Entrepreneurial management

Experts in the field of business economics research, improve and develop knowledge, theories and methods, and apply knowledge from economics, sociology and other applied social sciences, and provide economic, business, management and administrative services to meet the needs of individuals and various forms of business and economic associations and organizations. These tasks include: creating and implementing solutions for current or expected economic, political and social problems; research and analysis of economic aggregates in the function of creating economic and business micro and macro policies and improving business activities, studying the economic behavior of individuals and companies; providing economic and social services; preparing economic analyses and projects and case studies. These tasks may also include supervision of other associates.

Economists conduct research with the aim of improving and developing economic knowledge, theories and operational methods that are used to understand and describe movements on the international and domestic market of goods, services and labor, and advise on the application of knowledge for the development of economic policy proposals and for solutions to existing and forecasted economic problems.

These jobs include:

a) studying, consulting and dealing with various economic aspects such as production, marketing methods, domestic and international market trends, monetary and fiscal policy and price, employment, income, productivity and consumption policy;

b) collecting, analyzing and interpreting economic data using economic theories and various statistical and other methods;

c) consulting on economic policy and the direction of activities that need to be followed in the light of past, present and forecasted economic indicators and trends;

d) preparation of studies and reports;

e) related jobs;

f) supervision of other workers.

The most general generic competencies at the level of each cycle of education, which must be possessed by every graduated student, regardless of the study program or the institution where he completed his higher education, are defined as:

• Dublin descriptors (Dublin descriptors), which represent a set of criteria on the expected achievements and abilities of students to distinguish different cycles of education, which were proposed by the Joint Quality Initiative (JQI), and which are accepted as the basis of the description of each cycle of education on ministerial meeting in Bergen in May 2005.
• The general framework for qualifications in European higher education (Framework for Qualifications of the European Higher Education - EQF for HE), which was adopted at the ministerial meeting in Bergen in May 2005.

These competencies are categorized as instrumental, interpersonal and systemic:

• Instrumental competencies include:
  • Cognitive abilities, understanding and manipulation of ideas and thoughts.
  • Methodological abilities to communicate with the environment: organizing time and strategies for learning, making decisions or solving problems.
  • Technological abilities related to the use of technological means, computers and the application of information management skills.
  • Language skills such as written and oral communication or knowledge of foreign languages.
• Interpersonal competences: Individual abilities that include the ability to express one's feelings, social skills such as interpersonal skills, working in teams, or expressing social and ethical commitment. These competencies enable processes of social interaction and cooperation.
• System competencies are those skills and abilities that relate to the entire system. They represent a combination of understanding, sensibility and knowledge, with the help of which a person will be able to see the relationship between individual parts and how they make up the whole. These abilities include the ability to plan changes in order to improve existing systems and create new systems. Systemic competences require prior acquisition of instrumental and interpersonal competences

Qualifications representing the successful completion of the first cycle (180-240 ECTS points) are awarded to students who:

• demonstrate knowledge and understanding in the field of study, which builds on their secondary education and is common at first cycle level, supported by appropriate learning resources at higher education level (university textbooks, information and communication technologies), which includes aspects of knowledge of advanced achievements in a given field of study;
• can apply detailed knowledge and critical understanding of the principles related to a given field of study/discipline in a way that shows a professional approach to work or profession, and possess competencies that are usually expressed by the ability to form and support opinions and positions with arguments and the ability to solve problems within the given field of study;
• have the ability to collect and interpret relevant data (within a given field of study) on the basis of which they make judgments that may also include reflections on relevant social scientific or ethical issues;
• they can apply the basic methods of acquiring knowledge and applied research in a given discipline, and are able to decide which approach to use to solve a given problem, and are aware of the extent to which the chosen approach is appropriate for solving such a problem;
• can present and convey information, ideas, problems and solutions to an audience that is specialized in a given field of study, but also to an audience that is not specialized, using the appropriate language (and where appropriate, one or more foreign languages) and using communication tools technology;
• have built learning skills necessary for further study, with a high degree of autonomy and academic skills and properties necessary for research work, understanding and evaluating new information, concepts and evidence from different sources;
• possess the foundation for future self-direction and lifelong learning;
• have acquired interpersonal and teamwork skills, suitable for employment and/or further study.

Graduates of Business Economics will be involved in the economic aspects of their business organization, in the planning and management of business and human resources. This leads to a focus on specific competencies that are necessary in different types of organizations and different areas so that graduates are prepared for constant and rapid changes in the business environment. SPECIFIC COMPETENCES of the program arise from the teaching modules of the study core in the field of Business Economics and Management, which implies knowledge of the business environment so that students can use the respective economic and other instruments, understanding the parameters of the macro/micro-economic environment and identifying the impacts of these elements on the business organization and business functions. This implies the ability to identify the essential characteristics and functional areas of a business organization in order to be able to define changes in the business organization and to cope with changes in the business environment.

Within the study of business economics, students master the primary functions of a business organization and its mission:

• Procurement;
• Production of products and/or services;
• Sales;
• Services before, during and after the sale

as well as auxiliary functions of the business organization related to the design, development and maintenance of the company system and structure, company infrastructure and Information System.

During their studies, students acquire a suitable set of systemic competencies in the field of business economics so that they can successfully perform inter-departmental tasks, and are able to see the whole organization or. to see the consequences of the influence of individual functions of the organization on the whole and on its business environment.

Students are trained to understand the details of business functions, types of jobs and business operations, specifics of different types and sizes of companies, geographic regions, business sectors and to connect these factors with basic knowledge. Competencies of analysis, synthesis and critical thinking in business and managerial areas enable successful management of companies (tools and concepts), planning, control and audit of business organization and development of consulting plans.

Students also acquire core competencies in secondary areas that are indirectly related to the business process such as: business law and business contracts, technology and engineering - understanding the technological background of business processes and links with market research, technological forecasting, social and marketing psychology, mathematical and statistical methods and tools.

In the field of business logistics, students acquire competencies related to management accounting, securities management, various payment instruments, business in stock exchanges, forwarding and distribution, modern sales strategies and methods of sales improvement - merchandising and franchising technologies.

Graduating from the "Entrepreneurial Management" study program entails acquiring a minimum of 180 ECTS (European Credit Transfer System) credit points, i.e. an optimum of 240 ECTS, mandatory passing of at least two foreign language exams, mandatory completion of at least six seminars or defense of at least four seminar papers in the chosen field of study and defense of a diploma/specialist thesis.

Master's studies of the II cycle focus on courses that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of ​​study of the first cycle, or in the horizontal direction, which means that students add new subject areas of business economics to their study of the second cycle , or go for diversification or interdisciplinary study, which means the inclusion of subjects and areas that are not directly related to business orientation, such as e.g. marketing psychology or business engineering. The master's program contains a key thesis component that usually includes one or more business areas of a specific business area.

First-cycle programs in Business Management focus on the acquisition of basic knowledge to familiarize students with various business functions and the business environment in which these functions take place in enterprises and in various forms of their integration. Students also need to become familiar with a set of basic tools for supporting the business process, organizational and communication skills, along with the ability to analyze and structure business organization problems.

In order to achieve these educational goals in the study of the first cycle, students should experience different types of teaching methods such as traditional lectures and exercises, seminars, research seminars, project assignments, pedagogical workshops, problem-oriented workshops, demonstration classes, student practice and practical work, work-oriented exercises, business process modeling, field work, research work and solving relatively simpler practical functional problems of companies in the environment.

This means that the educational outcomes of the course should be achieved by appropriate teaching and examination methods, where students present not only the level of their basic knowledge, but also their ability to use instruments to support the business process, to organize their work, to communicate in the context of their work and to argue the results.

After the studies of the first cycle, students should have the possibility of employment, mobility in further studies, or the possibility of later inclusion in the "learning for life" system.

The teaching of the second cycle is based on the core knowledge of the first cycle. According to the teaching direction, it can be vertical, horizontal or interdisciplinary, which depends on the knowledge acquired during the first cycle studies.

In the second cycle, as in the first, different teaching and examination methods are used to stimulate not only the acquisition of knowledge in the subject areas, but also the preparation of students to find relevant instruments for solving problems, as well as their ability to organize and communicate and finally to be able to present the solution to the problem in a wider business context.

Students should be able to:

1. To use and evaluate tools for analyzing the company and its business environment;
2. To work in specific areas of the company's activities and to specialize in that area to a certain extent;
3. To make a connection with other functions in the company;
4. To have self-awareness;
5. To argue the principles they use in finding solutions to problems mainly at the operational and tactical level;
6. To defend the proposed solution;
7. That they are prepared for decision-making mainly at the operational and tactical level.

Students of the second cycle of the "Entrepreneurial Management" study program should have:

1. Competencies of the first cycle;
2. Skills that allow them to participate in making strategic decisions;
3. Capabilities for guided research;
4. Ability to work independently and independently;
5. The skill of holistic (synergistic) judgment and the ability to critically evaluate strategic decisions;
6. The skill to implement the necessary changes;
7. International mobility and understanding of different cultures.

Based on the educational profile of managers and managers specializing in business economics, in the domain of graduate and postgraduate studies, the University has created a large number of operational and applied directions/subspecializations, which qualify students for professional and management jobs in small family businesses, companies, corporations and large business systems. specialized marketing agencies, investment funds, consulting agencies.

Graduate students and graduate students-specialists in business economics on the entrepreneurship study program are qualified to perform the following jobs:

• managers-leaders at all levels of business and corporate organization,
• managers of revitalization and reengineering of companies in crisis,
• project development managers and investment managers,
• analysts and advisers for small entrepreneurship and business incubators,
• managers of business information systems,
• accounting management experts and business finance managers,
• market business advisors,
• taxes and stock exchange operations,
• managers of new product development and development of expert teams,
• quality control managers,
• marketers,
• expert associates on research and planning, and consultants for control and audit of market operations.

Within the studies, the foundations for lifelong professional mobility and permanent professional development were created.