<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea Bencsik</style></author><author><style face="normal" font="default" size="100%">Ildikó  Marosi</style></author><author><style face="normal" font="default" size="100%">Viktória  Stifter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIRED CULTURE AND REALISTIC VALUE-JUDGEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">circumplex model</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406611783.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">34</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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 – if organizations lack certain prerequisites which are necessary in companies’ 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. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-23</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vladimír Bureš</style></author><author><style face="normal" font="default" size="100%">David  Griffin</style></author><author><style face="normal" font="default" size="100%">Denisa  Hackett</style></author><author><style face="normal" font="default" size="100%">Peter  Kročitý</style></author><author><style face="normal" font="default" size="100%">Erik  Kubička</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RETHINKING OF KNOWLEDGE MANAGEMENT INTRODUCTION AT TEACHING UNIVERSITIES: THE FRAMEWORK DEVELOPMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">knowledge management</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge sharing</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406541430.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">32</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The rapid penetration of information and communication technologies has been the main factor responsible for significant changes in the overall business landscape. Knowledge management (KM) implementation and building of learning organizations have become vital assumptions for a company’s ability to compete in a knowledge society. However, in regards to these issues a lack of attention has been paid to universities as a specific type of organization. The essential problem to be addressed is the tendency of institutions of higher learning to keep knowledge to themselves, which has been proven by several authors. Therefore, questions such as, “Are businesses different from universities? or “What does it imply for the KM implementation efforts at universities?” are considered in the paper. The goal of the paper is to map the changes in today’s business environment, research differences between the functions and processes in businesses and academic institutions in the Czech Republic and Slovakia, and, based on these findings, propose a framework for knowledge management implementation focusing on a special type of academic institution – a teaching university. Consequently, this study can serve as a starting point for implementation of a student-centred approach to knowledge management.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-46</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea Bencsik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GIVEN COMPETENCIES BY HIGHER EDUCATION VERSUS EMPLOYERS’ DEMANDS MIRRORED IN AN EMPIRICAL SURVEY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competencies</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594257</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Significance of knowledge is realized and appreciated in the life of every competitive economy. But a question must be put. What is the right and required knowledge enterprises need? How can employees acquire this knowledge and how our educational system can keep steps with these continuously changeable economical demands to serve these requirements?
 In an empirical survey we have tried to find the answer to the following question:
 How can the higher education and labour market interpret knowledge? What does knowledge mean to enterprises? What kind of competencies are needed to a successful economy? Do the young employees with a new degree have these competencies? Can higher education provide students with competencies which are required by the labour market?
 Does higher education take notice of these demands in their courses?
 This survey researched requirements and assumptions from three sides. The questioned people were students and teachers from higher education, managers of enterprises. In this paper information is given about a part of the results with the help of two verified hypotheses. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-18</style></section></record></records></xml>