Market orientation in managing relationships with multiple constituencies of Croatian higher education   总被引：1，自引：0，他引：1  

Jurica Pavičić  Nikša Alfirević  Zoran Mihanović 《Higher Education》2009,57(2):191-207

In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions, the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation of development of knowledge society in Croatia.

Zoran MihanovićEmail:

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The realization of grounded active RC multiport networks with a minimum number of capacitors     

Borivoje B. Stamenković 《Journal of The Franklin Institute》1981,311(1):1-31

Applying a state-space technique and the reactance extraction principle in the realization of multiport network functions by means of grounded active RC networks containing grounded voltage-controlled voltage sources (VCVSs) and using a minimum number of grounded capacitors, a new theorem concerning the least upper bound on the number of grounded VCVSs sufficient for the realization is proved. The obtained expression for the least upper bound allows one to generate the least upper bound on the number of VCVSs sufficient to realize each of all possible different types of multiport network functions.The proof of the theorem is based upon the use of results concerning the number of VCVSs sufficient and, in general, necessary to realize an arbitrary real multiport network function by means of grounded active resistive multiport networks embedding grounded VCVSs, and on the results concerning the possibility of choosing a convenient equivalent minimal system realization.  相似文献   

Autistic traits and self-conscious emotions in early childhood     

Shanna van Trigt  Cristina Colonnesi  Eddie Brummelman  Terrence D. Jorgensen  Milica Nikolić 《Child development》2023,94(4):e181-e196

Self-conscious emotions arise from evaluating the self through the eyes of others. Given that children with autistic traits may experience difficulties with understanding others' minds, they might show less attuned self-conscious emotions. Two-to-five-year-old children's (N = 98, M_age = 48.54 months, 50% girls, 92% White) self-conscious emotions (guilt, embarrassment, and shame-like avoidance) were observed after children “broke” the experimenter's favorite toy. Data were collected from March 2018 till June 2019. Children with more autistic traits showed less theory of mind (ToM), and more shame-like avoidance, but associations were not mediated by ToM. This provides initial evidence that children with more autistic traits may show disturbances in some but not all self-conscious emotions, which could hinder their social functioning.  相似文献   

An Integrative View of School Functioning: Transactions Between Self‐Regulation,School Engagement,and Teacher–Child Relationship Quality     

Ximena A. Portilla  Parissa J. Ballard  Nancy E. Adler  W. Thomas Boyce  Jelena Obradović 《Child development》2014,85(5):1915-1931

This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence.  相似文献   

Academics' effectiveness and professional development in Croatia: Challenges for human resource management in higher education institutions     

Zoran Sušanj  Ana Jakopec  Ana Đorić 《European Journal of Education》2020,55(4):476-488

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Nataša J. Janjić  Darko V. Kapor  Aleksandar Petrović  Slobodan Jarić 《Journal of sports sciences》2017,35(3):302-309

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The watershed of Modernity: translation and the epistemological revolution     

Rada Iveković 《Inter-Asia Cultural Studies》2013,14(1):45-63

Abstract

From Modernity on, there has been continuity for the ‘West’ and interruption for non‐European cultures, histories and languages, for which indeed there is supposed to be only discontinuity with their own antiquity. Their own past counts as ‘premodern’ or ‘traditional’, and thus as belated compared with universalised Modernity. This is so because Modernity itself is normative, and it is normative because it was universalised. The norm of Modernity and the dignity of the modern ‘political’ has been spread through western idioms: through the western normativity of the political, such concepts as democracy, revolution, state, republic and the like will have their patterns in ‘Europe’ and in the ‘West’, while all other political concepts and terms, when contributed to a world dictionary of political terms, will denote merely exceptions. Modernity has been one of the great splits or disjunctions that froze some norms in history, making them become patterns: from that time on, western modernity (first western, then ‘western’ and finally ‘universal’…) has constructed an unbroken genealogical origin for its own concepts and episteme as ‘universal’, and has proposed/imposed them to the planet. The patterns of selection, exception and exclusion of Modernity, which posit the subject as an ‘autonomous’ figure mirrored and complementary of (state) sovereignty – while referring it to the hegemonically dominant model – have not altogether disappeared today. They are merging and mutating into, and coextensive with, configurations of multiple power vectors within non‐transparent networks of blurred and crossed hierarchies with novel, and maybe more volatile, forms of production, of integration and of institution, where again, although in a completely new way, collective action, the sharing and federation of knowledge transcend individual subjectivity while reaching out to both old and new forms of association.  相似文献   

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Lixiang Yan  Roberto Martinez-Maldonado  Linxuan Zhao  Samantha Dix  Hollie Jaggard  Rosie Wotherspoon  Xinyu Li  Dragan Gašević 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):267-292

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B. Corbett  J. Dautel  J. Tomašić Humer  A. Tomovska Misoska  L. K. Taylor 《Child development》2023,94(6):e393-e402

Intergroup resource allocation was examined among 333 children aged 7–11 (51.9% female) within three settings of former intergroup conflict (January–June 2021). Children represented both ethno-religious minority and majority groups (Republic of North Macedonia: Albanians, Macedonians; Croatia: Serbs, Croats; Northern Ireland: Catholics, Protestants), from predominantly White and middle-class families. Ingroup bias in average resource allocation amounts was demonstrated by both minority and majority children, across settings, in the context of novel targets (historic conflict rivals). Majority children were also more likely to give equally (which maintains the status quo) than minority children. Giving equally increased with age for both minority and majority children, despite being in “zero-sum,” conflict settings. Equitable intergroup resource allocation in such settings has implications for conflict transformation.  相似文献   

A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia?     

Kovács Cerović  Tünde  Mićić  Katarina  Vračar  Selena 《European Journal of Psychology of Education - EJPE》2022,37(3):745-764

European Journal of Psychology of Education - The aim of this paper is to thoroughly examine how students in Serbia experienced their education through distance learning during the 2020 Spring...  相似文献