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Contemporary academic evaluation regimes, aiming to quantify and rank research quality, scholars and institutions, mostly rely on criteria such as metrics and citation scores. However, researchers started questioning recently whether these are the most appropriate instruments to evaluate academic excellence, especially in social sciences and humanities. Predominant evaluation criteria, such as peer review and citation index reflect only a limited scope of the research quality and relevance, as many dimensions cannot be seized through these traditional indicators, such as societal impact. In response to this criticism, a number of innovative research quality evaluation methods emerged in recent years, aiming to better reflect the complexity of often transdisciplinary research in social sciences and humanities. In this article, we attempt to review some of the most innovative strategies for assessing research quality, especially concerning transdisciplinary research in social sciences and humanities, as well as the societal impact and 'productive interactions'. We conclude that while other innovative strategies are still in the pioneer phase, requiring more research and practical implementation, measuring societal impact emerged as a reliable, relevant, comprehensive and applicable strategy for evaluating research quality in social sciences and humanities.

This research paper aims to identify the opinions of university students and teachers about plagiarism and how to prevent it. We employed qualitative techniques, providing three case studies to participants and asking open-ended questions based on these cases. One hundred and forty-five people participated in this study, including bachelor, master, and doctoral students and university teachers. We performed a thematic analysis of the text received from the participants' responses. The results show that the participants were serious about plagiarism if academic stakeholders commit it; however, they expressed a lenient attitude toward ghostwriters. They also felt there was a need to provide training in academic writing for them to feel confident about their writing and not copy from others. Some awareness sessions on academic integrity should also be conducted.

This research attempts to examine the role of 3D printer as a learning tool in inclusive education. It examines the quality of verbal and nonverbal interactions between students with disabilities (SWD) and students without disabilities (SWOD) in an inclusive classroom at primary schools, where 3D printers were used as a learning tool. The results presented in this paper are based on qualitative and quantitative analysis of interactions between 7 SWD and 31 SWOD. Even though both occurred, there was no statistical difference in generation of positive and negative verbal and nonverbal interactions between SWD and SWOD. Both, SWD and SWOD are of the opinion that cooperative learning with implementation of 3D printers contributes to their communication with peers, achieving better and durable knowledge in the subject where this learning approach was applied and they would like to learn in this way in the future.

The aim of the paper is to present several fairy tales from Giuseppe Pitrè's collection as a potentially interesting reading material for children. Since classical fairy tales in some cases depict traditional gender roles, they can present an obstacle to children's gender construction. Therefore, it is also important to read those stories which do not have a stereotypical gender discourse. We found such stories in Pitrè's collection of folk fairy tales from the 19th century. In the paper we present the analysis of the structure of several folk fairy tales from Pitrè's collection. The analysis has been performed according to Propp's structuralist method, while the task was to determine the morphology of those fairy tales dealing with female hero-seekers. Such heroines correspond to the feminist perspective and they are convenient for reading in education for the purpose of children's constructions of gender not exclusively provided by normative canons. The model of critical reading, which we suggest for reading the analyzed fairy tales, has been founded on reader-response criticism.

The research was carried out with the aim of identifying the impact of demographic factors on the expression of communication skills of 4-5-year-old children in Montenegro. The influence of several factors that can affect the speech development (gender, educational level of mother and father, birth order, length of stay in kindergarten and the age subgroup within the same year) has been examined. This is a transverse study. From the overall, four-part model of the Gunzberg II test, we highlighted items related to communication in the order of age 4 and 5. Items were observed in relation to development standards and in relation to the Curriculum in preschool institutions. The sample is consisted of 639 children from 17 kindergartens. The results of the research suggest that the participants of this research do not have enough developed communication skills in accordance with the standards for appropriate ages. The variables we tested as independent did not show a constant impact on the appearance of differences in some tasks. In order to improve childrenʼs communication development, it would be necessary to: a. redesign the curriculum, b. develop programs of systematic parent training; and c. reduce the number of children in one educational group.

The paper presents a quantitative research whose goal was to identify the communication skills of three-year-olds using the Gunzberg II test. The purposive sample consists of 312 children aged three years. The main assumption of the research was that the communication skills of three-year-olds are influenced by their gender, birth order, parents' level of education, length of stay in kindergarten and age within the same age group. None of the mentioned variables had a consistent impact on the communication skills of the examined children. Some variables did not affect the emergence of differences at all (e.g. the mother's level of education), and some influenced the realization of at most two tasks (gender, birth order and age within the same age group). This was insufficient to accept the auxiliary, and thus the main hypothesis. In general, three-year-olds did not demonstrate sufficient communication skills in accordance with expectations based on developmental characteristics, which points to the need to intensify, enrich and encourage work on the development of communication.

This research paper aims to identify the opinions of university students and teachers about plagiarism and how to prevent it. We employed qualitative techniques, providing three case studies to participants and asking open-ended questions based on these cases. One hundred and forty-five people participated in this study, including bachelor, master, and doctoral students and university teachers. We performed a thematic analysis of the text received from the participants’ responses. The results show that the participants were serious about plagiarism if academic stakeholders commit it; however, they expressed a lenient attitude toward ghostwriters. They also felt there was a need to provide training in academic writing for them to feel confident about their writing and not copy from others. Some awareness sessions on academic integrity should also be conducted.

The aim of the paper is to present several fairy tales from Giuseppe Pitrè’s collection as a potentially interesting reading material for children. Since classical fairy tales in some cases depict traditional gender roles, they can present an obstacle to children’s gender construction. Therefore, it is also important to read those stories which do not have a stereotypical gender discourse. We found such stories in Pitrè’s collection of folk fairy tales from the 19th century. In the paper we present the analysis of the structure of several folk fairy tales from Pitrè’s collection. The analysis has been performed according to Propp’s structuralist method, while the task was to determine the morphology of those fairy tales dealing with female hero-seekers. Such heroines correspond to the feminist perspective and they are convenient for reading in education for the purpose of children’s constructions of gender not exclusively provided by normative canons. The model of critical reading, which we suggest for reading the analyzed fairy tales, has been founded on reader-response criticism.

Мастер теза први је обимнији истраживачки рад који се у склопу формалног образовања реализује у циљу окончања другог циклуса студија. Студенти мастер студија на Универзитету Црне Горе у посљедњем семестру реализују истраживање у функцији израде мастер тезе. Циљ овог рада је да се на основу емпиријског истраживања процијене истраживачке компетенције студената предшколског васпитања и образовања, којима методика васпитно-образовног рада представља предмет базичне струке. За реализацију истраживања неопходне су компетенције из методологије научноистраживачког рада, уз подразумијевану оспособљеност у области уже струке. У овом истраживању примијењена је комбинована (квалитативна и квантитативна) методологија. Пошли смо од сљедећег истраживачког питања: Које истраживачке компетенције и у којој мјери су усвојене код студената мастер студија предшколског васпитања и образовања? Питање је операционализовано за потребе креирања упитника који су попунили студенти (n = 33) и фокус-групних интервјуа у којима су учествовали њихови наставници-ментори (n = 11). Упитник је испитаницима достављен у електронској форми и резултати су статистички обрађени. Тонски записи фокус-групних интервјуа су транскрибовани, а затим тематски обрађени аналогно подацима добијеним упитником. Испитаници из подузорка ментора указују на потешкоће у разумијевању већине методолошких елемената, а нарочито се истиче непознавање: израде прегледа релевантне литературе, постављања хипотеза и описа метода и поступака истраживања. С друге стране, студентски респонденти испољавају самопоуздање и самопроцјењују да су методолошки компетентни. Узимајући у обзир искуствени фактор – који за овакву тему има нарочиту релевантност – сматрамо да је рад на усвајању истраживачких компетенција наших испитаника тек на почетку, те да је развој методолошке компетентности потребно систематично и поступно планирати кроз низ предмета, а почевши од прве године студија.

The article presents the results of research of the study success at the University of Montenegro (UoM). The theoretical framework of the study points to the complexity and multidimensionality of the problem studied. The aim of the research was to identify the success of studying at UoM. Some of the variables were observed statistically, with the evidence based on empirical data. We have followed the relationship between the completed secondary school, regional characteristics and gender dimensions at the completion of bachelor studies in the foreseen time period, in the fields of study: natural and technical, social-humanistic and artistic (total of 19 faculties, N = 4 517). The results of research reject the hypothesis about the outstanding success of the study, i.e., the overproduction of diplomas, because 27,5 % of students graduated in natural and technical sciences, and 32 % in the field of social and humanistic sciences up-to-date. Higher success is noted only in the art disciplines (74,6 %). The results and their interpretation point to the need for introducing a qualification exam during enrolment, reducing the number of the enrolled at individual faculties, but also continually improving and innovating teaching and learning at the university. The results suggest the necessity of innovations in order to improve study success. Starting with students’ enrolment university need to develop innovative approaches in the area of teaching and learning, but also monitoring and evaluation.