| Abstract | Suočeno s ekonomskim, ekološkim i socijalnim izazovima, obrazovanje je danas u vrlo nezavidnom položaju. Da bi kao odrasli ostvarili svoj puni potencijal, studenti moraju razviti niz vještina poput rješavanja problema, kritičkog razmišljanja, komunikacije, timskog rada i samoupravljanja. Iako se tehničke i profesionalne vještine nude u sklopu nastavnih planova informacijskih znanosti i informatike u Hrvatskoj, poduzetničke se vještine još uvijek rijetko podučavaju, posebno na preddiplomskom studiju, iako studenti moraju razviti takve vještine i prije nego što počnu planirati svoju buduću karijeru. Također, iako studije o društveno korisnom učenju donose dokaze o poboljšanju studenata u rješavanju problema, kritičkom i kreativnom razmišljanju, komunikacijskim vještinama, timskom radu, interkulturalnoj kompetenciji, liderstvu i odlučivanju o karijeri (Carrington & Selva 2010, Harris, Jones & Coutts 2010, Milne, Gabb, & Leihy 2008, Prentice & Robinson 2010, Rochford, 2014), obrazovanje o društveno korisnom učenju još je premalo zastupljeno u akademskim kurikulima u Hrvatskoj (Mikelić Preradović i Mažeikienė, 2019). Prvi cilj ovog rada bio je istraživanje stavova studenata informacijskih znanosti i informatike prema stjecanju poduzetničkih vještina tijekom studija. Drugi cilj rada bio je utvrditi razinu i učestalost građanskog (društvenog) angažmana učenika. Uzorak je obuhvatio 211 studenata dodiplomskog i diplomskog studija informacijskih znanosti s Filozofskog fakulteta (Sveučilište u Zagrebu, Sveučilište u Osijeku i Sveučilište u Zadru), kao i studente informatike s Fakulteta organizacije i informatike (Sveučilište u Zagrebu) i Odjel za informatiku Sveučilišta u Rijeci. Prvi dio ankete ispitao je stavove studenata o važnosti stjecanja poduzetničkih vještina tijekom studija. Temelji se na konceptualnom modelu EntreComp (Bacigalupo i sur., 2016), gdje se poduzetništvo razgrađuje na 3 područja i 15 kompetencija koje predstavljaju poduzetničke vještine. Drugi dio ankete ispitao je iskustva učenika s građanskim angažmanom, volontiranjem i angažmanom u zajednici, dok je posljednji dio prikupio demografske podatke. Analiza odgovora otkrila je da studenti vide sljedeće poduzetničke vještine kao najvažnije za svladavanje: (a) kombiniranje znanja i resursa radi postizanja vrijednih učinaka, (b) razvijanje vizije za pretvaranje ideja u akciju, (c) odgovorno ponašanje, (d) otpornost na pritisak i privremeni neuspjeh, (e) maksimalno korištenje ograničenih resursa, (f) demonstriranje učinkovite komunikacije, uvjeravanja, pregovaranja i liderstva, (g) definiranje prioriteta i prilagođavanje nepredviđenim promjenama, (h) umrežavanje i (i) promišljanje i učenje iz 41 uspjeha i neuspjeha. Također je otkrilo da studentima nedostaju mogućnosti za društveno korisno učenje i angažman u zajednici za vrijeme studija. Konačno, rezultati pokazuju da većina studenata nikada nije imala priliku pohađati kolegij o društveno korisnom učenju i da ih više od dvije trećine nije volontiralo u posljednjih 12 mjeseci. Ovi će se rezultati koristiti za oblikovanje akademskog kolegija koji povezuje društveno korisno učenje i poduzetništvo te omogućuje studentima stjecanje vještina za koje smatraju da su relevantne za njihovu buduću karijeru. |
| Abstract (english) | Faced with the economic, environmental and social challenges, education today is in a very unenviable position. To achieve their full potential as adults, students need to develop a range of skills, such as problem solving, critical thinking, communication, teamwork and self- management. While technical and professional skills are offered as a part of Information Sciences and Informatics curricula in Croatia, entrepreneurial skills are still rarely taught, especially at the introductory-level study, although students need to develop such skills well before they start planning their future careers. Also, although studies on academic service learning bring consistent evidence of students’ improvement in problem-solving, critical and creative thinking, communication skills, teamwork, intercultural competency, leadership and career decision-making (Carrington & Selva 2010, Harris, Jones & Coutts 2010, Milne, Gabb, & Leihy 2008, Prentice & Robinson 2010, Rochford, 2014), service learning education is still underrepresented in academic curricula in Croatia (Mikelic Preradovic and Mažeikienė, 2019). The first aim of this paper was to research the attitudes of information sciences and informatics students towards acquiring entrepreneurial skills during their study. The second aim of the paper was to determine the level and frequency of students' civic (community) engagement. The sample included 211 undergraduate and graduate students of Information Sciences from the Faculties of Humanities and Social Sciences (University of Zagreb, University of Osijek and University of Zadar) as well as students of Informatics from the Faculty of Organization and Informatics (University of Zagreb) and Department of Informatics at the University of Rijeka. The first part of the survey examined students' attitudes about the importance of acquiring entrepreneurial skills during their study. It is based on the EntreComp conceptual model (Bacigalupo et al., 2016), where entrepreneurship is broken down into 3 competence areas and 15 competences that represent entrepreneurial skills. The other part of the questionnaire examined students' experiences with civic engagement, volunteering and community engagement, while the last part collected demographic data. The analysis of the responses revealed that students perceive the following entrepreneurial skills as the most important to master: (a) combining knowledge and resources to achieve valuable effects, (b) developing a vision to turn ideas into action, (c) acting responsibly, (d) being resilient under pressure and temporary failure, (e) making the most of limited resources, (f) demonstrating effective communication, persuasion, negotiation and leadership, (g) defining 43 priorities and adapting to unforeseen changes, (h) networking and (i) reflecting and learning from both success and failure. It also revealed that students lack opportunities for service learning and community engagement during their study. Finally, the results show that majority of students never had an opportunity to take the course on service learning and that more than two thirds of them haven't volunteered in the last 12 months. These results will be used to design an academic course that links service learning and entrepreneurship and enables students to acquire skills that they perceive as relevant for their future careers. |
