@article {1677,
	title = {EFFECTS OF A SHORT COURSE TRAINING PROGRAM ON APPROACHES TO TEACHING IN HIGHER EDUCATION: EXAMPLE FROM CROATIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-585},
	abstract = {European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities.
The main aim of the present study was to examine how the participants of the short course training program on approaches to teaching in higher education in Croatia perceived their own teaching and learning competencies before and after attending the program. University teachers from five higher education institutions in the Republic of Croatia participated in the research. The participants assessed agreement with the statements related to various teaching competencies, important for university teachers, on a 5-point Likert-type scale. The results obtained through research quantitative and qualitative methods indicate that the participants of the short course training program on approaches to teaching in higher education evaluate their own teaching competencies better at the end than at the beginning of the program. The obtained results indicate the importance of formal training and improvement of teaching competencies of university teachers and can serve as an assessment of the expediency of the short course training program on approaches to teaching in higher education at the national level and as a basis for comparison with programs implemented at other European universities.
},
	keywords = {higher education, short course training program, teacher training, university teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.572},
	url = {https://oaji.net/articles/2023/457-1698378984.pdf},
	author = {Bu{\v s}ljeta Kardum, R. and Juri{\'c} Vukeli{\'c}, D. and Lovorka Brajkovi{\'c}}
}
@article {1335,
	title = {INFLUENCE OF ORGANISATIONAL FACTORS ON THE IMPLEMENTATION OF PHYSICAL EDUCATION IN EUROPEAN TERTIARY INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1027-1037},
	abstract = {The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students{\textquoteright} (UCS) fitness levels and physical activity (PA). 
The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. 
The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.
},
	keywords = {European tertiary institutions, higher education, organisational factors, PE curriculum, physical education, university college students (UCS)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1027},
	url = {http://oaji.net/articles/2020/457-1607330264.pdf},
	author = {Robert   Podstawski and Krzysztof Borys{\l}awski and Marta Zurawik and Alena Bukova and Bojan Masanovic and Ferenc Ihasz and Milo{\v s} Markovi{\'c} and Aneta Omelan}
}
@article {592,
	title = {DESIRED CULTURE AND REALISTIC VALUE-JUDGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {9-23},
	abstract = {To create and to operate a knowledge management system is becoming a more and more popular targets of companies. Realizing the changes above can result in a failure - in spite of the strongest will {\textendash} if organizations lack certain prerequisites which are necessary in companies{\textquoteright} lives. One of the most important prerequisites is organizational culture which can be characterized by confidence, common learning, development and an open atmosphere. This is called a learning organizational culture.
 This research has focused on bringing to light what kind of dreams colleagues in higher education have about their own organizational culture. These results were gained from an investigation with questionnaires which were realized by an advisory team. To evaluate the results of the investigation a circumplex method was used. These results were compared with the characteristics of a learning organization to confirm the hypothesis. As a result it can be stated that colleagues have the same images about their successful organization as the characteristics of learning organizations. },
	keywords = {circumplex model, higher education, knowledge management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.07},
	url = {https://oaji.net/articles/2014/457-1406611783.pdf},
	author = {Andrea Bencsik and Ildik{\'o}  Marosi and Vikt{\'o}ria  Stifter}
}
@article {372,
	title = {REFLECTIVE LEARNING MODELS IN THE CONTEXT OF HIGHER EDUCATION: CONCEPT ANALYSIS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {58-70},
	abstract = {The article presents reflective learning models in higher education. While presenting the reflecting possibilities in teaching / learning in higher education, researchers refer to Kolb{\textquoteright}s model, which does not elaborate the reflection as an essential process and feature by applying it in higher education. The researchers view reflecting / reflective learning as a basic for successful learners{\textquoteright} activity analysis and learning from one{\textquoteright}s own experience. Research focus in the article is conceptual relationship between reflective learning models and context of higher education. The aim of research is to substantiate the relationship between reflective learning and context of higher education by comparing reflective learning models and illustrating possibilities of implementation of reflective learning in higher education. Research design: conceptual modeling. Method: conceptual analysis. Research outcomes: integration of models while organizing teaching/learning at the higher education enhances the interrelationship between learning experience and reflective activity. Reflective learning as a continuous educational process at the individual and collective levels encompasses the content, process, premises, and is an endless loopy process. Such process starts with reflection for action, orientation towards links of new information and continues with reflection in and on action.},
	keywords = {concept analysis, higher education, reflective learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134170.pdf},
	author = {Remigijus  Bubnys and Vilma  {\v Z}yd{\v z}iunaite}
}
@article {223,
	title = {A KNOWLEDGE-BASED SOCIETY NEEDS QUALITY IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {15-21},
	abstract = {The model of a {\textquotedblleft}knowledge-based society{\textquotedblright} represents an ideal towards which the whole world strives. Today{\textquoteright}s society is based on knowledge as the main good, virtue and competitive advantage and higher education plays a crucial role in shaping a knowledge-based society. The purpose of this article is to position higher education within knowledge-based societies and to emphasis the growing importance of higher education. Discussions about the shift from elite to mass higher education will be outlined as well as the concept of {\textquotedblleft}universal higher education{\textquotedblleft}in the 21st century. With this theoretical basis the need of quality assurance in higher education will be stressed in to enhance, improve and even maintain a quality-focused orientation. Higher education institutions are in a time of great tensions {\textendash} they have to react quickly to educational needs of a fast-changing society and to assert one{\textquoteright}s position with other higher education providers. At present as well as for the future the necessity to assure quality for higher education systems to compete in a knowledge-based society at all levels {\textendash} national and global {\textendash} is evident.},
	keywords = {higher education, knowledge-based society},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266717.pdf},
	author = {Andrea Bernhard}
}
