Teaching and research in higher education is conducted in collaboration with foreign institutions, professors and researchers and in the presence of foreign students. Slovenian students, professors and other staff, and researchers learn, train, teach and conduct research at foreign institutions. By the end of this decade, the number of our professors going abroad for at least one year and foreign professors coming to Slovenia will increase, as the objective is to have at least 10% of foreign professors by the end of the decade. To achieve top quality, internationalization and international attractiveness of higher education institutions, the study programmes should be carried out in foreign languages. For this reason, we studied how many of our professors went abroad for a period of up to one year, how it was funded, and what the purpose of their stay was. Next, we investigated how many foreign professors and experts were involved in the Slovenian higher education system and in what way. Finally, we examined how many Slovenian study programmes and courses were offered in foreign languages and how many professors taught in foreign languages.
COBISS.SI-ID: 39220741
The Erasmus programme is synonymous with academic mobility in Europe. It has supported over three million student exchanges between over 5,000 higher education (HE) institutions. Engineering education represents a powerful force in the Erasmus as HE engineering institutions represent 37% of all HE institutions in this process. In this study, the author has analysed the mobility of engineering students. The focus was mainly at the institutional level rather than the country level. With the use of some standard statistical methods and some advanced ones, such as social network analysis, the author identified the more significant HE engineering institutions. The institutional network of engineering student exchanges consists of 1,943 HE engineering institutions and 29,711 direct links between them. Spanish HE institutions were recognised as those with the highest mobility of engineering students. Among institutions, the Polytechnic Universities in Valencia and Barcelona were at the top followed by the Technical University of Madrid. Turkey was recognised as a rapidly developing country in terms of student exchanges.
COBISS.SI-ID: 38964485
In the paper, we analyse the possibilities for promotion of entrepreneurship among students in high schools. The paper focuses on the identification and exploration of the teaching and learning methods contributing to students' entrepreneurial intentions. Entrepreneurially oriented teaching and learning should be action-focused, involving the students as much as possible, as well as individuals coming from contexts outside the schools. Besides, teachers’ work experiences are also crucial. Literature stresses the importance of methods such as roll playing, which might increase students’ motivation for entrepreneurship, action learning for recognising business opportunities, guests from practice and business competitions for business ideas commercialization, live case studies for fostering creativity and innovation, etc. In our study, we are primarily interested in recognising possible causal relationships between the teaching and learning on one side, and students’ entrepreneurial intentions on the other side. The links regarding gender, parents' employment status and plans to continue education will also be checked.
COBISS.SI-ID: 39062789
This paper presents contemporary learning and teaching methods implemented in an elective e-learning course of a business school. The course is performed online, which for a traditional university, is considered an innovative approach. Despite the high level of interaction on this course over the years, with many individual and group student activities, a larger group of students this year called for different assessment methods. Based on the modern pedagogy paradigm references, the students were involved in the assessment process; the peer assessment was gradually implemented. Despite the larger and heterogeneous group, the students qualified for peer evaluation and met the course learning outcomes without any problems. The use of peer assessment had several advantages – students worked more and harder than on other “traditional” courses. It was evident that through the assessment process students were learning, which gave their studies additional depth. Students left the course with a positive learning experience that might be used in other learning circumstances.
COBISS.SI-ID: 1539757764
The strategic project ‘Co-Creation of Competitive Knowledge between Universities and Small and Medium-Sized Enterprises (SMEs) - KnowUs’ was designed to promote business innovation in the light of sustainable development and to support the competitiveness of SMEs. The main objective of the project was to increase the effectiveness of the knowledge management system and the strategic innovation of SMEs through the participation of SMEs, universities, innovation centres and enterprises associations.
COBISS.SI-ID: 1540028356