Poster Session

Evaluation Capacity Building in Slovenian Schools
Authors:
- Mateja Brejc, PhD, National School for Leadership in Education Kranj, Slovenia, mateja.brejc@solazaravnatelje.si
- Nada Trunk Širca, PhD, International school for social and business studies Celje, University of Primorska Koper, Slovenia, trunk.nada@gmail.com

 

The aim of the poster is to provide an insight to training program for self-evaluation capacity building in Slovenian schools. In pilot phase of developing and implementing the training program 84 primary and secondary schools were involved. During 18 months teachers participated in 7 one day seminars covering topics such as: students' achievement as a self-evaluation focus, improvement planning, defining »measures« and gathering data, the role of stakeholders in self-evaluation, reflecting and reporting on school self-evaluation process. Between each seminar intermediate activities (applying theory into practice) were taking place in schools. A »train the trainers« model has been developed by which self-evaluation teams were trained to run seminars and self-evaluation processes in their own schools. Different aspects of training program have regularly been monitored. Evaluation at the end of the program has been focused on self-evaluation capacity building. At the conference some prevailing issues will be presented in depth.

 

Financial Education and Financial Literacy

Authors:

- Aleš Trunk, International School for Social and Business Studies, Celje, Slovenia, ales.trunk@yahoo.com

- Simon Starček, Tax Administration of the Republic of Slovenia

- Mojca Šircelj, IMOBILIA-GBK, d.o.o., Kranj, Slovenia

- Anica Novak, Elementary school Ciril Kosmač Piran, Slovenia

- Jure Trunk, ISA Information Technologies, Ljubljana, Slovenia

 

The purpose of the poster is to present the importance of financial education and financial literacy. Very important are the public policies and strategies (international, EU, national level) on financial education and three factors are presented: 1) target groups - who are the learners, 2) responsible institutions that provide education and trainings, 3) programs and learning resources. In addition, we presented the social and economic reasons for financial education: benefits for individuals, society and economy.

Key words: Financial Education, Financial Literacy, Society, Economy

 

Internationalization of higher education; international students, where do they go?

Author:

- Valentina Jošt Lešer, International School for Social and Business Studies, Celje, Slovenia, valentina.jost@mfdps.si

 

Deficiency of a global awareness of students' mobility can be precarious for higher education institutions. The purpose of this poster is to present the students mobility and its importance in knowing, where the students go for studying in higher education and why do, they go? We all know that the international educational mobility has been increasing and has a strong growth predicted for the future, however what are mobility patterns, are they changing, and what are the upcoming trends etc.? Additionally, we present main 'push factors' and main "pull factors" that have an impact on students' choice for studying abroad. In accordance to adapt on the emerging challenges and to develop a global strategy, knowing all these facts is essential, for successful development of higher education institutions, on the global higher education market.

Key words: internationalization, international students, student mobility, study Intentions

 

Linking learning and leading in school

Authors:

- Laura Rožman, International school for social and business studies; laura.rozman@mfdps.si

- Andrej Koren, International school for social and business studies, National school for leadership in education; andrej.koren@solazaravnatelje.si

 

The aim of the poster is to provide a brief insight in how learning and leading in school are linked. Learning and leading are indispensable to each. Both, learning and leading are developing through time. Recently, leading in schools is increasingly focused on the key goal of education, on learning. This is most noticeable through leading for learning as leading focusing on learning.

Keywords: learning, leading, school

 

Lifelong learning and the recognition of knowledge and skills acquired, MOOC as a new challenge for higher education
Authors:

- dr. Nada Trunk Širca, International School for Social and Business Studies and University of Primorska, Faculty of Management, Slovenia 

- dr. Viktorija Florjančič, University of Primorska, Faculty of Management, Slovenia

 

The path to knowledge and education has never been so open, varied and rich as it is today. We learn always and everywhere (in schools, tertiary education institutions and adult education, in the workplace, at home, with friends, on-line). In the last two years increasing number of people are developing competences and skills through MOOC (Massive Open Online Courses). The professional and personal needs of the individual dictate learning throughout life. By learning whether by intention or not, sometimes random, the individual is changing himself. In addition to formal education, other forms of learning are very important as well. We are often not aware of knowledge obtained in such manner and we therefore not attribute it sufficient value. Therefore, the need arises to formalize such knowledge. EU policies (and national legislations) allow us to do so. Our goal is to improve the ways in which we understand and evaluate the participation and achievements of individuals, particularly those achieved through non-formal education and informal learning. With recognition of knowledge and skills acquired through informal education and informal learning, lifelong learning is becoming the reality, and it will contribute to the approximation of the learning to the needs of society which is increasingly based on knowledge. MOOCs, with participants from all over the world, are becoming a good possibility to acquire contemporary knowledge from the most known universities like Stanford and Harvard. Therefor the recognition of openly acquired knowledge is a real new challenge for higher education.

 

Knowledge management and management accounting
Author:
- Mojca Gornjak, International school for social and business studies, Celje, mojca.gornjak@mfdps.si

The aim of the poster is to provide an insight to two related topics, knowledge management and management accounting. The science of both penetrates the scientific and business communities (Kaplan, 1984, Mitchell, 2002, Scapens, 1990, Smith et. al. 1988). Knowledge management and management accounting are gaining the increasing importance. Alavi and Leidner (2001) define knowledge management as the identification and impact of collective knowledge in an organization to help competitiveness. Management accounting is defined as the integration of partnership in management decisions, divisional planning and performance management systems and providing expertise in financial reporting and control to assist management in formulation and implementation of an organization`s strategy (Davis, 2012, p. 3). The author`s conceptual model proposes the idea that the strategic management accounting can be a carrier of changes in organization through knowledge management activities. The proposals are:
P1: Management accounting is changing with the changes that are based on a holistic learning, and this is affecting processes within the organization.
P2: The modified processes that are resulting from the changes in management accounting, are allowing better performance of the organization.
P3: The modified processes that are resulting from the changes in management accounting, are allowing innovations within the organization.
P4: The change from the traditional to strategic management accounting can directly influence better performance within the organization.
Keywords: knowledge management, management accounting, sustained competitive advantage


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