<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1752">
    <dcterms:title><![CDATA[Innovativeness and Competitiveness of Bosnian  Production Firms]]></dcterms:title>
    <dcterms:abstract><![CDATA[In today&#039;s world, both innovations and innovativeness are two of the most  important issues to be considered for globally competing firms. Innovation  is the application of new and improved ideas. However, innovativeness is  the ability to produce new and improved ideas/products/services. In this  research paper, the authors propose a research model about the level of  innovations/innovativeness in Bosnian firms by considering the relevant  literature. The limitations of the model are discussed. The implications of  the model for practice and research are addressed and the paper is  concluded.  Keywords: Bosnia and Herzegovina (B&amp;H), Innovation Adoption,  Innovativeness, Model Proposal.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1537]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3541">
    <dcterms:title><![CDATA[INOVACIJE U MENADŽMENTU<br />
Unapređenjem menadžment modela da dugoročnih poslovnih performansi<br />
]]></dcterms:title>
    <dcterms:tableOfContents><![CDATA[Predgovor............................................................................................................ xi<br />
Struktura i sadržaj ....................................................................................................... xiv<br />
Jezik i stil .................................................................................................................... xvi<br />
Bilješke .....................................................................................................................xviii<br />
Inovacije............................................................................................................... 1<br />
Fenomen i definicija inovacija ....................................................................................... 1<br />
Definicija koncepta inovacija.....................................................................................................4<br />
Nastanak i razvoj koncepta inovacija ............................................................................. 7<br />
Razvoj koncepta inovacija kroz historiju ...................................................................................8<br />
Inovacije u savremenoj historiji ...............................................................................................13<br />
Klasifikacija inovacija.................................................................................................. 17<br />
Tehnološke i netehnološke inovacije........................................................................................17<br />
Dihotomne klasifikacije inovacija............................................................................................22<br />
Važni koncepti vezani za inovacije .............................................................................. 27<br />
Inovacije i novitet ....................................................................................................................27<br />
Inovacije i kreativnost..............................................................................................................30<br />
Inovacije i promjene ................................................................................................................31<br />
Inovacije i tehnologija..............................................................................................................32<br />
Bilješke ........................................................................................................................ 34<br />
Inovativne organizacije...................................................................................... 39<br />
Karakteristike inovativnih organizacija........................................................................ 40<br />
Unutar-organizacijsko preduzetništvo......................................................................................41<br />
Učenje i rast .............................................................................................................................46<br />
Kolaboracija s vanjskim entitetima ..........................................................................................48<br />
Uticajni faktori na organizacijske inovacije ................................................................. 52<br />
Vanjski uticajni faktori na organizacijske inovacije.................................................................52<br />
Unutrašnji uticajni faktori na organizacijske inovacije.............................................................55<br />
Kontekst kao skup uticajnih faktora na organizacijske inovacije .............................................60<br />
Proces organizacijskih inovacija .................................................................................. 64<br />
Opšti prikaz inovacijskog procesa............................................................................................65<br />
Modeli inovacijskog procesa....................................................................................................68<br />
Razlike u procesima stvaranja i usvajanja inovacija.................................................................76<br />
Ishodi organizacijskih inovacija................................................................................... 78<br />
Opstanak ili podmlađivanje organizacije .................................................................................79<br />
Stvaranje konkurentske prednosti ............................................................................................82<br />
Unapređenje organizacijskih performansi ................................................................................83<br />
Bilješke ........................................................................................................................ 86<br />
<br />
Inovacije u menadžmentu.................................................................................. 93<br />
Inovacije u menadžmentu – pojmovno određenje ........................................................94<br />
Definicija inovacija u menadžmentu ........................................................................................94<br />
Historijski razvoj koncepta inovacija u menadžmentu ...........................................................100<br />
Tipovi inovacija u menadžmentu ...........................................................................................105<br />
Završne napomene .................................................................................................................108<br />
Inovacije u menadžmentu – uticajni faktori................................................................112<br />
Kontekstualni faktori..............................................................................................................112<br />
Organizacijski faktori.............................................................................................................115<br />
Menadžerski faktori ...............................................................................................................118<br />
Inovacije u menadžmentu – proces.............................................................................121<br />
Uvođenje inovacija u menadžmentu – rani radovi..................................................................121<br />
Proces stvaranja inovacija u menadžmentu ............................................................................127<br />
Poopštenje modela – prilagođavanje i usvajanje inovacija u menadžmentu ...........................134<br />
Inovacije u menadžmentu – ishodi .............................................................................138<br />
Model uticaja inovacija u menadžmentu na organizacijske performanse ...............................139<br />
Organizacijske performanse – koncept i mjerenje..................................................................140<br />
Performansni ishodi inovacija u menadžmentu ......................................................................143<br />
Bilješke.......................................................................................................................147<br />
Pregled znaajnijih inovacija u menadžmentu ............................................... 159<br />
Historijski razvoj misli o menadžmentu .....................................................................160<br />
Menadžment u predindustrijskom dobu .................................................................................161<br />
Menadžment u industrijskom dobu ........................................................................................164<br />
Važnije inovacije u menadžmentu u modernom dobu................................................174<br />
Identifikacija inovacija u menadžmentu .................................................................................175<br />
Prikaz odabranih inovacija u menadžmentu ...........................................................................178<br />
Bilješke.......................................................................................................................214<br />
Perspektive za inovacije u menadžmentu........................................................ 219<br />
Perspektive u akademskim istraživanjima..................................................................223<br />
Istraživačke perspektive – uticajni faktori ..............................................................................224<br />
Istraživačke perspektive – proces inoviranja ..........................................................................225<br />
Istraživačke perspektive – ishodi............................................................................................226<br />
Perspektive u menadžerskim praksama ......................................................................228<br />
Menadžerski odgovori na VUCA okruženje...........................................................................229<br />
Agilni menadžment ................................................................................................................233<br />
Bilješke.......................................................................................................................245<br />
Literatura ......................................................................................................... 249<br />
Indeks imena.................................................................................................... 267<br />
Indeks pojmova ................................................................................................ 271]]></dcterms:tableOfContents>
    <dcterms:publisher><![CDATA[Internacionalni Burč univerzitet - International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2022]]></dcterms:date>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2425">
    <dcterms:title><![CDATA[Input-based tasks and the acquisition of vocabulary and grammar: A process-product study]]></dcterms:title>
    <dcterms:abstract><![CDATA[The viability of task-based language teaching (TBLT) for primary school learners in Japan is a controversial issue. Some teachers and teacher educators are doubtful about using tasks because primary school children have very limited productive ability in English. However, as Ellis (2009) pointed out, tasks can be ‘input-based’ as well as output-based. Such tasks require learners to demonstrate their understanding of the L2 and can also provide opportunities for learning new language.    The study investigated the use of input-based tasks with young, beginner Japanese learners of English by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners aged six with no experience of learning a L2. The target features were 36 vocabulary items (24 nouns and 12 adjectives) and plural -s. The input-based instruction consisted of three listen-and-do tasks, which were repeated nine times over a five week period. The analysis of the process features found that even though production was not required by the tasks, the learners contributed actively. The tasks resulted in naturalistic conversation, negotiation of meaning, and ‘focus on form’, all of which have been claimed to facilitate acquisition. The learners improved significantly in both receptive and productive knowledge of the vocabulary items and in receptive knowledge of plural -s over time and also outperformed a control group. The study shows that tasks can be successfully designed and implemented in the Japanese EFL classroom with young beginner learners. Listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective in promoting the development of interactional competence in English. ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-04]]></dcterms:date>
    <dcterms:extent><![CDATA[994]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2019">
    <dcterms:title><![CDATA[Insights on the Diaries of Novice Efl Teachers: Challenges for Tesol]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: NESTs, teacher development, culture shock, teacher stress  ABSTRACT  When offered the opportunity to travel to another part of the world on a free airline ticket, and then once there be given a free house, food, medical insurance and a pension, many Native English Speakers (NESs) with no actual teaching experience embark on new career paths as English teachers in foreign countries. In certain cases, the catchphrase, ‘if it sounds too good to be true, it probably is’ becomes applicable to this group of individuals. NESs may experience differences in culture and challenges in the workplace which are difficult to overcome. This may lead to increases in teacher stress and a lack of motivation. By examining the detailed diary entries of four novice Native English Speaking Teachers (NESTs) at a South Korean private preschool, the challenges they faced are soon evident. Each teacher is able to discuss in detail how they went from being ‘ambitious newbies’ in the field of TESOL, to frustrated individuals ‘going through the motions’ while waiting for their contracts to finish. This presentation discusses some of the thoughts that novice NESTs experience while teaching English for the first-time. It then goes on to offer suggestions on what these challenges mean for the TESOL industry and possible ways that these challenges can be overcome.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1819]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/990">
    <dcterms:title><![CDATA[INSTITUCIONALNI SUSTAV EU I NJIHOV ZNAČAJ ZA BIH ZAKONODAVSTVO]]></dcterms:title>
    <dcterms:abstract><![CDATA[Za uspjeh europske integracije uveliko su zaslužne institucije  osnovane na europskoj razini. Političku funkciju, od osmišljavanja politika  do njihovog pretakanja u pravno obvezujuće norme, imaju tri institucije:  Europska komisija, Vijeće ministara i Europski parlament. Uz njih sve  važniji politički pokretač integracije postaje Europsko vijeće. Ustroj  Europske unije /dalje: EU/ je jedinstven i predstavlja sustav «sui generis».  Jacques Delors, bivši predsjednik Komisije, kvalificira je kao «nedefinirani  proizvod». No, čini se da ona ima izrazitog značaja kako ustrojstvo, odnosno  njen sustav za naš pravno-politički režim. Ovo prije svega jer je Bosna i  Hercegovina jedna od država koja treba da preduzme sve napore kako bi se  pripremila za članstvo u EU.  Ključne riječi: Institucionalni sustav EU, Europska komisija, Vijeće  ministara i Europski parlament, EU.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[Pravni fakultet Univerziteta u Tuzli i Centar za društvena istraživanja Internacionalnog Burč univerziteta]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3058]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1552">
    <dcterms:title><![CDATA[Institutional Reforms as Requirement for Efficiency and  Functionality in the Governance of Bosnia and  Herzegovina]]></dcterms:title>
    <dcterms:abstract><![CDATA[The aim of this paper is to emphasize the problems of state governance  regarding constitutional structure of Bosnia and Herzegovina and  economic inefficiencies as a consequence of an overloaded, jaded and  complex state structure.  In addition, the paper analyzed how the system can be accommodated to  provide more state powers, credibility and accountability in regards to  lower state levels to overcome and prevent bad business conditions, legal  and political particularism.  The institutional overlapping can be overcome with a strategy of providing  the state with more legitimate authority over other levels of governance  and by redefining the most basic interests of the current constitutional  system based on the Dayton agreement.  Thus, presenting valuable argument and solution for addressing  institutional reforms and/for economic development.  Keywords: State Governance, Institutional Reform, State Structure,  Political System, Economic Development, Legal Particularism.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-10]]></dcterms:date>
    <dcterms:extent><![CDATA[1622]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 978-9958-834-23-3     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2282">
    <dcterms:title><![CDATA[Institutionalization In Hotel Management And An Applied Study On Cappadocia’s 4 And 5 Star Hotels]]></dcterms:title>
    <dcterms:abstract><![CDATA[In the simplest terms, institutionalization means that the specific rules are to be valid in all  the relevant issues. In other words, certain rules are dominated in all of the social processes  such as from the one’s individual life to the family life and to the institutions and  organizations, societies, and inter-communal relations.  Institutionalization is not just a question of top management. A general management  philosophy covering the entire of the enterprise is a corporate culture.The decision or  personal behavior of salesman working at the endpoint of organization is an indication of the  level of institutionalization of the company. Recently, it is seen that many enterprises enter  into the process of institutionalization so that they have more stable and more planned growth  path.  The most important element of the tourism sector is the hotel enterprise. Revealing that hotel  enterprises give importance to which points to institutionalization and determining the  viewpoint of them on the institutionalization constitute the basic question of the study.  In the study, primarily by considering the institutional framework; institutionalization term,  principles, the importance of institutionalization in terms of hotel enterprises and the concept of institutionalization in terms of employees are discussed. Then, a survey for the hotels the  Cappadocia has been practiced.  Keywords: Institutionalization, Institutionalization in Tourism.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05-31]]></dcterms:date>
    <dcterms:extent><![CDATA[1108]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2725">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF ESL/BILINGUAL EDUCATION  PROGRAM IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Instructional aspects of ESL/Bilingual Education Program currently  implemented in K thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the context  of Legally Enforced Instructional Standards, Modifications/Accommodations in  Regular Class Settings, Standardized Testing of Eligible LEP Students; LAT  (Linguistically accommodated testing) and English Language Proficiency  Assessment System (TELPAS), Direct and Indirect Linguistic Accommodations for  LAT Reading, Mathematics, and Science Tests, Types of Holistic Rating  Components of TELPAS (Grade 2-12 Writing Collections), TELPAS Rating  Standards and Assessed Levels..]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[672]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2726">
    <dcterms:title><![CDATA[INSTRUCTIONAL ASPECTS OF SPED PROGRAM  IN US PUBLIC SCHOOL SYSTEM  APPLICABLE TO OTHER EDUCATIONAL SYSTEMS]]></dcterms:title>
    <dcterms:abstract><![CDATA[Special Education program is implemented in each and every  US Kindergarten thru 12 public schools and it is the major educational  program that is subject to extra funding. In this review, instructional  aspects of Special Education Program currently implemented in  Kindergarten thru 12 US Public School System that may be applicable to  educational systems of other regions and countries are discussed within the  context of eligibility categories in regards to characteristics and  educational approaches, referral process, RTI (response to intervention),  standardized testing, accommodations during testing and regular class  settings.  Key Words: Special Education, Referral, Response to Intervention,  identification, ARD (Admission, Review, and Dismissal), IEP  (Individualized Educational Plan), FIE (Full and Individual Evaluation),  Modifications, Accommodations, Learning Disability, Other Health  Impairment, Attention Deficit disorder, Attention Deficit Hyperactivity  Disorder, Speech Impairment, Autism, Dyslexia, Tier-I-II-III  Interventions, Standardized Testing]]></dcterms:abstract>
    <dcterms:date><![CDATA[2011-05]]></dcterms:date>
    <dcterms:extent><![CDATA[673]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1827">
    <dcterms:title><![CDATA[Instructional Materials Appreciated By EFL Teachers at Elementary Schools]]></dcterms:title>
    <dcterms:abstract><![CDATA[It is an undeniable fact that teaching a foreign language is a hard task for foreign language teachers as it requires a well prepared teacher who is up to date. To facilitate this task both teachers and learners need to use a lot of instructional materials in EFL classes. Due to the rapid advancement of technology, several technological devices have appeared to be utilized for the benefit of language teaching. Most of the learners, digital natives, expect to be provided with these instructional materials as well as the traditional ones. This paper stresses on the question “what kind of instructional materials are employed by the foreign language teachers at elementary schools?” To do this, during the course of School Experience, 128 prospective English teachers majoring at ELT department observed 38 teachers of English working at 14 elementary schools. While observing, they were required to fill in the Classroom Evaluation Form which included the items regarding the use of instructional materials that a foreign language teacher should use. The descriptive results have revealed that most of the teachers are still reluctant to use many of the materials because of some reasons (excuses) such as overcrowded classes, lack of time for preparation, time constraint of the curriculum, working load, burnout etc. It is unfortunately true that coursebook still remains the only indispensible instructional material that most of the teachers posses whereas some other materials are rarely appreciated. The study suggests that apart from coursebooks teachers should use other instructional materials to motivate learners and offer an interactive teaching atmosphere.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1785]]></dcterms:extent>
</rdf:Description></rdf:RDF>
