https://rfos.fon.bg.ac.rs/handle/123456789/3 Wed, 10 Jun 2026 09:53:52 GMT 2026-06-10T09:53:52Z https://rfos.fon.bg.ac.rs/handle/123456789/3280 Title: Unveiling Patterns in the Internal Environment for Corporate Entrepreneurship Development: A Comparative SEM Analysis of Public and Private Sectors Authors: Anđelić, Ognjen; Rakićević, Zoran; Maričić, Milica Abstract: This paper examines how the organizational environment for Corporate Entrepreneurship (CE) differs across organizational forms in the public and private sectors. The Corporate Entrepreneurship Assessment Instrument (CEAI) was administered to 682 respondents in the Republic of Serbia, which is institutionally and economically considered a valid representative of Southeastern European economies. The partial least squares structural equation modeling (PLS-SEM) was employed to assess how five dimensions—Management support, Rewards/Reinforcement, Work discretion/Autonomy, Time availability, and Organizational boundaries—affect the CE environment. Further, using a multi-group analysis algorithm, differences between models in the public and private sectors were explored. The results reveal significant differences in both the impact and values of the CEAI dimensions across organization types. These findings offer valuable insights for developing CE support strategies tailored to different organizations. The presented approach provides guidance to decision-makers seeking to avoid reliance on generic strategies largely shaped by private-sector experiences in developed countries. Wed, 22 Apr 2026 00:00:00 GMT https://rfos.fon.bg.ac.rs/handle/123456789/3280 2026-04-22T00:00:00Z https://rfos.fon.bg.ac.rs/handle/123456789/3279 Title: Student profiles of change in formative assessment behaviour: Replication and evaluation for grade prediction Authors: Poquet, Oleksandra; Jovanović, Jelena; Krusche, Stephan Abstract: As students learn and practice new skills in university courses, their behaviour can change in response to competing demands and increasing content complexity. However, most metrics used to evaluate study behaviour focus on the number or sequence of activities rather than on the change of behaviour. To address this, we replicate and extend a complex dynamical systems approach to characterise recurrence in behavioural patterns and whether it changes.Using assessment logs from 1362 students in the first 5 weeks of a semester-long programming course, we examine whether changes in the patterns of formative assessment submissions can differentiate student sub-groups and predict their performance. We identify three student profiles of behavioural change. We find that higher entropy of recurrence in assessment submission patterns is associated with better performance, and that changes in this entropy signal upcoming changes in performance. We also show that higher entropy of recurrence is associated with greater timeliness of submissions. Finally, we evaluate the predictive value of early behavioural patterns and find that while student profiles of change do not outperform conventional predictive metrics, they offer complementary insights that can enable timely interpretations of student data and inform interventions. Overall, our findings extend the generalisability of behavioural metrics based on complex dynamical systems by demonstrating consistent patterns across courses, LMS types and data sources. Mon, 04 May 2026 00:00:00 GMT https://rfos.fon.bg.ac.rs/handle/123456789/3279 2026-05-04T00:00:00Z https://rfos.fon.bg.ac.rs/handle/123456789/3278 Title: Assessing Patterns of Students’ Attainment of Professional Standards in Higher Education Authors: Barthakur, Abhinava; Jovanović, Jelena; Baker, Ryan; Kovanović, Vitomir; Deneen, Christopher; Dawson, Shane Abstract: It is widely recognized that higher education (HE) graduates require a broad range of professional skills and abilities to succeed in their future careers. However, despite this acknowledgement, assessment practices in HE remain focused on content-based knowledge. This narrow emphasis limits the capacity to effectively and holistically evaluate a student’s professional competency and readiness for employment. This issue is particularly acute for HE degrees that require graduates to demonstrate attainment of externally regulated professional standards. While the curricula are mapped to professional standards for accreditation purposes, demonstrating a student’s attainment of these standards is not straightforward and has mostly been done through self-reported surveys. This study offers a novel curriculum analytics method for mapping assessment grades to the attainment of professional standards across a Teacher Education program. Specifically, we present an approach that uses psychometric modelling and learning analytics to identify distinct patterns in learners’ acquisition of professional standards. This method does not alter current assessment practices in HE. Instead, the approach offers a scalable, automated means to infer a learner’s attainment of documented professional standards, complementing current measures of academic success, such as GPA. The study underscores the advantages of complementing the current HE assessment practises with an outlined curriculum analytics approach, providing a holistic representation of a student’s learning progress. Sun, 15 Mar 2026 00:00:00 GMT https://rfos.fon.bg.ac.rs/handle/123456789/3278 2026-03-15T00:00:00Z https://rfos.fon.bg.ac.rs/handle/123456789/3277 Title: An Online Tool for Learning Material Requirements Planning in a Computer Integrated Manufacturing Course – A Case Study Authors: Cvetić, Biljana; Danilović, Miloš; Luković, Miljana Abstract: Material Requirements Planning (MRP) is a commonly used method and system for production and procurement planning in manufacturing companies. In practice, MRP functionalities are provided as a core module of the Enterprise Resource Planning (ERP) systems, but can also be offered via software tools. As MRP competencies are vital for several engineering roles, their attainment is one of the operations management and industrial engineering education goals. Accordingly, in this work, the possibilities and effectiveness of a new online MRP learning tool are assessed. The new MRP module from web-based OPR-MAN software was chosen following a customized selection procedure aiming to identify the most suitable MRP educational software for the Computer Integrated Manufacturing (CIM) course at the Faculty of Organizational Sciences, the University of Belgrade. The chosen module was subsequently applied when teaching several generations of students attending the CIM course. Its effectiveness was assessed both quantitatively (considering students’ test scores as a measure of individual performance) and qualitatively (using online questionnaire probing students’ overall satisfaction with this tool). A total of 145 students participated in the evaluation and the results showed that students acquired advanced MRP competencies and were very satisfied with the use of this new online tool for learning MRP. Thu, 01 Jan 2026 00:00:00 GMT https://rfos.fon.bg.ac.rs/handle/123456789/3277 2026-01-01T00:00:00Z