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We study organizational hierarchies in a transition country. Using employer-employee matched data for a set of Slovenian manufacturing firms, we find strong support for the key hypotheses of the knowledge-based hierarchies proposed by Garicano (2000) and Caliendo and Rossi-Hansberg (2012). According to these theories, firms should organize in consecutively ordered layers with less hours and higher wages in higher layers. Following Caliendo, Monte, and Rossi-Hansberg (2015b), who were the first to test the predictions of knowledge-based theories of organizational hierarchies, we are able to directly compare our results to those obtained for French manufacturing firms. We find that Slovenian firms exhibit lower consistency with consecutive ordering of organizational layers, have on average fewer organizational layers and change them less frequently. We attribute lower organizational depth to the higher wage premia to workers in higher organizational layers, which is an implication of under-investment in human capital during the socialist era.

Raziskovalno vprašanje (RV): Kakšen odnos imajo študenti in diplomanti poslovnih in ekonomskih ved do učenja tujih jezikov? Ali obstajaj razlike med zaposlenimi in nezaposlenimi ter med študenti dodiplomskih in podiplomskih študijskih programov? Namen: Namen prispevka je pomagati načrtovalcem izobraževalnih programov na področju ekonomskih in poslovnih ved z analizo odnosa študentov in diplomantov na tem strokovnem področju do učenja tujih jezikov. Metoda: V teoretičnem pregledu je uporabljena deskriptivna oz. opisna metoda, podatki so bili zbrani s pomočjo spletnega orodja 1ka, nato pa obdelani s programom SPSS, pri čemer je bila uporabljena deskriptivna statistična analiza, ki je omogočila prikaz distribucije anketirancev po posameznih razredih. Na koncu sta bili z namenom preverjanja odnosov med spremenljivkami uporabljeni še faktorska in korelacijska analiza. Rezultati: Rezultati, pridobljeni na vzorcu 283 oseb, kažejo, da se proučevana populacija pogosto sooča s potrebo po znanju tujega jezika. Delovno aktivni, med njimi še posebej zaposleni na delovnih mestih, kjer je potrebna visokošolska izobrazba, bolj zaznavajo to potrebo. Ravno tako zaznavanje potrebe po znanju tujega jezika narašča s stopnjo študija, pri čemer le znanje angleščine ne zadošča vsem potrebam. Organizacija: Študija prikazuje odnos do tujih jezikov po posameznih segmentih populacijo razdeli na dodiplomske in podiplomske študente ter na diplomante brez statusa, nato preučuje odnos tudi glede na aktivnost na trgu dela, in sicer populacijo razdeli na neaktivne, zaposlene prek študentskih servisov in redno oz. samozaposlene. Družba: Rezultati študije ponujajo uvid trenutno stanje v segmentu slovenske družbe, ki deluje na področju ekonomije in poslovanja, poudarja pomen učenja tujih jezikov na tem strokovnem področju in postavlja izhodišče za modifikacijo vloge jezikov v poslovnih in ekonomskih študijskih programih. Originalnost: Ena obsežnejših raziskav o odnosu slovenskih študentov ekonomskih in poslovnih ved v do učenja tujih jezikov v zadnjem desetletju. Omejitve/nadaljnje raziskovanje: Priporočljive so nadaljnje raziskave med študentsko populacijo skozi daljše časovno obdobje, v različnih okoljih in na različnih strokovnih področjih. Research Question (RQ): What is the attitude of students and graduates of business and economics towards learning foreign languages? Are there differences between employed and unemployed and between undergraduate and postgraduate students? Purpose: The purpose of this paper is to help planners of educational programs in the field of economics and business by analysing the attitude of students and graduates in this professional field towards learning foreign languages. Method: Descriptive method was used in the theoretical part, data were collected using the online tool 1ka, and then processed with the SPSS program, using descriptive statistical analysis, which allowed showing the distribution of respondents. Finally, factor and correlation analyses were used in order to test the relations between variables. Results: The results obtained on a sample of 283 respondents show that the studied population often faces the need for knowledge of foreign languages. Employees, especially those in jobs where higher education is needed, are more aware of this need. Likewise, the perception of the need for foreign language skills increases with the level of study, and knowledge of English alone does not meet all the needs. Organization: The study presents the attitude towards foreign languages by segments it divides the population into undergraduate and postgraduate students and graduates without status, then examines the relationship according to activity in the labour market (divides the population into inactive, employed through student services and regularly or. self-employed). Society: The results of the study offer an insight into the current situation in the segment of Slovenian society which operates in the field of economics and business emphasizes the importance of learning foreign languages in this professional field and sets the starting point for modifying the role of languages in business and economic study programs. Originality: One of the first comprehensive studies on the attitude of Slovenian students of economics and business towards learning foreign languages in the last decade. Limitations / further research: Further research is recommended among the student population over a longer period of time, in different environments and in different professional fields.

This paper investigates the higher education demand in Slovenia, which is investigated in general and in the field of tourism, using regression analysis on selected time-series data. We find a positive and significant association between the higher education demand in general and the demographic and socio-economic circumstances. Demographic trends in general slow down or even decrease the demand for higher education, while socio-economic factors mostly encourage the demand for higher education. However, unfavourable demographic factors are already prevailing over the favourable socio-economic factors, meaning that growth rates of absolute demand for higher education are starting to decline. We analyze the movements of demand for higher education in the field of tourism in recent years and compare them to the movements of the demand for higher education in general and to the movements of the demand for tourism in Slovenia. The demand for tourist services is a factor that encourages demands for higher education in the field of tourism. Finally, we derive some conclusions about higher education demand determinants in Slovenia in general and in the field of tourism, and propose some recommendations for national educational policy. Članek raziskuje povpraševanje po visokošolskem izobraževanju v Sloveniji in sicer v splošnem ter na področju turizma s pomočjo uporabe regresijske analize časovnih vrst. Ugotavljamo pozitivno in statistično značilno povezavo med visokošolskim izobraževanjem na splošno ter med demografskimi in socio-ekonomskimi okoliščinami. Demografski trendi v glavnem upočasnjujejo ali celo zmanjšujejo povpraševanje po visokošolskem izobraževanju, medtem ko socio-ekonomski dejavniki večinoma vzpodbujajo povpraševanje po visokošolskem izobraževanju. Vendar pa so ugodni demografski dejavniki že prev­ladali nad neugodnimi socio-ekonomskimi dejavniki, kar se kaže skozi upadanje stopenj rasti absolutnega povpraševanja po visokošolskem izobraževanju. Analizirali smo gibanje povpraševanja po visokošolskem izobraževanju na področju tur­izma v zadnjih letih ter ga primerjali z gibanjem povpraševanje po visokošolskem izobraževanju na splošno ter z gibanjem povpraševanja po turizmu v Sloveniji. Povpraševanje po turističnih storitvah je dejavnik, ki vzpodbuja povpraševanje po visokošolskem izobraževanju na področju turizma. Na koncu so izpeljani nekateri zaključki glede dejavnikov povpraševanja po visokošolskem izobraževanju v Sloveniji na splošno ter na področju turizma ter predlagana nekatera priporočila za nacionalno politiko izobraževanja.

Model ocenjevanja delovne uspešnosti zaposlenih v občinski upravi

V tem magistrskem delu ocenjujemo osebni in eksterni donos na izobraževanje na ravni slovenskih občin za leta 2007–2009. Osebni donos merimo kot učinek števila let formalnega izobraževanja posameznika na njegov bruto dohodek iz dela, eksterni donos pa kot učinek ravni izobrazbe v občini. Kot merilo ravni izobrazbe uporabimo dva kazalca: delež terciarno izobraženih in povprečno število let šolanja v občini. Razpolagamo s panelnimi mikropodatki, v ekonometričnem ocenjevanju pa uporabimo različne cenilke, med katerimi sta pomembnejši cenilki slučajnih in fiksnih učinkov. Ocene osebnega donosa so vedno robustne, vendar eksterni donos, merjen z deležem terciarno izobraženega prebivalstva, izgubi statistično značilnost ob dodajanju kontrolnih spremenljivk, ki naj bi nadzorovale za učinek velikosti občine. Medtem pa eksterni donos v obliki povprečnega števila let šolanja obdrži statistično značilnost pri uporabi cenilke fiksnih učinkov. Kot literatura tudi mi posumimo na morebitno endogenost povprečnega števila let šolanja v občini in izvedemo ocenjevanje z dvostopenjskimi najmanjšimi kvadrati na modelu fiksnih učinkov, pri čemer kot instrumenta uporabimo pretekli delež prebivalstva v občini, star 0–4 in 5–9 let. Koeficient za povprečno število let šolanja posledično izgubi statistično značilnost, s čimer potrdimo sum o endogenosti. Eksternega učinka izobraževanja na ravni občin za Slovenijo ne moremo potrditi. In this master thesis we estimate the private and external return to education at the level of municipality in Slovenia for the years 2007-2009. We measure the private return as the effect of the number of years spent in formal education on an individual's gross yearly income and the external return as the effect of the level of education. We use two measures for the level of education: the share of population with a tertiary education and the average years of formal schooling in the municipality. Using panel micro-level data we use several estimators, two of which are the random effects and the fixed effects estimators. The estimates of the private return are always robust, although the external return measured by the share of persons having achieved tertiary education loses its significance after adding different control variables. On the other hand, the external return measured by the average years of schooling remains statistically significant using the fixed effects estimator. Suspecting endogeneity of average years of schooling we estimate a two-stage least squares regression on a fixed effect model using as instruments the past share of population aged 0-4 and 5-9. The coefficient for average years of schooling loses its significance, confirming our suspicion of endogeneity. As a result we are unable to confirm external effects of education at the level of municipality for Slovenia.

V delu se obravnavajo neposredne tuje investicije v Sloveniji in njihiv vpliv na konkurenčnost slovenskega gospodarstva.