Entrepreneurial management

Professionals in 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 managerial services to meet the needs of individuals and various forms of business and economic association and organization.

These tasks include: creating and implementing solutions to 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 policy and improvement of business activities, study of economic behavior of individuals and companies; provision of economic and social services; preparation of economic analyzes and projects and case studies. These tasks may include supervising other associates.

Economists conduct research to improve and develop economic knowledge, theories and operational methods used to understand and describe trends in the international and domestic markets for goods, services and labor, and advise on the application of knowledge to economic policy proposals and solutions to existing and projected economic problems.

These jobs include:

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

b) collection, analysis and interpretation of economic data using economic theories and various statistical and other methods;

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

d) preparation of studies and reports;

e) related business;

f) supervision of other workers.

The most general generic competencies at the level of each of the cycles of education, which must be possessed by every graduate regardless of the study program or. institution in which he completed his higher education, are defined:

• Dublin descriptors, which represent a set of criteria for students' expected achievement and ability to distinguish between different cycles of education, proposed by the Joint Quality Initiative (JQI), and which are accepted as the basis for describing each cycle of education in ministerial meeting in Bergen in May 2005.
• The General Framework for Qualifications in European Higher Education (EQF for HE), 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 of communication with the environment: organizing time and learning strategies, 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 inter-personal skills, teamwork, or expressing social and ethical commitment. These competencies enable the processes of social interaction and cooperation.
• Systemic competencies are those skills and abilities that apply to the entire system. They represent a combination of understanding, sensibility and knowledge with which a person will be able to see in what relationship the individual parts are and in what way they form a whole. These skills include the ability to plan for change to improve entire systems and create new systems. Systemic competencies require prior adoption of instrumental and interpersonal competencies

Qualifications that represent the successful completion of the first cycle (180-240 ECTS credits) are awarded to students who:

• demonstrate knowledge and understanding in the field of study, which builds on their secondary education and which is common at the first cycle level, with the support of appropriate resources for higher education (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 principles related to a given field of study / discipline in a way that demonstrates a professional approach to work or profession, and possess competencies that are usually expressed by the ability to form and support opinions and views and the ability to solve problems within a 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 contain reflections on relevant social scientific or ethical issues;
• can apply basic knowledge acquisition methods 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 to solve such a problem;
• can present and convey information, ideas, problems and solutions to an audience that specializes 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 technology;
• have built the learning skills necessary for further study, with a high degree of autonomy and the academic skills and characteristics necessary for research work, understanding and evaluating new information, concepts and evidence from a variety of sources;
• possess a 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 the specific competencies that are necessary in different types of organizations and different areas in order for graduates to be prepared for constant and accelerating changes in the business environment.

SPECIFIC COMPETENCIES of the program derive 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 relevant economic and other instruments by understanding the parameters of macro / microeconomic environment and identifying impacts on 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 take over the appropriate set of system competencies in the field of business economics so that they can successfully perform inter-departmental work tasks, and to be able to see the whole organization or. to see the consequences of the impact 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, the specifics of different types and sizes of companies, geographical regions, business sectors and to connect these factors with basic knowledge. Competences of analysis, synthesis and critical thinking in business and managerial areas enable successful management of companies (tools and concepts), planning, control and audit of a business organization and development of consulting plans.

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

In the field of business logistics, students take on competencies related to management accounting, securities management, various payment instruments, stock exchange operations, freight forwarding and distribution, modern sales strategies and sales promotion methods - merchandising and franchising technologies.

Graduation in the study program "Entrepreneurial Management" means acquiring a minimum of 180 ECTS (European Credit Transfer System) credit points, or an optimum of 240 ECTS, mandatory taking at least two foreign language exams, mandatory completion of at least six seminars or. defense of at least four seminar papers in the selected study area and defense of diploma / specialist thesis.

II cycle master's studies focus on subjects that deepen knowledge with possible orientations, either in the vertical direction, where students enter the depth of the subject area of the first cycle, or in the horizontal direction, which means that students add new subject areas of business economics to their second cycle study. , 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. marketing psychology or business engineering. The master's program contains a key component of the thesis that typically involves one or more business areas of a particular business area.

The first cycle of Entrepreneurial Management programs focus on the acquisition of basic knowledge to acquaint students with the various business functions and the business environment in which these functions take place in companies and in various forms of their integration.

Students should also be introduced to a set of basic tools to support the business process, organizational and communication skills, along with the ability to analyze and structure business organization problems.

To achieve these educational goals in the first cycle study, 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 internships and practical work. work-oriented exercises, business process modeling, field work, research work and solving relatively simpler practical functional problems of the company 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 tools to support the business process, organize their work, communicate in the context of their work and to argue the results.

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

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

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

Students should be able to:

1. To use and evaluate tools to analyze the company and its business environment;
2. To work in specific areas of the company's activity and to specialize in that area until a certain new level;
3. To make a connection with other functions in the company;
4. To possess 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 study program "Entrepreneurial Management" should have:

1. First cycle competencies;
2. Skills that enable them to participate in strategic decision making;
3. Guided research skills;
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 make the necessary changes;
7. International mobility and understanding of different cultures.

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

Graduates and graduate students-specialists in business economics in the study program of entrepreneurship are trained to perform the following tasks:

• managers 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 consultants for small business and business incubators,
• business information systems managers,
• accounting management experts and business finance managers,
• market business consultants,
• taxes and stock exchange operations,
• managers of new product development and development of expert teams,
• quality control managers,
• marketers,
• expert associates in research and planning, and consultants for control and audit of market operations.

The study created the foundations for lifelong professional mobility and permanent professional development.

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