Page 11 - Rižnar, Igor, and Klemen Kavčič (ed.). 2017. Connecting Higher Education Institutions with Small and Medium-Sized Enterprises. Koper: University of Primorska Press
P. 11
Preface
In the article entitled ‘Thinking Globally, Acting Regionally with Lo-
gistics Simplified,’ Aleksander Janeš, Roberto Biloslavo and Armand Fa-
ganel discuss the aim the eu cross-border programme Italy-Slovenia to
develop and test methodologies and instruments for creating strategic-
cognitive maps of small and medium sized enterprises (sme s).
Igor Grofelnik and Tanja Grofelnik write about project work by pre-
senting two methods for measuring the maturity of project manage-
ment, namely ‘Portfolio, Programme and Project Management Matu-
rity Model’ and ‘Project Management Maturity Model.’
Tatjana Horvat and Franko Milost write about internal audit in fi-
nancing of companies. They come to the conclusion that the internal
auditor should be independent and objective according to internal au-
dit’s professional standards. Financing the companies should be ac-
cording to the law – if it is not, the consequence is the insolvency and
bankruptcy of the company. In their second contribution, Milost and
Horvat write about intellectual capital report of universities. They de-
fine intellectual capital as intangible assets that enable the growth and
development of an organization and focus on the state of intellectual
capital at the University of Primorska. Based on their findings, they
propose a model for disclosing intellectual capital at the University of
Primorska.
Tatjana Koropec from the University of Maribor, Faculty of business
and economics writes about n lp in language teaching. As a teacher of
business English, she tackles the issue of successful language learning
from the point of view of neuro-linguistic programming (n l p) as a pos-
sible source for improving students’ language learning goals. She be-
lieves that neuro-linguistic programming in teaching is a viable practice
in teaching in general as well as in teaching foreign languages both on
primary, secondary and tertiary level of education.
Igor Rižnar writes about higher education in terms of a highly com-
plex system, with a number of multi-lateral interactions between teach-
ers, students, policy-makers, parents, different professional associa-
tions, politicians, economy and the society in general. After a brief en-
counter with the Bologna reforms, it focuses on several key issues in
education. First, it discusses learning and teaching in the context of
brain science. Second, he briefly discusses learning and teaching myths
– misconceptions about how we learn and think – which are still widely
believed by teachers in many countries around the globe. Third, he men-
tions biases in both teachers and education policy makers. Fourth, the
9
In the article entitled ‘Thinking Globally, Acting Regionally with Lo-
gistics Simplified,’ Aleksander Janeš, Roberto Biloslavo and Armand Fa-
ganel discuss the aim the eu cross-border programme Italy-Slovenia to
develop and test methodologies and instruments for creating strategic-
cognitive maps of small and medium sized enterprises (sme s).
Igor Grofelnik and Tanja Grofelnik write about project work by pre-
senting two methods for measuring the maturity of project manage-
ment, namely ‘Portfolio, Programme and Project Management Matu-
rity Model’ and ‘Project Management Maturity Model.’
Tatjana Horvat and Franko Milost write about internal audit in fi-
nancing of companies. They come to the conclusion that the internal
auditor should be independent and objective according to internal au-
dit’s professional standards. Financing the companies should be ac-
cording to the law – if it is not, the consequence is the insolvency and
bankruptcy of the company. In their second contribution, Milost and
Horvat write about intellectual capital report of universities. They de-
fine intellectual capital as intangible assets that enable the growth and
development of an organization and focus on the state of intellectual
capital at the University of Primorska. Based on their findings, they
propose a model for disclosing intellectual capital at the University of
Primorska.
Tatjana Koropec from the University of Maribor, Faculty of business
and economics writes about n lp in language teaching. As a teacher of
business English, she tackles the issue of successful language learning
from the point of view of neuro-linguistic programming (n l p) as a pos-
sible source for improving students’ language learning goals. She be-
lieves that neuro-linguistic programming in teaching is a viable practice
in teaching in general as well as in teaching foreign languages both on
primary, secondary and tertiary level of education.
Igor Rižnar writes about higher education in terms of a highly com-
plex system, with a number of multi-lateral interactions between teach-
ers, students, policy-makers, parents, different professional associa-
tions, politicians, economy and the society in general. After a brief en-
counter with the Bologna reforms, it focuses on several key issues in
education. First, it discusses learning and teaching in the context of
brain science. Second, he briefly discusses learning and teaching myths
– misconceptions about how we learn and think – which are still widely
believed by teachers in many countries around the globe. Third, he men-
tions biases in both teachers and education policy makers. Fourth, the
9
