ࡱ>    q`bjbjqPqP t::U("""""""zT8<!2( ,,,}$hN",t,,,"" T<," " },}߸""ջ ֋ .V$|R0 jjHջj"ջ,,,,,,,,,,,!!!D5W2!!!W6|v""""""  KNOWLEDGE TRANSFER AT THE EXAMPLE OF UNIVERSITY IN OSIJEK BASED ON ENHANCEMENT OF SOCIAL RESPONSIBILITY Maja Lamza  Maroni, Ph.D. Faculty of Economics in Osijek / Full Professor Gajev trg 7, 31000 Osijek Phone: ++ 385 31 224 453; Fax: ++ 385 31 211 604 E-mail: maja@efos.hr Jerko Glava, B.Sc. Faculty of Economics in Osijek /Assistant Gajev trg 7, 31000 Osijek Phone: ++ 385 31 224 510; Fax: ++ 385 31 211 604 E-mail: jglavas@efos.hr Key words: knowledge transfer, Bologna process, social responsibility, University in Osijek 1. 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 People need to master the skill of rapid acquisition of new knowledge and displacing or unlearning the outdated knowledge.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. 2. 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. 3. 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. 4. 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. In accordance with the research at the University in Osijek, the processes of knowledge acquisition and application should be monitored at other levels as well, primarily during classes and, even more importantly, in practice after the formal education has been completed. On completion of their studies, every graduate should continue to learn and acquire knowledge, skills and experience in order to transfer them into concrete decisions, processes or products. 5. CASE STUDY FACULTY OF ECONOMICS IN OSIJEK Young people, especially students, are at the heart of the strategy launched by the European Council in Lisbon in March 2000. According to this strategy, the basic objective of achieving a more competent and dynamic knowledge-based economy, capable of sustainable development and creating more and better jobs as well as better social cohesion, will depend primarily on the following: The level of students' knowledge, their attitude towards learning and motivation level; How far are universities, i.e. faculties and departments, capable of "production", transmission and transfer of knowledge. The survey conducted at the Faculty of Economics in Osijek, within the course "Management Information Systems", in the academic year 2006/2007 has showed some improvements in the teaching process itself and in the knowledge transfer through lectures, exercises and seminars. The sample consisted of 55 third year students in the programme Marketing Management. The respondents were supposed to answer six basic questions regarding the course "Management Information Systems" and regularity of class attendance. At the question regarding class attendance for lectures the students answered that they mostly attended lectures although there was a number of those who did not attend regularly, or came only sporadically. This research segment is significant because lectures provide certain theoretical knowledge and serve as a foundation for further knowledge transfer into the segment of exercises and seminars. Table 1. Question 1. How many lectures have you attended so far? AnswerNumber of studentsMost of them43About 50 %8I rarely attended the lectures4Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 1. Question 1. How many lectures have you attended so far? At the question on their chief motive for attending lectures the students mostly said that the motive was to prepare for the exam in this course; however, quite a number of students stated that they are attending lectures out of interest, i.e. because they find the topics interesting. They are likely to transfer the knowledge gained through the teaching segment, i.e. lectures into the application segment, i.e. exercises and in the near future their work. Work effectiveness of such employees is high in both quantitative and qualitative terms, thus creating possibilities for personal advancement, but also for improvement of the overall society. If such an employee is surrounded by similar people, who all possess high quality knowledge, they can all make great steps forward through cooperation but also through competition among themselves. The society becomes wealthier in economic terms, and through innovations, research and different projects. Table 2. Question 2. My chief motive for attending lectures? AnswerNumber of studentsBecause it is compulsory1To prepare for the exam39Out of interest / because I am interested15Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 2. Question 2. My chief motive for attending lectures? Out of the 55 students surveyed, 53 students participated in the exercises for the course "Management Information Systems", which is very significant as these exercises are of applicative character and represent a transition between educational and applicative period of acquiring and implementing knowledge. Table 3. Question 3. How often have you attended exercises/seminars in this course (if they were in the curriculum)? AnswerNumber of studentsRegularly53Occasionally2Rarely0Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 3. How often have you attended exercises/seminars in this course (if they were in the curriculum)? Questions 4 and 5 are equally important since they indicate clearly the continuity in gaining theoretical knowledge and its application during exercises and seminars within the course "Management Information Systems". In the course of his/her growth and development, a person learns almost every day. If the acquired knowledge is of good quality, it can be equally well implemented in practice. Table 4. Question 4. How often were lectures in this course cancelled without prior notification? AnswerNumber of studentsNever55Once or twice0More than twice0 Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 4. How often were lectures in this course cancelled without prior notification? Table 5. Question 5. How often were exercises/seminars in this course cancelled without prior notification? AnswerNumber of studentsNever55Once or twice0More than twice0 Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 5. How often were exercises/seminars in this course cancelled without prior notification? The final phase of acquiring knowledge in a particular cycle should be the predefined result (exam passed, project completed, positive business result, etc). To the survey question regarding the exam in the course all the students answered that they have not passed the exam, or that they have not taken it yet. The reason for such answers is that at the time of the survey full-time students had not completed the stated course in the academic year 2006/2007 and had thus not fulfilled the requirements for taking the exam. Table 6. Question 6. Have you passed the exam in this course? AnswerNumber of studentsYes0No24I haven't taken the exam yet31 Source: Survey Knowledge Transfer, Faculty of Economics in Osijek, November 2006  Figure 6. Have you passed the exam in this course? 6. INSTEAD OF CONCLUSION The Bologna process, continuous improvements of study programmes, introduction of theoretical applicative content into teaching at higher education level have all contributed to providing the knowledge which is crucial for long-term sustainable growth and development of the Republic of Croatia. These are actually the premises that the course Management Information Systems is based on. In this course we have confirmed the hypothesis that students acquire certain knowledge during lectures and exercises, and can then transfer this knowledge and apply it on concrete problems and cases from the business practice. New methods in teaching, exercises, seminars, improved contact with students, involving them in research projects at the Faculty of Economics in Osijek and Josip Juraj Strossmayer University in Osijek, indicate that the acquired theoretical knowledge can very well be transferred to particular problems encountered daily in the business world. 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BIBLIOGRAPHY Barlow, C: (2000), The Knowledge Creating Cycle, The CO-Creativity Institute, Glen Ellyn, Illinois, USA Nonaka, I.; Takeuchi, H.: (1995), The Knowledge Creating Company, Oxford University Press, New York Panian, Z.( 2002): Sponzorirana virtuelna u iliata i cjelo~ivotno u enje, CARNet, Edupoint, year II, No. 7. Baban, Lj. (2000): Primjena metodologije stru nog i znanstvenog istra~ivanja, Ekonomski fakultet u Osijeku, Osijek Bates, A. W., Poole, G. (2003): Effective Teaching with Technology in Higher Education: Foundations for Success, University of British Columbia, Vancouver Hammersley, M., (2002): Educational Research, Policymaking and Practice, London: Paul Chapman. Ministarstvo financija Republike Hrvatske (2006) Prora un 2007. gVWefLsjR~4xxoo 7$8$H$gdm$0^`0a$gd $0^`0a$gd` -D1$7$8$H$M gdgP; -D1$7$8$H$M gdgP; -D1$7$8$H$M ]gdgP;$0^`0a$gd`$a$gd` WefyKLXrsy{|  ,.02:>JNȿѬuuuuuuuuuhYh 5@hYh 5@mH sH hYh @hYh @mH sH hYh@hYhU@hYh5@hYh@hYhU@hYh@hYh5@hYh@h`mH sH h`5\mH sH (N^bjlptz hjHL.|~ǺǺհհէ}}qeqeqeqehYh5hmHsHhYh5hmH sH "hYhm5\mHnHsHtHhYhmmHnHsHtHhYh CJhYh`CJhYh`5CJhYh CJmHsHhYh 5CJmHsHhYh 5CJhYh mH sH hYh @hYh @mH sH # '()+4@S^hjǻxiWi#j hYhmUmH sH jhYhmUmH sH hYhm5mH sH hYhmmH sH hYhmH sH hYh`mH sH hYh5mH sH hYhAmHsHhYh5hmHsHhYh5hmH sH UhYh55\hmHsHhYh55\hmH sH hYh`hmHsH odine: Za ravnomjerniji razvoj Hrvatske, pp. 27-31. http://www.mfin.hr/ [Accessed 12.12.2006] Knowledge Transfer: Looking Beyond Health (2000) Conference report, Toronto, pp.3-10  HYPERLINK "http://www.chsrf.ca/knowledge_transfer/pdf/ktransfer_e.pdf" http://www.chsrf.ca/knowledge_transfer/pdf/ktransfer_e.pdf [Accessed 09.10.2006]     PAGE 12 PAGE 1 4jhiklnoqrtu$hh]h`ha$gd hh]h`hgd &`gd(p$a$gd $a$gdAPQ\^_ahijlmoprsuv|}ӹhUh0JmHnHu hU0JjhU0JUhjhUh`h`B*mH phsH hYhP ,mH sH hYhmmH sH jhYhmUmH sH $hYhm0J>*B*mH phsH  901hP:p. 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