Browsing: D83

2015

Innovation in Organizations

By

Introduction. Innovation is an integrating part of the re-vitalization plan of EU economy and it is one of the seven initiatives comprised in the 2020 Europe Strategy. The European Union supports through active policies the creative-innovative processes, as illustrated by the Cohesion Policy Program for 2007-2013 and by the ”Horizon 2020” Program for Research and Innovation.

Aim of the study. The present paper presents, from an organizational perspective, relevant aspects related to the question of innovation and innovation management, while pointing out the most important internal and external factors that favour the introduction of innovation into the sphere of processes that are run by organizations, as well as into the sphere of products and services provided by organizations. At the same time, the paper briefly presents the essential attributes of organizations which obtain competitive sustainable advantages through innovation.
Keywords: organization, innovation, management of innovation, contextual factors, intraorganizational factors, competitive advantage.
JEL Classification: D83, L21, L25, O31, O32.

2016

Barriers to Adult Learning with Some Evidence from Romania

By

Introduction. The purpose of lifelong learning is to develop the required competencies in order to be permanently adapted and fitted in a continuous changing world. If learners acquire new competencies, they will be able to live more productively and have a better understanding of their own needs and how to better adapt to changes. After attending the training and some barriers are overcome, some learners encounter some changes which refer to a shift in mind and attitude changes, which increase their quality of work and social relationships. Some practical evidence is presented from the report “Implementarea Programului Învățare pe Tot Parcursul Vieții în Anul 2012” from Romania with respect to how some barriers were identified and overcome. Descriptive statistics is presented in a table of data for Romania that refers to persons aged 25 to 64 for the years 2010-2015 who stated that they received education or training in the four weeks preceding the survey.

Aim of the study. The aim of this article is to explore some of the barriers which adult learners ecounter and how to overcome them in the approach of lifelong learning. The literature usually recognizes two types of barriers to adult learning: external or situational and internal or dispositional. When facing internal and external barriers, students are not able to continue their learning. This article explores some reasons which they encounter in reaching their target of learning.
Keywords: lifelong learning, adult learning, barriers to education, education, motivation.
JEL Classification: D83, I21, P36

2016

Improving education with self-directed learning

By

Introduction. In the specialized literature the concept of self-directed learning is linked with personality traits, learning environment or learning process. In the literature we find that there is a correlation between self-directed learning and some personal traits from the “Big Five” model of personality, including extraversion, agreeableness, openness and conscientiousness. Self-directed learning is also influenced by the learning environment, which consists of teaching environment, learning environment, technology and administrative support. In a “traditional” learning environment, the teacher defines the learning goals, delivers the knowledge and evaluates the student’s ability to memorize the specific delivered knowledge. The student’s learning needs are rather seen homogeneous than heterogeneous. In a self-directed learning environment, the student takes the initiative, defines his own strategies of learning specific goals and evaluates his evolution in pursuing a certain learning goal. Seen as a process, the self-directed learning can be structured in certain steps like: defining the steps of learning from easy to difficult; establishing an own calendar of learning; evaluating his own learning progress etc.

Aim of the study. The aim of this article is to understand the concept of self-directed learning and to explore how to use self-directed learning in an educational environment, in order to find the appropriate qualitative and/or quantitative methodology to study the self-directed learning concept.
Keywords: self-directed learning, personality traits, communication skills, economic education, motivation.
JEL Classification: D83, I21, P36

2017

Management Functions Particularities In The Competitive Intelligences Proces

By

Introduction. The manager is the key element in the process of information analysis inside a firm, especially because this process is used to make vast decisions, from strategic decisions to the most detailed tactical movements. It is a process that can reach all company’s departments and make them more efficient. The process’ success and its completion in order to create intelligence depends, first of all, on the manager’s ability to carry out the five competitive intelligence process activities and to act accordingly at each stage. Also, the manager’s response speed can make the difference between the success of an action to capitalize on the results of information analysis and its failure.

Aim of the study. Therefore, the paper will emphasize the importance of management functions and, especially, their particularities regarding the information analysis process and the competitive intelligence cycle. In the end, those particularities might be more important than the process itself, since the quality of the result depend drastically on the way tasks are distributed and managed. Last but not least, the manager should be able to make the distinction between regular activities and the ones defining the competitive intelligence process, in order to reach to desired objectives in an efficient manner.
Keywords: information analysis, intelligence, management functions, competitive intelligence process, competitiveness
JEL Clasification: D83, M11, M15