Search

Svrha ovog rada je pokušati definirati motivaciju mladih u poduzetništvu, važnost poduzetništva mladih, te mogućnosti koje imaju na tržištu u smislu državnih poticajnih mjera i programa poduzetničke infrastrukture. Poduzetništvo mladih koristi gospodarstvu stvaranjem radnih mjesta, povećanjem konkurentnosti, stvaranjem inovacija, stvaranjem snažne zajednice i kulturnog identiteta, te stvaranjem prihoda. Sudjelovanje mladih u poduzetništvu igra važnu društveno-ekonomsku ulogu. Mladi ljudi su vrlo mobilni, brzo reagiraju na nestabilnost i tržišne fluktuacije, što ima pozitivan učinak na ekonomiju u cjelini. Važno je poticati poduzetništvo mladih putem stručnog usavršavanja, pružanje poticajnih programa i potpora, te programa poduzetničke infrastrukture kao što su zone, centri i inkubatori. Također, važno je i pružiti mladima potporu u smislu adekvatnije pripreme projektnih ideja, te razrade projekata za prijavu na natječaje za fondove EU. Empirijski dio rada uključuje primjenu anketnog istraživanja, a svrha primjene i korištenja anketnog upitnika je dobivanje stavova poduzetnika o motivaciji u poduzetništvu. U iradu isu iprimijenjene ikvalitativne iistraživačke imetode i– ikvalitativno isekundarno iistraživanje itemeljem iraspoložive ivažne iliterature ii ikvalitativno iprimarno iistraživanje ikorištenjem ionline iankete. Ovaj rad ima za cilj prikazati razumijevanje poduzetništva mladih, te prikazati motiviranost mladih poduzetnika, njihov značaj u društvu i gospodarstvu, te istražiti iprilike ii imogućnosti iulaska ii iostanka iu ipoduzetništvu. The purpose of this paper is to try to define the motivation of young people in entrepreneurship, the importance of youth entrepreneurship, and the opportunities they have in the market in terms of government incentives and entrepreneurial infrastructure programs. Youth entrepreneurship benefits the economy by creating jobs, increasing competitiveness, creating innovation, creating a strong community and cultural identity, and generating income. Youth participation in entrepreneurship plays an important socio-economic role. Young people are very mobile, reacting quickly to instability and market fluctuations, which has a positive effect on the economy as a whole. It is important to encourage youth entrepreneurship through professional development, the provision of incentive programs and support, and entrepreneurial infrastructure programs such as zones, centers and incubators. It is also important to provide support to young people in terms of more adequate preparation of project ideas, and the development of projects to apply for tenders for EU funds. The empirical part of the paper includes the application of survey research, and the purpose of the application and use of the survey questionnaire is to obtain the views of entrepreneurs on motivation in entrepreneurship. The paper uses qualitative research methods - qualitative secondary research based on available important literature and qualitative primary research using an online survey. This paper aims to show the understanding of youth entrepreneurship, and to show the motivation of young entrepreneurs, their importance in society and the economy, and to explore opportunities and opportunities to enter and stay in entrepreneurship.

Ovim radom nastoji se opisati pojam akademske mobilnosti, te predočiti sve prednosti i nedostatke studentske razmjene. Pojam akademska mobilnost podrazumijeva boravak studenata, nastavnika ili nenastavnog osoblja visokih učilišta na drugom visokom učilištu u svrhu studiranja, profesionalnog usavršavanja ili rada. Studentska mobilnost nudi doživljaj drugačije okoline i iskustva učenja, što potiče razvijanje novih kulturnih, društvenih i akademskih vrijednosti te doprinosi osobnom razvoju. Razvijanje ovih sposobnosti svakako je važno i za društvo, jer se tako povećava razina tolerancije i jača svijest o nužnosti borbe protiv svih oblika diskriminacije. Osim koristi pojedinaca, akademska mobilnost izravno pridonosi razvoju visokog obrazovanja. Nakon općih informacija o svim dijelovima mobilnosti opisano je osobno iskustvo odlaska na mobilnost. Navedene su sve pozitivne i negativne stvari koje su se dogodile. Cilj je je bio ukazati studentima i javnosti dvije strane akademske mobilnosti. U zaključku su iznesena osobna mišljenja i savjeti osobe koja je bila na mobilnosti., This paper seeks to describe the notion of academic mobility and to outline all the advantages and disadvantages of student exchange. The term academic mobility refers to the stay of students, teachers or non-teaching staff of higher education institutions at another institution of higher learning for the purpose of study, professional development or work. Student mobility offers an experience of a different environment and learning experience, which encourages the development of new cultural, social and academic values and contributes to personal development. Developing these capabilities is certainly important for society as well, as this increases the level of tolerance and raises awareness of the need to combat all forms of discrimination. In addition to the benefits of individuals, academic mobility directly contributes to the development of higher education. The general information on all parts of mobility describes a personal experience of going to mobility. Listed are all the positive and negative things that happened. The goal was to show students and the public the two sides of academic mobility. In conclusion, the personal opinions and advice of the person who was on the mobility were outlined.

U ovom radu bavit ću se temom „ Iskustva studiranja u inozemstvu među Erasmus studntima/icama sociologije Sveučilišta u Zadru“. Ovu temu sam odabrala budući da smatram da je vrlo bitna za sve studente koji planiraju koristiti Erasmus program te da će iskustva koja budu dobivena u ovom radu prikazati bitne informacije svima koji su zainteresirani za ovaj program. Tema je vrlo relevantna i bitna budući da će studenti preko Erasmusa programa također upoznati određenu zemlju u društvenom, ekonomskom i kulturnom pogledu. Na taj način će se promicati i intenzivirati suradnja među sveučilištima zemalja članica, povećat će se mobilnost studenata te će se ujedno povećati i kvaliteta visokog obrazovanja. This paper is about the experiences of Erasmus students studying Sociology abroad at the University of Zadar. I choose this topic as I believe that it is very important for all students that are planning on using the Erasmus programme, as the experiences that will be shown by the results will reveal important information for all that are interested in this programme. The topic is very relevant and important as the students will encounter with certain aspects of a certain country such as the social, economical and cultural spheres. This way we can promote and intensify the cooperation between the universities in the programme and enhance the mobility of the students which will increase the quality of higher education.

Razmjena podrazumjeva studentskI boravak u inozemstvu. Postoje razni programi koji nude razmjenu za odgovarajuće fakultete. Uvijet je da student mora pohađati najmanje drugu godinu Sveučilišta. Tako postoje: AIESEC, IAESTE, AEGEE, ESSA, F.I.E.S.C., CEEPUS, te među njima i ERASMUS program. Erasmus je internacionalni program koji se bavi cijelokupnim učenjem za čitav život na Europskoj razini. Program doprinosi razvoju Europe temeljenog na gospodarskom, društvenom razvitku te otvaranja novih radnih mjesta za građane Republike Hrvatske i ostalih članica. Potiče razmjenu i mobilnost učenika odnosno studenata, obrazovnih stručnjaka koji uključuju nastavnike, profesore i ostale visoko obrazovane osobe te osobe na tržištu rada. Kako bi saznali malo više o samom programu ispitali smo 10 studenata, od kojih su 5 studenata medicinskog fakulteta te 5 studenata ekonomskog fakulteta koji su koristili upravo ovaj program za boravak u inozemstvu. Tako smo saznali da studenti koji idu na razmjene, čine to više u ljetnom semestru nego u zimskom. Isto tako smo saznali da više njih odabiru boravak na 3 mjeseca te da sama razmjena dobro utječe na njihovo daljne obrazovanje. Odlaskom u inozemstvo stječu se nova poznanstva i prijateljstva, a što je najbitnije doprinose povećavanju opsega studentske edukacije. I za kraj, danas studenti kontinuirano odlaze na razmjenu, a kući se vraćaju bogatiji s još jednim iskustvom više koje će pamtiti čitav svoj život In this paper the term 'exchange' denotes a student’s sojourn abroad. There are different programs which offer exchange between corresponding colleges. The only condition is that the student has to be enrolled at least in the second year of university studies. Thus there are: AIESEC, IAESTE, AEGEE, ESSA, F.I.E.S.C., CEEPUS, and among them the ERASMUS program. Erasmus is a international program which engages in the entire lifelong- learning at the European level. The program contributes to the development of Europe on economic and social level, and the creation of new jobs for the citizens of the Republic of Croatia and the other EU members. It stimulates exchange and mobility of students and education professionals, including teachers, professors and other highly educated persons and those in the job market. In order to find out a bit more about the actual program we asked 10 students for information. Five of them are medical students and the other five are economy students and they have all participated in this program. We learned that students who participate in exchange programs do so preferably in the summer semester. Also, more of them choose the three-month program and the exchange has a beneficial effect on their further education. By going abroad they meet new people and make new friends. Today more and more students participate in exchange programs and return home richer for a memorable experience.

Europska zajednica je već 1955. godine uvidjela potrebu stvaranja zajedničke visokoobrazovne politike kako bi se bolje iskoristio europski intelektualni i znanstveni potencijal te kako bi se taj potencijal približio potrebama gospodarstva. Prva faza razvoja zajedničke visokoobrazovne politike u šezdesetim godinama 20. stoljeća obilježena je pokušajem pronalaženja adekvatnog institucionalnog okvira za promicanje visokog obrazovanja na razini Europske zajednice. U drugoj fazi u sedamdesetim godinama suradnja na području visokog obrazovanja priznata je kao zajednička politika za koju institucije EZ-e mogu formirati određene aktivnosti te je definiran potreban administrativan aparat unutar Europske komisije. Uspostavljeni su oblici suradnje koji su istovremeno predmet odlučivanja svake članice te aktivnost na razini EZ-e koja može dodatno unaprijediti kvalitetu i služiti kao nadopuna nacionalnim aktivnostima. U zadnjoj trećoj fazi od 1985.–1993. godine osigurana je široka podrška za pravovaljano donošenje odluka o visokom obrazovanju na razini EZ-e. Europsko vijeće je 1987. godine odobrilo ERASMUS program čime je završen ciklus nastajanja visokoobrazovne politike na razini EZe. Ovaj model nastajanja i kreiranja visokoobrazovne politike unutar EZ-e značajan je jer pokazuje na koji je način moguće ideju pretočiti u zajedničku politiku EZ-e, uz istovremeno očuvanje i poštivanje sveučilišne autonomije i nacionalnog suvereniteta. Suradnja na razini EZ-e pokazala se puno dinamičnijom i efikasnijom od međuvladine suradnje. To je otvorilo put nastanku i razvoju Bolonjskog procesa krajem 20. stoljeća. Europska unija je dobila pomoćnu i nadopunjavajuću ulogu u visokom obrazovanju jer su glavne kompetencije i dalje ostale na državama članicama., Even back in 1955, the European Community was already aware that a common higher education policy was needed in order to make a better use of the European intellectual and scientific potential, especially to connect this potential with economic needs. The first stage of the development of a common higher education policy in the 1960s was marked by the search for an adequate institutional framework. In the 1970s, during the second stage, cooperation in higher education was recognized as a common policy. The EC institutions could take action on the basis of this policy. The basic administrative framework in the European Commission was defined. At that time, different models of cooperation were established, which allowed decision making at the level of member states as well as at the EC level. The EC activities improved the quality of higher education policies and effectively supplemented national education policies. Higher education cooperation received major support in the third and last stage from 1985 to 1993, which enabled the European Commission to make decisions concerning higher education at the EC level. The European Council approved the ERASMUS programme in 1987, which concluded the creation of a common EC higher education policy. The creation of this policy shows that it is possible to create a common policy that respects both university autonomy and national sovereignty. The cooperation at the EC level proved to be more dynamic and more efficient than cooperation among governments. This insight opened the door to the Bologna process in the late 20th century. The European Union has obtained a complementary role in higher education, while the main decision making competencies remain within the member states.