52 10 3494 https://omeka.ibu.edu.ba/files/original/ef70ad59e15ddb3464ba5d70df8e9033.docx 2764567bd625870ea12fce3855359fbb https://omeka.ibu.edu.ba/files/original/8c99cb1b73c874f3aa07ed98e889cf38.pdf 53984414dc0f357ea9d772d731a2d98a PDF Text Text Building the University Brand in Bosnia and Herzegovina DamirTopalović International Burch University Bosnia And Herzegovina damirto@hotmail.com Abstract: This paper revolves around the current brand identity of 5 existing higher education institutions in Sarajevo Canton, Bosnia and Herzegovina, and the fact that insufficient attention is paid to the issue. It reviews the existing actions of these academic institutions on branding and positioning in the society/market. The accent is on the actual need for branding, due to the high competition that has grown in the past 6 years, and the fact that education in Bosnia and Herzegovina has become more commercial than ever. Data gathered through questionnaires, structured interviews with pupils and students, and direct contact to these 5 higher education institutions was analyzed. Research results explain how the public image of institution contributes to the students’ selection of the university. With comparison to branding standards and initiatives of successful universities in the World, paper proposes practical actions for building the brand identity of university in Bosnia and Herzegovina. Keywords:Branding, Corporate Image, University, Higher Education, Institutional Branding, Sarajevo, Positioning. 198 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2588 Title A name given to the resource Building the University Brand in Bosnia and Herzegovina Author Author Damir, TOPALOVIĆ Abstract A summary of the resource. This paper revolves around the current brand identity of 5 existing higher education institutions in Sarajevo Canton, Bosnia and Herzegovina, and the fact that insufficient attention is paid to the issue. It reviews the existing actions of these academic institutions on branding and positioning in the society/market. The accent is on the actual need for branding, due to the high competition that has grown in the past 6 years, and the fact that education in Bosnia and Herzegovina has become more commercial than ever. Data gathered through questionnaires, structured interviews with pupils and students, and direct contact to these 5 higher education institutions was analyzed. Research results explain how the public image of institution contributes to the students’ selection of the university. With comparison to branding standards and initiatives of successful universities in the World, paper proposes practical actions for building the brand identity of university in Bosnia and Herzegovina. Keywords:Branding, Corporate Image, University, Higher Education, Institutional Branding, Sarajevo, Positioning. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/e73b80519f53f88d73c83d260021c504.docx d04880ec799f643c57c1eb1e2cf08813 https://omeka.ibu.edu.ba/files/original/4bdff04a03b3d27cc7a42b398508015a.pdf 7ef4f9f275f73a9b5d0ca8855a324cd5 PDF Text Text BUKET UZUNER’İN ÖNCEKİ VE SONRAKİ KADIN HİKÂYESİNE FEMİNİST BİR BAKIŞ Ramazan GÜLENDAM - Zübeyde BİLDİRİCİ International Burch University, Türk Dili ve Edebiyatı Öğretmenliği Bölümü, Saraybosna / Bosna Hersek Anahtar Kelimeler: Feminizm, kadın, kadın kimliği. ÖZET Okur merkezli kuramlar sınıflamasına giren Feminist eleştiri, psikanaliz, Marksizm, okuyucu olarak kadına yönelen eleştiri ve yazar olarak kadına yönelen Feminist eleştiri gibi açılımlarla disiplinlerarası(psikolojik, kültürel, politik, sosyolojik, biyolojik, edebi, dilbilimsel gibi) bir yaklaşımı içermektedir. Feminist edebiyat eleştirisi, kültür ve edebiyattaki yerleşik ve dolayısıyla erkeğin bakış açısını yansıtan değerleri, kalıpları sorgular, işin öteki yüzüne dikkat çeker. Böyle bir amaçla, bu çalışmada, Buket Uzuner’in Önceki ve Sonraki Kadın başlıklı hikâyesi, feminist okumaya tâbii tutulacaktır. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2316 Title A name given to the resource BUKET UZUNER’İN ÖNCEKİ VE SONRAKİ KADIN HİKÂYESİNE FEMİNİST BİR BAKIŞ Author Author GÜLENDAM , Ramazan BİLDİRİCİ, Zübeyde Abstract A summary of the resource. Anahtar Kelimeler: Feminizm, kadın, kadın kimliği. ÖZET Okur merkezli kuramlar sınıflamasına giren Feminist eleştiri, psikanaliz, Marksizm, okuyucu olarak kadına yönelen eleştiri ve yazar olarak kadına yönelen Feminist eleştiri gibi açılımlarla disiplinlerarası(psikolojik, kültürel, politik, sosyolojik, biyolojik, edebi, dilbilimsel gibi) bir yaklaşımı içermektedir. Feminist edebiyat eleştirisi, kültür ve edebiyattaki yerleşik ve dolayısıyla erkeğin bakış açısını yansıtan değerleri, kalıpları sorgular, işin öteki yüzüne dikkat çeker. Böyle bir amaçla, bu çalışmada, Buket Uzuner’in Önceki ve Sonraki Kadın başlıklı hikâyesi, feminist okumaya tâbii tutulacaktır. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/6d21de3d80e619e858cccd1449a1fa48.pdf 4497e62c31972923381e7613151301d1 PDF Text Text BUSINESS CONTINUITY MANAGEMENT IN HIGHER EDUCATION: RESPONSE PLAN FOR THE THREAT OF NEGATIVE MEDIA REPRESENTATION (CASE STUDY ON INTERNATIONAL BURCH UNIVERSITY) Anelina Durmo International Burch University Bosnia and Herzegovina lina.neira@gmail.com Abstract: Business Continuity Management (BCM) can be defined as a holistic management process (ISO 22301:2012) which means that interdependences and connections between all parts of process are very important. BCM is the best way for the organization to prepare for response in potential future crisis situations and to avoid damage from theoretical events. Awareness of importance of BCM in higher education in Bosnia and Herzegovina is not at a satisfactory level. One of the risks that can have the highest impact on higher education institution is reputation risk. This BC response plan is particular preparedness plan of the University for the event of negative media representation. The purpose of this study is to raise awareness of importance of business continuity response plans for incidents or crisis situations in higher education institutions. Additional reason for this study is importance of the reputation of these institutions. Image and reputation of higher education institutions are crucial for their existing. Answers will be sought for the following research questions: How higher education institution can protect of reputational damage, in the first place of negative media attention? How to make BC Response Plan? Why is communication plan extremely important as a part of BC response plan? Keywords: BCM, higher education, response plan, reputation, media JEL Classification: H12, M10, I23 Introduction Optimism is not a strategy neither is a plan. In day and age of global crisis (economic, financial, migrant, terrorism, etc.) and wars all around the world, also in era of a great influence of social network communication and propaganda, many organizations (institutions and companies) in all industries are facing with a lot of rising problems. Not only companies for profit and the others financial institutions are important to save and continue business in the case of some kind of crisis; also Higher Education Institutions should consider what can happen. HEI are important because HEI’s business depends of their reputation and they are responsible for their academic and administrative staff as well as for their students. In one word for all their stakeholders. ICESoS 2016 - Proceedings Book 57 �International Conference on Economic and Social Studies (ICESoS’16) Business Continuity Management (BCM) can be defined as a holistic management process (ISO 22301:2012) which means that interdependences and connections between all parts of process are very important. BCM is the best way for the organization to prepare for response in potential future incident or crisis situations and to avoid damage from theoretical events. Crisis is defined as “a critical event that may impact an organization’s profitability, reputation, or ability to operate.” (Wikipedia, Business Continuity Institute [BCI], n.d.) „A critical event, which, if not handled in an appropriate manner, may dramatically impact an organization’s profitability, reputation, or ability to operate.“ (Wikipedia, Disaster Recovery Institute International, n.d.) In Europe, in the first place in UK and Ireland there is no obligatory requirements from government for HEI with the exception of teaching hospitals connected to universities (McGuinness and Marchand, 2014) but there is defined BCM according to Higher Education Business Continuity Network (HEBCoN). HEBCoN are partner with the BCI, Kenyon, and Cambridge Risk Solution. Historically, universities have given little attention to Business Continuity Management (Beggan, 2011). In the USA a lot of universities are implemented BCM. For example, Northwestern University has got a complete BCM and open access to templates for BCM, links to case studies in USA, etc. Also, Marquette University and many others in USA. “US HEI are required by federal law to establish continuity of operations plans (McCluskey, 2007). Universities face a number of challenges when preparing continuity of operations plans including an open fluid environment, diverse beliefs and subcultures, and the balance between preparedness and rigid security controls (McCluskey, 2007). HEI have been responsive to policy mandates by establishing clear priorities - human lives, protected facilities, fortified information technologies, and plans for business recovery.” (Zaghab, 2011, p.2) There are several governance guides for BCM in HEI, such as “Action Guide for Emergency Management at Higher Education Institutions” which has been developed to give higher education institutions a useful resource in the field of emergency management. (U.S. Department of Education Office of Safe and Drug-Free Schools, 2010) Awareness of importance of BCM in B&H is on low level in global. Government has got only few obligatory laws for financial institutions but higher education law in Bosnia and Herzegovina doesn’t recommend any of prevention measures of BCM for HEI. The purpose of this study is to raise awareness of importance of business continuity response plans for incidents or crisis situations in higher education institutions. Additional reason for this study is importance of the reputation of these institutions. Image and reputation of higher education institutions are crucial for their existing. 58 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Answers will be sought for the following research questions: • How higher education institution can protect of reputational damage, in the first place of negative media attention? • How to make BC Response Plan? • Why is communication plan extremely important as a part of BC response plan? BCM is important because of that it’s the proactive measure and is a proactive measure that concerns all business processes, assets, facilities, and human resources, not just data center and communication network. (Adapting Business Continuity To Your Organization, n.d.) The other very important fact is that BCM is not just a plan. BCM refers to all issues associated with risk, not just natural or man-made disasters, so it can help one organization to uncover potentially significant costs and risks before they happen. (Adapting Business Continuity To Your Organization, n.d.) Image and reputation of higher education institutions are crucial for their existing. Consequences of lost reputation and bad image can destroy one HEI and everything which was built for years. Research method used in this study is qualitative method, case study on International Burch University. Review the literature According to ISO 22301:2012, Societal security - Business continuity management systems – Requirements for manage and effective Business Continuity Management System it’s required to apply Plan-Do-Check-Act (PCDA) model as well as other International standards (ISO 9001, ISO, ISO/IEC 27001, etc). In this standard there is a list of BCMS requirements for the organization and all interested parties for general, legal and regulatory obligations and responsibilities. Focus in standard is in planning of BCMS and in compliance of planning with the organization’s mission, goals, internal and external obligations and responsibilities. Also, Standard asserts importance of leadership, involving high management in this process, awareness of all including parties and communication. For the communication three question have to be considered: what it will communicate, when to communicate and with whom to communicate (ISO 22301:2012, p. 13). Also, Standard differentiates internal and external communication. BCM Umbrella shows the relationship between risk disciplines. (Figure 1) ICESoS 2016 - Proceedings Book 59 �International Conference on Economic and Social Studies (ICESoS’16) Figure 1: Business Continuity Institute - BCI, 2003 In this study it’ll be discussed mainly about Crisis Management and Communication and PR, so reviewing the literature will cover primarily these risk disciplines. Crisis Management can be defined as a critical organizational function which failure can cause harm to stakeholders, (Coombs, 2014, p. 1) Reputation is the second important for one organization and it placed after public safety. Coombs defines reputation as “how stakeholders perceive an organization”. (2014) Some research suggests that lessons designed to protect the organization’s reputation will help to reduce the likelihood of negative word-of-mouth. (Coombs, 2014) The other component to consider in crisis response is role of social media and the third component are emotions. According to previous researches focus is on anger, sympathy, and anxiety as the primary fears that arise from a crisis. Crisis Management’s role is preventing or lessening the damage a crisis can cause in an organization or affect to stakeholders. For the establishing Crisis Management three main phases according to Coombs, (2014) are: 1) Pre-Crisis Phase which includes preparing Crisis Management Plan, defines Crisis Management Team and spokesperson, making Pre-draft Messages and defines Communication Channels, 2) Crisis Response which includes Initial Response and Reputation Repair and Behavioral Intentions 3) Post-Crisis Phase which includes return to normal business operations. 60 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Coombs differentiates two crisis communication research lines: internal crisis communication management communication with employees about a crisis and stealing thunder which is defined as a matter of timing involving the disclosure of information about a crisis. One interesting paper has written by Blue Moon Consulting Group. The paper is focused at the most important distinctions between terms about crisis management role in crisis and to proactive & strategic approach to manage reputational risk in Higher Education. First, in the paper is explained that crisis management and emergency management are not the same as well as the crisis communication isn’t crisis management. It is really a fact that the common mistake is to confuse these concepts. Difference between crisis management and emergency management (EM) is that EM is defines as the process of managing physical events and Crisis management defines the process of managing the broader impacts and consequences of events and issues – not just physical ones. (Blue Moon Consulting Group, n.d.) A second mistake is to confuse crisis communication with crisis management. While communications certainly is a critical, visible and impactful part of crisis management but it’s not the whole. For many organizations, a crisis is by definition the point at which stakeholders start to make inquires leading to the inevitable question, “What are we going to say?” From a crisis management standpoint, equally critical to “what are we going to say?” should be the questions, “why didn’t we know about this earlier?”, “who needs to be involved?” and “what are we going to do?” (Blue Moon Consulting Group, n.d.) In the paper it’s explained what are the four critical components of effective CM. That components are the answers of these mentioned questions The most important is to have: 1) A Clear Reporting Process & Criteria - Defining the what, how, when and to whom issues and events that have the potential to create significant reputational risk are identified and reported. 2) A Strategic Incident Screening Process - Analyzing and assessing information in a broader context. 3) Defined Parameters for Crisis Team Activation - Detailing when and how your university’s Crisis Management Team will be engaged such that it is understandable, predictable and repeatable. (Figure 2) ICESoS 2016 - Proceedings Book 61 �International Conference on Economic and Social Studies (ICESoS’16) Figure 2: Issue/Event Reporting & Escalation This paper is very useful in establishing CM and creating of the plans for business continuity because it provides all the steps in the process and key benefits for it. According to literature thinking that bad publicity won’t happen to our organization is really wrong opinion and a great mistake. If there is plan and preparation steps for it, organization will give itself a much better chance of limiting the damage and staying in control of the situation. “Simply being prepared for adverse publicity can prevent a bad story from becoming a terrible one.” (The Marketing Donut, n.d.) BCM Methodology According to ISO 22301:2012 BCM Methodology is as follows: • • • • • • Risk Analysis Business Impact Analysis Business Continuity Strategy Plan Development Testing and Exercising Program Management Risk Analysis Risk Analysis is the first step in BC Planning. It’s a process of identification and classification of potential risks. Risk assessment can be defined as “the determination of quantitative or qualitative estimate of risk related to a well-defined situation and a recognized threat”. (Wikipedia, Risk Assessment, n.d.) 62 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Usually, quantitative risk assessment method is used for the classification of risks. Quantitative risk assessment requires calculations of two components of risk (R): - the magnitude of the potential loss (L) - the probability (p) that the loss will occur Risk = Probability x Loss Risk categories Potential threats which are in correlation with BCM can be separated in specific categories: • Social: Threats emerging from criminal activities or and other social influences • Operational: External/Internal threats which come from inside the University or outside • Financial: Threats which cause a financial loss • Natural/Environmental/Disaster: Threats which can happen from natural events or environment/man made influence •Political: Events/threats caused by political events (Wikipedia, Social Risk Management, n.d.) International Burch University - general information International Burch University (IBU) was established in 2008 in Sarajevo, with the goal of presenting a unique opportunity to rethink the very idea of a modern university. (International Burch University, n.d.) IBU is member of the private Bosna Sema Educational Institutions. (International Burch University, n.d.) Mission “The mission of International Burch University is to support education, scientific research and the training of highly qualified personnel to work in academic and professional fields through the development of modern curricula and creating an environment to encourage creative, objective and critical thinking and continuous learning. Through its public activities and joint projects and cooperation with institutions from the private and public sectors, as well as international institutions, the university aims to improve the community and contribute to solving local and global challenges. An important aspect of all activities is a friendly academic environment that encourages each student to take a leading role in reaching their personal and intellectual potential.” (International Burch University, n.d.) ICESoS 2016 - Proceedings Book 63 �International Conference on Economic and Social Studies (ICESoS’16) Vision “Achieving excellence in education, research & development, and innovation & entrepreneurship through mentorship and guidance.” (International Burch University, n.d.) Number of personnel/Headcount Figure 3: Number of academic staff (International Burch University, n.d.) Figure 4: Number of administrative staff (International Burch University, n.d.) 64 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Figure 5: Organizational Chart of University (International Burch University, n.d.) Development strategy of HEI International Burch University for period 2014-2019 Some of important strategic goals are: - TL&QA (teaching and learning quality assurance) - Strengthening the relations between the University and the community - Improving PR of University Business impact analysis (BIA) After risk assessment, it’s very important to do second step and essential component of an organization’s business continuance plan - Business impact analysis (BIA) which is defined as “a systematic process to determine and evaluate the potential effects of an interruption to critical business operations as a result of a disaster, accident or emergency.” (TechTarget, n.d.) BIA is a component to show any vulnerabilities and a planning component to develop strategies for minimizing risk. Purpose of the BIA is to identify critical functions with defined Recovery Time Objective (RTO) for critical processes. The recovery time objective (RTO) defined as “the targeted duration of time and a service level within which a business process must be restored after a disaster (or disruption) in order to avoid unacceptable consequences associated with a break in business continuity.” (Wikipedia, n.d.) Academic Continuity is the most important for every HEI, so strategy for increasing academic continuity capacities should be in place for the IBU. ICESoS 2016 - Proceedings Book 65 �International Conference on Economic and Social Studies (ICESoS’16) Education and scientific research is a primary mission of International Burch University. Develop academic continuity/recovery plans will ensure preparedness of IBU for the wide risks/threats. It is also important to ensure training for individuals charged with implementing the plans to understand the roles, responsibilities, and activities in the plans. Priorities for crisis response The priorities for decision making are as follows, in order of priority: 1. Life and health safety - The priority in incident or crisis situation is the safety of all persons who are involved in that incident/crisis situation. 2. Protection and enhancement of the reputation of University - The next priority is the brand and reputation of the IBU. 3. Prevention of further risk or damage – Some actions should be taken to protect against further risk arising or further damage being done. Response Plan of IBU for the Threat of Negative Media Representation This threat is in category of social and political threats with intention to discredit the institution/company in public. Universities are not currently obliged by government to have specific continuity arrangements but thinking that this kind of event won’t happen to education institution is not a good choice. If plan exist and preparation is ongoing process, it’s a much better chance of limiting the damage and staying in control of the situation. Being prepared for negative publicity can prevent an incident from becoming a crisis. Sources of the risk: • Global situation in the world reflects on Bosnia and Herzegovina as well as Balkan’s instability as social, political, and economic environment. • Competitors, unemployment, negative political intentions (manipulating with emotions of the public). Possible harmful consequences /losses • • • • • Loss of reputation, credibility Loss of staff Loss of students Impact on other important business partners Financial loss 66 ICESoS 2016 - Proceedings Book strategy, malicious �Regional Economic Development: Entrepreneurship and Innovation Table 1: Possible losses, defined RTO Possible Harmful Consequence Loss of reputation, credibility Time after incident when this consequence become critical (RTO) 0-2 days 1 wk 2 wks 3 wks 4 wks >4 wks x Loss of students x Loss of staff x Financial loss x Impact on other important business partner(s) x Factors that should be consider in preventing/reacting of this type of situation: • Continuous monitoring at social, political, and economic environment and awareness of global situation. • Building positive image through implementing IBU business strategy and IBU Strategy on public relations. • Awareness of the speed at which information spreads, especially via social networking sites, and takes quick action to neutralize negative publicity. Major Rules for handling Negative Media Representation What should University do: • • • • • Act promptly to confront and neutralize negative publicity Turn to experts such as lawyers, psychologists and PR professionals if it’s necessary Inform stakeholders (defined target groups) Making positive spin Learn from own mistakes What should never do: • Ignore the power of society/individuals using social media to destroy reputations • Not be prepared for the worst-case scenario ICESoS 2016 - Proceedings Book 67 �International Conference on Economic and Social Studies (ICESoS’16) Requirements /Content • Crisis Management Team: role, responsibilities • Crisis Plan/Checklists • Communication Plan: internal and external Purpose • Neutralize crisis, prevent panic, put the situation under control Scenario (proactive, reactive) • Prepare for unwanted event • Investigate what happened, why and what is background of the event and how to react Before incident/crisis (Mitigation/prevention) First step for proactive scenario of IBU is to define a Crisis Management Team. Members of Crisis Management Team: • • • • • • • • Crisis Manager (High Management/Rector, Vice Rector) BC Manager (Crisis Coordinator) PR HR Office Representative Legal Office Representative Heads of academic departments Optionally, representatives of others departments Two deputies for every team member The role of Crisis Management Team is to analyse the situation and formulate crisis management plan to save the organization’s reputation. Responsibilities of the Crisis Management Team: • • • • • • • • • Detecting the early signs of crisis Identifying the problem areas Set IBU objectives for the crisis Evaluate the potential impact of a crisis Prepare crisis management plan which works best during crisis situation Motivate employees not to lose hope and release their stage best Consider legal & regulatory compliance issues Approve global communications internal/external Help the organization to resolve crisis and also prepare it for the future Crisis Plan/Checklist (Preparedness) Second step is making crisis plan/checklist Content of the plan: • Who should informs whom in defined times • Names, contacts, addresses, e-mail addresses of Crisis Management Team and other critical/essential functions, stakeholders, key media 68 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation • Steps in resolving the situation • Folder of information - various documents that may be needed during the incident/crisis (previous press releases, photos, biographies, history of the University, annual reports, financial indicators - all need to be saved at the safe backup location) Unit Preparedness Every unit at the University should have a plan to promote preparedness. That plan will distribute to all involved and appointed employees. Unit Communication Procedure: Staff Phone Tree (staff phone tree with email, personal email, cell, etc.) Key people & resources Communication Resources: Table 2: Emergency home contact list (University) Resource/description: Emergency home contact/email list (University) Responsible department: Human Resource Office Location: Defined secure location Table 3: Message posted on web site Resource: Message posted on web site Responsible department: Promotion and Communication Office Additional Info: In cooperation with PR Table 4: List of students Resource: List of students Responsible department: Office for Education & Student Affairs Location: Defined secure location Additional Info: Student roster ICESoS 2016 - Proceedings Book 69 �International Conference on Economic and Social Studies (ICESoS’16) Proclamation of Crisis Crisis Management Team should consider: • The all relevant facts about event and decide if the event is incident or crisis. • That decision will depend of political, social situation and media reactions of it and also of defined parameters for Crisis Team activation • When crisis is proclaimed, every Crisis Team Member will do what is defined for his/her role. • It should be consider that the content of the crisis must remain confidential. Response of crisis (during a crisis)/Checklist Crisis Communication Plan Creating a Crisis Communication Plan is important step in preparing University to control and manage situation. In creating Communication plan, it should be considered: • Compliance with IBU Strategy on public relations • Rapidity of the preparing a press statement (the most important in this situation) • Avoiding negative publicity (keep public informed clearing up any misconceptions about University) • Agreed statement to the public (not to speak untruth) • Informing target groups continuously. The target groups include: students, partners, institutions, economy and civil sector, media and employees • Nominating of PR - It is recommended that the statements give only one person. This should be somebody who can stay calm in the face of media, unpleasant questions, and pressure. • Positive spin - Look for the ‘good news’ of the viewpoint of University - by making these public University can ensures negative press is mixed with the positive. • Internal communication: • Nobody should give the official statements except of PR. • All statements should be approved by Crisis Manager. • Employees get instructions (guidelines) for external communication. Press Releases should include information about: - What happened - Investigation is ongoing - What University made/taken - When will be the next info Example: Info about the event, the consequences that University still doesn’t have results of the investigation but that is expect in time. PR can say something about the brand of University, what does University expect of resolution the situation, recommend the experts who can speak in University favour. 70 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation Update on situation/event During a crisis there will be a need for update information about the ongoing situation. This is need for all involved and the others who don’t know in the first time what happening. Also, it’s necessary to inform media and public about ongoing situation. Closing a crisis (Recovery) When crisis has been finished the business can back to normal business operations. The decision about closing the crisis situation is made by the Crisis Manager. It should be considered: • What has been achieved to control or reduce risks • Implications for observed risk • Decision to close crisis and back to normal business operations Post-incident analysis After the termination of incident/crisis University should do a post-incident analysis. The purpose of this analysis is to: • Review all actions implemented during the crisis and to upgrade the process for the next time • To identify cause of the incident and possible controls to prevent or avoid repetitiveness • Identify lessons learned for the future • Implement any improvements to the crisis response process itself • Define ongoing action plans Conclusion This case study has presented some new and preliminary findings about the BCM implementing in higher education institutions. Previously studies about BCM in Higher Education Institutions were completed in many countries, basically, this research topic is presented in USA and UK. Lack of government requirements in most European countries in this area is reason why this topic isn’t evaluated as important in HEI. This study provided basic steps in BCMS methodology based on ISO 22301:2012 as well as planning crisis team and communication. The data showed that BCM is still not practice within universities in B&H. Implementing BCM could be a point of significant competitive advantage for a university but universities in BiH are not aware of this potential. IBU is on a good way to exploit this potential. ICESoS 2016 - Proceedings Book 71 �International Conference on Economic and Social Studies (ICESoS’16) Writing Response Plan for the Threat of Negative Media Representation was the challenge for implementation a little segment of BCM for the first time in higher education institution in B&H. Limitation in study are that complete risk assessment and BIA hasn’t done because in focus was one threat. For future researches it’s recommended to extend the scope of BCM planning. References (n.d.). Retrieved April 15, 2016, from https://en.wikipedia.org/wiki/Recovery_time_ objective#cite_note-druva-1 (n.d.). Retrieved February 23, 2016, from http://www.marquette.edu/businesscontinuity/ About Burch. (n.d.). Retrieved February 20, 2016, from http://www.ibu.edu.ba/en/ about/about-burch.html Action guide for emergency management at institutions of higher education. (2010). Washington D.C.: U.S. Dept. of Education, Office of Safe and Drug-free Schools. Beggan, D. M. (2011). Disaster recovery considerations for academic institutions. Disaster Prevention and Management, 20(4), 413-422. doi:10.1108/09653561111161734 Business Continuity Planning. (n.d.). Retrieved March 10, 2016, from http://www. northwestern.edu/bcp/index.html CASE - Crisis Management. (n.d.). Retrieved May 13, 2016, from https://www.case. org/Browse_by_Professional_Interest/Communications/Crisis_Management .html Coombs, T. (2014). Crisis Management and Communications (Updated September 2014) | Institute for Public Relations. Retrieved April 3, 2016, from http://www. instituteforpr.org/crisis-management-communications/ Crisis Management Procedures for Study Abroad Programs. (n.d.). Retrieved May 17, 2016, from https://www.apsu.edu/sites/apsu.edu/files/internationaled/Crisis_ Management_Procedures_20 15-16_Students.pdf Crisis Management and Communications | Institute for Public Relations. (2007). Retrieved March 14, 2016, from http://www.instituteforpr.org/crisis-managementand-communications/ Crisis communication. (n.d.). Retrieved February 10, 2016, from https://en.wikipedia. org/wiki/Crisis_communication Criteria 8 - Quality Assurance System. (n.d.). Retrieved March 1, 2016, from http:// quality.ibu.edu.ba/index.php?id=14743 72 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation DRI - Disaster Recovery Institute International Business ... (n.d.). Retrieved March 14, 2016, from http://drii.org/ Governance. (n.d.). Retrieved March 14, 2016, from http://www2.warwick.ac.uk/ services/gov/emerg-planning/ Handling bad publicity. (n.d.). Retrieved March 7, 2016, from http://www. marketingdonut.co.uk/marketing/pr/handling-bad-publicity Higher Education: Crisis Management - Blue Moon Consulting ... (n.d.). Retrieved May 2, 2016, from http://bluemoonconsultinggroup.com/wp-content/uploads/BMCGHigher-Ed- Crisis-Management-Whitepaper.pdf Home - HEBCoN. (n.d.). Retrieved February 20, 2016, from http://www.hebcon.org/ How Higher Education is Using Social Media for Communication and Crisis Management - Parature. (2012). Retrieved March 5, 2016, from http://www.parature.com/highereducation- social-media-communication-crisis-management/ - exigences. (2012). Geneva: ISO. Institutional Policies. (n.d.). Retrieved March 10, 2016, from https://www.lclark.edu/ live/profiles/3653-crisis-managment-plan-policy McCluskey, N. P. (2007). Why we fight: How public schools cause social conflict. Washington, D.C.: Cato Institute. Northwestern University. (n.d.). Retrieved February 20, 2016, from http://www. northwestern.edu/about/index.html Perez, J. C. (2008). Business Continuity Manager. Retrieved March 14, 2016, from http:// www.cio.com/article/2435216/disaster-recovery/business-continuity-manager.html Post navigation. (n.d.). Retrieved March 17, 2016, from http://chronicle.com/blogs/ wiredcampus/crisis-management-on-campuses-in-the-age-of- social-media/46567 Risk assessment. (n.d.). Retrieved March 17, 2016, from https://en.wikipedia.org/wiki/ Risk_assessment Self Evaluation Report 2013-2014 [Pdf]. (n.d.). Sarajevo: International Burch University. http://quality.ibu.edu.ba/assets/userfiles/quality/Self-Evaluation-Report-2013-2014Eng- FINAL-VERSION.pdf Situational crisis communication theory. (n.d.). Retrieved March 14, 2016, from https:// en.wikipedia.org/wiki/Situational_crisis_communication_theory Smith, K. (2012). Best practices for effective corporate crisis management a breakdown of crisis stages through the utilization of case studies. Social risk management. (n.d.). Retrieved April 17, 2016, from https://en.wikipedia.org/ wiki/Social_risk_management The 10 Steps of Crisis Communications | Bernstein Crisis Management. (2015). Retrieved May 01, 2016, from http://www.bernsteincrisismanagement.com/the-10-steps-of-crisiscommunications/ ICESoS 2016 - Proceedings Book 73 �International Conference on Economic and Social Studies (ICESoS’16) The Importance of BCM - Adapting Business Continuity To Your Organization. (n.d.). Retrieved April 10, 2016, from http://businesscontinuitycert.weebly.com/theimportance-of- bcm.html What is business impact analysis (BIA)? - Definition from WhatIs.com. (n.d.). Retrieved May 17, 2016, from http://searchstorage.techtarget.com/definition/business-impactanalysis Zaghab, R. W. (2011). HAS KNOWLEDGE MANAGEMENT MISSED THE BUSINESS CONTINUITY BOAT? A STUDY OF VULNERABLE UNIVERSITY KNOWLEDGE ASSETS (Doctoral dissertation, University of Maryland University College) [Abstract]. Retrieved March 23, 2016, from http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/olkc6/papers/ward.pdf 74 ICESoS 2016 - Proceedings Book � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3314 Title A name given to the resource BUSINESS CONTINUITY MANAGEMENT IN HIGHER EDUCATION: RESPONSE PLAN FOR THE THREAT OF NEGATIVE MEDIA REPRESENTATION (CASE STUDY ON INTERNATIONAL BURCH UNIVERSITY) Author Author Durmo, Anelina Abstract A summary of the resource. Abstract: Business Continuity Management (BCM) can be defined as a holistic management process (ISO 22301:2012) which means that interdependences and connections between all parts of process are very important. BCM is the best way for the organization to prepare for response in potential future crisis situations and to avoid damage from theoretical events. Awareness of importance of BCM in higher education in Bosnia and Herzegovina is not at a satisfactory level. One of the risks that can have the highest impact on higher education institution is reputation risk. This BC response plan is particular preparedness plan of the University for the event of negative media representation. The purpose of this study is to raise awareness of importance of business continuity response plans for incidents or crisis situations in higher education institutions. Additional reason for this study is importance of the reputation of these institutions. Image and reputation of higher education institutions are crucial for their existing. Answers will be sought for the following research questions: How higher education institution can protect of reputational damage, in the first place of negative media attention? How to make BC Response Plan? Why is communication plan extremely important as a part of BC response plan? Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/c0d1ed274ba86dbda3262a5d7b98339f.pdf f20c0cb8b5c937a9af895ef6100af5b0 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Weinberg, L. Eubank, W. L. (2006), The Roots of Terrorism, What is Terrorism, Reno, Nevada, Chelsea House Publishers. Wilson, R. A. (2005), “Human Rights in the ‘War on Terror’”, Human Rights in the ‘War on Terror’, New York, NY, Cambridge University Press Business Diplomacy Management As A Key Role In The Sustainable Development And Stakeholder Management In The Multinational Corporations: Daimlerchrysler Case Dinç, Mehmet,Kaygisiz, Ümmühan Suleyman Demirel University Vocational School of Isparta Isparta Turkey E-mails: mehmetdinc@sdu.edu.tr, ummuhankaygisiz@sdu.edu.tr Abstract In the last two decades a dramatic shifts within the business community have been occurred. Globalization has offered business opportunities to companies around the world and has led to the development of a multitude of standards that govern business behavior. It is no longer sufficient to know the business and legal conditions of a multinational companies’ headquarters country and some of the countries where it operates foreign subsidiaries. Multilateral and intergovernmental organizations are increasingly defining industry standards that become mandatory for multinational companies. Non-Governmental Organisations (NGOs), operate at multiple levels ranging from national civil society issues like environmental protection to observation and investigation of possible human rights violations of multinational companies or foreign states. They often operate at national, regional and transnational levels focusing on economic, social and political issues. In addition, growing internationalization has became increasingly complex, civil society organizations have exerted increasing pressure on MNCs, especially the concept of sustainable development has expanded to include the simultaneous consideration of economic growth, environmental protection and social equity. Thus, in response to these kind of shifts, many have made a commitment to apply the principles of sustainable development to their activities. To meet and to handle these commitments, MNCs have required a multitude of policies and new business competencies. One important factor contributing to the sustained success of MNCs’ operations in foreign markets in the competent use of business diplomacy. Business Diplomacy Management (BDM) refers to the ability of MNCs to effectively interact with non-business stakeholders wherever the MNCs have business interests, be they in the form of local production, distribution channels or sales offices. 63 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo This paper aims to describe a framework for business diplomacy competencies of MNCs based on their sustainable development goals. One in- depth case study about business diplomacy is examined. With DaimlerChrysler (DC) case, it was aimed to conceive how the importance of business diplomacy for multinational corporations, what the successful business diplomacy tasks and behaviors for their sustainable development. As a consequence it was assessed the implications on these companies and their managers. Keywords: Sustainable Development, Multinational Corporations, Business Diplomacy Management, Stakeholder Management, Case Analysis, DaimlerChrysler. 1.INTRODUCTION It is hard to manage an organization in todays turbulent world. Practically everyday, we learn of a new tecnology, social dilemma or environmental problem. Business worry about the proliferations and the effects of globalization. Governments struggle to maintain services while andressing the needs of an increasingly diverse and growing population amid an antitax culture. Unless you want to be buffeted by each change, you need a framework for making sense of what is happening in the world so that you can foresee changes and take action before they happen. (Hitchcock and Willard, 2006:3) In other words, society is pressuring business for a broader and longer-term engagement than maximizing near term profitability, with these pressures occuring in both developed and emerging markets. As a result, managers of multinational companies (MNCs) and their subsidiaries are realizing a need for increased corparate responsibility. Firms are being subjected to two tests: do their actions enhance long-term profitability and do they servet he public good-broadly defined to include the political, social, legal and physical environments. MNCs operate in a complex environment charaxterized by countries at various and varying development levels. This environment poses challenges of making appropriate responses to both current and future stakeholder expectations (Chen et al., 2009:317) and to requirements of sustainable development. Especially over the past two decade the concept of sustainable development has expanded to include the simultaneous consideration of economic growth, environmental protection and social equity in business planning and decision-making. Many multinational corparations based in the United States and Europe engage in managing external pressures (Amann et al., 2007:33) corporate citizienship programs (Rondinielli and Berry, 2000:70) and corporate social responsibility (Dyllick and Hockerts, 2002:130) to promote sustainable development. Sustaining operations in these areas reqires that MNCs recognize changing role expectations and adapt accordingly. To meet and to handle these increased commitments and responsibilities, MNCs have required a multitude of policies and new business competencies. One important factor contributing to the sustained successof MNCs operation in foreign markets lie in the competent use of business diplomacy. 64 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In this study, firstly we will present a brief explaining regarding multinational corparations, sustainable development, stakeholder management and business diplomacy concepts and their relationships with multinational corporations; secondly we will describe these topics/concepts in more detail, through illustrative case study on DaimlerChrysler and lastly we will conclude with implications for researchers and practitioners. 1.1.Multinational Corporations Although the modern multinational corporation (MNC) has its roots in the East and West Indies traders of the mercantilist era, the term “multinational corporation” first appeared in 1960 when Lilienthal used it to refer to such corporations …. which have their home in one country but which operate and live under the laws of other countries as well’. Two major features are associated with MNCs; first, their activities involve more than one nation; and second, they are responsible for most foreign direct investment ( Abdul-Gafaru, 2009: 52). The period 1970-2012 saw an enormous growth of activity by multinational corporations. While only 7000 MNCs existed in 1970 (Abdul-Gafaru, 2009:53); there were roughly 40,000 MNCs in the world by 1990 (Rangel, 2007:7); there were as many as 63,000 parent firms with around 690,000 foreign affiliates by the year 2000 (UNCDAT, 2000:37). A popular way of understanding how much impact and influence such corporations have is to rank countries by Gross Domestic Product along with corporations using gross sales. In such a ranking, in 1999, General Motors, (gross sales of $176.6 billion), Walmart (gross sales of $166.8 billion) Exxon Mobil (gross sales of $163.9 billion), Ford Motor (gross sales of $162.6 billion) and DaimlerChrysler (gross sales of $160 billion) ranked 38-42 on the list, above such countries as Hong Kong (number 43 at $158.2 billion), Portugal (number 44 at $151.4 billion) and Greece (number 45 at $149.2 billion) (Rangel, 2007:8). Historically, MNCs have fulfilled multiple roles in the markets where they operate. These roles have been associated with positive outcomes, including technology transfer, job creation, increased wage standards, improved infrastructure, reduced corruption, and the provision of investment capital. However, they have also been subject to criticism (whether correct or not), such as whether investment occurs to access pollution havens or to benefit from less regulation (Chen et al., 2009:318-319). 1.2.Sustainable Development The basic idea behind the concept of sustainable development (SD) has been around for centuries. It appeared in German forestry in the 17th century not only as idea but even as legal constrait to logging; the rule was to cut trees at a rate which enabled forests to renew themselves over time, i.e. to utilize timber in a responsible and sustainable way (Steurer et al., 2005:264). The major discussing initiating sustainable development is found in the report of the World Commission on Environment and Development (WCED). The Commission’s 1987 report, often referred to as the Brundtland Commission Report, defined “sustainable 65 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo development” as development that “meets the needs of the present without compromising the ability of future generations to meet their own needs (WCED,1987:8). In its broadest sense, this normative abstraction has been widely accepted and endorsed by thousands of governmental, corporate, and other organizations worldwide (Gladwin, Kennely and Krause, 1995:876). Since the time of the Commission report, scores of alternative definitions of sustainable development, sustainable economies and sustainable societies have been proposed. Table 1, presents an abbreviated gallery of some of the more detailed and leading conceptions in recent years. ●To maximize simultaneously the biological system goals (genetic diversity, resilience, biological productivity), economic system goals (satisfaction of basic needs, enhancement of equity, increasing useful goods and services), and social system goals (cultural diversity, institutional sustainability, social justice, participation) (Barbier, 1987: 103). ●A Sustainable society is one that can persist over generations, one that is far-seeing enough, flexible enough, and wise enough not to undermine either its physical or its social systems of support (Meadows, Meadows and Randers, 1992:209). ●Living well within the limits of nature (Hitchkock and Willard, 2006:8). ●Sustainable development refers to social, economic, and environmental development that meets the needs of current society without compromising or limiting future development and growth (Cantor, 2011:5). Table 1: Represantative Conceptions of Sustainable Development. Today, sustainable development is a well-known societal guiding model that asks for the integration of economic, social and environmental issues in all societal spheres and levels in the short- and long-term (Steurer et al., 2005:264). Businesses have long referred to this as the ‘triple bottom line’. Instead of trading these realms off against one another (jobs or the environment; economic growth or environmental health; development or habitat), sustainability aims to optimize all three (Hitchcock and Willard, 2006:8). These three realms are intimately interwined. Without a healthy economy, unemployment is high, leading to a host of social problems; and without a healthy economy, governments don’t have the revenues to handle these increased social ills. Without a healthy environment, we deplete the resources upon which our economy depends and contribute to human illness (Hitchcock and Willard, 2006:9). 1.3.Multinational Corporations and Sustainable Development The role of multinational corporations (MNCs) in sustainable development has probably been one of the most controversial debates among scholars. The environment has been at the 66 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo centre of the contoversy. On the one hand, environmentalists are generally pessimistic about the contributions of MNCs to the protection of the natural environment, particularly in host developing countries. In sharp contrast to the above assessment, neoliberal economists contend that MNCs are perhaps the most significant catalysts for sustainable development because they typically possess newer and cleaner technology, and have beter management practices that can be transferred to the their subsidiaries in the developing world. Thus, rather than “pollution halos” in developing countries through the export of modern technologies (Abdul-Gafaru, 2009: 50-51). 1.4.Stakeholders Management Various scholars have contributed to the development of stakeholder theory over the last decades (Freeman, 1984: 21). The term “stakeholder” first formally appeared with reference to business in a 1963 internal memorandum at the Stanford Research Institute. Researcers at the Institute postulated that instead of an exclusive focus on shareholders, corporations were also responsible for a wider range of entities or interest groups ‘without whose support the corporation would cease to exist (Freeman, 1998:602). Freeman popularized the ‘stakeholder’ concept in a groundbreaking book in 1984; Strategic Management: A Stakeholder Approach, and consolidated a strategic approach to stakeholder management. Freeman (1984) defined a stakeholder more broadly as “Any group or individual who can affect by the achievement of the firm’s objectives” (p.25). Since then, an energetic academic debate has arisen around stakeholder theory. This theory focused on managerial decision-making and based on several complementary premises that include following (Jones et al., 1999:207): Corporations have relationships with many constituent groups that affect and are affected by its decisions. Those relationships affect corporate processes and outcomes. The intrest of all (legitimate) stakeholders have intrinsic value and no set of interests is assumed to dominate the others. 1.5.Multinational Corporations and Stakeholder Management Stakeholder theory without differentiating between market development levels, empasizes difficulties MNCs have adapting to expectations of different stakeholder groups. However, the potential for inconsistencies and conflicts between stakeholder expectations regarding MNCs may be stronger within lesser economic development levels, where stakeholder groups may compete for prioritization in local economic development –creating difficulties for managers assessing their local roles (Chen, Newburry and Park, 2009:319). 67 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Today multinational corporations face a wide range of different demands from their stakeholders. Steger examined the business case for incorporating social and environmental issues into business strtegies and operation. Based on personal interviews with 300 managers (plus 100 external stakeholders) and 1100 analysed self-completion questionnaires in nine industries (oil and gas, food and beverage, pharmaceutical, etc.) he concluded that issues’ significance to companies did not result from a few make it break it issues but from their sheer number and variety. He managed to cluster 350 responses into 225 distinct categories of social, environmental and economic challenges (Steger, 2004:5). In addition in an other study, Clement (2005) identifies five important lessons from the stakeholder model for today’s leaders of MNCs. These five lessons may be summarized as follows (p. 256): Corporations are facing increasing pressures to respond to their stakeholders. Corporations have a legal basisi for responding to a wide range of stakeholders. Corporations are being led by executives no longer guided by the principles of their professions. Corporations respond to powerful stakeholders with legitimate, urgent claims. Corporations can improve the bottom line by responding to stakeholder concerns. 1.6.Business Diplomacy Management Nowadays, civil society organisations have exerted increasing pressure on MNCs, especially in the social and ecological spheres. The now accepted Corporate Social Responsibility charter and the UN-initiated Global Compact are just two of the most prominent examples of how companies are trying to manage mounting environmental pressures from non-business stakeholders (Saner and Yiu, 2005:301). Demands from local communities on a global company’s corporate conduct can significantly limit the freedom of a MNC’s behavior and actions. Incompetently managed external constituencies and pressure groups could quickly result in millions of dollars of costs, lost business opportunities and market share (e.g., consumer boycotting), and reputational capital (Saner and Yiu, 2005:301). Thus managing a multitude of business and nonbusiness stakeholders at the international level requires diplomatic skills-calls business diplomacy management- to safeguard a MNC’s reputational capital and to seize business opportunities embedded in nonbusiness environments (Saner et al., 2000:83). In this context, business diplomacy pertains to the management of interfaces between the global company and its multiple non-business counterparts (such as NGOs, government, political parties, media and other represantatives of civil societies) and external constituencies (Saner and Yiu, 2005:303). The goals of business diplomacy management; influencing economic and social actors to create and seize new new business opportunuties, working with rule-making international bodies whose decisions affect international business, forestalling potential conflicts with stakeholders and minimazing political risks, using multiple international forums and media 68 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo channels to safeguard corporate image and reputation (Saner and Yiu, 2005: 303; Saner et al., 2000:85). Business diplomacy management has got four dimensions. In other word, business diplomacy managers need to be competent at international, national, community and firm levels. At the firm level, they help define business strategy and policies in relation to stakeholder expectations, conduct bilateral and multilateral negotiations, coordinate international public relations campaigns, and collect and analyze pertinent information emanating from host countries and international communities. Internationally, competent business diplomats lobby with finesse, are gracious hosts, and know how the comply with protocol according to local customs and practices. They are able to develop local connections and relationships and conflictual interfaces. When dealing with stakeholder groups, business diplomats are called in to mediate potential or on-going conflicts of an economic, social, environmental, or political nature. More importantly, business diplomats scan the environment and identify potential conflict areas with the stakeholders before implementing a project (Saner et al., 2000:85-86). A corporation’s ability to obtain a license to operate by matching the expectations of numerous stakeholders has become one of the most important assets for corporations, especially in a world post Enron and other corporate scandals that promised to ruin the trust in corporations. The legitimacy of the contemporary corporation as an institution within society its social charter, or license to operate depends on its ability to meet the expectations of an increasingly numerous and diverse array of constituents(Saner et al., 2000:83; Post et al., 2002:9). Some of the domains of these competencies could express as follows; knowledge of international relations and diplomacy, multicultural sensitivity, political skills as mastering political negotiations, oration and handling of media and mastering analytic tools (Saner and Yiu, 2003: 28). Business diplomacy management (BDM) is part of a corporate response to the external environment when dealing with the international business environment involving vanous stakeholders seeking a non-zero sum solution to underlying conflicts. The tasks of BDM thus contain environmental scanning, stakeholder management and issue management pertaining ton on-business counterparts (Saner and Yiu, 2005: 309). 1.7.Case Study: DaimlerChrysler One important factor contributing to sustainable development success of MNCs operations in foreign markets is the competent use of business diplomacy. Business diplomacy management (BDM) refers to the ability of MNCs to effectively interact with non-business stakeholders wherever the MNCs have business interests, be they in the form of local production, distribution of open and participatory societies around the world. (Saner and Yiu, 2005:298) As mentioned before, while the need for business diplomacy is evident, it is less clear how MNCs actually conduct business diplomacy around the world and how they develop this core competence. It is also unclear how this function is actually structured within MNC. To 69 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo answer some of these questions and to see the tasks of BDM better, we preferred the method of case study by means of Alman- American MNC as known DaimlerChrysler. Business diplomacy management (BDM) is part of a corporate response to the external environment when dealing with the international business environment involving vanaus stakeholders seeking a non-zero sum solution to underlying conflicts. The tasks of BDM thus include/contain environmental scanning, stakeholder management and issue management pertaining to non- business counterparts. (Saner and Yiu, 2005:309) Case study of DaimlerChrysler presents to any of MNC set appropriate policies and develop organizational competence in this emerging three tasks domain. Figure 1: The tasks of Business Diplomacy Management Towards to Non-Business Counterparts. ( Saner ve Yiu, 2005) On 6 May 1998, Daimler- Benz of Germany signed a merger agreement with Chrysler Corporation of the United States. The merger marked the beginning of the ambitious goal of merging two styles of auto-making two approaches to business and the proud but distinct cultures of two nations. Thus Daimler‘sengineering skill and tecnological advances could be complemented by Chrysler’s skills for innovation, speed in product development and bold marketing style. After signed the merger agreement German car maker Daimler-Benz AG and Amerkan’s third largest automobile company, Chrysler Corporation transformed to be one of the wold’s biggest automakers. While Chrysler has the reputation of being a “lean” car manufacturer producing “cuttingedge” vehicles, Daimler Benz was the symbol of Germans conservative, high class quality craftsmanship (Johann, 2006:4). For this study one multinational company was selected with an outstanding track record in managing their broader business environment in accordance with its sustainability over the last five years: DaimlerChrysler. 70 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo With DaimlerChrysler (DM) case, the focus is on the processes needed to comprehensively manage the business environment and anything that may affect the brand. The efficient design of global processes and their back-up with a tailored IT infrastructure, is as important as its “fit” with the organizational structure and its alignment with corporate strategy (Steger, 2003:23) DaimlerChrysler: Responsiveness And Determination Via Business Diplomacy Management Practices At the company’s 2001 General Assembly, at the top of the agenda there was clearly disappointment with the share price. But, as on similiar occasions, pressure groups used the platform to voice their concern: DaimlerChrysler’s “Dodge” supports bullfights in Mexico; there are no female managers in top positions; DaimlerChrysler subsidiaries are stil producing landmines etc. Since November 1998, after the merger euphoria faded and now exacerbanted by heavy losses in the Chrysler Group and Freightliner, DaimlerChrysler came under criticism by financial analyts due to an underperforming share price. But otherwise you have to go back many years to find DaimlerChrysler in negative headlines; being the first to implement a new but controversial law for sick payment brought massive protests from the metal-workers union, worker council and ordinary employees. In 1991 the new Mercedes S-Class was the focus of a broad coalition of critics as being an irresponsible product, neglecting environmental concerns and resource conservation and increasing traffic jams due to its sheer size. Greenpeace staged a major demonstration at the door of Frankfurt Automotive Fair, piling up all the barrels of oil that an S-Class car would consume during its life cycle. After the unsuccessful but ambitious strategy to transform the car company into a technology concern, Daimler-Benz, like the S-Class, were considered the dinosaurs of German Industry. Chrysler was faced with another situtition with regard to its business environment, different from that of the high profile Daimler Benz subsidiary. Being the smallest of the “Big 3” in Detroit, Chrysler tended more to follow theindustry mainstream and was less visible and risk exposed than were the more global General Motors and Ford. 1.7.1. Issue Management & Environmental Scanning As a sub task domain of BDM, issues management tends to be one of the most important techniques to work for the mentioned corporate and social values symbiosis and to map the relevant stakeholders’ expectations. In words of Heath (1997), “Issues communicators discuss values to establish the standarts of acceptable corporate responsibility, the foundations of corporate policy and operations” (p.217) Global issue management at DaimlerChrysler has an important distinction (Figure.2). Here, the system is based on the assumption that there is a pattern in the dynamic of issues and that you can detect it early. You then have to respond differently, depending on how the 71 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo escalation has worked out. Therefore, extensive scanning of leading media companies in Europe and the US, based on a set of criteria, is an ongoing activity: In addition, relevant chat rooms are visited – the themes raised there often serve as an early warning system too. From product-related (for example a recall), corporate themes (for example, financial reports) to general, political, social or environmental trends relevant to Daimler Chrysler (Steger, 2003:259-260) Figure 2: Global ıssue management at DaimlerChrysler. (Steger, 2003:260) On these issue, a large number of communications professionals and other observers provide their input weekly, and the end of the week the CEO and the management board receive a “key issue briefing” of not more than three pages. The amount of processed information should not be underestimated: 20.000 quotes on Daimler Chrysler per month is not extraordinary. Sophisticated IT equipment in the “war room” makes this possible. Financial analysts increasingly dominate the reports in business news papers with their quotes, where as environmental and social issue are driven by NGO activities (Steger, 2003:260-261) To be able to match internal and external expertise and to understand, evaluate and privatize the input from the external world, you need in-house competence that can process the information, make sense of it and put it into a framework that allows management conclusions for strategy, products and organization (Amann et al., 2007: 34). At Daimler Chrysler, an interdisciplinary internal research group “society and Technology” is fulfilling this role. Based in Berlin, Palo Alto and Kyoto, the research group focuses on the future- oriented identification of societal “needs”, using scenario us to understand upcoming “battle-necks” and to complement market research with a better understanding of context 72 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo factors (for examples, ageing) trends (for example, multicultural societies), individuality and environmental values ( for example, leisure time). With its approximately 25 multi- disciplinary teams, however, it is not only shaping new technologic in the Daimler Chrysler group. An important product is the annual “Delta Report”, which documents research into the socio- economic environment as a basis for decision- making in all business units. In addition, the group supports the innovation process and internal organizational learning with “laboratories of the future”, where decision- makers from all disciplines learn to understand the complexity of the business environment, conflicting views and expectations and test the available contributions in different scenarios. (Steger, 2003:261). To monitor information is one thing, to act on it is another. When one issue is identified (for example, the Kerkonian legal attack against the manager in late 2000), a master plan is developed. In the case of issue that are expected to be around for a longer period of time (for example, slave labour compensation payments for slave labour in Nazi camps), on IT-based platform is the focal point of all activities (Steger, 2003:262) 1.7.2. Stakeholder Management Dialogue with stakeholders is regarded as a top priority for corporate Sustainabılity Management (CSM) In automotive companies and especially in Daimler Chrysler some stakeholders has got mone impartance: NGOJ are usually open to dialogue to achıeve their aim of improving the social and environmental responsibility. Financial markets are always open to dialogue on sustainability. They treat sustainable development as a niche investment market. And goverment, other regulatory authorities are only marpinally interested in the concept of sustainable development. Their focus is mainly on product related lepislation. (Brunner, 2004:93) But apart from these stekeholders, the workforce and investment communities are currently of special importance for DC. Whereas the US media jumped enthusiastically at the chance of “Coerman-bashing” – when economic problems hit Chrysler – The European media like to ridicule the quality of Chrysler cars. To prevent a deep division “them” and “us”, internal communicetion has become even more important noted Ulrike Becker, Director for Internal Communicetions. She has built a system of commonication channels, aimed at specitic target groups and time-frames. Heving established a process to do this, top management can bypass middle- men and outside advisors, creating space for face-to-face meetings with institutional investon, major shareholders and rating agencies (Steger, 2003:264) A special unit copes with non-brand – specific corporante themes and sponsoring. They maintain good relations with environmental groups or NGOS and conduct regular dialogue. Sponsoring has a philanthropic dimension, which builds mainly on the Chrysler tradition of community involvement and promoting opportunities for minorities and disadvantaged people. Senior executives serve therefore as sponsor of internal interest groups (for example, 73 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Afro – Americans) and purchasing rules ease access for small-and-medium-sized businesses, especially when these are owned by minorities (Steger, 2003:265). In addition, the DC Corporation recently concluded an agreement with labor representatives to promote the employment of women and remove barriers to remove barriers to their career development. Continuing along these lines, in 2000 the DC Fund sponsored, for an amount of Us32 million, a wide variety of education, community development and cultural groups across the world-from the society of Women Engineers in Michigan , Nelson Mandela’s Children’s Charity fund to the Charities Aid Foundation in the U.K (Steger, 2003:266) Beyond the philanthropic dimension, corporate-sponsoring is also related to leveraging DC’s core competence for the solution of ecological, social and scientific problems, The branch of corporate sponsoring has therefore set up projects that relate to the key corporate goals and help to establish the image of a “troubleshooter”: for example, satellites from the aerospace division collect data for an environmental project, researchers in sophisticated transportation simulations models receive support from Daimler Chrysler engineers, as do road safety education programmers ( Steger, 2003:266) 2.CONCLUSION In order to succeed a business and ensure sustainable economic viability of their investments, MNCs must draw on competencies which will allow them to manage multiple stakeholders at home and abroad. Faced with these challenges, these companies need to acquire greater diplomatic capacities and competencies in handling both the internal stakeholders and the external non-business stakeholders. We have elaborated on one case study that illustrated the need for business diplomacy systematically. MNCs are challenged to manage their business environment systematically and professionally so that a formal and informal licence to operate is sustained. This can be achieved by: ● Detecting and understanding emerging issues, via early warning systems. ●The key to success when dealing with a broad range of stakeholders lays in managing a double tension: a) to have a set of clear messages on issues and on your corporate values, but to be responsive to the questions with which you are confronted, b) to decentralize all stakeholder activities as far as posible, but make sure that all who are communicating externally use the same song book. ● Extensive scanning of leading media companies in Europe and the USA based on a set of criteria is ongoing activity. ●With sophisticated IT equipment in the “war room”, to know and to process information regarding media report before. ●The group names “Society and Technology” focuses on the future-oriented identification of societal needs, thus to be able to match internal and external expertise. 74 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo ● By the way of “The Global News Bureau” to integrate the different communication units that either focus on a brand, a subsidiary or corporate issues. ● A special unit copes with non-brand-specific corporate themes and sponsoring. They maintain good relations with environmental groups or NGOs, and conduct regular dialogue. REFERENCES Abdul-Gafaru, A. (2009). “Are Multinational Corporations Compatible with Sustainable Development? The Experience of Developing Countries”. in John R. McIntyre, S. Ivanaj and V.Ivanaj (eds.). Multinational Enterprises and the Challenge of Sustainable Development, Edward Elgar Publishing Limited, UK. Amann, W.; Khan, S.; Salzmann, O.; Steger, U. and Ionescu-Somers, A. (2007). “Managing External Pressures Through Corporate Diplomacy”. Journal of General Management, Vol. 33, No. I. PP.33-49. Barbier, E. (1987). “The Concept of Sustainable Economic Development”. Environmental Conservation, 14(2), pp. 101-110. Brunner, Marc (2004). “ The automotive Industry” in The Business of Sustainability: Building Industry Cases for Corparate Sustainability, Ulrich Steger (ed.) Palgrave Macmillan, New York, 2004. Chen, D.; Newburry, W. and Park, S.H. (2009). “Improving Sustainability: An International Evolutionary Framework”. Journal of International Management, 15, pp.317-327. Clement, R.W. (2005). “The Lessons from Stakeholder Theory for U.S. Business Leaders”. Business Horizons, 48, pp. 255-264. Contor, M. (2011). “Development for the Past, Present and Future: Defining and Measuring Sustainable Management”. Senior Honors Projects. Paper 221. Dyllick, T. and Hockerts, K. (2002). “Beyond the Business Case for Corporate Sustainability”. Business Strategy and the Environment, Vol. 11, No. 2, pp. 130-141. Freeman, R.E. (1984). “Strategic Management: A Stakeholder Approach”. Marshfield, MA: Pittman Publishing. Freeman, R.E. (1998). “Stakeholder Theory”. İn P. Verhane and R.E. Freeman (eds.), The Blackwell Encyclopedic Dictionary of Business Ethics. Malden, MA/ Oxford: Blackwell Publishers. Gladwin, T.N.; Kennely, J.J. and Krause, T.S. (1995). “Shifting Paradigms for Sustainable Development: Implications for Mnagement Theory and Research”. Academy of Mnagement Review, 20, pp. 874-907. Heath, R. (1997). Strategic Issues Management: Organizations and Public Policy Challenges. In R. Heath (Ed.) Handbook of Public Relations (pp.1-37) London: Sage 75 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Hitchcock, D. and Willard, M. (2006). The Business Guide to Sustainability: Practical Strateggies and Tools for Organizations. Earthscan, Axis Performance Advisors, Inc. UK and USA. Jones, T.M. and Wicks, A.C. (1999). “Convergent Stakeholder Theory”. Academy of Management Review, 24(2), pp. 206-221. Johann, R. (2006). Cross- Cultural Management: The Case of the DaimlerChrysler Merger. Seminar Paper, 1. Auflage. Meadows, D.H.; Meadows D.L. and Randers, T. (19929. Beyond the Limits: Confronting Global Collapse-Envisioning a Sustainable Future, Post Mills, VT: Chelsea Green. Post, J.; Sachs, S. and Preston, L. (2002). Redefining the Corporation: Stakeholder Management and Organizational Wealth. Stanford, CA: Stanford University Pres. Rangel, V.B. (2007). Multinational Corporations and Corporate Social Responsibility: How History, Non Governmental Organizations and International Groups are Changing Business. Unpublished M.A. Thesis, University of Southern California, May, 2007. Rondinielli, D. and Berry, M.A. (2000) “Environmental Citizienship in Multinational Corporations: Social Responsibility and Sustainable Development”. European Management Journal, Vol. 18, No. 1, pp. 70-84. Saner, R. and Yiu, L. (2003). International Economic Diplomacy: Mutations in Post-Modern Times”. Discussion Papers No.84, January, Geneva. Saner, R. and Yiu, L. (2005). “Swiss Executives as Business Diplomats in the New Europe: Evidence from Swiss Pharmacetical and Agro-Industrial Global Companies”. Organizational Dynamics, Vol. 34, No. 3 pp. 298-312. Saner, R.; Yiu, L. and Sondergaard, M. (2000). “Business Diplomacy Management: A Core Competency for Global Companies”. Academy of Mnagement Executive, Vol. 14, No. 1, pp. 80-92. Steger, U. (2003). Corporate Diplomacy: The Strategy for a Volatile, Fragmented Business Environment. Wiley & Sons, Ltd., England. Steger, U. (ed.), (2004). The Business of Sustainability – Building Industry cases for Corporate Sustainability. London: Palgrave MacMillan. Steurer, R.; Langer, M.E.; Konrad, A. And Martinuzzi, A. (2005). “Corporations, Stakeholders and Sustainable Development I: A Theoretical Exploration of Business – Society Relations”. Journal of Business Ethics, 61, pp. 263-281. UNCTAD (2000), World Investment Report 2000: Cross-Border Mergers and Acquisition and Development, New York and Geneva: UN. WCED:1987, Our Common Future. Oxford University Pres, Oxford. 76 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1099 Title A name given to the resource Business Diplomacy Management As A Key Role In The Sustainable Development And Stakeholder Management In The Multinational Corporations: Daimlerchrysler Case Author Author Dinç, Mehmet Abstract A summary of the resource. In the last two decades a dramatic shifts within the business community have been occurred. Globalization has offered business opportunities to companies around the world and has led to the development of a multitude of standards that govern business behavior. It is no longer sufficient to know the business and legal conditions of a multinational companies’ headquarters country and some of the countries where it operates foreign subsidiaries. Multilateral and intergovernmental organizations are increasingly defining industry standards that become mandatory for multinational companies. Non-Governmental Organisations (NGOs), operate at multiple levels ranging from national civil society issues like environmental protection to observation and investigation of possible human rights violations of multinational companies or foreign states. They often operate at national, regional and transnational levels focusing on economic, social and political issues. In addition, growing internationalization has became increasingly complex, civil society organizations have exerted increasing pressure on MNCs, especially the concept of sustainable development has expanded to include the simultaneous consideration of economic growth, environmental protection and social equity. Thus, in response to these kind of shifts, many have made a commitment to apply the principles of sustainable development to their activities. To meet and to handle these commitments, MNCs have required a multitude of policies and new business competencies. One important factor contributing to the sustained success of MNCs’ operations in foreign markets in the competent use of business diplomacy. Business Diplomacy Management (BDM) refers to the ability of MNCs to effectively interact with non-business stakeholders wherever the MNCs have business interests, be they in the form of local production, distribution channels or sales offices. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/068a23fd0246bcb868a3ba5b0e229bcb.pdf b7e8cf5bbada95f9580c832d057301b2 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Business English Courses: Towards Sociolinguistic and Pragmatic Competence Elzbieta Jendrych Kozminski University, Poland Head of the Language Centre and the Director of the Business English Postgraduate Program jendrych@alk.edu.pl Abstract: Global business environment requires a new approach to needs analysis in business English courses for adult learners. With increasing demand for excellent business communicators from multinational corporations, language teachers, publishers and materials writers are expected to offer more effective language courses. To be good communicators learners need to acquire both linguistic and non-linguistic competence. The latter refers to sociolinguistic and pragmatic competence and includes four basic components: (1) practicing transferable business skills and managerial skills, (2) being aware of intercultural differences and business etiquette, (3) understanding the principles of business ethics and corporate social responsibility, and (4) applying the principles of effecting business writing. Time of the course permitting, these four components incorporated into a language course are likely to make it more attractive and useful to the learner. This approach to language teaching was assessed in a questionnaire – tertiary level students were asked to assess their competence, strengths and weaknesses. The results of the study suggest that students highly appreciate the non-linguistic course components. The respondents believe that these components are of key importance in effective business communication and contribute to increased employability and promotion opportunities. Key words: ESP, business English, sociolinguistic and pragmatic competence. Introduction Teaching business English in a systematic way has over fifty year old history. In business English courses teaching priorities have changed in line with changing approaches and teaching methods. The relative importance of course components has also changed over time. The priority of grammar, vocabulary and pronunciation was replaced by the priority of communication. Good language skills do not guarantee that a learner will be a good communicator in business situations. However, in the majority of cases they are fundamental to acquiring good communicative skills. As a result of corpus studies we have witnessed attempts to describe language more accurately. Corpus studies have given ―ample evidence of the existence of significant language patterns which have gone largely unrecorded in centuries of study‖ (Sinclair 1985: 251). Linguists started to create frequency lists of core vocabulary and collocations. Today, there are more and more linguists and teachers who believe that acquisition of vocabulary is central in second language acquisition (Zimmerman 1997; Nation 1990). Others think that not only single words but also larger phrasal units, so called ‗chunks‘, are fundamental to improving fluency (McCarthy 1990). The concept of teaching language formulae rather than single words has many supporters. Most teachers adapt new approaches to language teaching and try to improve their methodologies. Now, more than ever before, they should consider not only how to teach but also what to teach. According to the guidelines for language teaching and learning published in the Common European Framework of Reference for Languages (2001) communicative competence includes three components: linguistic competence, sociolinguistic competence and pragmatic competence. In order to improve communicative competence teachers need to incorporate course components aimed at improving two non-linguistic competencies, i.e. sociolinguistic and pragmatic competence. Business English students need to achieve excellent communicative competence if they want to be high performers in their professional careers. If teachers and materials writers fail to recognize this need, they will not be able to offer effective language courses. The aim of the paper is to demonstrate that inclusion of non-linguistic components is essential when designing business English courses of today. 407 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Linguistic component The linguistic component of a business English course has always been central. Linguistic competence includes lexical, grammar, semantic, phonological, orthographic and orthoepic competence. In courses of business English at tertiary level students usually need to improve their lexical competence in order to be able to communicate in typical business situations. Without good lexical input courses cannot be effective. Nation and Newton (1997: 238) say that course designers need to ―decide what vocabulary will be selected for teaching, how it will be sequenced, and how it will be presented‖. They also explore one more important issue: incorporating vocabulary development into communicative activities. This element is crucial in business English courses at universities. Students can benefit most when they have a chance to develop their business vocabulary in communicative activities. Proper selection of core business vocabulary, terminology, collocations, and phrases is very important in all business English courses. Without corpus studies the right selection of business terms and business lexis items is hardly possible. The same refers to selecting metaphors, acronyms and abbreviations and presenting them in the form of frequency lists excerpted from corpus texts. With this evidence language teachers and course-book writers know which items to include in their teaching materials and what to prioritize in the classroom practice. Students are more motivated if they know they learn the things that they will need most in real-life business situations. Today, methodological constraints do not exist. Teachers usually use a mixture of approaches that best matches learners‘ needs. The eclectic approach to teaching has resulted in a more flexible syllabus design and course design. Teachers are encouraged to develop tailor-made supplementary materials for specific group of learners. However, they should be encouraged to use corpus evidence. Lists of highest-frequency specialized business lexis in the form of single words, compounds and multi-word expressions as well as popular collocations and acronyms are highly recommended in all courses of business English for adults. Sociolinguistic and pragmatic components The other two components of communicative competence, i.e. sociolinguistic competence and pragmatic competence, contribute greatly to effective business communication. Why are they particularly important in the language of business? Effective business communication helps in making new contacts, networking, winning new markets, getting more customers; in short - it helps in making money. ―Communication is an essential function of enterprise. Whether written or oral, it is the conduit through which an enterprise speaks to its customers. It is management‘s mechanism for influencing employees and directing the work they do. And it is a means through which employees provide the information and feedback that management needs to make sound decisions‖ (Luecke 2003: ix). If an organization wants to create a favorable image and be perceived as a reputable enterprise, it needs good communicators. ―An organization that is clear, consistent, and effective in its communications with customers, employees, shareholders, creditors, and the community is in a good position to establish trust and to elicit their collaboration‖ (Luecke 2003: ix). With excellent communication skills businessmen can achieve more. People who are good communicators are much more successful at advancing in their careers than those who are poor communicators. Language students know that and they understand that better communication competence means higher employability, higher salary and better promotion opportunities. That is why they need business English courses that can improve their communicative competence. Linguistic competence, important as it is, will not make them good communicators. In fact, experience shows that there are four areas that need to be incorporated into business English courses: (1) business skills and managerial skills, (2) business culture and etiquette, (3) business ethics and corporate social responsibility, and (4) business writing. Business skills Speaking about Business English, Harmer says that ―an enormous growth area in English language teaching has been in the area of Business English because many students perceive a need for the kind of language which will allow them to operate in the world of English-medium commerce. Once again there is specific vocabulary and language events (presenting to colleagues, the language of contracts, etc.) which are 408 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo unlikely to appear in a general English course, but which are vitally important for business students. And so teachers find themselves training classes in such procedures as the art of negotiating, the correct use of phones and e-mail, or the reading of business reports‖ (Harmer 2003 :10). What does it mean in business English teaching practice? What students and language teachers need to do is first to learn/teach the core business terms, and then to go beyond language correctness, mastery of grammar, business lexis, and phraseology. In a course of business English at a higher level the traditional business skills of negotiations, presentations, meetings and telephoning need to be combined with managerial skills. Now, such new skills as conflict management, assigning roles in a team, setting tasks and goals and communicating them, and organizing teamwork also need to be incorporated into a business English course. The importance of practicing business and management skills in a course of Business English is confirmed by many experts in ESP teaching (Harmer 2003); (McGrath 2002). McGrath is of the opinion that ―knowledge and skill combine in efficient communication. However, teaching for knowledge is very different from teaching for skill. Knowledge can be ‘presented‘ or ‗discovered‘; it can also be forgotten. Skill, on the other hand, can only be acquired through practice, and once acquired is relatively easily maintained. The fact is that while we can ‗teach‘ knowledge, we cannot teach skill. Skill has to be learned, and practice is a central element in that learning‖ (McGrath 2002: 98). Many skills needed in the world of business are transferrable which means that they can be acquired. Learning new skills requires practice in performing various realistic business roles. It is usually done either in groups (e.g. negotiations, meetings) or individually (e.g. sales presentations, business writing). Students can practice new skills most effectively through task-based learning. This method requires students‘ involvement in real-life business tasks such as e.g. preparing an offer for a client, applying for a job or interviewing job applicants, or discussing financial statements. Here, instead of doing language exercises students perform various realistic business tasks in typical business situations and practice transferrable skills. The case study method is particularly effective in the process of acquiring new managerial skills because it is an active form of learning. The teacher is only a facilitator and it is students who analyze and solve a given business problem themselves. Generally, students like to solve business cases. The case study method gives them a sense of independence and competition and a feeling that they are decision-makers. Two factors are of key importance: (1) students have a sense of achievement and progression which motivates them to learn more and (2) they practice language skills in a very natural way. Business culture and etiquette It is a challenging time for business people operating in a competitive environment. In addition to business skills, a successful business career also implies awareness of cultural differences, being tolerant to other cultures and using this knowledge to the benefit of the company. Organizations are becoming more multicultural; many companies operate internationally, use diverse labor and communicate with partners and customers from various regions who represent different cultures. Business people need to know and understand their own cultural background, their attitudes and priorities. If they operate globally, they also need to know and respect other cultures. To avoid culture clashes with their business partners, they have to be flexible and tolerant and remember that cultural differences cannot be an obstacle to transacting business and attracting more customers. For teachers and learners of business English it means that a component of intercultural communication needs to be added either as a separate subject or as a component of a language course. The cultural component can be helpful in identifying the characteristics of a given culture, it can teach students what to do and what to avoid, how to address people, how to greet them or how to use body language properly. Learners who know the dress code, business etiquette and who have good manners are likely to be more effective in their future business contacts. ‗Manners make man‘ – this old proverb is true in the world of global business nowadays. Those who do not know the principles of business etiquette may find it difficult to establish and maintain good business relationships. Mistakes resulting from not knowing the etiquette may be costly to a company and an individual. Therefore, the basic rules of business etiquette such as exchanging business cards, extending invitations and accepting or declining them, etc. should also be taught. With better understanding of globalization processes, a cultural component has been included in many business schools curricula. Students are taught courses in intercultural or cross-cultural communication and 409 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo business etiquette. Such courses can give learners the basic information on the main typologies of business culture (e.g. monochronic versus polychronic, pro-partner versus pro-transaction, multi-active versus linearactive or reactive, and collectivist versus individualist) and of cultural do‘s and taboos in various regions and countries. Business ethics and corporate social responsibility Business people also need to understand generally accepted principles of business ethics and rules of corporate social responsibility (CSR). Rarely can one find a business organization that ignores these issues. A company which violates ethical or moral rules or does nothing for the community is no longer considered a reputable company. Students need to know which corporate practices as well as individual and collective behaviors are desirable and which are publicly condemned. They need to be exposed to such negative practices as tax evasion, using child labour, insider trading, cooking the books or mobbing. A business English course can be a good forum for discussing ethical issues of that kind. Business organizations also have to know and respect the rules of environmental protection, ‗going green‘ and sustainable growth. The general public expects companies to keep the environment free from contamination and pollution. Generating high profits at all costs and polluting the environment will quickly and inevitably devastate a good image of the company and, in extreme cases, lead to its bankruptcy. That is why, business people need to learn how to follow the standards and good practice guidelines and how to avoid bad publicity. Business writing Business writing is of key importance for business professionals. It is a typical pragmatic competence – here students need to know the principles according to which messages are organized, structured and arranged, how messages are used to perform communicative functions and how messages should be sequenced (Council of Europe 2001). Without this pragmatic competence students with a very good command of English are not able to write a proper business letter or report. They need to learn what layout, style and tone to use as well as how to structure, organize and sequence information. Typically business English courses at universities include the component of business writing. Students are first exposed to authentic examples showing models of commercial correspondence, memoranda, business reports, contracts, financial statements and advertising materials. Then they are given a scenario of a business situation which requires a response in writing. The basic principles of business writing include having a clear purpose, staying on the topic, economizing on words and using short sentences. General guidelines on the proper language use for each format are also useful. The only method to learn effective business writing is the trial and error method. Long experience in teaching business English to university students shows that it is the only successful way to learn business writing. It may be painful and time-consuming for both students and teachers but it works. Questionnaire study More than 120 upper-intermediate and advanced students of Kozminski University were asked to complete a questionnaire. It included questions on self assessment of their linguistic competence and on what they consider to be the weak and strong points in their linguistic competence. The respondents were in the middle of their business English course. They were divided into three groups: full-time undergraduate students, part-time undergraduate students, and students of business English postgraduate course. The results are presented below. Score Excellent Good Sufficient Insufficient Table 1. Self assessment of linguistic competence in the three groups (%). Speaking Writing Speaking Reading comprehension comprehension 24 14 33 35 44 59 50 55 20 24 13 9 10 3 4 1 410 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Table 2. Self assessment of strengths (%*). Component Business vocabulary Business writing Business culture and etiquette Business skills Full-time students Part-time students Postgraduate students Total 37 50 66 49 35 36 57 41 16 33 40 28 12 5 29 14 Table 3. Self assessment of weaknesses (%*). Component Full-time students Part-time students Postgraduate students Business vocabulary 35 40 29 Business writing 35 29 31 Business culture and etiquette 8 2 20 Business skills 33 52 34 * In question 2 and 3 the respondents could give more than one answer. Total 35 32 9 40 The only finding which requires author‘s comment is a relatively low number of full-time and part-time students who considered poor understanding of business culture and etiquette to be the main weakness in their linguistic competence. It can be explained by the fact that they had taken a course on business culture and etiquette before the questionnaire was completed. Conclusions Language learners have new needs resulting from the rapidly changing business environment of today. They expect that language courses will make them good communicators in the global world of business. Language teachers should try to understand students‘ new needs and be open to changes. It takes a lot of time and energy to learn how to teach the non-linguistic components. Yet, it seems to be inevitable if language teachers want to be successful in meeting the changing needs of their students. The paper demonstrates how language teachers can best satisfy the new learners‘ needs in courses of business English for university students. By incorporating the four additional components into a business English course they provide their students with an opportunity to practice the language and to improve their sociolinguistic and pragmatic competence. It seems that quite frequently sociolinguistic and pragmatic competence cannot be developed properly at tertiary level due to a limited number of hours of instruction in a language course. As a result of such limitations, teachers tend to concentrate on linguistic competence rather than non-linguistic one. Consequently, learners‘ communicative competence cannot be improved. 411 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References: Nation, P. (1990). Teaching and Learning Vocabulary. New York: Newburry House. Council of Europe. (2001). Common European Framework for Reference for Languages: Learning, Teaching and Assessment. Cambridge: CUP. Harmer, J. (2003). The Practice of English Language Teaching. Harlow: Longman. Luecke, R. (2003). Business Communication. Boston: Harvard Business School Press. McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press. McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. Nation, P. & J. Newton. (1997). Teaching Vocabulary. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp. 238-254). Cambridge: Cambridge University Press. Sinclair, J. (1985). Selected Issues. In R. Quirk & H.G. Widdowson (Eds.), English in the World (pp. 248-254). Cambridge: Cambridge University Press. Zimmerman, C. B. (1997). Historical Trends in Second Language Vocabulary Instruction. In J. Coady & T. Huckin (Eds.), Second Language Vocabulary Acquisition (pp.1-5). Cambridge: Cambridge University Press. 412 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 60 Title A name given to the resource Business English Courses: Towards Sociolinguistic and Pragmatic Competence Author Author Jendrych, Elzbieta Abstract A summary of the resource. Global business environment requires a new approach to needs analysis in business English courses for adult learners. With increasing demand for excellent business communicators from multinational corporations, language teachers, publishers and materials writers are expected to offer more effective language courses. To be good communicators learners need to acquire both linguistic and non-linguistic competence. The latter refers to sociolinguistic and pragmatic competence and includes four basic components: (1) practicing transferable business skills and managerial skills, (2) being aware of intercultural differences and business etiquette, (3) understanding the principles of business ethics and corporate social responsibility, and (4) applying the principles of effecting business writing. Time of the course permitting, these four components incorporated into a language course are likely to make it more attractive and useful to the learner. This approach to language teaching was assessed in a questionnaire – tertiary level students were asked to assess their competence, strengths and weaknesses. The results of the study suggest that students highly appreciate the non-linguistic course components. The respondents believe that these components are of key importance in effective business communication and contribute to increased employability and promotion opportunities. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/60401164e6117f674c005c08a1bfcb97.pdf 2208ed4176cc2912345cf0e0f1077e0a PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Business Ethics from the Point of View of Corporate Social Responsibility in Strategic Management Mehmet Sadık Öncül Tunceli University, Tunceli, Turkey msoncul@gmail.com Berrin Filizöz Cumhuriyet University, Sivas, Turkey msoncul@gmail.com Banu Bolayır Cumhuriyet University, Sivas, Turkey msoncul@gmail.com This study consists of two parts. In the first part, some knowledge related to the basic concepts of business ethics within the context of corporate social responsibility and information about the importance of business ethics for businesses will be given. In the second part, a field research will be conducted on industrial business organizations managers to determine their perceptions about business ethics and then their opinions and thoughts will be assessed. To accomplish this goal, a questionnaire has been conducted on industrial business organizations managers to determine their perceptions and opinions about business ethics practices. The findings have been interpreted by statistical analysis using obtained data in SPSS computer program. Keywords: Strategic Management, Corporate Social Responsibility, Ethics, Business Ethics. 198 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1589 Title A name given to the resource Business Ethics from the Point of View of Corporate Social Responsibility in Strategic Management Author Author SADIK ONCUL, Mehmet FILISOZ, Berrin BOLAYIR, Banu Abstract A summary of the resource. This study consists of two parts. In the first part, some knowledge related to the basic concepts of business ethics within the context of corporate social responsibility and information about the importance of business ethics for businesses will be given. In the second part, a field research will be conducted on industrial business organizations managers to determine their perceptions about business ethics and then their opinions and thoughts will be assessed. To accomplish this goal, a questionnaire has been conducted on industrial business organizations managers to determine their perceptions and opinions about business ethics practices. The findings have been interpreted by statistical analysis using obtained data in SPSS computer program. Keywords: Strategic Management, Corporate Social Responsibility, Ethics, Business Ethics. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/1646254bf70daab9cbfdd6547ab2a5d5.pdf 3400d02bd1697ac657dc3156307f48cd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Business Intelligence Platform for PPC and Organic Marketing Author Author Sadžida Rakovac Abstract A summary of the resource. In the increasingly competitive higher education landscape, digital marketing plays a crucial role in attracting prospective students. However, institutions often face major challenges in tracking cross-channel performance and accurately attributing student applications to specific campaigns. Marketing platforms like Meta Ads and Google Ads often exaggerate campaign effectiveness by counting impressions, clicks, and superficial conversions that may not result in actual applications or enrollments. This senior design project addresses that issue by developing a Business Intelligence Platform for PPC and Organic Marketing, aimed at providing real-time, actionable insights for the International Burch University (IBU) Marketing Team. The system enables end-to-end campaign tracking by integrating digital ad performance data with actual application data, using a unique medium URL parameter embedded in campaign links and captured during the application process to bridge external and internal data sources. The platform uses Windsor.ai connectors to fetch ad data into Google Sheets, where a Google Apps Script automates data cleaning and merging. This data is combined with student application records from a MySQL database and visualized in real-time through Looker Studio dashboards. Results demonstrate the system’s ability to provide clear, actionable insights, enabling the marketing team to compare channels, calculate cost per application, and evaluate the full applicant funnel across departments and academic cycles. In doing so, the platform empowers the team to optimize campaigns based on verified outcomes. The project highlights the importance of reliable tracking infrastructure, disciplined use of URL parameters, and automation in marketing analytics. It represents a scalable, low-cost solution for improving data-driven decision-making in higher education marketing. Keywords Keywords. Business Intelligence, Digital Marketing Analytics, PPC, Meta Ads, Google Ads, Looker Studio, UTM Tracking, Attribution, Marketing Funnel, Application Tracking Language A language of the resource English language business intelligence Organic marketing PPC https://omeka.ibu.edu.ba/files/original/756ac2a769854656bb34b047a4ad9c38.pdf 64046db4ac6fe7333101ff7e5dcb2e35 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Business Intelligence Systems in BiH Ozlen Kursad, Peskic Belma,Dedovic Aida, International Burch University, Sarajevo, Bosnia and Herzegovina E –mails: kozlen@ibu.edu.ba Abstract Organizations today are in a great need in using some tools to sustain their existence. BI systems are used to facilitate all the important organizational processes and changes through the organizations in order to achieve their overall goals. Purpose: This paper illustrates the usage of BI systems within a vast variety of organizations in Bosnia and Herzegovina. The special attention was paid on measuring the role of BI analytics and tools which represent key components of BI system. Methodology: The review of literature from 2005 till today served as a basis for developing the survey. The survey was conducted and the results were descriptively analysed. Findings: Results show that BI systems are not well-known among employers and employees, so their usage is on the low level within companies in B&H. Keywords: BI system, BI analytics and tools, B&H 1.INTRODUCTION In today’s business worlds with planning, organizing, and processing activities and full of information, there has been a need for emerging systems which permit legally gathered and publically available data for extraction and analysis into ‘business intelligence analytics’, in order to provide support for management in better decision-making, the process which aims towards moving from status-quo, improving business processes, and cost and time saving. These systems are called Business Intelligence (BI) systems, and they are developed with an aim to stop illegal reporting activities within the economy. The BI systems can be implemented within any company, which is eager to use 100% of the all data available in the market, but needs to be extracted and analyzed for talented and eager decision makers to use and it and therefore achieve benefits. The goal of this paper is to present the usage of BI systems and its key components by emphasizing on the companies and organizations in Bosnia and Herzegovina (B&H), where 236 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo there are restricted resources, high environmental uncertainty, decomposition of the value chain, the customers who are hard to retain, and aggressive international competitors. Furthermore, this paper will illustrate in which degree companies manage knowledge through the usage and implementation of BI tools. 1.1.Literature Review Stated simply, the main tasks of a BI system include “intelligent exploration, integration, aggregation and multidimensional analysis of data originating from various information resources”. Implicit in this definition, data is treated as a highly valuable corporate resource, and transformed from quantity to quality. As a result, massive data from many different sources of a large enterprise can be integrated into a coherent body to provide ‘360 degrees’ view of its business (Yeoh and Koronios, 2010). Hence, meaningful information can be delivered at the right time, at the right location, and in the right form to assist individuals, departments, divisions or even larger units to facilitate improved decision making (Yeoh and Koronios, 2010). BI model is connected with database and all other external data gathered from different sources, in order to provide historical, current, and future views of business operations. The BI system is a cycling activity (Figure 1) including planning and managing, collection and division of the tasks, data processing and making business intelligence analytics, and therefore the distribution of the final information. Figure 1 BI cycle The managerial view of business intelligence (BI) is about the presentation of the right information to the right people at the right time to facilitate their decision making capabilities and to ultimately improve enterprise performance. The technical view of BI usually centers on the process of, or applications and technologies for, gathering, storing, analyzing and providing access to data to improve business decisions (Bose, 2009). These enable the organizations to integrate databases in data warehouses, which represent the core of a welldeveloped BI system. 237 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Typical BI technologies include business rule modeling, data profiling, data warehousing, online analytical processing, and data mining (DM). The central theme of BI is to fully utilize massive data to help organizations gain competitive advantages (Wang & Wang, 2008). On the other hand, linking it with knowledge management (KM) which represents a set of practices of the creation, development, and application of knowledge to enhance organizational performance (Wang & Wang, 2008), BI and KM improve information usage within the organization. KM and BI, while differing, need to be considered together as necessarily integrated and mutually critical components in the management of intellectual capital (Herschel & Jones, 2005). But BI relies on traditional tools of well-organized data while KM importance lies in its five (The Concours group, 2007) categories: management, culture, structure positions and responsibilities, IT, and metrics. Both of them should be integrated to promote organizational learning and effective decision making. Competitive pressures have dramatically changed the business landscape, forcing organizations to rethink their decision making and operation styles (CSC, 2008). Today, in the same time it is hard to have and sustain a competitive advantage, keep your shareholders aligned with your goals, find a new ways to perform the company business, and have a strong financial performance. The only option for organizations is to do more with a less, and to manage that by implementing BI systems, to enhance decision-making capabilities and shareholders’ value. Underlying most management decisions are assumed relationships and patterns such as: large customers are more profitable than small customers; “deluxe” products are more profitable than “standard” offerings; training will improve quality or safety; etc. Today, it is assumed that employee learning and growth improve internal process efficiency and effectiveness and therefore customer satisfaction leading to better shareholder returns. DM and statistical analysis techniques are the vehicles for understanding these “cause and effect” relationships (CSC, 2008). The usage of tools such as Balanced Scorecard, the strategic performance management tool, and technologies such as DM and statistical analysis help managers to develop frameworks from simple analyses to complex internal processes, e.g. from analyses of customer behavior to product development, maintenance, quality, and etc. Today, Business analytics is a simple idea with complex ramifications to leverage the collected wealth of data to create new powerful ways to perform and compete. Business analytics is the new frontier of management science and practice (The Concours group, 2007). BI analytics are used mostly for knowledge discovery, leveraging information and business data, driving business decisions, improving performance and for innovation. The organizations will excel it where they want to compete and have full strength. The quality of organizational innovative services and company products don’t matter. Instead, the capability of an adequate planning structure in place to achieve full performance is important. By allowing enterprises to allocate their most precious (and finite) resources (money and people) in response to changing conditions and objectives, today’s enterprise planning solutions facilitate a dynamic planning process that both promotes best business 238 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo practices and generates new ones. These solutions provide enterprise planning tools for the organizations to maximize their resources and manage their business strategies (ORACLE, 2008). All these demonstrate that without planning tools management would not be able to predict future organizational performance changes. Through the use of planning tools, managerial and organizational decisions can be performed better on every level by focusing on analysis of information in order to capitalize on business opportunities, optimize resources, and link goals with operational plans. Nowadays, with available technologic capability, corporations can address many of their most complex business problems and competitiveness (The Concours group, 2007). Competing on analytics entails analytics through the organization and makes analytics and fact-based decisions key elements of corporate business strategy. Analytics has to be translated into day-to-day action, and putting analytics into meaningful action requires both vision and execution (Davenport, 2007). The technology is in a huge progress and competitors are always exploring the new ways to analytically compete and gain greater business capability to enhance organizational performance, and become more successful in financial and technological terms. The executives and employees are willing to adapt changes and start analytics as quickly as possible. They can realize the payoffs, as analytical competitors, and then they become leaders in their industries in any possible term. Many corporations compete on the basis of their ability to initiate, expand, and maintain relationships with customers. Indeed, customer relationship management is a high potential domain for business analytics, especially the techniques of predictive modeling (The Concours group, 2007). The aim of data analysis is to know more about company’s customers, in order to best serve them. The organizations are measuring and managing customer relationship through valuation, ‘targeting’, retention or customization. All these improve the optimization of customer relationship. Most companies today have sufficient amounts of data, but lack of their integration and quality. Without qualified data, the needed analytical analysis cannot be created (The Concours group, 2007). The companies must have high quality technologies to support BI analytics through which data can be manipulated, because business takes an action based on its analyses. The nature of the top benefits and challenges make it clear that today’s technology purchasers demand comprehensive and integrated BI and performance management solutions to be able to overcome challenges related to data integration from multiple sources and data quality (AS, 2007). 2. Research Methodology As a result of literature review, the identified variables are formed as follows: (1) BIA (Business Intelligence Analytics), (2) Management Planning Tools, (3) Organisational competitiveness, (4) Technology, (5) CRM (Customer Relationship Management, and (6) 239 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Competitor’s Analytics. Each group includes four statements. To measure the identified statements, a 5-point Likert scale survey was improved and conducted to be able to identify whether organizations in Bosnia and Herzegovina use BI systems, and if so do they manage by using those tools to reach their maximum. 2.1.The Sample Space The participants were kindly asked to fill the demographics information part and to answer the questions in the survey to be able to observe the real situation in their company. The survey was conducted in person, particularly with each person, and online. On average it took 10 minutes per person to read, think, and give the proper answer. The importance of this survey lies in the results that will illustrate the real image of companies in B&H, which are technology-oriented in their industries with emphasis on innovation, and that the studies related to this topic were not conducted before in B&H. 2.2.Demographics The survey was completed by 165 respondents. The respondents are from 73 different private, public and governmental organizations. One third of the respondents were females (Table 1). Table 1 Gender of the respondents The mean age of the respondents is 40.15, which means there is an experienced sample (Table 2). Table 2 Age The positions of the respondents are varying (Table 3). It may be important to note that the majority of the respondents are managers (managers and academic administrators). Academic personnel and officers follow them by 18,8% and 17,6%. 240 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 3 Respondent positions The survey was conducted in various types of organizations. Table the sample is represented by the respondents from Limited Companies (Ltd.) (46.7%) (77 respondents), followed by Academic Institutions (27.3%), where 45 persons were questioned. Governmental organisations are represented by 23 respondents (17.6%). Furthermore, from banking and finance there were 12 respondents (7.3%). Table 4 Type of Organisations 2.3.Descriptive Statistics The results about BIA section provide a fair support for the statements (Table 5). 241 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 5 BIA agreement level of respondents According to Table 6, the managements of organizations are using very little tools to facilitate their planning, and there is a lack of management support on analytical functions. Table 6 Management Planning Tools agreement level of respondents The respondents slightly agreed about their organizations being competitive (Table 7). 242 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 7 Organisational Competitiveness agreement level of respondents The companies are observed to be using fairly good technologies (Table 8). Table 8 Technology agreement level of respondents The organizations are giving slight importance to the relationships (Table 9). Especially, they have very fair capabilities to detect consumer behavior. Table 9 CRM agreement level of respondents According to Table 10, the respondents are neutral on the statement that their competitors are using some BI tools, but they don’t consider that their competitors’ analytical capabilities 243 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo were in a challenging level. Therefore, they do not think that their company’s performance can be influenced by the competitors’ technologies. Table 10 Competitor Analytics agreement level of respondents In table 11, it can be seen that the respondents slightly agreed that their competitors jump ahead with analytical capabilities. Table 11 All sections agreement level of respondents 3.Discussion The studies and findings show that B&H companies do not use business analytics for knowledge discovery. Furthermore, their management does not realize the importance of BI analytics which are used to drive business decisions, to improve organizational performance and to create innovative structures. It is not sure if organizations use management planning tools to predict future changes, and to make better decisions on every level. Furthermore, the executive of analytical function in management position is not the one that is the closest to business processes, and competitive optimization according to the results of the survey. The companies do not choose to compete on the basis of organizational competitiveness, even if it represents a way to keep organizations viable and successful. The certainty lies in that the management of company and the shareholders are aligned with company’s goals. Most companies use sufficiently integrated technology with the aim to measure business performance, but they do not have the technologies in place to support business intelligence 244 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo analytics in the area of business management. The improvement in company performances cannot be seen in terms of technology, and in the same manner they do not use qualified data to be manipulated through existing technologies. The Customer Relationship Management of the companies is able to initiate, expand, and maintain relationship with their customers. Some of the companies, even in a small portion, manage customer relationship through the “targeting” that may lead them to significant revenue growth, and others are using “valuation” to manage the asset value of their customer relationship. Throughout this survey, it is revealed that many organizations do not use early warning systems to detect changes in customer’s behavior that indicates service or retention issue, even if this could help them to try to retain their customers. The conclusion led to discovery of the effects that the choices of competitor's analytical tools on the company performance in the market may have, and in that way may give them powerful means to be successful in financial terms. The results indicate that respondents do not have qualified information to estimate whether their competitors use analytics to evaluate their efforts in terms of improvement of business objectives. 4.CONCLUSION The final conclusion is that there is a growth in BI market requiring from organizations in B&H to be furnished with BI systems that will give their management support in better decision-making aiming towards improvement and innovation, and in the same time enabling them allocation of resources, better composition of value chain, lower degree of environmental uncertainty, and most of all fair competition with international companies. Regarding the directions for future studies, it can be underlined that any kind of study is welcomed in this field. There is no enough information regarding it and very few studies to have the BI picture in B&H. REFERENCES AS. (2007). Implementation of Business Intelligence and Performance Management Tools and Solutions. SAS Bose, R. (2009). Advanced analytics: opportunities and challenges, Industrial Management and Data Systems. Emerald Group Publishing Limited CSC. (2008). Retrieved November http://assets1.csc.com/management_consulting 245 21, 2011 from www.csc.com: �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Davenport, T. (2007). Competing on analytics, The new science of winning. Conference Report, Harvard Business School Publishing Herschel, R., & Jones, N., (2005). Knowledge management and business intelligence: importance of integration, Journal of knowledge management ORACLE. (2008). Gaining Competitive Advantage through Enterprise Planning Retrieved November 21, 2011 from www.oracle.com The Concours group. (2007). Business Analytics: Six questions to ask about information and competition. Boardroom imperative Wang, H., & Wang, S. (2008). A knowledge management approach to data mining process for business intelligence. Industrial Management and Data Systems Yeoh, W., & Koronios, A. (2010). Critical success factors for Business Intelligence Systems. Journal of Computer Information Systems Km Applications In Bosnian Managerial Practices Ozlen Kursad, Mahmutović Zehra, Mekić Ensar, Herić Emina International Burch University, Sarajevo, Bosnia and Herzegovina E –mails: kozlen@ibu.edu.ba Abstract Knowledge Management has emerged globally to facilitate sustainability of the organizations as a result of competitive environment. Organizational learning not only asserts and promotes organizational outcome and improved performance, but also plays a significant role in achieving innovation and overall satisfaction through internalization; staff engagement, staff motivation and empowerment, leadership and configuration. This paper focuses primarily on its application within Bosnian managerial practices. The main purpose of this paper is to investigate the presence of Knowledge Management within 246 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1173 Title A name given to the resource Business Intelligence Systems in BiH Author Author ÖZLEN, M. Kürşad Abstract A summary of the resource. Organizations today are in a great need in using some tools to sustain their existence. BI systems are used to facilitate all the important organizational processes and changes through the organizations in order to achieve their overall goals. Purpose: This paper illustrates the usage of BI systems within a vast variety of organizations in Bosnia and Herzegovina. The special attention was paid on measuring the role of BI analytics and tools which represent key components of BI system. Methodology: The review of literature from 2005 till today served as a basis for developing the survey. The survey was conducted and the results were descriptively analysed. Findings: Results show that BI systems are not well-known among employers and employees, so their usage is on the low level within companies in B&H. Keywords: BI system, BI analytics and tools, B&H Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/a4de3688f849fdcd864b896fa3e071d4.pdf 3502a69b3d080d714e845e5acdb2faf6 PDF Text Text Business Process Management in Educational Institutions Dr. Tarik OBRALIĆ Bosna Sema Educational Institutions 71000 Sarajevo, Bosnia and Herzegovina obralict@hotmail.com Abstract: Management education is a specific part of management as a general phenomenon of organized, institutionalized society. In social practice, on the modern level of development, there are in all known countries of the world prescribed systems of organized education and, in parallel with them, or even contrary to them, specific systems. The educational system is a regulated and highly organized, programmed system which is necessarily controlled, and within it there are certain terms, factors, and relations, typical for management in general, but not all are used in the same way. In the economy, which is relatively independent, based on private ownership and markets, in a direct competitive relationship with the arbitration market, management is necessarily independent (within the ownership powers) and possesses relatively high powers and responsibilities. The educational system is under the direct jurisdiction of state and government bodies that make strategic decisions on the establishment, development, organization, and programs of education, the manner of the exercise, and the performance of the duties of supervision and evaluation of results. In the system there are different areas and levels of education that mutually differ. As mentioned above, the differences between management and management education emanate. They are in practice relatively wide even when it comes to education in a market - oriented education organization. Key words: educational management - management in education, top manager, manager of university The Study Process of education, the result of which has always been some level of education of human subject, belongs among the most complex and most spread social realities. That is a real social change which saturates all social relationships and entire history of human society; it is in the basis of social development and development of personality as a rational, socially competent, successful social being. Management, the essence of which is managing of processes, relations, groups, communities, organizations and institutions in society and society of people, but also managing or at least its adequate intervention, aimed – relevant and meaningful – at people's environment, is a real social activity – social phenomenon. Exposed dominant understandings of education and management impose to us a number of important complex scientifically methodological, scientifically professional and practical issues. Therefore, let us tackle this one by one: Management understood as an aimed, relevant activity of managing processes has various natures and attributes – from managing of organized processes to managing of crisis and disasters, but always understood as social process and always understood as social relation. Management is a form of work and influence, primarily of intellectual and psychical, and only sporadically manual nature. Its important role is in defining objectives, making orders that have to be performed during work process, according to defined rules, establishment of specific rules of conduct, control of performance and validation of performance and effects achieved by execution performance. Management is formed at different levels of organization. We understand education as a process of acquiring of socially useful and personally applicable knowledge within the framework of occupation and profession and in realization of social communication and social position. Acquiring of knowledge is guided precisely by needs for socially useful work and social promotion, wherein education plays an important role. Education, as a term and reality, imposes the need of processing and terms of upbringing and training, and among other for application – practicing of acquired knowledge and capacities. A derived construct „educational management“ – „management in education“ belongs to the important terms of this theme. On one hand, that term designates an educational area as a set of manageable processes, and on the other hand, as a management area. 68 �We understand the term educational management in the widest meaning – so that indirect orientating influence belongs to its contents in entirety, and not only in educational system. The term „educational institutions“ encompasses a very wide circle of independent and other social institutions, with their relevant features: 1) relatively permanent existing as an organized form of work of which it is primary role and overall task; 2) it has relatively stable plans and plans and programs of education; 3) these are legal institutions. Among those institutions the following certainly belong: A) all types of schools, whether as schools of a defined level, „state“, private-owned, or as one of functional forms of some other institution; B) relatively permanent forms of education in the framework of some economic organizations – enterprises. Business side of work and business management are particularly different between private-owned educational institutions and state-owned institutions or those owned by some economic or other organization. In this sense, we should differentiate educational institutions that acquire all funds in open, external market and have free use of them, from institutions that do not acquire funds in market or they acquire them only partially. The most obvious example is the difference between state- and private-owned primary schools and the management within them. Education in state-owned primary schools has the following important characteristics: (1) materially – financial basis provided by the state according to its standards; (2) schools are obliged to work according to prescribed programs with relatively low possibilities for their varying, especially through the choice between more text-books for the same subject; (3) only those people who meet prescribed requirements can realize a teacher’s role; (4) working hours, way of assessment of results and material compensation for certain work and success in work are approximately prescribed. In such institutions possibilities for realization of management functions are very restrictive. Their restrictiveness is strengthened by the fact that citizens of a defined age are obliged to attend and to complete if possible corresponding primary school degree. In those schools, be they simple or complex (central (master) school with more units separated in terms of territory) it is possible and as a rule it is so, one subject is the „TOP MANAGER“ – authorized and responsible for material – financial activities and for managing of educational processes. Does such person suit to the model of „top manager“? Top – managers, in understanding of Aziz Šunje PhD, are: „managers positioned on the top of an organization, or managers who are responsible for business activities of entire organization. They, in contrast to middle-line managers, have so-called cross – sectoral responsibility, or responsibility for business activities of entire organization – all organizational units. Seen in that context, organizational top managers really are organizational key managers.“ (Šunje, 2003: 15) According to opinion of the quoted author, „The role of business decision-making makes the essence of manager’s job, and according to this concept, we can distinguish the following roles of business decisionmaking: (1) Role of entrepreneur, role within which a manager shows up as initiator of changes, most often on the basis of information collected through the role of monitor (identification of external „opportunities“ and „risks“, initiating of new ideas...). (2) Role of disturbance handler, within which a manager reacts to all kinds of disturbances that appear as result of pressures (and changes) out of manager’s control – from a quarrel between two subordinates, to complaints made by a customer or a supplier... (3) Role of resource allocator, role in which a manager shows up as central subject who decides which resources will be engaged and how the given resources will be deployed and mutually connected. (4) Role of negotiator, with notice that managers, especially top – managers, spend a big part of time negotiating with different partners – customers, suppliers, unions, government and all stakeholders. Negotiation skill is however one of most appreciated manager’s skills...managers, performing one role, most often simultaneously perform some other managerial roles.“ (Šunje, 2003: 15) Although this model does not show decision-making process, it is important because it allows comparing the most important function of a manager and a top – manager. Top manager deals, relatively freely, with overall consent of the owner, with all key functions and businesses playing the role of supreme order issuing authority and controller in all matters of business activities, and business success is his/her main task and responsibility. That is also main criterion in measuring of his/her success. Business making in budgetary, non-economic institution, certainly is not primary object of interest, but is satisfying of social needs for which the institution was established, and understanding is primarily directed towards usage of funds put at disposal by the budget, in the most effective and most functional way. Of course, we do not dispute the fact that, within business activity of a budgetary primary school there are necessarily procurements of means for maintenance of the school, the school hygiene, teaching materials, articles for pupil’s kitchen (if applicable) as well as that selling of written off material, certain kinds of waste or, maybe services and products of pupils’ cooperative. But, that cannot approach by any means to business transactions happening 69 �in market, with competence and in order to gain profit. Top manager (principal of a state primary school) by his/her real role and functions in business activities of school, does not fit in ideal type of manager that can be found in postulates of manager as strategist and visionary of business. With private-owned primary schools the thing is completely different. Indeed, they are also as regards relevant educational and upbringing activities due to fulfill their legally prescribed obligations and set standards. However, in business part they have very broad opportunities. First of all, private-owned schools do not have obligatory attendants. On the contrary, they face strong competition of developed network of free-of-charge primary schools owned by the state. In that competition, they have to attract clients who can pay for it, and to succeed in that, it has to offer to those clients certain exclusivity – but without disturbing of basic, prescribed educational programs and standards of work. It has to (and should) offer and realize more and better, something that in clients’ opinion you cannot obtain in state schools and which is worth of extra-paying for. We emphasize, it is about normal schools. It could be said that business part in such schools has all factors and characteristics of market business with limitations related to program realization and diplomas being conditioned by successful realization of those programs, implementers of which have to possess prescribed worker profile and attendants of defined age and health status. Private owner of such school can be any subject (except the one prohibited by the law) whether as group or collective. However, specificity of management of such school is that its general manager and his deputy have to be from educational profession, which means subjects who acquired through their own schooling certain corresponding levels of professional education and verified practice. Other composition of management has to be in accordance with a school’s needs (its organization and level of development) and regulations in effect. Most often, there occur middle-level managers from legal and financial profession. An example of private-owned primary school points to appearing of a type of manager educated to perform unified managerial functions. Possibly the owner and top manager can be connected in the same subject with corresponding qualifications and that these, with support of expert associates who do not have status of manager or are ’’first-line managers’’ – „managers at first level of organization – people who coordinate work of operative executors at the bottom of organization.“ He/she performs all roles of top manager (interpersonal, informational, business decision-making) and all relevant functions of management (planning, organising, human resources function, leading, marketing, and control) with assistance of expert executants or with support from specially engaged people and institutions. The most complex situation with identification of management and managers is at universities,(Franz and Nemeth, 2002; Shepherd, 1998) both at state- and private-owned. According to law, faculties remain corporations, which implies, in principle, rights and responsibilities of faculties in business activities, as well as corresponding management. However, by legal regulation of relation between faculties and universities where faculties can only exist within the framework of universities, by regulation of professional and academic education and position of institutions in interrelations, as well as schedule of competences and responsibilities of collective organs, makes big difficulties to application of ideal – typical concept of management in their business activities. As for state universities and faculties, it is clear that in business sphere we can speak only about strictly restrictive management because: a) Ministry with influence of universities makes decision on number of students who will be admitted by certain faculties in certain status; b) for one number of students, the budget provides funds; c) costs of studying of ’’self-financed’’ students are formed under control and influence of competent Ministry, etc. These all lead to a situation that faculties introduced, beside Dean, status of ’’manager’’, as persons with special responsibility for extra-curriculum business activities, but everything is subject to the Dean. Hence, at state faculties and universities we cannot speak about standard type of management and manager, although those faculties can deal with non-educational profitable activities, in certain cases, (e.g. renting premises, providing certain intellectual services, expert advice, etc.) Private-owned university, especially if it is an individual subject, seeks to manage material and financial assets, to centralize them and use them with the least expenses and with profit. There are two typical situations: 1) University is the only activity and exclusive (or main) source of income of its owner; 2) University is only one specific business unit in owner’s business system. In addition, head of university may be owner of university if he meets legal requirements – and then he embodies them, he is supreme governor of activities out of and in process of educational activity. Head of university can be any other person who fulfils conditions, for example a prominent scientist, but he is also, although competences of a head of university are defined by law and statutes of university, is greatly dependent on owner. Because, private-owned university is private property of ’’landlord’’ and he is in system, his business unit that has to be profitable. Since head of university (as well as deans) does not have to be familiar with economy and applied economics, with legal – administrative and other non-educational business aspects, we encounter manager of university, who leads extra-curriculum activities, but also some closely related to educational processes and their function. At such universities it is very difficult to identify real managerial roles, authority and responsibilities of head of university, dean, managers of faculties and universities on one hand and owner and management of a 70 �system in which and within which university operates. Even when a university does not belong to another, wider business system, it is very difficult to distinguish between normatively defined competences and responsibilities between managerial organs and collective organs, as well as between organs of university and of faculty. It is even more difficult to make it in practice. A very complex and important issue arises: what in educational management sphere brings a concept that it is state and private-owned institutions that are independent in performing of educational business? Is not it a new concept of independence of universities? It is obvious that it is a very complex concept that can be realized with extreme difficulties. Independence is always under material and legal independence, and that material – legal independence is a condition for independence of educational and upbringing process, which means management in education as well. From the above exposed, it can be relatively clearly seen executive character of management in education. The state sets basic frameworks, it more or less defines our plans and programs and conditions to be fulfilled by their executors, prescribes conditions under which those programs can be performed – including organizational structure, as method of acquiring of funds through these activities. Management of educational institutions mainly makes influence indirectly, and its main task is to organize execution of tasks posed by the state. Generally taken, this relates to state- and privateowned educational institutions equally. Do the above considerations allow us the mentioned conclusion? Basis of the issue is the fact that all legal organisations have to comply with legal frameworks. However, regulation relating to institutions, and especially to the educational ones, is far more detailed and concrete, and possibilities of management more reduced. In that sense, even in private-owned educational organizations, only one specific form of restrictive management can be established. And secondly, it is evident that management of educational institutions is clearly divided into two spheres: (1) conditionally named ’’business sphere ’’ and (2) educational sphere. In business sphere, no matter how limited it might be, we discover functions of management and managerial roles where this is manifested in private sector of education in a more evident and more accented way. Everything that we said until now on management in business sphere of education is valid for special schools as well (army, police, diplomacy, etc.), and for educational forms in enterprises and other forms of education that perform their functions in framework of other systems, and with all that it is more emphasized. It is possible that such forms do not even have their management in area of material – financial business activities. Examples for this are those forms of education in enterprises without permanent organizational forma or plans and programs of education. All their material – financial transactions are related to and mediated for manager of human resources (human resources, cadre) of an enterprise. Reason for that is activity which imposes domination of educational and upbringing process and its results as criteria of a successfully achieved goal. References Adler Louise, ˝The Politics Of Linking Schools And Social Services (Education Policy Perspectives)“, Falmer Press, 1994. Anderson Lesley, Bennett Nigel D. (eds.), ˝Developing Educational Leadership: Using Evidence for Policy and Practice (British Educational Management Series)“, Sage Publications Ltd, 2003. Bhimani Alnoor, ˝Contemporary Issues in Management Accounting“, Oxford University Press, USA, 2006. 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DeCenzo D.A, Robbins S.P, »Human Resource Management«, John Wiley & Sons, Inc, New York, 6th edition, 1999. 71 �Glanz Jeffrey, ˝Finding Your Leadership Style: A Guide for Educators“, Association for Supervision & Curriculum Deve, 2002. Glasser William, “The Quality School“; Harper &Row, New York, 1990. Gropello Emanuela Di, ˝Meeting the Challenges of Secondary Education in Latin America and East Asia: Improving Efficiency And Resource Mobilization“, World Bank Publications, 2006. Honig Meredith I, ˝New Directions in Education Policy Implementation: Confronting Complexity, State University of New York Press, 2006. International Labour Organization (ILO), ˝Global www.ilo.org/public/english/employment/strat/wer2004.htm.. Employment Trends“, 2006, internet, Khosrow-Pour Mehdi, ˝Advanced Topics in Information Resources Management“, Idea Group Publishing, 2006. Kouzes James M, Posner Barry Z, ˝Leadership the Challange“, Jossey – Bass, A Wiley Company, 3rd edition, CA, USA, 2002. Kraut Harvey, ˝The Assistant Principal and the Art of Successful Department Management: A How-To Guidebook for Supervisors in Secondary Schools“, Aysa Pub., 2004. Law Sue, Glover Derek, ˝Educational Leadership and Learning: Practice, Policy and Research“, University Press, 2000. Open Lord Robert G, Klimoski Richard J, Kanfer Ruth, ˝Emotions in the Workplace: Understanding the Structure and Role of Emotions in Organizational Behavior“, Pfeiffer, 2002.. Martocchio Joseph J, ˝Research in Personnel and Human Resources Management“, in: ˝Research in Personnel and Human Resources Management, Volume 25“, JAI Press, 2006. McKenna Christopher D, ˝The World's Newest Profession: Management Consulting in the Twentieth Century“, Cambridge University Press, 2006. Payne R. L, ˝Emotions At Work: Theory, Research And Applications For Management“, John Wiley & Sons Inc., 2006. Poggeler Franz, Nemeth Balazs,˝Ethics, Ideals and Ideologies in the History of Adult Education“, in: Studies in Pedagogy, Andragogy and Gerontagogy, International Conference on the History of Adult Education 2000 Pecs, Peter Lang Publishing, 2002. Shepherd Knowles Malcolm, ˝The Modern Practice of Adult Education: From Pedagogy to Andragogy“, Cambridge Book Company, 1988 Šunje Aziz, „Top-menadžer, vizionar i strateg“ (Top-manager, visionary and strategist), Tirada, Sarajevo, 2003. Šušnjić Đuro, „Kritika sociološkog metoda“, Gradina, Niš, 1973. United Nations, ˝The Millennium Development Goals (MDGs)“, New York, internet,www.un.org/millenniumgoals/index.asp#; http://unstats.un.org/unsd/mi/pdf/MDG%20Book.pdf. 2005, United Nations, ˝In larger freedom: Towards Security, Development and Human Rights for All“, Report of the Secretary-General оf United Nations, A/59/2005, 21.03.2005, internet, www.un.org/largerfreedom.htm, http://daccessdds.un.org/doc/UNDOC/GEN/N05/270/78/PDF/ N0527078.pdf?OpenElement. Wallace Mike, Poulson Louise, ˝Learning to Read Critically in Educational Leadership and Management (Learning to Read Critically Series)“, Sage Publications Ltd., 2003. Wilson Lynda Swanson, ˝A test of Andragogy in a Post-Secondary Educational Setting“, ProQuest / UMI, 2006. 72 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 653 Title A name given to the resource Business Process Management in Educational Institutions Author Author OBRALIĆ, Tarik Abstract A summary of the resource. Management education is a specific part of management as a general The Study phenomenon of organized, institutionalized society. In social practice, on the modern level of development, there are in all known countries of the world prescribed systems of organized education and, in parallel with them, or even contrary to them, specific systems. The educational system is a regulated and highly organized, programmed system which is necessarily controlled, and within it there are certain terms, factors, and relations, typical for management in general, but not all are used in the same way. In the economy, which is relatively independent, based on private ownership and markets, in a direct competitive relationship with the arbitration market, management is necessarily independent (within the ownership powers) and possesses relatively high powers and responsibilities. The educational system is under the direct jurisdiction of state and government bodies that make strategic decisions on the establishment, development, organization, and programs of education, the manner of the exercise, and the performance of the duties of supervision and evaluation of results. In the system there are different areas and levels of education that mutually differ. As mentioned above, the differences between management and management education emanate. They are in practice relatively wide even when it comes to education in a market - oriented education organization. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/7e6aa201ad1778c65cc8f2828629ca68.docx 017a023d0df5bf574684408027fbf955 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Çağdaş Azerbaycan ve Tatar Antroponimlerinin Leksik- Semantik Özelliklerinin Karşılaştırılması Author Author Samir karimov Abstract A summary of the resource. OZET En önemli iletişim aracı olan dil, insanın yaratıldığı günden bu yana evrim geçirmekte ve toplumda meydana gelen tüm değişimlere canlı bir tanık olarak her şeyi hatırlamaktadır. Dilbilimcilerin araştırmalarına göre, nesnelerin adlandırılmasının başlangıcı, dil oluşumunun ilk aşaması olarak kabul edilir. İnsan önce çevresindeki canlı ve cansız varlıklara isim vermiş ve toplumun gelişim çizgisinde özel isimlendirme gibi bir aşama ortaya çıkmıştır. Toplumdaki bireyler özel eşyaları ayırt edebilmek için özel isimlere ihtiyaç duymuş ve böylece özel isimler gibi bir kategori oluşturulmuştur. İsimler insanları, hayvanları, bitkileri, yerleri, kabileleri, tayfa ve farklı insan topluluklarını ayırt etmede önemli bir rol oynamaya başlamıştır. Özel adlar yüzyıllardır dilbilim araştırmalarının en önemli konusu olmuş ve dilbilimin diğer alanlarında yardımcı kaynak olarak kullanılmıştır. Yüksek lisanz tez çalışması olan "Modern Azerbaycan ve Tatar antroponimlerinin Sözlüksel ve Semantik Özelliklerinin Karşılaştırılması”da araştırma konusu olarak, Dilbilim Onomoloji Bölümü'nün antroponimi kategorisi esas alınmıştır. Dillerin etkilendikleri değişimler sonucunda ortaya çıkan yenilikler bilimsel olarak araştırılmış, farklı ve ortak özellikler örneklerle tablolar halinde toplanmıştır. Tezde kullanılan antroponimler kadın ve erkek isimlerini içeriyor. Sunulan antroponimler anlam gruplarına göre sınıflandırılmıştır. Çalışmada kullanılan antroponimler aracılığıyla Azerbaycan ve Tatar onomastiğinin benzerlikleri, farklılıkları ve ortak özellikleri esas müzakere konusu olmuştur. Sonuçta her iki dilin tarihsel dil yakınlığına dair değerli bilgiler toplanmıştır. ABSTRACT Language, which is the most important means of communication, has been evolving since the day man was created, and remembers everything as a living testimony to all the changes that have taken place in society. According to the researches of linguists, the naming of objects is considered to be the beginning, the first stage of language formation. Man first gave names to the living and non-living beings around him, and a stage appeared in the development of society, such as special naming. Individuals in the society needed special names in order to be able to distinguish special things, and a category such as special names was created. Names have begun to play an important role in distinguishing people, animals, plants, places, tribes and different human communities. Private names have been the most important subject of linguistic research for centuries and have been used as an ancillary resource in other fields of linguistics. The study of "Comparison of lexical and semantic features of modern Azerbaijani and Tatar anthroponyms", a highly licensed thesis, is based on the anthroponymy section of the Department of Linguistics Onomology. It is being studied here. The innovations that emerged as a result of the changes in which languages are influenced have been scientifically investigated, and different and common features have been collected in the form of tables with examples. The similarities, differences and common aspects of Azerbaijani and Tatar onomastics have been the main subject of discussion through the anthroponyms used in the study. As a result, valuable information about the historical linguistic proximity of both languages has been collected. Keywords Keywords. Antroponimi, leksik-semantik anlam, onomastik, Tatar ve Azerbaycan Antroponimileri Language A language of the resource Turkish language