| Abstract | Možemo reći kako se većina istraživača slaže da je ljudski kapital bitna odrednica konkurentnosti i gospodarskog razvoja jer je povrat od ulaganja u obrazovanje veći od povrata od bilo kojeg drugog ulaganja, međutim nije i jamstvo razvoja jer zemlja s najboljim ljudskim kapitalom ne mora postići i najbolje razvojne rezultate. O ljudskom kapitalu u obrazovnom sustavu se promišlja, prije svega, kao inicijatoru i pokretaču promjena, koji se brine za svoj osobni i profesionalni razvoj i dio je organizacije koja se razvija i uči. Obrazovni sustav ima ključnu ulogu u formiranju ljudskog kapitala. Zaposleni u obrazovnom sustavu, učitelji/nastavnici imaju presudnu ulogu u odgoju i obrazovanju mladih ali i odraslih, a postignuta razina obrazovanja građana pridonosi gospodarskom i društvenom razvoju svake zemlje. Kako bi se postigla konkurentnost obrazovnog sustava potrebno je osigurati njegovu učinkovitost, kvalitetu ljudskog kapitala u sustavu odgoja i obrazovanja i kvalitetu obrazovne usluge. To se postiže potrebnim ulaganjima, obrazovnom politikom i participacijom u obrazovanju. Potrebna kvaliteta obrazovne usluge ogleda se u učinkovitoj implementaciji znanja, vještina i kompetencija koja će osigurati visoko-obrazovanim pojedincima konkurentnost na tržištu rada i veću mogućnost zapošljavanja. Predmet istraživanja u ovoj doktorskoj disertaciji vezan je uz istraživanje kvalitete obrazovne usluge u Republici Hrvatskoj kroz različite dimenzije obrazovnih usluga. S obzirom na predmet istraživanja, ciljevi doktorske disertacije bili su; analizirati i sistematizirati znanstvene spoznaje i doprinose o novoj paradigmi razvoja obrazovnog sustava baziranog na ulaganju u kvalitetu obrazovne usluge, analizirati i sistematizirati postojeće znanstvene spoznaje o ljudskom kapitalu te znanstvene spoznaje i doprinose iz područja obrazovanja i ljudskog kapitala u obrazovanju, kao i utjecaj obrazovanja na gospodarski razvoj. Korištenjem odabranih znanstveno-istraživačkih metoda, cilj disertacije bio je provesti empirijsko istraživanje u Republici Hrvatskoj te pomoću SERVQUAL modela istražiti koliko se trenutno, percipirano stanje u obrazovnim institucijama, gledajući različite dimenzije obrazovnih usluga, slaže ili odudara od očekivanja korisnika, ali i pružatelja usluga, analizirati kvalitetu obrazovne usluge u NUTS 2 regijama Republike Hrvatske, te istražiti ulaganja u ljudski kapital u obrazovnom sustavu na regionalnoj i lokalnoj razini. Kako bi istražili mogući utjecaj na kvalitetu ljudskog kapitala dan je i prikaz gospospodarske, društvene i obrazovne razvijenosti u Republici Hrvatskoj.Tvrdnje u svih pet originalnih dimenzija SERVQUAL modela na uzorku od 878 ispitanika pokazale su da je najveći jaz percepcije i očekivanja prisutan promatramo li Materijalnu dimenziju, a najmanji promatramo li dimenziju Pouzdanosti. Faktorskom analizom svih pet dimenzija reducirano je na tri dimenzije ( empatija, pouzdanost, materijalna dimenzija) što je vrlo često u primjeni ovoga modela. Potom smo utvrdili pouzdanost faktora primjenom Cronbach Alpha testa, te možemo reći da se ove dimenzije nalaze po percipiranom zadovoljstvu na razini dobre do vrlo dobre ocjene, a očekivanja na razini koja dopire i do najvišeg stupnja.Neparametrijskom analizom primjenom Kruskal Wallis testa dobivenih tri dimenzija utvrđeno je kako su među korisnicima različite razine obrazovnih institucija prisutne razlike, odnosno da je kod studenata na fakultetima jaz kod sve tri dimenzije najprisutniji, a posebno u Materijalnoj dimenziji čime smo dokazali hipotezu: H1a) Postoje značajna odstupanja između percepcije i očekivanja korisnika obrazovnih usluga s obzirom na razinu obrazovne institucije u kojoj se školuju ili studiraju. Jednako tako primjenom neparametrijske analize Kruskal Wallis testa uočena je zanimljivost, naime najveći jaz zabilježen je kod zaposlenika visokih škola ili veleučilišta u dimenzijama Odgovornost i Empatija, dok je najmanji jaz u Materijalnoj dimenziji. Time smo dokazali hipotezu koja glasi:
H1b) Postoje značajna odstupanja između percepcije i očekivanja davatelja obrazovnih usluga s obzirom na razinu obrazovne institucije u kojoj su zaposleni. U okviru odgovora na dio istraživačkog zadatka H1c) Davatelji obrazovnih usluga percipiraju kvalitetu obrazovnih usluga boljom od korisnika usluga, dobiveni rezultati primjenom T-testa pokazuju da postoji statistički značajna razlika, odnosno da je kod korisnika percepcija trenutnom kvalitetom obrazovne usluge prosječna, dok su davatelji obrazovnih usluga nešto zadovoljniji, čime smo prihvatili gore navedenu nultu hipotezu. Za potrebe testiranja hipoteze: H2 Percepcija kvalitete obrazovnih usluga u RH nije ujednačena s obzirom na veličinu naselja u kojemu se nalazi obrazovna institucija, koristili smo novu varijablu kreiranu za potrebe testiranja hipoteze H1, te primjenom T-testa dobili rezultate koji upućuju na veću percepciju kvalitete obrazovne usluge kod ispitanika koji se obrazuju ili rade u manjim mjestima, dok najmanju kod onih koji se obrazuju ili rade u najvećim gradovima. Rezultat također potvrđuje i Pearsonov koeficijent korelacije koji nije visok, iznosi -0,213 ali je statistički značajan čime smo potvrdili H2 hipotezu. Testiranjem hipoteze H3: Ulaganja u ljudski kapital u obrazovnim ustanovama pozitivno su povezana s veličinom naselja u kojem se nalazi obrazovna institucija, mjerena je jačina povezanosti veličine mjesta u kojem se nalazi obrazovna institucija, te kreirana varijabla koja mjeri broj različitih vrsta stručnog usavršavanja. Pearsonov koeficijent korelacije iznosio je 0,106 što ne ukazuje na snažnu povezanost dviju varijabli, ali ukazuje na statističku značajnost.Time smo potvrdili navedenu hipotezu i utvrdili kako zaposlenici obrazovnih ustanova iz većih mjesta značajno više participiraju u stručnom usavršavanju od onih koji rade u manjim mjestima. Iz ovih rezultata proizlaze i konkretne preporuke institucijama za obrazovanje, državnim i regionalnim institucijama i agencijama koje se bave obrazovnim politikama u obliku javno-političkih smjernica za unaprjeđenje kvalitete ljudskog kapitala u cilju povećanja konkurentnosti hrvatskog obrazovnog sustava i javno-političkih smjernica za smanjenje regionalne neravnoteže i povećanje obrazovne razvijenosti u Republici Hrvatskoj. |
| Abstract (english) | Most researches agree that human capital is a substantial determinant of competitive ness and economic development because the return on investment in education is greater than any other investment, however, is not guarantee that the country with the best human capital will have the best results. Human capital in education system is considered as an initiator of change which takes care of its personal and professional development and is a part of the organization that develops and learns. The education system has a key role in the formation of human capital. Teachers,employees of the education system,have a crucial role in education of young people and adults,and the achieved level of education contribute to economic and social development of each country. In order to achieve the competitiveness of the education system it is necessary to ensure its effectiveness,the quality of human capital in the education system and the quality of educational services. This is achieved by the necessary investment, education policy and participation in education. Required quality of educational services is reflected in the effective implementation of the knowledge, skills and competencies that will provide high-educational individuals competitiveness on the labor market and greater employability.
The subject of this doctoral thesis is related to the research of the quality of educational services in the Republic of Croatia through different dimensions of educational services. Considering the subject of research; aims of doctoral thesis were: to analyze and systematize scientific knowledge and contribution to the new paradigm of development of the educational system based on investment in the quality of educational service, analyze and systematize the existing scientific knowledge on human capital and scientific knowledge and contributions in the field of education and human capital in education, as well as the impact of education on economic development. Using selected research methods, the aim of the dissertation was to achieve an empirical research in the Republic of Croatia and using SERVQUAL model investigate how the current, perceived situation in educational institutions, considering different dimensions of educational services, agrees or differs from the expectations of users and service providers, analyze the quality of educational services in the NUTS 2 regions of the Republic of Croatia, and explore investment on human capital in the education system at the regional and local level. In order to explore the possible impact on the quality of human capital,it is shown the economic,social and educational development in the Republic of Croatia.Statements in all five original dimensions of SERVQUAL model that involved sample of 878 respondents, showed that the biggest range of perception and expectations is present in Material dimension, and the smallest in Reliability dimension. Factor analysis of all five dimensions were reduced to three dimensions (empathy, reliability, material dimension) which is very often in use of this model. Then we determined reliability factors by applying Cronbach Alpha test, and we can say that these dimensions, considering perceived satisfaction,are on the level of good to very good grade and expectations on the level that reaches up to the highest grade.
Non-parametric analysis using the Kruskal Wallis test these three dimensions is found that there are differences among users of various levels of educational institutions with reference to students in colleges who have the most prevalent range in all three dimensions, especially in Material dimension so we provided the hypothesis:
H1a) There are significant discrepancies between perception and expectations of users of educational services according to the level of educational institution which they attend.
Analogusly,using non-parametric analysis of Kruskal Wallis test is noticed an interesting fact, the biggest range was registered at employees of schools and universities of applied sciences in dimensions Responsibility and Empathy,and the smallest in Material dimension. Thus we have proved the hypothesis:
H1b) There are significant discrepancies between perception and expectations of providers of educational services according to the level of educational institution in which they are employed.
In context to a part of the research task, H1c) Providers of educational services perceive quality of educational services better than users of educational services, results obtained using the T-test reveal that there is statistically significant difference,which indicates that users perception of the current quality of education services is average,while providers of educational services are more satisfied, consequently,we have accepted above mentioned null-hypothesis.
For the purpose of testing the hypothesis: H2 Perception quality of educational services in the Republic of Croatia is not balanced considering the size of the settlement where there is an educational institution, we used a new variable created for the purpose of testing the hypothesis H1 and using the T-test got results that indicate that there is higher perception quality of educational services in subjects who study or work in settlements, whereas the lowest is in those who study or work in towns. The result is also confirmed by the Pearson
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correlation coefficient, which is not high, amounts -0.213 and is statistically significant, thus we have confirmed the hypothesis H2.
Testing the hypothesis H3: Investments in human capital in educational institutions are associated positively with the size of the settlement in which there is an educational institution, it is measured the strength of connection between the size of the settlement in which there is an educational institution and created a variable which measures the number of different types of professional development.Pearson's correlation coefficient was 0.106,indicating no strong association between two variables, but indicates statistical significance. Thus we have confirmed this hypothesis and found that employees of educational institutions who work in towns participate significantly more in professional development unlike those who work in settlements.
From these results we derive concrete recommendations for educational institutions, national and regional institutions and agencies dealing with educational policies in the form of public-policy guidelines for improving the quality of human capital in order to increase the competitiveness of Croatian educational system and public-policy guidelines to reduce regional imbalance and increase educational development in the Republic of Croatia. |
