): Entreprise Culture and University Culture, Journal of the Programme of Institutional Management in Higher Education, 2: 67 - 74 Chan, A. and Chan, C., (2009): A New Outcome-Based Curriculum: Its Impact on Student Core Competence, Journal of Applied Research in Higher Education, 2: 24 - 32  Cornell, B., (2004): Compesation and recruiting: private universities versus private corporations, Journal of Corporate Finance 10: 37-52.  Moodie, G., (2009): Australia: the Emergence of Dual Sector Universities,  HYPERLINK "http://www.academia.edu/359619/Australia_the_emergence_of_dual_sector_universities" http://www.academia.edu/359619/Australia_the_emergence_of_dual_sector_universities [Accessed 7.03.2013.] Badri, M. A. and Abdulla, M. H., (2004): Awards of excellence in institutions of higher education: An AHP approach. International Journal of Educational Management, 18(4): 224-242. Husi, M. and Kubinska, E., (2005): Primjena AHP metode prilikom izbora najboljeg univerzitetskog profesora. 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h>ahh>ah56#}}~rg)NJ]$a$gd*gdmL$a$gdX$a$gdf$a$gd*J$a$gdCxE$a$gd56q$a$gddMgdx'$a$gdl?$a$gd}}}~\~^~~~~~8bf΀ЀhlKL[\pq랗}v}m}eZhK|hmH sH hmH sH h6h0J h(hjhUh%h56h%h5 h%hhh[nh[n5B*phh)}h)}56h)}h)}5 h)}h)}jh[n0JUh0h56h0h5 h0hjh0JUh:QhmHsH qrsxÂ&KLgh246Y^stʄЄbdeͅ΅υЅ,NOPQef紿 hrehh' h5hShmHsHhCOhmHsHhK|hmH sH hmH sH h6h0JjhUhCOh5 hCOhhjh0JUh%hmHsH6fgh~()*eDEfqrs(ļIJĥ}}p^WP h&Hh hfh,"jhfhf0JB*Uphhfhf0JB*phjhfhfUhFhfhf6hfhf56 hfhfjhfh,0JUhg&h*J56hg&h*J5 hg&h*Jjh*J0JU h3hhg&h5 hg&hjh0JUh' hmHsH(prƊNJȊ݊P\]^}‹ċdfٌی܌<=Ǻyypyi hW]YhmLhLhmL0JjhLhmLUhLhmL5 hLhmLhmLjhmL0JUhmLhmL56hmLhmL5 hmLhmLjhmLhmL0JU h91h hp0hjh0JU haIhh&Hh56 h&Hhh&Hh5%ҍ:X0TV˽ٱ٣ٖxj]UMUF hqhhqh\hh\jhqh0JUhFh.56mHsHhFh.5mHsHhFh.mHsH hFh.jhFh.0JUUhFh.6CJaJhFh.5CJaJhFh.56CJaJhFh.5CJ\aJhFh.CJaJ!jhFh.0JCJUaJhMhmLmHsH 345-363.  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Department of EconomicsTQ$fDEGHJKMNPQgd$a$gd*$a$gdj$a$gdp1$a$gd$a$gd*68IPQRS#$%Z89³𨝒znzf[PEjhqh-Uhqh-mHsHjh-h-Uh<mHsHh-h-5mHsHh-h-mHsHjh-h0JUhqhmHsHhhmHsHhhmHsHjhqhUmHsHhqh0JB*phjhqhUjhhUhJN hh hqhhqh59Jr|NOefgɼ|qfU?0hqheB*mHphsH*jhqhe0JB*UmHphsH!hqhe0JB*mHphsHjhqheUhqhemHsHjh/'heUh/'hemHsHh/'he5mHsHh-he5mHsHh-hemHsH h-hejh-he0JUh-hmHsHh-h-mHsHjhqh-UmHsH!hqh-0JB*mHphsHg@sønaUJUA6jhLheUhe5mHsHhLhemHsHhLhe5mHsHjh-he0JU hqhe5B*mHphsH*jhqhe0JB*UmHphsH!hqhe0JB*mHphsHjhqheU hqhejh/'heUhqheB*mHphsHh/'hemHsHh/'he5mHsHh-he5mHsHh-hemHsH./mø~qf[NC7hqhA$d5mHsHhA$dhA$dmHsHjhqha0JUhUL\hamHsHhqhUL\mHsHjhUL\ha0JUhUL\hUL\\mHsHhUL\hmHsHhUL\hUL\mHsHjhUL\h0JUh:hemHsHhLhemHsH*jhqhe0JB*UmHphsH!hqhe0JB*mHphsHjhqheUhqhemHsH)*ij%&-CDEFHIKLti^SOGOGOGjhF;TUhF;Th(qh(qB*phhLhmHsHjhhU!hh0JB*mHphsHjhhUmHsHhhmHsHhh5 hhjhh(q0JUh)LhaB*mHphsHjhLhA$dUmHsH!hLhA$d0JB*mHphsHjhLhA$dUhLhA$dmHsHLNOQ~̼xplpcUlKEK h0Jjh0JUjhPqUmHnHuhmHnHuhPqjhPqUh"bh6CJ]mHsHh6CJ]mHnHu%h4h6CJ]aJmHnHu%hCmFh6CJ]aJmHnHuh6CJ]aJmHnHuh"hx{ h6CJ]aJmHsH#h6CJ]aJmHnHsHujhF;TUhF;TQ   $k$$a$gdq$$a$gd#~$$a$gdp1$hh]h`ha$gd &`gd(p h]`hgdPq$a$$&dPa$gd"b &dPgdx{    <]^2!"ijlĸġ~hWĸĸġ~h hqh\gB5B*mHphsH*jhqh\gB0JB*UmHphsH!hqh\gB0JB*mHphsHjhqh\gBU hqh\gBjhLh\gBUh h\gB5mHsHhqh\gB5mHsHhqh\gBmHsHjh h\gB0J&UhF;Th h0Jjh0JUh0JmHnHuln!#$,-'IJLNjkllrt*ꭦtg긭tgꭦjh*h\gB0J&U*jhqh\gB0JB*UmHphsH!hqh\gB0JB*mHphsHjhqh\gBU hqh\gBjhLh\gBUh\gBmHsHhqh\gB5mHsHjh h\gB0J&U hqh\gB5B*mHphsHhqh\gBmHsHhLh\gBmHsH(*,,gh~±˜‰}rkZD±7˜jh@;h\gB0J&U*jh!~h\gB0JB*UmHphsH!h!~h\gB0JB*mHphsH hqh\gBjhLh\gBUh\gBB*mHphsHhqh\gBB*mHphsHhqh\gB5mHsHjh*h\gB0J&U hqh\gB5B*mHphsHhqh\gBmHsH*jhqh\gB0JB*UmHphsH!hqh\gB0JB*mHphsHjhqh\gBU0f$0^`0a$gd^y$gdp1$$a$gd#~$$a$gdq and Business of the University of Dubrovnik,  HYPERLINK "https://www.azvo.hr/images/stories/Akreditacija/DU__Izvjee_reakreditacija__Dubrovnik_5-2011.pdf" https://www.azvo.hr/images/stories/Akreditacija/DU__Izvjee_reakreditacija__Dubrovnik_5-2011.pdf, pp 6 [Accessed 22.02.2013] Agency for Science and Higher Education (2011), 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