Dostignuće industrije 5.0 u visokoškolskim ustanovama na osnovu Balanced Scorecard (BSC) Fokus na perspektivu internih poslovnih procesa
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Jun 22, 2024
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Nedeljka Živković
http://orcid.org/0000-0001-6663-7467
Maja Glogovac
http://orcid.org/0000-0003-3268-8543
Sanela Arsić
http://orcid.org/0000-0002-1957-566X
Isidora Milošević
http://orcid.org/0000-0001-5539-8253
Nedeljko Živković
http://orcid.org/0000-0002-3698-1045
http://orcid.org/0000-0001-6663-7467
Maja Glogovac
http://orcid.org/0000-0003-3268-8543
Sanela Arsić
http://orcid.org/0000-0002-1957-566X
Isidora Milošević
http://orcid.org/0000-0001-5539-8253
Nedeljko Živković
http://orcid.org/0000-0002-3698-1045
Apstrakt
Razvoj tehnologija obeležio je Industriju 4.0 dok Industrija 5.0 ide korak napred stvarajući balans između tehnološkog i društvenog aspekta. Poznato je da visokoškolske ustanove imaju ključnu ulogu u razvoju društva i da industrijske revolucije moraju biti podržane u akademskim zajednicama. Visokoškolske ustanove ostvarenje strateških ciljeva mogu postići primenom modela Balanced scorecard. Shodno tome, upotrebljen je Balanced scorecard sa naglaskom na perspektivu internih poslovnih procesa, s obzirom da je ova perspektiva usmerena na operativne aktivnosti organizacije. Fokus ovog istraživanja usmeren je na deskriptivnu strukturu varijabli koje čine perspektivu internih poslovnih procesa. Anketno istraživanje sprovedeno je u visokoškolskim ustanovama u Republici Srbiji na osnovu 374 pravilno popunjenih odgovora. Dobijeni rezultati pokazuju najvišu prosečnu ocenu za pitanja koja uključuju: računarska oprema, online baze podataka, naučni časopisi i dostupni bibliotečki materijali adekvatni za potrebe primene Industrije 5.0 radi poboljšanja kvaliteta istraživačkog procesa u pravcu Industrije 5.0 što dovodi do zadovoljstva studenata nastavnim procesom i ukupnom nastavnom performansom u Industriji 5.0.
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Kako citirati
ŽIVKOVIĆ, Nedeljka et al.
Dostignuće industrije 5.0 u visokoškolskim ustanovama na osnovu Balanced Scorecard (BSC).
Zbornik Međunarodnog kongresa o procesnoj industriji – Procesing, [S.l.], v. 37, n. 1, p. 87-95, june 2024.
Dostupno na: <https://izdanja.smeits.rs/index.php/ptk/article/view/8048>. Datum pristupa: 16 mar. 2025
doi: https://doi.org/10.24094/ptk.024.087.
Sekcija
Inženjerski menadžment, kvalitet i standardizacija
Reference
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[22] Hammood, A. M., & Dammak, S. (2023). The mediating role of the balanced scorecard in the relationship between internal control and the financial reports quality. International Journal of Professional Business Review, 8(1), e01060-e01060.
[23] Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: measures that drive performance.
[24] Soysa, I. B., Jayamaha, N. P., & Grigg, N. P. (2019). Validating the balanced scorecard framework for nonprofit organisations: an empirical study involving Australasian healthcare. Total Quality Management & Business Excellence, 30(9-10), 1005-1025.
[25] Yeung, S. M. C. (2018). Linking ISO 9000 (QMS), ISO 26000 (CSR) with accreditation requirements for quality indicators in higher education. Total quality management & business excellence, 29(13-14), 1594-1611.
[26] Lin, M. H., Hu, J., Tseng, M. L., Chiu, A. S., & Lin, C. (2016). Sustainable development in technological and vocational higher education: Balanced scorecard measures with uncertainty. Journal of Cleaner Production, 120, 1-12.
[27] Karamizadeh, S., Abdullah, S. M., Manaf, A. A., Zamani, M., & Hooman, A. (2013), An overview of principal component analysis. Journal of Signal and Information Processing, 4, 173.
[28] Abdi, H. (2003). Factor rotations in factor analyses. Encyclopedia for Research Methods for the Social Sciences. Sage: Thousand Oaks, CA, 792-795.
[29] Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian journal of paramedicine, 8, 1-13.
[30] Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw-Hill.
[2] Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212.
[3] Hashim, M. A. M., Tlemsani, I., Mason-Jones, R., Matthews, R., & Ndrecaj, V. (2024). Higher education via the lens of industry 5.0: Strategy and perspective. Social Sciences & Humanities Open, 9, 100828.
[4] Carayannis, E. G., & Morawska-Jancelewicz, J. (2022). The futures of Europe: Society 5.0 and Industry 5.0 as driving forces of future universities. Journal of the Knowledge Economy, 13(4), 3445-3471.
[5] Broo, D. G., Kaynak, O., & Sait, S. M. (2022). Rethinking engineering education at the age of industry 5.0. Journal of Industrial Information Integration, 25, 100311.
[6] Taimur, S., & Onuki, M. (2022). Design thinking as digital transformative pedagogy in higher sustainability education: Cases from Japan and Germany. International Journal of Educational Research, 114, 101994.
[7] Kettunen, J. (2004). The strategic evaluation of regional development in higher education. Assessment & Evaluation in Higher Education, 29(3), 357-368.
[8] Kiriri, P. N. (2022). Management of performance in higher education institutions: The application of the balanced scorecard (BSC). European Journal of Education, 5(1), 141-154.
[9] Araújo, M., & Sampaio, P. (2014). The path to excellence of the Portuguese organisations recognised by the EFQM model. Total Quality Management & Business Excellence, 25(5-6), 427-438
[10] Van Looy, A., De Backer, M., & Poels, G. (2011). Defining business process maturity. A journey towards excellence. Total Quality Management & Business Excellence, 22(11), 1119-1137.
[11] Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California management review, 39(1), 53-79.
[12] Stejskal, K., Sayed, N., & Lento, C. (2020). Mapping stakeholder expectations of a publicly funded post-secondary institution: a balanced scorecard perspective. Accounting and the Public Interest, 20(1), 104-137.
[13] Weerasooriya, R. (2016). Universities Strategic Evaluation Using the Balanced Scorecard (BSC)–Focus on Internal Business Process Perspective (IBPP). International Journal of Business, Economics and Law, 2(1).
[14] Babkin, A., Shkarupeta, E., Kabasheva, I., Rudaleva, I., & Vicentiy, A. (2022). A Framework for Digital Development of Industrial Systems in the Strategic Drift to Industry 5.0. International Journal of Technology, 13(7).
[15] Meniado, J. C. (2023). Digital language teaching 5.0: Technologies, trends and competencies. Relc Journal, 54(2), 461-473.
[16] Serdar Asan, Ş., & Tanyaş, M. (2007). Integrating Hoshin Kanri and the balanced scorecard for strategic management: The case of higher education. Total Quality Management, 18(9), 999-1014.
[17] Wolniak, R. (2019). The level of maturity of quality management systems in Poland—results of empirical research. Sustainability, 11(15), 4239.
[18] Glogovac, M., Ruso, J., & Maricic, M. (2022). ISO 9004 maturity model for quality in industry 4.0. Total Quality Management & Business Excellence, 33(5-6), 529-547.
[19] Jochem, R., Geers, D., & Heinze, P. (2011). Maturity measurement of knowledge‐intensive business processes. The TQM Journal, 23(4), 377-387.
[20] Al-Bahi, A. M., Abd-Elwahed, M. S., & Soliman, A. Y. (2021). Implementation of sustainability indicators in engineering education using a combined balanced scorecard and quality function deployment approaches. Sustainability, 13(13), 7083.
[21] Stejskal, K., Sayed, N., & Lento, C. (2020). Mapping stakeholder expectations of a publicly funded post-secondary institution: a balanced scorecard perspective. Accounting and the Public Interest, 20(1), 104-137.
[22] Hammood, A. M., & Dammak, S. (2023). The mediating role of the balanced scorecard in the relationship between internal control and the financial reports quality. International Journal of Professional Business Review, 8(1), e01060-e01060.
[23] Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard: measures that drive performance.
[24] Soysa, I. B., Jayamaha, N. P., & Grigg, N. P. (2019). Validating the balanced scorecard framework for nonprofit organisations: an empirical study involving Australasian healthcare. Total Quality Management & Business Excellence, 30(9-10), 1005-1025.
[25] Yeung, S. M. C. (2018). Linking ISO 9000 (QMS), ISO 26000 (CSR) with accreditation requirements for quality indicators in higher education. Total quality management & business excellence, 29(13-14), 1594-1611.
[26] Lin, M. H., Hu, J., Tseng, M. L., Chiu, A. S., & Lin, C. (2016). Sustainable development in technological and vocational higher education: Balanced scorecard measures with uncertainty. Journal of Cleaner Production, 120, 1-12.
[27] Karamizadeh, S., Abdullah, S. M., Manaf, A. A., Zamani, M., & Hooman, A. (2013), An overview of principal component analysis. Journal of Signal and Information Processing, 4, 173.
[28] Abdi, H. (2003). Factor rotations in factor analyses. Encyclopedia for Research Methods for the Social Sciences. Sage: Thousand Oaks, CA, 792-795.
[29] Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian journal of paramedicine, 8, 1-13.
[30] Nunnally, J. C. (1978). Psychometric theory. New York, NY: McGraw-Hill.