Dragan Primorac

The Bologna process is certainly the most important reform of the Croatian higher education system since independence. The reform changed virtually every part of the higher education sector and in this short text I will present some of the more prominent changes. The review and accreditation process of the old study programmes was undertaken and successfully completed in 2004 and 2005. In all, over 1100 study programmes have undergone an accreditation procedure, and 900 programmes have received accreditation. Dur

increased, there is greater emphasis on providing support services to students and the quality assurance system has been reformed. According to the Bologna Stocktaking Report that was presented to European ministers of higher education in May 2007 Croatia has made exceptional progress and received an average grade of 4 (up from 3 in 2005). The Bologna process has also significantly contributed to the strengthening of student role in university governance. Student representatives in the higher education institutions' representative bodies have suspension veto power over decisions by the Senate which are of special interest to students (such as the system of study, quality assurance and student welfare). Since 2006 students have been involved in internal quality evaluations by some faculties and universities, most often through student surveys. From the beginning of 2007 the nine-member Board of the Agency for Science and Higher Education includes a student representative nominated by the Croatian Student Council. Under the Bologna reform several new higher education institutions have been established. Since 2005 public polytechnics have been founded in Šibenik, Gospić, Vukovar, Knin and Slavonski Brod, a public school for professional higher education was founded in Virovitica and a new university was founded in Pula. These higher education institutions give students the opportunity to study and acquire higher education qualifications closer to their home, thus significantly decreasing the costs of higher education. The OECD report on higher education in Croatia has explicitly recognized the increase in funding for new academic and teaching staff, most of whom are in regional institutions, and has called such efforts from the Government “impressive”. From 2004 to 2007, 1,457 new jobs have been created in the higher education system. 1,740 jobs have been created for junior researchers alone. Also, since 2005 the Ministry has allocated funds to support the creation of 400 developmental posts in higher education institutions per year. The Bologna Process and Bologna reforms are a long term project which has so far achieved remarkable results. Some of these achievements have been described above, and they were given credit from the OECD report. The results of many positive changes will not be visible overnight, however, and a lot more work, patience and effort is needed to achieve the goal we set in front of us: to become the most competitive educational system in the region.

After an industrial career as head of Production Technology R&D Department, Dornier GmbH, Reiner Kopp took up an academic activity as full professor at the Institute of Metal Forming at the RWTH Aachen University, where at the present time he is professor emeritus. Among others he was vice President of RWTH Aachen and Dean of the Faculty of Geo-Sciences and Material Technology. Furthermore his activity covers several chairmanships and advisory board memberships, e.g. at ThyssenKrupp Stainless, SMS Group and Vallourec & Mannesmann Likewise notable is his involvement in the Board of German Academy of Technical Sciences, acatech, and the vice chairmanship of the international organisation Euro-CASE. He is also a member of the Academy of Science North Rhine-Westphalia and the Academy Cirp (College International pour la Recherche en Productique). Reiner Kopp has received numerous honours and awards, among which were several honorary doctorates.

Reiner Kopp

In the face of the European strategy for the future of education, research and innovation and in the face of the results of the world conference in India 2007 “ International Engineering Education” the Bologna process plays an increasingly important role in Europe. Right now, there is not yet a strict homogeneity in the length and the names of engineering programmes which cause problems in case of mobility of students. To get an overlook how the various European countries treat these problems Euro-CASE started a questionnaire concerning some main problem. The results are presented. Furthermore the different ways to get a PhD or Dr.-Ing. graduation will be discussed. And finally some recommendations for future education of engineering based on an analysis of the German academy (acatech) will be presented.

Professor em. Kurt R. Richter, Ph.D. Technische Universitaet Graz Institut fuer Grundlagen und Theorie der Elektrotechnik Address: Kopernikusgasse 24, 8010 Graz, Oesterreich Phone: +43 316 873 7251 E-mail: k.richter@tugraz.at

Born in Vienna, Austria, in 1933, graduated in Communication Engineering in 1958 and received his PhD 1961 from the Technical University Vienna (TUW), Austria. He was Professor at the TUW before he became Full Professor for Fundamentals of Electrical Engineering at the Technical University Graz (TUG), Austria, in 1975. Since 2000, he is Professor Emeritus at the TUG. From 1971 to 1973 he worked as a scientist at the Advance Projects Directorate at the Goddard Space Flight Center of NASA in Greenbelt, MD, USA. He gave lectures and presentation in many countries as there are Bosnia and Herzegovina (Banja Luka, Sarajevo, Tusla), Bulgaria (Varna), Brasil (Rio de Janeiro), China (Beijing, Xian, Huangshou), Croatia (Zagreb), Egypt (Cairo, 10th Ramadan City), Finland (Helsinki), France (Paris, Angers), Germany (Aachen, Berlin, Munich), Hungary (Budapest), Iran (Isfahan, Qazvin, Teheran), Italy (Rome, Genoa, Reggio di Calabria, Rimini), Ivory Coast (Abidjan, Yamoussoukro), Japan (Kabakuchiko, Okayama, Tokyo), Romania (Bukarest), Serbia and Montenegro (Belgrade), Slovenia (Ljubljana, Portoroz), Swaziland (Mbabane), Switzerland (Zurich), United Kingdom (London, Oxford), USA (Ft. Collins, Los Angeles, Miami, Washington D.C.). Twice he was guest professor at the university of Genoa, Italy. Since 1980 he is actively involved in IEEE in many positions (Founding chairman of the IEEE Austria Section, Director of IEEE Region 8 etc.). He is a corresponding member of the Austrian Academy of Sciences, and honorary member of the Croatian Academy of Technical Sciences. He is a Life Fellow of IEEE. In the last 7 years he is coordinator and trainer in an IEEE Region 8 Leadership Training Program, conducting workshops on “Development of Leadership Skills” in Europe as well as in Africa.

Kurt R. Richter

In the first part an historical overview of the development leading to the Bologna declaration and the follow up decisions in political meetings and/or discussions are made leading to the initiation of the so called Bologna Process. This process finally together with other issues in Bologna Declaration lead to the implementation of the new structure of undergraduate (bachelor-), postgraduate (master-), and PhD (doctorate studies). The basis of implementation was laid by specific laws from the legislative bodies in the respective countries who signed the declaration. Unfortunately, very often representatives from academia were not integrated in the discussions before some of the political decisions without appropriate and thorough discussions. Therefore, most universities were not very much in favour of the new structure of engineering education substituting existing educational programmes which had developed over a long period of time. Sometimes the flexibility was reduced by laws much more restrictive than the recommendations in the Bologna Declaration would suggest. Following a short retrospection to the presentation entitled “Problems Enforcing the Bologna Declaration” held three years ago at the Croatian Academy of Engineering (HATZ) a review will be given of the state of art of the Bologna Process in particular that at the major Engineering Programmes in Austria. In the conclusions the plus and minus will be weighed against each other from an official viewpoint as well as from the personal viewpoint of the author.

Professor János Ginsztler, Ph.D. President of Hungarian Academy of Engineering Address: Goldmann György tér 3, Budapest, Hungary Phone: +36 1 3533996 E-mail: ginsztler@mti.bme.hu

Dr. Ginsztler gratuated in 1966 from the Faculty of Mechanical Engineering at the Technical University of Budapest (BME). He earned a second degreee in welding engineering in 1970, his Ph.D. in 1973, his CSc in 1980 and his DSc in 1988; Eur. Ing. He is a Full Professor of the Department of Materials Science and Engineering at BME, and Director of the Institute for Continuing Engineering Education of the BME. He is Past Vice-Rector of the BME. He was elected as an Honorary Member of the Munich Technical University in 1994, and Honorary Member of the Karlsruhe University Senate in 1995. He became DSc (honoris causa) at La Trobe University (Melbourne) in 1996 at the Helsinki University of Technology in 1998. He is also an elected member of the Hungarian Academy of Sciences (HAS) General Asembly, and worked as President of the Committee for Materials Science and Technology of the HAS beetwen 1996-2002. His research covers the areas of material science, power plants materials, fatique, creep, fracture, damage process of pressure vessels and pipe-line steels, on line diagnostical methods, life extension and revalidation. He is author and co-author of over 300 scientific articles, books and two patents. He also worked on the Editorial Board of the International Journal of Pressure Vessels and Piping, the Journal of Material Shaping Technology, High Temperature Technology, the Journal of Materials Engineering and Performance, and the European Journal of Mechanical Engineering published by the Belgian Society of Mechanical Engineering.

Zsuzsanna Sárközi Zágoni – János Ginsztler

The evaluation of the consequences of the Bologna Declaration in Hungary and also in other countries is possible only, if we take into account the present surrounding, which is today our globalized world. Our lecture deals – among others – with the different aspects of globalization, with the “half-life” of an engineering degree, and also with a very positive consequence of the Bologna process: with the increasing mobility of engineering students and engineers worldwide. The lecture underlines the new role and importance of continuing engineering education and the continuing professional development (CPD) as a demand of all increasing economies. This demand is continuously increasing in Hungary. The Bologna Declaration led fundamental changes of the architecture of European higher education. From one side more and more engineers will work across national boundaries, from the other side it is not clear yet – at least in Hungary – the effect of the introduction of two-tier structure in engineering education for the labour market. Most of our Universities introduced – but not at the same time – the B.Sc.-M.Sc.-Ph D system, based on the Bologna Declaration, but general feedbacks are to be waited only within the next 3-5 years.

Professor Aleksa Bjeliš, Ph.D. Faculty of Science, Physics Dpt., Theoretical Physics Dpt. Address: p.p. 331, 10000 Zagreb, Croatia Phone: +385 1 4680 321 E-mail: abjelis@unizg.hr

Aleksa Bjeliš

The main propositions of the Bologna process have been gradually implemented into the activities of the University of Zagrebduring the last decade. Today we can distinguish main stages, not only those that already started, but also those that are in front of us. Looking backward, these stages, although were the time steps ahead, were not performed with a sufficient intensity, so that as a result we have a list of open problems which, if will not be properly treated and resolved in near future, could become serious obstacles for the further development of the Bologna concepts. Before going through the main stages, it is worthwhile to add that the main motivation for initiating changes in the Croatian higher education system was related to the prevailing conclusion that many indicators show unsatisfactory state of performance of the system itself. The strategy was to apply propositions of a well accepted European programme to shed light into the most dubious and most critical segments and practices in our higher educational institutions.

The beginning of the implementation of Bologna concepts could be traced back to 1997, one year before signing the Bologna Declaration, with initial attempts in the inauguration and gradual implementation of European Credit Transfer System. When related to study programmes, ECTS should be based on the students’ involvement in the study, measured by the working time necessary to accomplish given parts of the programme. Although present from the beginning, this principle was often ignored, and ECTS points were distributed mostly with respect to the staff involvement (hours of lectures, seminars etc). The consequence is that presently, firstly students, and then others, recognize disproportions which often directly affect efficiency in studies, and are a source of many discontents. To improve this situation, it is necessary to make a systematic survey of students’ working load, and to use a rule already introduced in the University statute (about 28 to 29 hours of work corresponding to one ECTS point). This is an urgent task since all experiences show that few years are needed in order to get relevant indicators.

The next stage in the Bologna process covered legislative changes in which University actively participated from 2002 on. Although the new law from 2003 provided a framework, a series of practical questions regarding governance and funding of universities, and a system of quality assurance, remained unanswered. If they will not be resolved soon, these shortages will be more and more serious obstacles in the future development of the whole higher education system.

The first step in the introduction of the new study system with bachelor and master degrees was initiated by the University leadership at the end of 2003, with the aim to make preliminary considerations of future curricula in all university units. Benchmarking and the consideration of future demands of job market were the main milestones at this stage. Also, University leaders asked for the considerations of possible horizontal (between various programmes) and vertical (between study degrees) linkages within the University which would enable more intense mobility of students and staff. This stage was completed by the fall of 2004. Some units made a considerable progress, while others remained at the formal level. The consequence is that today we encounter more and more questions on the reliability and purpose of study programmes or their parts, while the questions of relations between bachelor and master programmes will very probably come into focus in next few years when the master programmes will be in the process of realization.

The formulation, submission and evaluation of new study programmes was a final step, done in the first part of 2005, before engaging a first generation of students from the fall 2005 on into the Bologna study system. Again, some programmes were well prepared, while others were more or less a formal transfer of old contents and methods into a new framework. In addition, little was done towards establishment of a consistent system of programmes at the university level. Parallelisms, lack of prerequisites for intra-university mobility, lack of links between complementary and equivalent programmes were issues noticed already then, but relegated for future considerations and improvements. The reason was not only the lack of time. University was, and still is, too fragmented to be able to undertake a qualitatively new approach supported by appropriate decisions. However, this process of rationalizations of the entire university study system is an inevitable necessity which will have to be reopened very soon. The characteristic example of this kind related to technical disciplines is the lack of cooperation between faculties in the planning and performing of modules of basic parts of curricula common to almost all corresponding study programmes.

Two years of practising of new programmes indeed shed a light on real and deep problems accumulated during years, as it was expected. Lack of space, equipment and other material resources, and particularly lack of various profiles within the teaching and research staff, are now much more evident than before, in particular when they are related to more demanding standards inherent to the principles of Bologna process. It is now an obvious and widely accepted fact that it is not possible to accomplish successfully a demanding reform like that launched by Bologna process without a considerable increase of financial means necessary for the improvement of basic conditions necessary for such endeavour.

Finally, some important ingredients of Bologna system, like internal and external mobility, new research-based system of doctoral studies, system of life long learning, etc, are still waiting for more serious treatment. Solutions to all these open questions are, as a rule, all related to the further integration of the university at both functional and organizational levels.

Prof. dr.sc. Mateo Milković Sveučilište u Dubrovniku Adresa: Branitelja Dubrovnika 29, 20000 Dubrovnik Telefon: 020/445700 E-mail: mateo.milkovic@unidu.hr

Prof. dr. sc. Mateo Milković je rođen 10. kolovoza 1947. u Dubrovniku gdje je završio osnovnu školu i gimnaziju. Dodiplomski studij završio je na Elektrotehničkom fakultetu u Zagrebu gdje je magistrirao i obranio doktorsku disertaciju. Nakon diplomiranja zaposlio se u Tvornici ugljenografitnih i elektrokontaktnih proizvoda (TUP) u Dubrovniku gdje je neprekidno radio 22 godine. Za to vrijeme prošao je sve faze inenjerskog rada od pripravnika do glavnog direktora Tvornice. Od 1982. izvodio je nastavu na Višoj pomorskoj školi, Pomorskom fakultetu u Dubrovniku i Veleučilištu u Dubrovniku, a danas na Sveučilištu u Dubrovniku. Kao nastavnik biran je u nastavna i znanstveno-nastavna zvanja, a danas je redoviti profesor u trajnom zvanju. Bio je pročelnik Odjela brodske elektroenergetike i elektronike, prodekan Pomorskog fakulteta, prorektor i rektor Veleučilišta u Dubrovniku, a danas je rektor Sveučilišta u Dubrovniku. Bio je član nekoliko tehničkih komisija i odbora koji su se bavili izradbom standarda za četkice, drače četkica, klizne kolute i kolektore, a danas je član nekoliko znanstvenih društava. Bio je voditelj tri tehnološka projekta, istraivač na tri znanstvena projekta i glavni istraivač na dva znanstveno-istraivačka projekta. Član je Rektorskog zbora sveučilišta Republike Hrvatske od 1997., a u akademskoj 2006./2007. godini bio je predsjednik Rektorskog zbora hrvatskih sveučilišta.

Mateo Milković – Vjekoslav Damić

Obrazovanje inenjera u Dubrovniku ima tradiciju dugu više od 50 godina. Ono je započeto na Višoj pomorskoj školi, nastavljeno na Pomorskom fakultetu i Veleučilištu u Dubrovniku, a danas se odvija u okviru različitih odjela Sveučilišta u Dubrovniku. Studiranje po načelima Bolonjskog procesa započela su na Sveučilištu u Dubrovniku od akademske 2004./2005. godine Preddiplomski, diplomski i poslijediplomski studiji slijede dobro poznati model (3+2+3). On omogućuje da svaki stupanj obrazovanja završava odgovarajućim stručnim ili akademskim nazivom: prvostupnik, magistar struke i doktor znanosti. Velike su rasprave vođene u prilog zadravanju tradicionalnog naziva diplomirani inenjer. U prilagodbi tom novom modelu studiranja na Sveučilištu učinjene su mnoge temeljite promjene. Svi kolegiji su jednosemestralni i napredak učenja kontinuirano se prati sa ciljem da studenti ispune sve zahtjeve tijekom semestra bez potrebe izlaska na posebni ispit. Nastava je individualizirala i koristi se pristup u kojem je student u središtu procesa. Osim redovitog studija, izvode se i programi tečajeva za različita zvanja kao dio cjeloivotnog učenja. Jako je vano utvrditi kako izračunati ECTS bodove i za takve aktivnosti. U prilagodbi novoga načina studiranja javljali su se otpori u nastavnika jer su stečene navike duboko ukorijenjene. Mobilnost studenata i nastavnika nije još zaivjela. Prvi koraci su napravljeni u programima pomorskih studijima koji su usuglašeni s drugim hrvatskim sveučilištima. Jedan od razloga za nedostatak mobilnosti je nedostatna potpora u našoj zemlji, ali također i na europskoj razini (Hrvatska još nije uključena u Erasmus). Unaprjeđenju kvalitete nastave posvećena je velika pozornost. Osnovan je tim za praćenje kvalitete. Treba svakako naglasiti da je Sveučilište u Dubrovniku još prije deset godina dobilo ISO certifikat kvalitete kao prva hrvatska visokoobrazovna institucija. Sveučilište u Dubrovniku svoju će budućnost graditi na suradnji s renomiranim domaćim i međunarodnim sveučilištima razvijajući zajedničke programe i nudeći dvojne diplome, u radu na znanstveno-istraivačkim projektima, i drugo. Da bi stalno podizali kvalitetu studija vano je veliku pozornost posvećivati svojem nastavnom kadru. elja je i privući studente tako da im se nude studiji visokog standarda kvalitete.

Professor Mateo Milković, Ph.D. University of Dubrovnik Address: Branitelja Dubrovnika 29, 20000 Dubrovnik, Croatia Phone: 385 020/445744 E-mail: mateo.milkovic@unidu.hr

Prof. Mateo Milković, Ph.D. was born in Dubrovnik on 10 August 1947, where he completed primary and secondary school. He graduated at the Electrical Engineering Faculty in Zagreb, where he also obtained Master and Ph.D. degrees. After graduating he was employed at the Factory of Electro-Graphite and Electrical Contact Products (TUP) in Dubrovnik, where he worked continuously for 22 years. During that period he passed through all the phases of engineering work from an apprentice to the managing director of the company. From 1982 he lectured at the Higher Maritime School, Maritime Faculty of Dubrovnik, the Polytechnic of Dubrovnik, and today the University of Dubrovnik. As a lecturer he was elected to educational and scientific-educational positions, and today he is a full professor in permanent position. He was the Head of the Department of Electrical Engineering and Electronics, Vice-Dean of the Maritime Faculty of Dubrovnik, Vice-Rector and Rector of the Polytechnic of Dubrovnik, and today the Rector of the University of Dubrovnik. He was a member of several technical committees and boards responsible for development of standards for carbon brushes, brush holders, slip rings and commutators, and today he is a member of several scientific societies. He was the project manager for three technological projects, a researcher in three scientific projects, and lead researcher in two scientific and research projects. He is a member of the Rectors' Council of the universities of the Republic of Croatia since 1997, and in the academic year 2006-2007 he was the President of the Rectors' Council of Croatian universities.

Mateo Milković – Vjekoslav Damić

Education of engineers in Dubrovnik has a tradition lasting for more then 50 years. This started in former Higher Maritime School, continued at Maritime Faculty and Polytechnic of Dubrovnik, and now is organized in different departments of University of Dubrovnik. Studying according to Bologna scheme started at University of Dubrovnik in academic year 2004/2005. Undergraduate, graduate and postgraduate studies follow well known (3+2+3) model. It enables that every stage of the education process ends with suitable professional titles: bachelor, master of engineering and doctor of science. There was lot of discussions in support of traditional graduated engineer title. To adapt to this new model of the study at the University many fundamental changes were undertaken. All subjects last for one semester and learning of the subjects are continuously monitored with a goal that students satisfy all requirements during the semester without need for separate exams. The study process was more personalized, and students centered approach was used. In addition to normal studies, training courses were organized for different professions as a part of live long learning. It is very important to find out how such activities could be valued in ECTS points. The changes introduced in some cases resulted in resistances of staff because traditional teaching is still deeply incorporated. The mobility of students and staff in reality didn’t start yet. The first steps with respect to maritime studies were already done by making agreement on study programs with other Croatian Universities. One of reasons why mobility is still missing is inferior support for it in our country, but also at European level (Croatia is not included in Erasmus). Much attention was paid to improvement of the quality of the study. A committee was established, which is responsible for monitoring of quality of the study. It should be stressed, however, that University of Dubrovnik obtained ISO certificate on the quality ten years ago as the first among Croatian high educational institutions. University of Dubrovnik will built its future on cooperation with well know domestic and foreign Universities by developing joint studies offering double awards, participating in joint research programs, etc. To enable continuous improvement in the quality of the studies it is important to devote a great care to its teaching staff development. We wish to attract students by offering them a very high standard of study.

Prof. dr.sc. Gordana Kralik Sveučilište Josip Juraj Strossmayer u Osijeku Adresa: Trg svetog Trojstva 3, 31000 Osijek Telefon: 031/224 102 E-mail: gordana.kralik@unios.hr

Prof. dr. sc. Gordana Kralik rođena je 1943 godine u Kneevu, Hrvatska. Diplomirala je 1965. godine na stočarskom smjeru Poljoprivrednog fakulteta u Osijeku. Magistrirala je na Poljoprivrednom fakultetu 1974. godine. Doktorat tehničkih znanosti iz područja kemije i tehnologije namirnica postigla je 1976. godine na Tehnološkom fakultetu Sveučilišta u Zagrebu. Godine 1985. postigla je i doktorat iz biotehničkih znanosti, polje agronomija na Poljoprivrednom fakultetu Sveučilišta J.J. Strossmayera u Osijeku. U rujnu 1999. godine Agronomsko sveučilište u Keszthelyu dodijelilo je prof. dr. sc. Gordani Kralik titulu počasnog doktora znanosti. Izabrana je 1977. godine za docenta, 1980. godine za izvanrednog profesora, a 1987. godine za redovitog profesora na Poljoprivrednom fakultetu Sveučilišta u Osijeku. Go-dine 1997. Senat Sveučilišta u Osijeku potvrdio ju je u trajno zvanje redovitog profesora za područje biotehničkih znanosti, polje agronomija. Sudjelovala je na brojnim međunarodnim znanstvenim skupovima u zemljama Europe, Australije i u SAD-a, kao i na mnogobrojnim domaćim skupovima. Objavila je u koautorstvu sa svojim suradnicima preko 240 znanstvenih i stručnih radova. U akademskoj godini 1999./2000. predsjedava Retorskom konferencijom Radne zajednice Alpe-Jadran. Godine 2000. dobiva nagradu Grada Osijeka za obrazovanje i znanost. Dobro govori engleski, a koristi se i njemačkim i slovenskim jezikom. Od 1990. do 1997. godine prof. dr. sc Gordana Kralik obnašala je dunost prorektora, a od 1997. godine obnaša dunost rektora Sveučilišta J.J. Strossmayera u Osijeku.

Gordana Kralik

Sveučilište Josipa Jurja Strossmayera u Osijeku je započelo s provedbom “bolonjske” reforme u akademskoj godini 2005./2006. Novi sustav studiranja se temelji na tri ciklusa visokog obrazovanja, uveden je ECTS bodovni sustav te su stvorene temeljne pretpostavke za ostvarivanje mobilnosti u okviru hrvatskog i europskog visokoobrazovnog prostora. U radu je dan pregled novih studijskih programa na Sveučilištu u Osijeku, s posebnim osvrtom na studijske programe znanstveno-nastavnih sastavnica Sveučilišta koje obrazuju inenjere u području tehničkih i biotehničkih znanosti. Sveučilište u Osijeku je poduzelo brojne mjere radi povećanja uspješnosti i efikasnosti studiranja te osiguranja kvalitete kao jedne od glavnih postavki Bolonjskog procesa. Jedan od najvanijih usvojenih dokumenata na Sveučilištu definira strateški plan mjera i aktivnosti na ostvarivanju kvalitete u razdoblju 2007. – 2010. U radu su opisane poduzete mjere i postupci radi poboljšanja nastavnog procesa i osiguranja kvalitete obrazovanja na sastavnicama Sveučilišta J.J. Strossmayera u Osijeku. Pregled aktivnosti u provedbi Bolonjskog procesa pokazuje da sve sastavnice Sveučilišta ulau velike napore u provedbi reforme, unatoč brojnim problemima i ograničenjima koja se pojavljuju u primjeni. Analiza uspješnosti implementacije Bolonjskog procesa na Sveučilištu J. J. Strossmayera u Osijeku pokazuje da su uočljivi značajni pomaci u kvaliteti i uspješnosti studiranja, ali unatoč uspješnom početku primjene Bolonjskog procesa na Sveučilištu postoje i brojni problemi koji se nuno moraju riješiti, a dio njih je specifično vezan za obrazovanje inenjera i uvođenje novih stupnjeva obrazovanja.

U zaključku rada dan je prikaz potrebnih mjera i aktivnosti radi uspješnog nastavka procesa prilagodbe sustava visoke naobrazbe na Sveučilištu J.J. Strossmayera u Osijeku, prema načelima Bolonjske deklaracije, posebno u sferi obrazovanja inenjera i lakšeg uključivanja novih stručnjaka na trište rada.

Professor Gordana Kralik, Pd.D. Josip Juraj Strossmayer University of Osijek Address: Trg svetog Trojstva 3, 31000 Osijek, Croatia Phone: +385 31 224 102 E-mail: gordana.kralik@unios.hr

Prof. dr. sc. Gordana Kralik was born in Kneevo, Croatia, in 1943. She graduated from the Department of Animal Husbandry at the Faculty of Agriculture in Osijek in 1965. She received her MSc from the Faculty of Agriculture in 1974. In 1976 she obtained her PhD in Food Technology/Food Chemistry from the Faculty of Food Technology in Zagreb. In 1985 she also received PhD in Biotechnical sciences/Agronomy from the Faculty of Agriculture in Osijek. In September 1999 she was awarded a honorary doctorate from the University of Agriculture in Keszthely. Dr. Gordana Kralik became assistant professor in 1977, associate professor in 1980 and full professor in 1987, all at the Faculty of Agriculture in Osijek. In 1997 she was appointed by the Senate of the University of Osijek a title of a full professor in tenure for the area of Biotechnical sciences, field of Agronomy. Prof. Dr. Gordana Kralik participated in numerous international scientific symposia across Europe, Australia and the USA, as well as in many symposia in Croatia. She published more than 240 scientific and professional papers as author or co-author with her associates. During the academic year 1999-2000 she presided over the Alps-Adria Rector's Conference. In 2000 she received the City of Osijek Award for Education and Science. Prof. dr. Kralik speaks English well, uses German and Slovenian. In the period 1990-1997 Prof. Dr. Kralik was Vice-rector for science and since 1997 she has been Rector of Josip Juraj Strossmayer University of Osijek.

Gordana Kralik

Josip Juraj Strosssmayer University of Osijek has started with the implementation of the “Bologna” reforms during the academic year 2005-2006. The new system of studying based on three cycles of higher education has been developed, ECTS system has been introduced, furthermore basic prerequisites for mobility in the framework of Croatian and European Higher Education Area have been met. This paper gives overview of new study programs, with special regard to study programs at constituent parts that educate engineers in the area of technical and biotechnical sciences. The University of Osijek has introduced numerous measures to enhance the level of success and efficiency of studying as well as quality assurance which is considered as one of the main requirements of the Bologna process. One of the most important documents adopted by the University of Osijek defines strategic measures and activities regarding quality assurance in the period 2007-2010. The paper gives description of introduced measures and procedures regarding teaching process and quality assurance at university members of Josip Juraj Strossmayer University of Osijek. An overview of activities in connection with implementation of the Bologna process indicates that all constituent parts have put great efforts in order to implement reforms, despite of many problems and restrictions they have come across. Analysis of successfulness of implementation of the Bologna process is indicative of significant improvements in quality assurance and regarding level of success in teaching. However, in spite of successful initial implementation of the Bologna process, there are many problems that must be solved, some of them particulary in connection with education of engineers and introduction of new degrees. The conclusion of the paper gives an overview of necessary measures and activities for successful continuation of the process of adjustment of the Croatia system of higher education in accordance with the Bologna principles, especially in the area of education of engineers and easier employability of new professionals at the labour market.

Prof. dr.sc. Vedran Mornar Fakultet elektrotehnike i računarstva Adresa: Unska 3, 10000 Zagreb Telefon: 01/6129999 E-mail: vedran.mornar@fer.hr

Vedran Mornar je redoviti profesor računarstva na Zavodu za primijenjeno računarstvo Fakulteta elektrotehnike i računarstva Sveučilišta u Zagrebu, gdje trenutno predaje nekoliko dodiplomskih i poslijediplomskih računarskih kolegija. Diplomirao je, magistrirao i stekao doktorat iz Računarstva na istom fakultetu. Kao Fulbrightov stipendist, proveo je akademsku godinu na University of Southern California, Los Angeles. Njegov je profesionalni i znanstveni interes u primjeni operacijskih istraivanja u stvarnim informacijskim sustavima te oblikovanju, razvoju i ugradnji informacijskih sustava. Član je uredništva međunarodnog časopisa “Computing and Information Technology” i Nacionalnog vijeća za visoko obrazovanje. Od godine 2002. do 2006. bio je prodekan za nastavu, a od 2006. dekan Fakulteta elektrotehnike i računarstva Sveučilišta u Zagrebu.

Vedran Mornar

Fakultet elektrotehnike i računarstva Sveučilišta u Zagrebu (FER) iskoristio je priliku koja mu se pruila kroz provedbu Bolonjskog procesa ne samo da promijeni nastavni program, nego i da provede reformu cijelog nastavnog procesa. Umjesto zastarjelog modela zasnovanog na podučavanju, kod kojeg se nakon predavanja po nekoliko puta moglo polagati ispit, uvedena je nova paradigma zasnovana na učenju, potpomognuta kontinuiranom provjerom znanja. Smanjen je broj sati izravne nastave, što ostavlja više vremena individualnom radu. S ciljem povećanja razine kvalitete, smanjena je veličina nastavnih grupa. S obzirom na to da reforma nije bila popraćena odgovarajućim porastom financiranja, Fakultet se našao pred velikim izazovom hvatajući se u koštac s novom obrazovnom paradigmom i velikim brojem studenata. Kontinuirana provjera znanja na predmetima koje je upisalo preko 1000 studenata bila je sasvim nemoguća bez računalne potpore. Razrađena je sloena shema ocjenjivanja u kojoj se bodovi zarađuju dolaskom na nastavu, pisanjem domaćih zadaća, rješavanjem testova na računalu ili testova koji se optički očitavaju. Shema uključuje i pisane međuispite i završni ispit. Za praćenje prisutnosti na nastavi, studentima su podijeljene pametne kartice a dvorane su opremljene odgovarajućim čitačima. Zbog svega nabrojanog, bilo je potrebno razviti vlastiti informacijski sustav za administraciju procesa ali i za automatizirano ocjenjivanje gdje je god to moguće. Zahvaljujući pomoći informacijske i komunikacijske tehnologije, Fakultet sada uspješno ulazi u svoju treću akademsku godinu novog obrazovnog sustava

Professor Vedran Mornar, Ph.D. Faculty of Electrical Engineering and Computing Address: Unska 3, 10000 Zagreb, Croatia Phone: +385 1 6129999 E-mail: vedran.mornar@fer.hr

Vedran Mornar is a Professor of Computing at Faculty of Electrical Engineering and Computing, University of Zagreb, Croatia, where he currently teaches several graduate and undergraduate computing courses. He graduated and received his PhD degree in Computer Science at the same university. As a Fulbright scholar, he studied at University of Southern California, Los Angeles for an academic year. His professional interest is in application of operations research in real world information systems, database design, development and implementation. He is an editor of international journal “Computing and Information Technology” and a member of National council for higher education. From year 2002 to 2006 he was the vice dean for education. Since 2006, he has been the dean of Faculty of Electrical Engineering and Computing.

Vedran Mornar

Faculty of electrical engineering and computing (FER), University of Zagreb, grasped the opportunity brought by the implementation of Bologna process to completely remodel not only the curriculum, but the entire education process as well. Instead of the obsolete teaching oriented model where lectures were followed by numerous exams, a new learning oriented model with continuous assessment was introduced. The quantity of contact hours was significantly reduced, leaving more time for individual work. With principal goal to achieve a higher quality level, groups were reduced in size. Not backed up by the appropriate increase of funding, the faculty faced an enormous challenge while trying to cope with the new education paradigm. The continuous assessment in classes with 1000 enrolled students was completely infeasible without the computer support. Elaborate grading schemes with points for lecture attendance, homework, computer generated and OMR tests, midterm and final exams were developed, requesting appropriate computer support. To track the class attendance, smart card were issued to students and classrooms were equipped with smart card readers. Therefore, a proprietary information system had to be developed, both for the administrative purposes and for the automated grading. Owing to the help of information and communication technology, the faculty now successfully enters its third academic year of the new educational system Doc.dr.sc. Damir Šljivac Elektrotehnički fakultet Adresa: Istarska 3, 31000 Osijek Telefon: 031/ 224 – 600 E-mail: damir.sljivac@etfos.hr

Doc.dr.sc. Damir Šljivac, rođen je 04. veljače 1974. godine u Osijeku. Diplomirao je 1997. na Elektrotehničkom fakultetu u Osijeku. Poslijediplomski studij završio je na Fakultetu elektrotehnike i računarstva u Zagrebu. Magistarski rad pod naslovom “Utjecaj kvarova komponenata rasklopnih postrojenja na pouzdanost elektroenergetskih mrea”, mentor prof. dr. sc. Vladimir Mikuličić, obranio je 2000. godine. Doktorirao je na Fakultetu elektrotehnike i računarstva u Zagrebu, s disertacijom “Vjerojatnosna troškovna analiza prekida opskrbe električnom energijom”, mentor prof. dr. sc. Vladimir Mikuličić, 2005. godine. Od 1997. do 2005. godine znanstveni je novak na Zavodu za elektroenergetiku Elektrotehničkog fakulteta u Osijeku, a od 2006. godine docent i predsjednik katedre za elektrane i energetske procese Zavoda za elektroenergetiku, te prodekan za nastavu Elektrotehničkog fakulteta u Osijeku. Područje znanstvenog istraivanja: pouzdanost elektroenergetskog sustava, trište električne energije, vjerojatnosna troškovna analiza, obnovljivi izvori energije. Objavio je preko trideset članaka u časopisima i na međunarodnim i domaćim znanstvenim i stručnim skupovima, te je i autor i jednog udbenika Elektrotehničkog fakulteta u Osijeku. Sudjeluje u izradi većeg broja stručnih studija, elaborata i projekata.Usavršavao se 2002. godine u Manchesteru, Velika Britanija, UMIST (University of Manchester Institute for Science and Technology) na području pouzdanosti elektroenergetskog sustava.

Damir Šljivac – Radoslav Galić – Drago agar

“Bolonjske” programe sveučilišnih preddiplomskih, diplomskih i poslijediplomskih doktorskih i specijalističkih studija, kao i stručnih studija studenti upisuju od 2005./2006. Prikazat će se iskustva u nihovoj provedbi, te usporedba s dosadašnjim programima obrazovanja inenjera i diplomiranih inenjera. Ustrojeno je i Povjerenstvo za kvalitetu visokog obrazovanja čije su aktivnosti vezane uz unapređenje kvalitete visokog obrazovanja, te uveden sustav mentorstva svim novoupisanim studentima s ciljem povećanja uspješnosti studiranja čija će se iskustva stečena tijekom dosadašnjeg rada opisati. Prikazat će se i uvedeni pokazatelji uspješnosti studiranja studenata, s osvrtom na očekivane promjene u načinu na koji trište rada prati novi obrazovni sustav. Opisat će se i novi sustav praćenja rada i kriterija ocjenjivanja koji u potpunosti prati smjernice Glavne uprave za obrazovanje i kulturu EU. Kriterij se od akademske 2007./2008. godine obvezno provodi na svim kolegijima i studijima usklađenim s Bolonjskom deklaracijom, a kojim se nastoji u potpunosti objektivizirati ocjenjivanje, te osobito motivirati studente na kontinuirani rad tijekom godine s konačnim ciljem podizanja razine znanja i stečenih vještina uz veći naglasak na samostalnom radu. Elektrotehnički fakultet izvodi i programe cjeloivotnog obrazovanja, poput računalne edukacije, CISCO akademije računalnih mrea, te stručnog usavršavanja inenjera i diplomiranih inenjera elektrotehnike, sastavnog i vrlo značajanog dijela obrazovanja u sustavu usklađenom s Bolonjskom deklaracijom, koji će se prikazati u radu.

Assist. Prof. Damir Šljivac, Ph.D. Faculty of Electrical Engineering Address: Istarska 3, 31000 Osijek, Croatia Phone: +385 31 224600 E-mail: damir.sljivac@etfos.hr

Damir Šljivac, PhD, Assitant Profesor was born on February 4, 1974 in Osijek, Croatia. He has graduated form Faculty of Electrical Engineering in Osijek in 1997. He has finished graduate studies at Faculty of Electrical Engineering and Computing in Zagrebwith Master thesis “Influence of Switching Station Component Failures on Power System Reliability”, supervisor Prof Vladimir Mikuličić in 2000. He obtained PhD with thesis: “Probabilistic cost assement of electric energy supply interruptions” supervisor Prof Vladimir Mikuličić in 2005. From 1997 to 2005 he was Research Associate at Power System Department of Faculty of Electrical Engineering in Osijek, and from 2006 Assistant Profesor and head of Power Plants and Energy Process Cathedra at Power System Department and vicedean for education of the Faculty of Electrical Engineering in Osijek. Scientific field of interest: power system reliability, electricity market, probabilistic cost assesment, renewable energy sources. He has published over thirty papres in journals and on international and domestic scientific and expert conferences and is author of one book of Faculty of Electrical Enginering. He has praticipated in number of expert studies, analysis and projects. He has conducted scientific training in Manchester, UK at UMIST (University of Manchester Institute for Science and Technology) in the field of power system reliability in 2002. Memberships in organizations: IEEE Member, IEEE Power Engineering Society, IEEE Reliability Society; IEEE Croatian Section; Croatian Comitte of CIGRE; Member of Editorial Borad of “Elektroenergetika” Journal.

Damir Šljivac – Radoslav Galić – Drago agar

“Bologna” programs of university bachelor, master and graduate studies, as well as application-oriented bachelor studies students are studying since 2005/2006. The experiences in their conducting and comparison to the “old” programs for education of engineers and diploma engineers will be presented. Commision for the quality of high education is founded, which activites are related to the quality assurance in high eduation and the system of supervisor to all new students is introduced in order to incerase the succes in studying , which experiences obtained during up-to-date activities will ne described. The introduced succes fo studying indices, with regard to expected changes in the way the labor market reacts to the new educational system will be presented. The new system of monitoring students activities and grading criteria which is in full accordance to the EU High commision for Education and Culture guidelines will be described. Criteria are mandatorly implemented from 2007/2008 on all courses and studies in accordance to the Bologna process, intending to introduce totaly objective grading and particulary to motivate the students on continous activities during the year with final aim to rise the level of knowledge and obtain skills with emphasys on individual work. Faculty of Electrical Engineering in Osijek also conducts lifelong learning programs, such as computer education, CISCO networking academy and expert specialization of engineers as very important part of the educational system according to the Bologna declaration, which will be presented in the paper.

Prof. dr.sc. Damir Markučić Fakultet strojarstva i brodogradnje Adresa: Ivana Lučića 5, 10000 Zagreb Telefon: 01/6168222 E-mail: damir.markucic@fsb.hr

Dr.sc. Damir Markučič, izvanredni profesor, rođen 1962. godine, diplomirao je, magistrirao i doktorirao na Fakultetu strojarstva i brodogradnje Sveučilišta u Zagrebu. Znanstveni i stručni interes obuhvaća upravljanje kvalitetom, a najue područje specijalnosti su mu metode nerazornih ispitivanja u proizvodnim postupcima i tijekom eksploatacije konstrukcija. Voditelj je znanstveno-istraivačkog projekta financiranog od Ministarstva znanosti obrazovanja i športa. U radnom je odnosu na Fakultetu strojarstva i brodogradnje (FSB) od 1990. godine. Voditelj je Katedre i Laboratorija za nerazorna ispitivanja. Predsjedavao je Povjerenstvom za odnose s javnošću FSB-a do 2004., a od te godine obnaša dunost prodekana za nastavu. Član je Vijeća tehničkog područja Sveučilišta u Zagrebu i predsjednik je sveučilišnog Povjerenstva za praćenje provedbe bolonjskog procesa. Član je Stručnog vijeća Agencije za visoko obrazovanje i Sektorskog vijeća Agencije za strukovno obrazovanje. Član je više strukovnih udruga. Predsjednik je Tehničkog odbora “Nerazorna ispitivanja” u Hrvatskom zavodu za norme. Član je radne skupine WG1 (Qualification, Certification and Accreditation) u Europskoj federaciji za nerazorna ispiitvanja (EFNDT). Stručni je ocjenitelj u Hrvatskoj akreditacijskoj agenciji.

Damir Markučič

U skladu s temeljnim odrednicama bolonjskog procesa te nizom potom usvojenih deklaracija i ostalih dokumenata, danas se za studijske programe koji se izvode na pojedinim visokoškolskim ustanovama zahtijeva eksplicitno navođenje ishoda učenja uključujući ključne kompetencije koje student stječe uspješnim savladavanjem predviđenog programa. Radom se eli prikazati i usporediti u kolikoj su mjeri i u kojim elementima ovi sadraji bili utvrđeni i prisutni u odgojno-obrazovnom procesu prije i poslije reforme na Fakultetu strojarstva i brodogradnje Sveučilišta u Zagrebu. Bit će pojašnjeno do koje je razine bolonjski proces uveden, odnosno na koji je način zaivio na našem Fakultetu obzirom na postojeće resurse u vidu nastavnika, prostora, opreme i studenata. Pokušat će se pojasniti šire tehničke i sociološke aspekte prihvaćanja noviteta vezanih uz bolonjski proces od strane nastavnika, od strane studenata te u našem okruenju. Između prvih rezultata provođenja reforme potrebno je istaknuti i posebno komentirati efekte novog reima studiranja odnosno primjenu pojedinih odredbi novog Statuta Sveučilišta. Temeljem do sada ostvarenog formirani su ciljevi i vizija kojim smjerom je potrebno dalje razvijati studijske programe strojarskog, brodograđevnog i zrakoplovnog inenjerstva, odnosno u kojim segmentima unaprijeđivati obrazovanje i odgoj inenjera na našem Fakultetu.

Professor Damir Markučić, Ph.D. Faculty of Mechanical Engineering and Naval Architecture Address: Ivana Lučića 5, 10000 Zagreb, Croatia Phone: +385 1 6168222 E-mail: damir.markucic@fsb.hr

Dr.sc. Damir Markučič, associate professor, borned 1962, graduated and completed his M.Sc. and Ph.D. thesis at the Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb. His scientific and expert field of interest comprise quality management and non-destructive testing methods applied during pre-service and in-service inspection of plants and structures. Since 1990 he is employed at the Faculty of Mechanical Engineering and Naval Architecture. Currently he is Head of Chair and Laboratory of Non-destructive Testing. Since 2004 he is vice dean for students and education. Previously he has been leading Public Relation Committee at the Faculty for three years. He is a member of Council for Technical Field at the University of Zagreb. Presently he is Head of vice rector's Committee which task is to monitor implementation of Bologna process at the University of Zagreb. He is a member of Expert Council at the Agency for Science and Higher Education and member of Sector Committee at the Agency for Professional Education. He is a member of several National professional societies, president of Technical Committee “Non-destructive testing” at the Croatian Standards Institute. He is a member of Working group WG1 (Qualification, Certification and Accreditation) within European Federation of Non-destructive Testing (EFNDT). He is an expert auditor of Croatian Accreditation Agency.

Damir Markučič

According to the basic ideas and guidelines of the Bologna process and conforming to a number of subsequently adopted declarations and other documents, the curricula offered at the institutions of higher education today require explicit definition of the study outcomes including key competences acquired by the students after having successfully completed the planned program. The paper intends to show and compare the extent to which, and the elements in which these objectives have been determined and present in the educational process before and after the reform at the Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb. Explanation will be given regarding the level up to which the Bologna Process has been introduced, i.e. in which way it has been implemented at our Faculty regarding the existing resources, namely, the teaching staff, premises, facilities, equipment and students. Attempt will be made to explain the wider technical and social aspects of accepting the novelties related to the Bologna Process from the aspect of the teaching staff, from the aspect of students and regarding our environment. Among the first results of the reform the emphasis and special comments should be on the effects of the new study regime, that is, the implementation of particular provisions of the new University Statute. Based on what has been achieved until now, the targets and the vision have been set regarding the direction in which the study curricula of mechanical engineering, naval architecture and aeronautical engineering need to be further developed, that is, which segments of educating the engineers at our Faculty is going to be improved.

Prof. dr.sc. Dinko Begušić Fakultet elektrotehnike, strojarstva i brodogranje Adresa: Ruđera Boškovića b.b., 21000 Split Telefon: 021 305777 E-mail: begusic@fesb.hr

Dinko Begušić stekao je zvanje diplomiranog inenjera na Sveučilištu u Splitu, Fakultetu elektrotehnike, strojarstva i brodogradnje godine 1983. Zvanje magistra znanosti stekao je godine 1988., a doktora znanosti godine 1992. na Sveučilištu u Zagrebu, Fakultetu elektrotehnike i računarstva.Od godine 1985. zaposlen je na Fakultetu elektrotehnike, strojarstva i brodogradnje u Splitu (FESB). Godine 2003. izabran je u zvanje u redovitog profesora, a od godine 2004. obnaša dunost dekana. Od rujna 1990 do lipnja 1991 bio je gostujući istra

ivač na Universite Libre de Bruxelles, u Bruxellesu u Belgiji. Od veljače 1992 do srpnja 1992 bio je gostujući istraivač na King’s College London, u Londonu u Velikoj Britaniji. Od rujna 1997 do svibnja 1998 bio je gostujući profesor na University of Texas at Dallas u Richardsonu u SAD. Njegovo područje istraivačkog rada obuhvaća komunikacijske sustave i mree, metode digitalne obradbe signala za komunikacijske sustave i adaptivne algoritme. Dinko Begušić je supredsjedatelj međunarodne znanstvene konferencije Conference on Software, Telecommunications and Computer Networks SoftCOM.

Dinko Begušić – Boenko Bilić – Tomislav Kilić – Ivica Puljak

Godine 1960. osnovan je Elektrotehnički fakultet u Splitu, kasnije Fakultet elektrotehnike, strojarstva i brodogradnje u Splitu (FESB) s ciljem obrazovanja stručnjaka u području tehničkih znanosti i potpore razvitku industrije. Fakultet se razvio u renomiranu akademsku ustanovu s više od 70 nastavnika u znanstveno-nastavnim zvanjima i više od 2500 studenata. U okviru svoje djelatnosti Fakultet provodi visokoobrazovni i istraivački rad u područjima elektrotehnike i informacijske tehnologije, računarstva, strojarstva, brodogradnje te industrijskog inenjerstva. U skladu s obvezama koje proizlaze iz Zakona o visokom obrazovanju i znanstvenoj djelatnosti, u akademskoj godini 2005./06. FESB je ustrojio nove studijske programe sukladne temeljnim odrednicama Bolonjske deklaracije. Novi sveučilišni studijski programi uklapaju se u predloeni visokoobrazovni sustav s tri ciklusa: trogodišnji preddiplomski studijski programi (180 ECTS), dvogodišnji diplomski studijski programi (120 ECTS), te trogodišnji poslijediplomski doktorski studijski programi. Osim sveučilišnih studijskih programa na FESB-u se izvode i dvo i pol godišnji stručni studijski programi (150 ECTS). Novi studijski programi ustrojeni su u skladu s preporukama europskih institucija kao što su ASIIN (Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik), SEFI (European Society for Engineering Education) i CESAER (Conference of European Schools for Advanced Engineering Education and Research). Ovakvim pristupom učinjen je prvi vaan korak prema usklađivanju s budućim europskim visokoobrazovnim prostorom.

Professor Dinko Begušić, Ph.D. Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture Address: Ruđera Boškovića bb, 21000 Split, Croatia Telefon: +385 21 305777 E-mail: begusic@fesb.hr

Dinko Begusic received the B.S. degree in electrical engineering from the University of Split, Croatia in 1983, and the M.S. and Ph.D degrees in electrical engineering from the University of Zagreb, Croatia, in 1988 and 1992, respectively. Since 1985, he has been with the University of Split, Croatia, where he is currently a Professor and a Dean of the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture (FESB). From September 1990 to June 1991, he was a visiting researcher with the Universite Libre de Bruxelles, Bruxelles, Belgium. From February through July 1992, he was visiting researcher with the King’s College London, London, UK. From September 1997 until May 1998, he was with the University of Texas at Dallas, Richardson, TX, as a Visiting Assistant Professor. His research interests include communication systems and networks, digital signal processing for communications and adaptive algorithms. Dr.Begusic is a Co-Chair of the Conference on Software, Telecommunications and Computer Networks SoftCOM.

Dinko Begušić – Boenko Bilić – Tomislav Kilić – Ivica Puljak

In 1960 the Faculty of Electrical Engineering in Split, later the Faculty of Electrical Engineering, Mechanical Engineering and Naval Architecture in Split (FESB) was founded with the aim to educate and train professionals in area of engineering in order to support the industrial development. Since then, the Faculty has developed into a renowned academic institution with more than 70 faculty members and more than 2500 students. The Faculty performs education and research work in areas of electrical engineering and information technology, computing, mechanical engineering, naval architecture, and industrial engineering. Following the obligations imposed by the Law on higher education and research, in academic year 2005/06, FESB has introduced new study programmes in compliance with the basic requirements from the Bologna declaration. New university level study programmes fit the proposed three cycle education scheme including: the three year undergraduate bachelor level programmes (180 ECTS), two year graduate master level programmes (120 ECTS) and the three year postgraduate doctoral level programmes. Besides the university level programmes, the vocational study programmes lasting two and half years (150 ECTS) have been established at FESB. Development of the new programmes has been carried out in accordance with recommendations of European institutions such as ASIIN (Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik), SEFI (European Society for Engineering Education) and CESAER (Conference of European Schools for Advanced Engineering Education and Research). In this way the first important step towards the harmonization with the future European higher education area has been accomplished.

Prof. dr.sc. Vesna Tomašić Fakultet kemijskog inenjerstva i tehnologije Adresa: Marulićev trg 19, 10000 Zagreb Telefon: 01/4597281 E-mail: vtomas@kfit.hr

Vesna Tomašić je rođena 1964. u Sisku. Diplomirala je 1990. na Tehnološkom fakultetu u Zagrebu, sada Fakultetu kemijskog inenjerstva i tehnologije, magistrirala 1993. godine i doktorirala 1999. godine na istom fakultetu. Od 2006 radi kao izvanredni profesor. Odrava nastavu iz niza kolegija na dodiplomskim i poslijediplomskim studijima Fakulteta kemijskog inenjerstva i tehnologije. Od 2005. obavlja dunost prodekanice za nastavu i znanost na Fakultetu kemijskog inenjerstva i tehnologije. Područje rada je katalitičko reakcijsko inenjerstvo, s posebnim naglaskom na problematiku koja se odnosi na zaštitu okoliša. Od 1990. radi kao suradnik na nekoliko znanstveno-istraivačkih projekata financiranih od strane Ministarstva znanosti, obrazovanja i športa Republike Hrvatske. Objavila je 24 znanstvena rada, od toga 17 u časopisima i zbornicima s međunarodnom recenzijom. Autor je jednog stručnog rada te nekoliko radova iz popularizacije struke. Sudjelovala je na 17 međunarodnih i 19 domaćih znanstvenih i stručnih skupova. Članica je sljedećih znanstvenih i stručnih udruenja: Hrvatsko društvo kemijskih inenjera i tehnologa (Sekcija za kemijsko inenjerstvo – predsjednica Sekcije od 2001. do 2005. i Sekcija za ekoinenjerstvo), Hrvatsko udruenje za zaštitu zraka, Hrvatska zeolitna udruga i Društvo diplomiranih inenjera i prijatelja kemijsko-tehnološkog studija (AMACIZ).

Stanislav Kurajica – Vesna Tomašić

Ako se promijeni tlak, temperatura ili koncentracija sustava u ravnotei, ravnotea će se promijeniti tako da se ublai intenzitet promjene mijenjanog čimbenika. Tako glasi termodinamičko pravilo koje omogućava predviđanje djelovanja promjene na sustav u ravnotei poznato kao Le Chatelierov princip. Dakle, posve je prirodno da se sustav opire promjeni i nastoji je minimalizirati. Promatra li se visoko školstvo u Republici Hrvatskoj kao sustav, a Bolonjski proces, kako i sam naziv kae, kao proces i bilancira uvjete postaje jasno zbog čega je sustav u velikoj mjeri minimalizirao promjene. Koje su pokretačke sile Bolonjskog procesa? U prvom redu privlačni i hvale vrijedni ciljevi: Uspostavljanje sustava usporedivih akademskih stupnjeva, uspostavljanje sustava 3+2+3, uspostavljanje bodovnog sustava (ECTS), pokretljivost (mobilnost) i promicanje europske dimenzije u visokom obrazovanju. Potom elja, barem dijela, ljudi koji tvore sustav, za promjenama (pa makar te promjene bile i Bolonjski proces). Naposljetku i najvanije, pa…nismo imali izbora. Bilo bi beskrajno prikladno da se u pokretačke sile ovog procesa mogu ubrojiti golema financijska sredstva kojima su stvoreni sjajni materijalni, kadrovski i prostorni uvjeti. Bilo bi lijepo reći da su uvođenju reforme prethodile dugogodišnje organizacijske pripreme kako bi se precizno definirala pravila igre. Nasuprot tome, bez suradnje s gospodarstvom i znanstvenih projekata ne bi imali ni za reije, a ruku sve dublje zavlačimo i u studentski dep. Znanstveni novaci i oprema dodjeljuju se na projekte, po gerontološkim standardima a ne prema potrebama fakulteta. Rasporedi su zbog malo predavaonica i malih laboratorija puni “rupa” pa studenti provode po cijele dane na fakultetu. Svijetla točka je izgradnja sveučilišnog kampusa na Borongaju. ISVU sustav kompjutorski hladno lišava studente studentskih prava, stipendija i obiteljskih mirovina. Treba mesti i ispred svojih vrata. Neki od nas shvatili su Bolonjski proces kao puku kozmetičku promjenu. Stari program copy, novi program paste. I dalje sa katedre zasipaju studente morem suhoparnih činjenica, i dalje na isti način. Još uvijek je malo nastavnih materijala. ECTS bodovi i vrijeme koje student utroši na pojedini kolegij u slaboj su korelaciji. Uveli smo kolokvije ali nismo eliminirali ispite a i kolokviji prikladno “padnu” u isti tjedan. Uveli smo stroi sustav prelaska u višu godinu a studentima nismo olakšali studiranje. Volimo kriviti materijal a ne majstora. Nismo fer. Zaključiti je moguće slijedeće: Bolonjski proces donosi pozitivne promjene. Da bi promjene doista zaivjele u svoj punini, na zadovoljstvo studenata i profesora, proces je potrebno podrati financijski i organizacijski. Na organizacijske probleme potrebno je odgovarati bre i fleksibilnije. Fakultetske uprave i Vijeća moraju odustati od politike nezamjeranja i čvršće insistirati na nastavi prema bolonjskim pravilima.

Professor Vesna Tomašić, Ph.D. Faculty of Chemical Engineering and Technology Address: Marulićev trg 19, 10000 Zagreb, Croatia Phone: +385 1 4597281 E-mail: vtomas@kfit.hr

Ms. Vesna Tomašić was born in Sisak in 1964. In 1990 graduated from the Faculty of Technology in Zagreb, now the Faculty of Chemical Engineering and Technology. In 1993 she got Master’s degree, then doctorate in 1999. at the same faculty. From 2006. she has worked as an associate professor. From 2005 works as Vice-Dean for Education and Science at Faculty of Chemical Engineering and Technology. Ms. Vesna Tomašić works on catalytic reaction engineering, with special emphasis on the topics related to environmental protection. From 1990. is collaborator at several scientific-research projects supported by the Croatian Ministry of Science and Technology. She has published 24 scientific papers, of which 17 in journals and proceedings with international referee. She is author of one professional paper and several papers relating to professional interest. She has participated at 17 international and 19 local scientific and professional conferences. Membership in the following associations: Croatian Society of Chemical Engineers (Section for Chemical Engineering – president from 2001 to 2005, Section for Environmental Engineering), Croatian Air Pollution Prevention Association, Croatian Zeolite Association, Association of the graduate engineers and friends of chemical-technology study (AMACIZ).

Stanislav Kurajica – Vesna Tomašić

If a system at equilibrium experiences a change in pressure, temperature or concentration, the equilibrium will shift in order to reduce the intensity of change in the factor experiencing it. This thermodynamic rule which can be used to predict the effects of change on a system at equilibrium is known as Le Chatelier’s principle. Thus, it is perfectly natural for a system to resist change and to try to minimize it. If we view the higher education in the Republic of Croatia as a system, and the Bologna process, like the name says, as a process and balance the conditions, it becomes clear why the system minimized the changes to such a great extent. What are the driving forces of the Bologna process? First of all, the attractive and praiseworthy goals: establishing a system of comparable academic degrees, establishing the 3+2+3 system, establishing the ECTS credits system, mobility and promoting the European dimension in higher education. Furthermore, there was the desire of at least a group of the people inside the system for change (even if the change is the Bologna process). Finally and most importantly, well…we had no other choice. It would have been very convenient if huge financial means for creating excellent material, personnel and spatial conditions had been one of driving forces of this process. It would have been nice to say that the reforms had been preceded by years of organizational preparations in order to precisely define the rules of the game. On the contrary, without commercial collaborations and scientific projects we would not even have enough to pay the bills and we are also digging deeper into students’ pockets. Scientific novices and equipment are assigned to projects according to gerontological standards instead of considering the Faculty’s needs. Due to insufficient lecture halls and laboratories the schedules are full of ‘gaps’ forcing the students to spend entire days at the Faculty. The bright side is the establishment of the university campus in Borongaj. The ISVU system coldly denies students their student rights, scholarships and family pensions by computer. We should also admit our own faults. Some of us have taken the Bologna process to be a mere cosmetic change. Old program copy, new program paste. Students are still swamped with loads of dull facts presented in the same way. The study materials are still scarce. ECTS credits and the time a student spends on a particular course are barely correlated. We introduced preliminary exams but we did not eliminate the finals and the preliminary exams just happen to take place in the same week. We introduced a stricter system for entering a higher year of study but we did not do much to make studying easier. We like to blame the material instead of the worker. We are not being fair. It is possible to conclude the following: the Bologna process brings positive changes. In order for them to fully come to life, for the benefit of students and professors, it is necessary to support the process financially as well as organizationally. The organizational problems should be dealt with quickly and more flexibly. The Faculty boards and committees have to give up their non-resentment policy and firmly insist on teaching according to the Bologna rules.

Prof. dr.sc. Tonči Mikac Tehnički fakultet Adresa: Vukovarska 58, 51000 Rijeka Telefon: 051 651444 E-mail: tmikac@riteh.hr

Tonči Mikac rođen je 10. travnja 1955. godine u Rijeci, Republika Hrvatska. Nakon diplomiranja strojarstva 1979. na Tehničkom fakultetu zapošljava se u Tvornici motora i traktora “Torpedo” gdje obavlje cijeli niz različitih poslova od tehnologa do pomoćnika generalnog direktora. Od 1991. u stalnom je radnom odnosu na Tehničkom fakultetu Sveučilišta u Rijeci, gdje je 1994. doktorirao tehničke znanost . Voditelj je CIM laboratorija, od 2002.-2004. bio je prodekan, a 2004. izabran je za dekana fakulteta u mandatnom periodu 2004/07 i 2007/10 akad. godina, te člana Senata Sveučilišta u Rijeci. Redoviti je profesor, a područja njegovih istraivanja su: proizvodni sustavi, proizvodni management i organizacija proizvodnje. Bio je suradnik i voditelj na više znanstvenih projekta financiranih od strane MZOŠ-a. Autor je više od sedamdeset znanstvenih radova, a bio je mentor većem broju studenata pri izradi diplomskih radova te magistarskih radova i doktorskih disertacija. Bio je član više organizacijskih, programskih i međunarodnih znanstvenih i recenzentskih odbora međunarodnih znanstvenih kongresa i simpozija. Član suradnik je Hrvatske akademije tehničkih znanosti i član Znanstvenog vijeća za tehnološki razvoj HAZU. Dobitnik je nagrade Zaklade sveučilišta u Rijeci za područje tehničkih i biotehničkih znanosti za 2006. godinu te nosioc odlikovanja predsjednika Republike Hrvatske reda Danice hrvatske.

Tonči Mikac – Goran Cukor

Osim uvođenja ECTS bodovnog sustava prilagodba europskom visokoškolskom sustavu je za Tehnički fakultet Sveučilišta u Rijeci značila i promjenu studijskih programa koji su sada organizirani kao sustav triju ciklusa studiranja po shemi 3+2+3, odnosno 3 godine preddiplomskog, 2 godine diplomskog i 3 godine poslijediplomskog studija. Ovdje je opisan novi ustroj studija, istaknuti su neki problemi u provedbi procesa, osobito oni u izvođenju nastave, dana su razmišljanja o provedbi završetka i nastavka trogodišnjeg studija prve generacije studenata, te ocjena ostvarene razine kvalitete nakon dvije godine studija prve generacije. Zaključno, istaknuti su dodatni pravci u daljnjoj primjeni Bolonjske deklaracije u kojima Fakultet eli učiniti iskorak, a to je oivotvorenje različitih modela cjeloivotnog obrazovanja.

Professor Tonči Mikac, Ph.D. Faculty of Technology Address: Vukovarska 58, 51000 Rijeka, Croatia Phone: +385 51 651444 E-mail: tmikac@riteh.hr

Tonči Mikac was born on April 10, 1955. in Rijeka, Republic of Croatia. After graduating mechanical engineering in 1979. he started with work in Factory of motors and tractors “Torpedo” where he begins as technologist and finished as vice-president of managerial board. 1991. he joined the Faculty of Engineering, and gained the Ph.D. degree in Technical Sciences in 1994. From 2002-2004 he was Vice-Dean, and form 2004 – 2010 he have the mandate of Dean of the Faculty of Engineering and member of University Senat. Presently he is head of CIM laboratory and holds the post of Full Professor. His areas of research interests are: Manufacturing Systems, Production Management and Manufacturing Organization. As a scientific researcher or chief he participated in several national scientific projects. He is author of more than seventy scientific articles and mentor for several master and doctor thesis. Also, he participated as the member in many Scientific and Review Committees of the International Scientific Conferences. Actually he is cheaf editor of Journal of Engineering Review. He is member of Croatian Academy of Technical Science. He received Award of University Foundation for Technical sciences for 2006. and Award of President of Republic of Croatia – Order Danica Croatian.

Tonči Mikac – Goran Cukor

In addition to implementing the ECTS (European Credit Transfer System), the adaptation to the European higher school system implies for the Faculty of Engineering of the University of Rijeka also the modification of study programs, being organised now as three-cycle system study according to the scheme 3+2+3. i.e. a 3 years undergraduate study, 2 years graduate study and 3 years postgraduate study. Herein, the new Faculty establishment is described, some problems in process application are pointed out, especially in teaching, the considerations about finishing the undergraduate study and continuation on graduate study for the first generation of Bologna students and the judgement of reached quality level for the first generation of Bologna students after 2 years study are given. Finally, the additional trends in further implementing of the Bologna Declaration in which the Faculty wants to make a step forward, especially in various lifelong learning models, are pointed out.

Prof. dr.sc. eljko Hutinski Fakultet organizacije i informatike Adresa: Pavlinska 2, 42000 Varaždin Telefon: 042/390800 E-mail: zeljko.hutinski@foi.hr

Rođen je 29. svibnja 1952. godine u Vrbovcu. Osmogodišnju i Srednju školu završio je u Varaždinu. Nakon završene srednje škole upisao je Fakultet organizacije i informatike u Varaždinu na kojem je diplomirao 1977. godine. 1982. godine magistrirao je, a 1991. godine obranio je doktorsku disertaciju na Fakultetu organizacije i informatike. Sada je nastavnik na Fakultetu organizacije i informatike Varaždin u svojstvu redovitog profesora i predaje kolegije “Informatika I.”, “Informatika II.” i “Zaštita informacijskih sustava”. Od 1995. godine je pročelnik Katedre za računalne tehnologije u Fakultetu organizacije i informatike. U periodu od 2003. do 2007. godine bio je dekan Fakulteta organizacije i informatike. Vanjski je suradnik na Sveučilištu u Rijeci pri Filozofskom fakultetu. Nositelj je više znanstvenih projekata MZOŠ-a kao i suradnik u nekoliko međunarodnih projekata. Također je i član nekoliko tijela i recenzentskih skupina Ministarstva. Član je programskih savjeta više informatičkih konferencija i član uredništva nekoliko domaćih znanstvenih i stručnih časopisa. Član je Skupštine Hrvatske informatičke zajednice i voditelj Udruge za zaštitu pri toj Zajednici, kao i osnivač i prvi predsjednik “Udruge informatičara upanije Varaždinske” Bio je predsjednik upanijske zajednice tehničke kulture, te dopredsjednik Hrvatske zajednice tehničke kulture. Za ukupnu aktivnost primio je više plaketa i priznanja od kojih bih naglasio Plaketu Hrvatske informatičke zajednice za 1995. godinu.

eljko Hutinski

U reformske aktivnosti u skladu s preporukama proizašlim iz Bolonjske deklaracije posve različito su prišli fakulteti Zagrebačkog Sveučilišta ali i ostalih Sveučilišta u Hrvatskoj. Poslovi koje je trebalo učiniti mogu se grubo podijeliti na: izradu i usklađivanje planova i programa sa sličnim fakultetima u Europi i svijetu; organizacijske poslove vezane uz prostor, opremu, informatičko komunikacijsku infrastukturu, knjinice, pristup bazama podataka i informatizirano praćenje rada studenata; metodičke promjene načina izvođenja nastave, povećanje broja grupa za izvođenje nastave, seminara, vjebi; rješavanje kadrovske problematike – povećanje broja nastavnika za izvođenje nastave (profesori, asistenti, novaci, demonstratori); izrada registra istovjetnosti za osiguranje horizontalne i vertikalne pokretljivosti studenata. Da bi se to moglo kvalitetno ostvariti fakulteti su, prije početka promjena, trebali snanu potporu izradom: strategije gospodarskog razvoja Hrvatske, strategije razvoja sustava obrazovanja, mree visokoškolskih institucija, Zakona o stručnom nazivlju i kompetencijama koje ga čine, uvjeta za prijavu i realizaciju pojedinih pro-grama. Fakultet organizacije i informatike s jednog usmjerenja studija prijavio je, u modelu 3 + 2 + 3 dva programa na preddiplomskom studiju, četiri programa na diplomskom studiju, jedan znanstveni – doktorski studij. Prijavili smo i tri studija poslijediplomskog specijalističkog sadraja. To je procijenjeno da je kapacitet Fakulteta. U duhu preporuka Bolonske deklaracije a u skladu s uočenim potrebama hrvatskog trišta radne snage, prijavili smo i preddiplomski studij ekonomije zajedno s Ekonomskim Fakultetom iz Zagreba. Program je i po modelu izvođenja i sadraju jedinstven na našem prostoru.Organizacijske probleme rješavali smo prvenstveno vlastitim snagama koristeći prostorne kapacitete Fakulteta od ponedjeljka do subote i to od 7 do 21 sat. Taj kapacitet nam je bio dovoljan za prvu godinu studija po Bolonjskim preporukama. Grupe za predavanja bile su do 80 studenata za seminare do 40 studenata a za vjebe 15 studenata. Istovremeno je trebalo realizirati i studij na višim godinama studija po starom programu. Zahvaljujući razumijevanju lokalne samouprave dodijeljena nam je na korištenje još jedna zgrada od 1200 m². bez toga pao bi sustav obrazovanja po Bolonji. Metodički smo pokušali pronaći optimalni način izvođenja nastave i praćenja rada studenata s velikim osloncem na informacijsku tehnologiju i na LMS. Kategorizirali smo kolegije prema zajedničkim osobinama i za izvođenje i praćenje pridruili odgovarajući model izvođenja. Gotovo svi kolegiji izvođeni po Bolonjskom sustavu imaju odgovarajuću potporu sa-drajem u LMS-u. Svaki nastavnik ima bitno povećanu satnicu izvođena nastave (stari studij + Bolonja) s bitno povećanim brojem grupa. Novo zapošljavanje rješavali smo kroz “reformska” radna mjesta ili zapošljavanjem novaka na projekte Ministarstva. Naalost u ciklusu prijave novih projekata od 18 prihvaćenih projekata i dva programa odobrena su nam samo 2 znanstvena novaka. Osjećamo se u potpuno neravnopravnom poloaju u odnosu na ostale fakultete kojima se stalno dodjeljuju novaci a uz manje projekata i više zaposlenih. To nas dovodi u situaciju potrebe povećavanja broja studenata u grupi, zbog nemogućnosti fizičkog izvođenja kolegija. Nadalje, to dovodi do smanjivanja broja kolegija koji su stavljeni na izbor studentima. Zahtjev za izradu digitalnog sadraja u LMS sustavu također se smanjuje. Ministarstvo je uz postavljeni zahtjev prelaska na bolonjski model studiranja trebalo jednakomjerno financijski i kadrovski pratiti razvoj pojedinog fakulteta. Bolonjski model izvođenja studija povećava troškove za 30 – 40 %. Trebalo bi oko 50 % više nastavnika kako bi se mogao kvalitetno izvoditi program. Ukoliko se to ne ostvari početni zalet i uspjesi “Bolonje” će se smanjivati i reducirati metodički oblici, a studij će se ponovo svesti u klasičan oblik izvođenja. Uz zahtjev postavljanja visokih standarda kvalitete nastave, nastavnika i kompetencija završenih studenata, treba za to stvoriti i uvjete!

Professor eljko Hutinski, Ph.D. Faculty for Organization and Informatics Address: Pavlinska 2, 42000 Varaždin, Croatia Phone: +385 42 390800 E-mail: zeljko.hutinski@foi.hr

eljko

Hutinski was born in Vrbovec, on May 29^th, 1952. He finished primary and secondary school in Varaždin. Also in Varaždin, he studied at Faculty of Organization and Informatics, where he graduated in 1977. He obtained the MSc degree in year 1982 and PhD degree in 1991. Currently he is lecturer at the Faculty of Organization and Informatics (FOI) in Varaždin in capacity of full professor. He's teaching courses “Informatics 1”, “Informatics 2” and “Security of Information Systems”. Since 1995 he was the chairman of the Department of Computing and Technology at FOI. In the period from 2003 to 2007, eljko Hutinski was dean of FOI. He is also external associate of Faculty of Philosophy at University of Rijeka.

eljko

Hutinski is also leading researcher on several scientific projects funded by Ministry of science, education and sports, and associated researcher in several international projects. He is also member of several groups and review boards of the Ministry. He is a member of program comities of several IT-related conferences and member of editorial boards of several domestic scientific and professional journals. He is co-founder and the first secretary of the “Foundation for helping in education for people with disabilities” in Varaždin County. He's member of the Assembly of the “Croatian Information Technology Society” and chairman of its “Association for Security” group. Also he is the founder and first president of the “Association of Informatics Professionals” in Varaždin County. He was also the president of the “Society of Technical Culture” in Varaždin County and vice-president of Croatian “Society of Technical Culture”. For all his activities he received many medallions and acknowledgements. The most prominent one is the Medallion of the “Croatian Information Technology Society” for the year 1995.

eljko Hutinski

Faculties at University of Zagreb, as well as faculties at other Croatian universities, have taken diverse approaches towards realization of the reform activities required by Bologna Declaration. Most of the required activities can be divided roughly as follows: Creation of the plans and programs and theirs harmonization with similar ones at similar faculties in Europe and rest of the world; Organizational activities related to space, equipment, ICT infrastructure, libraries, access to scientific and professional databases, and IT-supported monitoring of students' activities; Methodical changes of the teaching process, increasing of the number of groups to conduct lectures, seminars and laboratories; Human resource issues

– to increase the number of teaching staff (professors, assistants, novices, student demonstrators); Creation of so-called registry of equivalence, in order to ensure horizontal and vertical mobility of students. Before implementation of those changes actually began, in order to be able to perform above mentioned activities in a quality fashion, faculties needed strong support by means of creating: Strategy of economical development of Croatia, Strategy of development of higher education system, Network of higher education institutions, Professional terminology and competencies Law, Criteria for registration and realization of academic programmes. Faculty of Organization and Informatics (FOI) has moved from one study program to many study programmes in 3 + 2 + 3 model – FOI has registered two undergraduate study programmes, four graduate study programmes and one postgraduate scientific doctoral study program. FOI has also registered three specialist (professional) postgraduate study programmes. In spirit of Bologna Declaration recommendations and according to the growing needs of the Croatian labor force market, we have also registered one additional undergraduate study program in partnership with Faculty of Economy in Zagreb. That program is unique in our region by its contents, as well as by its conducting model. We have solved organizational problems by relying primarily on our own resources, by using space capacities of FOI to conduct classes throughout entire week, from Monday to Saturday, from 7 am to 9 pm. It has been shown that our capacities have been sufficient to conduct the first year of study in accordance with Bologna recommendations. Sizes of lecture groups were up to 80 students, seminar groups up to 40 students and laboratory groups up to 15 students. At the same time, we had to conduct classes for higher years of study according to the old academic program. Thanks to the understanding of the local authorities, we have been given permission to use another building with 1200 m² of additional space. Without such assistance, entire system of education in accordance with Bologna would have collapsed at FOI. Methodically speaking, we have made great efforts to find optimal way of conducting classes and monitoring students' work, relying greatly upon IT and LMS platforms. We have categorized courses by their common characteristics and assigned appropriate models of conducting classes and activity monitoring to those identified course categories. Almost all courses that were taught in accordance with Bologna system have appropriate support by means of e-learning through contents in Faculty's LMS. Numbers of teaching hours have increased significantly for every teacher (old study program

+ Bologna), with overall number of students' groups also being significantly larger. We have solved the problem of new employment through “reform” work places or by employing new scientific novices on Ministry's scientific projects. Unfortunately, during the cycle of application of new scientific projects, we have been granted only 2 novices for 18 accepted scientific projects and 2 accepted scientific programmes. That said, we are in totally unequal position compared to other faculties, which have been constantly granted employment of new novices, despite having less accepted projects than FOI and more already employed staff than FOI. That brought us to the situation where we had to increase the number of students in groups, to be able physically to conduct courses. Furthermore, this brings to the decrease of the number of courses eligible by the students. It also decreases the demand to create supplemental e-learning contents for our LMS system. Along with making the request of transition to the Bologna model of studying, Ministry had to support evenly the path of development of each faculty – both financially and with personnel. Bologna model of studying is increasing the expenses of conducting classes for about 30 to 40%. Also, it requires about 50% more of teaching personnel to conduct the programmes in a quality fashion. If such support from Ministry will not happen soon, the initial momentum and success of “Bologna” will wane and methodical patterns will reduce back to the old ways of conducting classes. Along with requesting high standards of quality of lectures, lecturers and core student competencies, one has to create conditions in which demanded quality can really be achieved.

Prof. dr.sc. Ivka Klarić Kemijsko-tehnološki fakultet Adresa: Teslina 10/ V, 21000 Split Telefon: 021 329420 E-mail: klaric@ktf-split.hr

Ivka Klarić rođena je u Splitu. Diplomirala na Kemijsko-tehnološkom fakultetu u Splitu 1971., gdje je magistrirala 1981. i doktorirala 1992. Radi na istom Fakultetu u Zavodu za organsku kemijsku tehnologiju od 1971. najprije kao asistent, zatim znanstveni asistent, od 1992. kao docent, 1997. kao izvanredni profesor. U zvanje redovitog profesora izabrana je 2003. u znanstvenom području tehničkih znanosti, polje kemijsko inenjerstvo. Bila je na dva kraća usavršavanja u firmi Haake, Njemačka. Tijekom rada na Fakultetu obnašala je dunost prodekana za nastavu u dva mandata i dunost dekana od 2003. do 2007.. Na dodiplomskom i poslijediplomskom studiju odravala je ili odrava niz kolegija iz područja polimernog inenjerstva i organske kemijske tehnologije. Pod njenim mentorstvom izrađeno je trideset diplomskih radova, jedan magistarski i jedan doktorski rad. Područje njenog znanstvenog rada obuhvaća istraivanje razgradnje i stabilizacije polimera i polimernih mješavina te karakterizaciju polimera. Objavila je pedesetak znanstvenih radova te sudjelovala na pedesetak domaćih i međunarodnih znanstvenih skupova. Bila je suradnica na nekoliko znanstvenih projekata i nekoliko Tempus projekata.

Ivka Klarić

Kemijsko-tehnološki fakultet ustrojava i izvodi nastavu iz znanstvenih polja kemije i kemijskog inenjerstva od 1960. godine. Nastavni programi stalno su se mijenjali a zadnja prilagodba izvršena je 2005. godine u skladu s postavkama Bolonjske deklaracije. Ustrojeno je 5 studijskih programa iz kemije i kemijske tehnologije, 2 preddiplomska, 2 diplomska (izvodit će se od 2008/09) i jedan stručni. Program poslijediplomskog doktorskog studija je u postupku recenzije. Uvedeno je standardizirano opterećenje studenata mjereno ECTS bodovima. Kolegiji svih studija ustrojeni su kao jednosemestralni s prosječnom tjednom satnicom 20-25 sati. U sve programe uveden je znatan broj izbornih kolegija. Nastava se organizira i izvodi kroz različite oblike. Većina nastavnika slui se suvremenim pomagalima, priredili su veći broj nastavnih materijala i objavili ih na internet stranicama Fakulteta, na kojima se objavljuje i plan izvođenja nastave za tekuću godinu. Za sve kolegije uvedeno je kontinuirano praćenje napredovanja studenata u učenju provjerom znanja tijekom semestra. Povećana je prolaznost na pojedinim kolegijima i s prve na drugu godinu studija. Analiza uspješnosti nakon I. godine Bolonje pokazala je da je 30 % studenata na preddiplomskim studijima ostvarilo 100 % bodova ali i 25 % studenata nula bodova. Ove godine prvi put je uvedena studentska evaluacija nastave anketiranjem studenata krajem svakog semestra. Predstoji poboljšati mobilnost nastavnika i ostvariti mobilnost studenata, za početak studenta završnih godina radi izrade završnih, diplomskih ili doktorskih radova. Sada se mobilnost ostvaruje odlaskom na stručnu praksu. Dugoročni ciljevi su: osnaiti znanstvenonastavni kadar, dobiti odgovarajući prostor u Kampusu, poboljšati opremljenost svih Zavoda, stalno osuvremenjivati nastavne programe, uvesti cjeloivotno obrazovanje i poboljšati povezanost s privrednim subjektima prvenstveno organiziranjem poslijediplomskih specijalističkih studija.

Professor Ivka Klarić, Ph.D. Faculty of Chemical Engineering and Technology Address: Teslina 10/V, 21000 Split, Croatia Phone: +385 21 329420 E-mail: klaric@ktf-split.hr

Ivka Klarić was born in Split. She graduated at the Faculty of Chemical Technology of Split in 1971, got the Master’s Degree in 1981 and Doctor’s Degree in 1992. She has been working at the same Faculty (Department for Organic Technology), starting as an assistant lecturer in 1971. In 2003 she was elected to the vocation of full professor in the scientific area of technical sciences, field chemical engineering. To improve her knowledge she was in the firm Haake, Germany, on two brief occasions. During her work at the Faculty she filled the post of vicedean for academic affairs in two terms and post of dean from 2003 to 2007. She held or is holding a series of courses from the field of polymer engineering and organic chemical technology at the undergraduate and postgraduate study. About thirty diploma theses have been performed under her mentorship, as well as one master’s and one doctor’s thesis. The area of her scientific work covers the research of polymer degradation and stabilization, as well as the polymer blends and characterization of polymers. She has published about fifty scientific works and has taken part in about fifty international and home scientific meetings. She has been the co-worker in several scientific and several Tempus projects.

Ivka Klarić

The Faculty of Chemistry and Technology (FCT) has been organizing and performing the teaching procedure in the scientific fields of chemistry and chemical engineering since 1960. The teaching programmes have been constantly changed. The last adjustment of the programmes was made in 2005 in accordance with the Bologna Declaration propositions. 5 study programmes of chemistry and chemical technology were established: 2 undergraduate, 2 graduate (will start in 2008/09) and one professional. A new programme for the postgraduate doctoral study is in procedure of reviewing. The students’ load has been standardized and measured by ECTS credits. All the courses are organized as one-semester courses with average weekly timetable of 20-25 periods. A number of optional courses have been introduced in all programmes. Teaching procedure is organized and carried out through various forms of lectures. Most lecturers use modern teaching aids. The lecturers have prepared a lot of teaching materials for the students and put them on the internet site of the Faculty, which regularly announces the plan of lectures for the current academic year. For all courses there is permanent observation of students’ progress during semester through the tests of knowledge. The passing rate at particular courses has increased, as well as the passing from the first to the second year. After the first year of studying after the Bologna Programme, analysis of success in studying was made, and it has shown that 30% students have realized 100% credits but 25% of them have zero credits. This year, for the first time, systematic students’ evaluation has been introduced through the students’ surveys at the end of each semester. Among other Bologna process propositions, mobility scheme remains to be realized for lecturers and for students. For the beginning, the students of the last year will be encouraged to mobility. At this point, mobility scheme is being realized so that the students go to do the practice. The long-term targets are: to reinforce the scientific-teaching personnel, to get adequate space on Campus, to improve the quality of equipment of all Departments, to update permanently the teaching programmes, to introduce life-long education, and better cooperation with industries primarily by organizing the postgraduate specialist studies.

Prof. dr.sc. Ivan Samardić Strojarski fakultet Adresa: Trg Sv. Trojstva 3, 31000 Osijek Telefon: 031//224102 E-mail: ivan.samardzic@sfsb

Ivan Samardić rođen je 6. rujna 1963. god. u Gornjoj Ljupljanici, u Republici Bosni i Hercegovini, a od 1970. god. ivi u Slavonskom Brodu kao dravljanin Republike Hrvatske. Osnovnu školu i srednju školu završio je u Slavonskom Brodu. Studij strojarstva VII/1 stupnja pohađao je od 1983. do 1987. god.. Diplomirao je 1987. na Fakultetu strojarstva i brodogradnje u Zagrebu. Završio je 1988. god. tromjesečnu specijalističku izobrazbu za inenjera specijalistu za zavarivanje na Fakultetu strojarstva i brodogradnje u Zagrebu, a 1998. godine specijalističku izobrazbu za Europskog inenjera zavarivanja (European Welding Engineer) prema zahtjevima Europske zavarivačke federacije. Od 1994. godine sudjeluje na spomenutom programu obrazovanja na temama vezanim uz zavarljivost i kontrolu parametara zavarivanja. Postdiplomski studij VII/2 stupnja pohađao je od 1988. do 1990. god.. Magistrirao je 1991. god. na Fakultetu strojarstva i brodogradnje u Zagrebu u znanstvenom području strojarstvo. Tema magistarskog rada bila je: “Analiza nastanka pukotina na posudama pod tlakom izrađenim iz sitnozrnatih čelika povišene čvrstoće”. Doktorirao je 1996. god. na Tehničkom fakultetu u Rijeci u znanstvenom području strojarstvo. Tema doktorske radnje bila je “Doprinos pouzdanosti zavarenih spojeva”.Od 1987. do 1990. bio je zaposlen u Tvornici vozila i opreme – ”Đuro Đaković”, Slavonski Brod, kao tehnolog zavarivanja i kontrole kvalitete. 1988. godine izabran je za vanjskog suradnika u nastavi za područje Strojarske tehnologije i obradni sistemi na Strojarskom fakultetu u Slavonskom Brodu, a od 1990. god. prelazi u stalni radni odnos na Strojarskom fakultetu u Slavonskom Brodu, na Katedru za tehnologije. Predstojnik je Katedre za tehnologije od 2001. godine, a od 2004. godine je u znanstveno-nastavnom statusu red. profesora.Na Strojarskom fakultetu u Slavonskom Brodu, u okviru sveučilišne dodiplomske nastave odravao je vjebe i predavanja iz kolegija Tehnologija II – dio zavarivanje, Zavarivanje I i Zavarivanje II. Sudjeluje u izvođenju dijela nastave iz kolegija: Kontrola kvalitete, Osiguranje kvalitete, Tehnologičnost proizvoda i Projektiranje tehnologija. Koordinator je voditelj stručne prakse na stručnom studiju strojarstva (VI/1 nastavni stupanj) na dodiplomskom studiju. Na Strojarskom fakultetu u Slavonskom Brodu i Tehničkom fakultetu Sveučilišta u Rijeci, sudjeluje i u izvođenju poslijediplomske nastave. Sudjelovao je u interdisciplinarnoj grupi stručnjaka koji su razvili prvi domaći “On-line” monitor za praćenje, registraciju i obradu glavnih parametara zavarivanja. Aktivan je član Društva za zavarivanje Hrvatske i Društva za zavarivanje – Slavonski Brod. Obavljao je funkciju prodekana za nastavu, te od 01.10.2007. funkciju dekana Strojarskog fakulteta u Slavonskom Brodu. Više puta u stručne svrhe ispred tvornice “Đuro Đaković” i SF Slav. Brod boravio u inozemstvu (Njemačka, Austrija, Slovačka, USA, Italija). Aktivno se slui engleskim i njemačkim jezikom. Oenjen je i otac je troje djece.

Ivan Samardić – Draan Kozak – Ivica Kladarić – Tomislav Šarić

U uvodnom dijelu rada daje se kratak pregled kronologije studija strojarstva u Slavonskom Brodu. Ukratko se obrazlau novi studijski programi sukladno “Bolonjskom procesu” koji se trenutno izvode na Strojarskom fakultetu. Navode se i obrazlau najznačajnije aktivnosti koje su predviđene studijskim programima i koje su poduzete u proteklom razdoblju, a u cilju implementacije “Bolonjskog procesa” i ispunjavanja očekivanja koja su predviđena novim pristupom procesu obrazovanja. U cilju praćenja i poboljšanja nastavnog procesa osnovano je Povjerenstvo za unapređenje i osiguranje kvalitete koje djeluje u sastavu sveučilišnog Sustava unaprjeđenja kvalitete obrazovanja. Ukratko se navode značajnije aktivnosti Povjerenstva za unapređenje i osiguranje kvalitete kao i dosadašnje aktivnosti na unaprjeđenju kvalitete nastavnog procesa. Detaljnije se obrazlau rezultati anketiranja studenata sveučilišnog preddiplomskog studija. Cilj je anketiranja bio da studenti ocjene profesore i asistente u pojedinim segmentima nastavnog procesa. U ovoj akademskoj godini

3. generacija studenata studira po novom studijskom programu, pa se moe reći da su već vidljivi pozitivni pomaci i rezultati u novom pristupu procesu obrazovanja. No međutim, još uvijek postoje neka pitanja i izazovi na koje je potrebno odgovoriti kako bi se u potpunosti ispunila očekivanja u obrazovanju.

Professor Ivan Samardić, Ph.D. Faculty of Mechanical Engineering Address: Trg svetog Trojstva 3, 31000 Osijek, Croatia Phone: +385 031//224102 E-mail: ivan.samardzic@sfsb

₆th

Ivan Samardić was born on September 1963 in Gornja Ljupljanica (Bosnia and Herzegovina), and from 1970 lives in Slavonski Brod, Croatia. He finished primary and secondary school in Slavonski Brod. From 1983 to 1987 he attended mechanical engineering study and graduated in 1987 at Faculty of Mechanical Engineering and Naval Architecture in Zagreb. In 1988 he finished specialist training for welding specialist engineer at Faculty of Mechanical Engineering and Naval Architecture in Zagreb, and in 1998 training for European Welding Engineer according to demands of European Welding Federation. From 1994 he is a member of the mentioned training program with subjects related to weldability and welding parameters control. From 1988 to 1990 he attended postgraduate study and got his Master of Science degree in 1991 at Faculty of Mechanical Engineering and Naval Architecture in Zagreb. His M.S. thesis was: “Crack analysis on pressure vessels made from micro alloyed high strength steels”. He got his Doctor of Science degree in 1996 at Faculty of Engineering in Rijeka. The title of his thesis was “Contribution to welded joints reliability”. From 1987 to 1990 he was employed in the company Đuro Đaković, Slavonski Brod as a welding and quality control technologist. In 1998 he was selected as a part-time associate for the courses related to mechanical engineering technology at Mechanical Engineering Faculty in Slavonski Brod, Josip Juraj Strossmayer University of Osijek, and from 1990 he is employed (full-time) at this Faculty (the Department of technology). He is the president of the mentioned department from 2001. At Mechanical Engineering Faculty in Slavonski Brod he was a lecturer on the courses Technology II-welding, Welding I and Welding II, and also participates in the courses Quality control, Quality assurance, Cost effective analysis of product and Technology design. At the Mechanical Engineering Faculty in Slavonski Brod and Faculty of Engineering in Rijeka he participates as a lecturer on the postgraduate study. As a member of interdisciplinary group of experts he participated in the development of the “on-line” monitoring system for registration and analysis of welding parameters. He is an active member of Croatian welding society and Welding society – Slavonski Brod. From 2005-2007 he was the vice-dean for education, and on October 1^st 2007 he became the dean of Mechanical Engineering Faculty in Slavonski Brod. He actively speaks and writes in English and German. He is married and father of three children.

Ivan Samardić – Draan Kozak – Ivica Kladarić – Tomislav Šarić

In the introduction part of this paper, a short review of chronology of mechanical engineering study in Slavonski Brod is given. The new study programs according to “Bologna process”, that are currently active at Mechanical Engineering Faculty, are explained in brief. The most important activities, foreseen by the study programs and undertaken in the last period of time, with the main purpose being implementation of “Bologna process” and fulfillment of expectations that appeared with the new approach to education process, are stated and explained. In order to monitor and improve the education process, the Commission for improvement and quality assurance which is a part of University System for improvement of education quality, was established. The main activities of the Commission for improvement and quality assurance, as well as previous activities for improvement of education process quality, are shortly stated. The results of the survey, conducted among the pregraduate students, are presented in detail. The survey objective was for students to review professors and assistants at relevant segments of education process. In this academic year the third generation of students is included in the new study program, so one can say that the positive steps and results are evident in the new approach to education process. But still, there are some questions and challenges that need to be answered in order to fulfill the expectations.

Prof. dr.sc. Vladimir Mrša Prehrambeno-biotehnološki fakultet Adresa: Pierottijeva 6, 10000 Zagreb Telefon: 01/4836047 E-mail: vmrsa@pbf.hr

V. Mrša rođen je 1957. godine u Zagrebu. 1980 godine diplomirao je na Biotehnološkom odjelu Tehnološkog fakulteta u Zagrebu, a 1984. godine doktorirao na Prehrambeno-biotehnološkom fakultetu u Zagrebu. Kao postdoktorand je od 1988. do 1990. boravio kao stipendist DAAD na Sveučilištu u Regensburgu. Od 1980. radi kao asistent u Laboratoriju za biokemiju Prehrambeno-biotehnološkog fakulteta. 1990. godine izabran je u zvanje docent, 1996. u zvanje izvanredni profesor, a 1999.u zvanje redovni profesor. Nastavni rad V. Mrše vezan je uz Prehrambeno-biotehnološki fakultet Sveučilišta u Zagrebu gdje kao nositelj ili suradnik organizira i izvodi nastavu iz više kolegija. Osim toga V. Mrša surađuje na postdiplomskim studijima Veterinarskog fakulteta i PMFa. U svom znanstvenom radu V. Mrša se bavi biotehnološkim aspektima glikozilacije i sekrecije proteina, kao i strukturom, biosintezom i ulogom glikoproteina stanične stijenke. Autor je 34 znanstvena rada (28 indeksiranih u CC i/ili SCI), bio je pozvani predavač na više međunarodnih i domaćih skupova, a kao član organizacijskog ili znanstvenog odbora sudjelovao u organizaciji većeg broja znanstvenih skupova. V. Mrša je član Hrvatskog društva za biokemiju i molekularnu biologiju, Hrvatskog društva za biotehnologiju i Hrvatskog mikrobiološkog društva. Od 1992. do 1997. bio je predsjednik IAESTE-Croatia. Osim toga, V.Mrša je član više senatskih odbora ili povjerenstava Sveučilišta u Zagrebu i član Područnog znanstvenog vijeća za biotehničke znanosti. Od 2003. do 2007. godine bio je dekan Prehrambeno-biotehnološkog fakulteta u Zagrebu.

Branka Levaj – Vladimir Mrša

Prehrambeno-biotehnološki fakultet započeo je 2004. godine intenzivne pripreme za reforme u okviru Bolonjskog procesa. U akademskoj godini 2005/06. za prvu godinu studija započela je nastava na preddiplomskim studijima po novim programima, stoga je bio napisan i Pravilnik o izvedbi preddiplomskih i diplomskih studija PBF-a. Tijekom te godine “gradio” se i uvodio cijeli sustav studiranja u skladu s Bolonjskim procesom što je bio vrlo zahtjevan i sloen posao za što je imenovan Odbor za osiguranje kvalitete nastave. Zadaća tog Odbora bila je praćenje proved-be nastave i rješavanje uočenih problema već tijekom prve godine studija. Jedna od najvanijih novina studija je kontinuirana provjera znanja, te su uvedeni pisani parcijalni ispiti i/ili testovi tijekom semestra koji u potpunosti mogu zamijeniti ispit na kraju semestra ako student na njima sakupi dovoljan broj bodova za prolaz. Da bi studenti mogli savladavati gradivo na opisan način od nastavnika se trailo da pripreme materijale za predavanja i da baram tjedan dana prije tog predavanja stave materijale na mrene stranice Fakulteta. Odbor za osiguranje kvalitete nastave je revidirao nastavne materijale i tamo gdje je bilo potrebno od koordinatora modula zatraio izmjene kako bi se poštovao osnovni postulat da nastavni program student s angamanom od 40 sati tjedno moe savladati. Stoga je smanjen broj sati izravne nastave, ali prvenstveno predavanja, a vjebe i seminari su zadrani u vrlo sličnom obimu. Radi bolje komunikacije sa studentima uveden je mentorski sustav, te je za svakog studenta imenovan mentor između svih nastavnika ili asistenta Fakulteta. U akad. god. 2006/07. započela je nastava po novim programima i za II godinu, po itim načelima, ali korištenjem iskustava prethodne godine.

Professor Vladimir Mrša, Ph.D. Faculty of Food Technology and Biotechnology Address: Pierottijeva 6, 10000 Zagreb, Croatia Phone: +385 1 4836047 E-mail: vmrsa@pbf.hr

V. Mrša was born in 1957 in Zagreb. In 1980 he graduated at Biotechnology Department, Faculty of Technology in Zagreband in 1984 received his PhD. at Faculty of Food Technology and Biotechnology in Zagreb. As postdoc he stayed as a DAAD fellow at the University of Regensburg from 1988 to 1990. Since 1980 he works as assistant at Laboratory of Biochemistry, Faculty of Food Technology and Biotechnology. In 1990 he was elected assistant professor, in 1996 associate professor and in 1999 professor. Teaching activities of V. Mrša are associated with Faculty of Food Technology and Biotechnology where he organises and performs several undergraduate and postgraduate courses. Besides, he is involved in postgraduate studies at the Veterinary Faculty and the Faculty of Science. In his research, V. Mrša is interested in biotechnology aspects of protein glycosylation and secretion, and in structure, biosynthesis and role of yeast cell wall glycoproteins. He published 34 papers (28 indexed in CC/SCI), he was invited speaker at a number of international and domestic meetings and he was involved in the organisation of several meetings as a member of organising/scientific committee. V. Mrša is a member of Croatian society for biochemistry and molecular biology, Croatian biotechnology society and Croatian microbiology society. From 1992 to 1997 he was the president of IAESTE-Croatia. Besides, he is a member of several boards or committees of the University of Zagreb and a member of the Scientific board for biotechnical sciences. From 2003 to 2007 he was the dean of the Faculty of Food Technology and Biotechnology.

Branka Levaj – Vladimir Mrša

Faculty of Food Technology and Biotechnology has started intensive preparations for the Bologna process reforms in 2004 and the first students enroled new undergraduate studies in the academic year 2005/06. Therefore, the “Regulations on undergraduate and graduate studies” have been issued. During that year the new study system according to Bologna process has been built up and implemented, a very demanding task for which Quality assurance committee has been founded. The duty of the Committee was to follow the implementation of the system and solving the unforseen problems already during the first year of studies. One of the most important novelties was the continous knowledge examination through partial exams and/or tests during the semester which could fully replace the final exam at the end if sufficient points were collected. To enable students to fullfil the requirements of the new regime all lecturers were asked to prepare their teaching materials and they were up-loaded to the faculty web-sites. Quality assurance committee reviewed the materials and asked for revisions were required to enable students to acquire the required skills and knowledge with an engagement of 40 hours per week. The number of direct lecture hours was decreased while the extent of seminars and practical courses was maintained. For better communication mentoring was introduced and each student got a mentor among teachers or assistents. In the academic year 2006/07. the second year of teaching according to Bologna system was organised with the help of experiance of the previous year.

Doc. dr.sc. Damir Magdić Prehrambeno-tehnološki fakultet Adresa: Trg svetog Trojstva 3, 31000 Osijek Telefon: 031/224120 E-mail: Damir.Magdic@ptfos.hr

Damir Magdić rođen je 1967. godine u Vinkovcima. Diplomirao je 1992. godine na Prehrambeno-tehnološkom fakultetu Sveučilišta u Osijeku. Magistrirao je 1999. g. i doktorirao 2003. godine na Prehrambeno-biotehnološkom fakultetu Sveučilišta u Zagrebu. Obnašao je dunost člana Uređivačkog odbora Glasnika Osječkog sveučilišta, koordinatora za informiranje (1998.

– 2001.), bio je član Organizacijskog odbora I. Međunarodnog Kongresa “Brašno-kruh '97”, Opatija, 1997., II. Međunarodnog Kongresa “Brašno-kruh '99”, Opatija, 1999. CARNet koordinator (1995. – 2001.), JMU administrator (1998. – 2001.), koordinator za funkcioniranje informatizacije sustava za ostvarivanje prava iz studentskog standarda (1995. – 2001.), odgovorna osoba pri uvođenju informacijskog sustava visokih učilišta (1999. – 2001.) te odgovorna osoba za ISVU i MOZVAG. Predsjednik je Katedre za modeliranje, optimizaciju i automatizaciju, predsjednik je Povjerenstva za preddiplomsku nastavu, Povjerenstva za praćenje i osiguranje kvalitete visokog obrazovanja, Odbora za diplomske ispite, Povjerenstva za provedbu razredbenog postupka (sve PTF Osijek) i član Odbora za nastavu i kadrovsku politiku (Sveučilište “J. J. Strossmayera u Osijeku). Od oujka 2005. godine obnaša dunost Prodekana za nastavu na Prehrambeno-tehnološkom fakultetu u Osijeku.

Damir Magdić

Tijekom 2005./06. i 2006./07. akademske godine na Prehrambeno-tehnološkom fakultetu u Osijeku paralelno sa ranije započetim dodiplomskim studijem izvođena je nastava i na novom preddiplomskom studiju Prehrambene tehnologije. Studentima tijekom obje akademske godine preddiplomskog studija dodijeljeni su mentori iz redova nastavnika. Promjene su uzrokovale prekovremeni rad nastavnika i suradnika u nastavi te povećanje potreba za prostorom i novim izvođačima nastave. Sve je manje kreativnosti i vremena za znanstvena istraivanja. U cilju lakše i bre socijalizacije u akademskoj zajednici studenti su tijekom Dekanskog sata i kasnije u 90-minutnoj tribini upoznati sa svim relevantnim podacima za studije i studiranje. Na kraju semestara za svaki parcijalni ispit dan je još jedan ispitni rok kao i termini za eventualne nadoknade neizvršenih nastavnih obveza. Na kraju 2005./06. akademske godine prosjek ocjena sa svih poloenih ispita nakon prva dva semestra bio je jednak prosjeku ocjena koji su studenti imali tijekom srednje škole (iz predmeta vrednovanih tijekom razredbenog postupka). Nakon 3. i 4. semestra prosjek ocjena sa svih ispita poloenih u dvije akademske godine porastao je za dodatnih 10%. U sljedećoj generaciji, 2006./07. akademske godine, studenti su nakon prva dva semestra ostvarili prosječnu ocjenu veću za oko 10% u odnosu na prethodnu generaciju. Prolaznost studenata na ispitu je ostala podjednaka. Oko 50% studenata iz obje generacije steklo je uvjete za upis u drugu studijsku godinu, a 50% studenata 2. godine steklo je uvjete za upis u treću studijsku godinu. U 2007./08. akademskoj godini očekujemo povećanje prolaznosti i prosjeka ocjena studenata upisanih u prvu godinu studija. Prema sadašnjem stanju za očekivati je da će oko 75% studenata 3. studijske godine završiti na vrijeme preddiplomski studij i upisati diplomski studij na Prehrambeno-tehnološkom fakultetu.

Assist. Prof. Damir Magdić, Ph.D. Faculty of Food Technology Address: Trg svetog Trojstva 3, 31000 Osijek, Croatia Phone: +385 31 224120 E-mail: Damir.Magdic@ptfos.hr

Damir Magdić was born in Vinkovci (1967). He graduated at the Josip Juraj Strossmayer University of Osijek, Faculty of Food Technology. Master and PhD degree were obtained at the Food Technology and Biotechnology Faculty, University of Zagreb (1999 and 2003, respectively). He was a member of the Editorial board of the University of Osijek Newsletter, information coordinator (1998-2001), member of the Organization board of the 1^st and 2^nd International Congress “Flour-bread '97” (1997) and “Flour-bread '99” (1999), CARNet coordinator (1995-2001), JMU administrator (1998-2001), coordinator for informatics system for students' electronic cards (X-card) and responsible person for ISVU and MOZVAG. He is also a Chairman of the Department Optimization and Automatization, President of the Committee for Undergraduate Study, President of the Committee for Managing and Insurance Quality of Higher Education, President of the Board for Final Exams, President of the Committee for Classification Procedure (all at Faculty of Food Technology Osijek) and member of the Board for Education and Human Resources (University in Osijek). Since March 4, 2005 he is Vice dean for Education at the Faculty of Food Technology Osijek.

Damir Magdić

In the 2005/06 and 2006/07 academic year the new program of the undergraduate study of the Food Technology was simultaneously carried out with the previous undergraduate study. Two simultaneous programs caused an additional work in teaching for lecturers and associates and an increasing necessity for additional classroom and laboratory space both for teachers and associates. With the aim of facilitating students’ socialization into academic community, students were given all relevant information for the study during the Dean's address and later in a 90 minute discussion. In both academic years teachers were assigned as mentors to students. At the end of semester one additional term was given to students for partially passed exams and additional terms for accomplishing other tasks and duties of the study programs, not done in due time. At the end of the 2005/06 academic year the average grade of all passed exams, after the first two semesters, was identical with the average grade that students obtained from the secondary school courses that were evaluated during the placement test procedure. After the 3^rd and 4^th semester the average grade of all passed exams in both academic years increased for additional 10%. The generation of 2006/07 students obtained 10% higher average grade than the previous generation. The drop out was identical. Approximately 50% of students from both generations fulfilled conditions for continuing the study at the 2^nd year, while 50% of the 2^nd year students fulfilled conditions for continuing the 3^rd year of study. In the 2007/08 academic year a decrease of drop outs and an increase of average grades after the 1^st year of study can be expected. According to the present facts it can be expected that about 75% of the student population in the 3^rd study year will finish the undergraduate study on time and will choose the graduate study at Faculty of Food Technology in Osijek.

Professor András Salgó, Ph.D. Budapest University of Technology and Economics Address: Mûegyetem rkp. 3-9, Budapest, Hungary Phone: +36 1 463 1111 E-mail: salgo@chem.bme.hu

András Salgó born on May 27, 1951. in Budapest, Hungary. The chemical engineer diplom received in 1974, the Ph. D. (Cereal Chemistry) in 1987 and the DSc. (NIR spectroscopy) in 2004. Positions served were the following: Assistant: Dept. of Biochemistry & Food Technology, Technical University Budapest (BME). Postdoctoral fellow: Institute of Plant Physiology, University of Berne, Associate Professor BME, Head of the Deptartment of Biochemistry & Food Technology BME. Research activities covered the following topics: application of the multiscan technique to the analysis of enzymes in cereals, investigation of changes and role of enzymes during physiological processes as well as cold and dry stress in wheat, application of the microwave technique to the chemical analysis, application of the near infrared spectroscopy techniques in cereal and food analysis. A. Salgó is author or coauthor of more than 120 scientific articles, CIF=48.53 No. citations:540. Coauthor of books and several textbooks for university students of BME, coauthor of four patents. Received Awards: Hungarian Higher Education Award, Harald Perten Award, Lajos Fodor Award, Fellow of ICC Academy.

András Salgó

The concept to establish bioengineering education was realized in 1974 at BUTE.The aim of this new form of education was to integrate the knowledge of chemistry, biology and engineering area into an interdisciplinar curriculum which can be fulfil specific industrial and R+D demands. The interuniversity education was organized by Chemical Faculty of BUTE and Departments of University of Natural Sciences (ELTE) and University of Medicine (SOTE) were taken part providing the different bio-science and physiology subjects. The ten semester long education was introduced in the following four subbranches: Applied Biotechnology. Healthcare, Food Quality Assessment and Technology, Environment Protecting. BUTE established the bioengineering education with strong fundamentals of chemistry and engineering knowledges which were competed with essential biological, biology-related, physiological, patophysiologogical, immunologogical and other subjects. Till 1993 more than 600 bioengineer finished their studies at BUTE and found jobs in industrial, R+D area as well as in public services, healthcare, environment protecting industry and controlling sector. After the introduction of European Credit Transfer System (ECTS-1993) the Chemical Faculty decided to establish the separated Bioengineering part and the new discipline appeares also in the name of Faculty (Faculty of Chemical and Bioengineering). TheBologna process initiated an extension in engineering education in Hungary. The BSc covers seven semester while MSc four semesters. The presentation highlights the structure and the main elements of bioengineering BSc/MSc system and those conceptional changes which have been introducing continuously. The experiences of last more than 30 years and of the four semester in BSc as well as our follow-up investigations confirmed that there is an increasing demand on bioengineers prepared for interdisciplinar activity and continuous extension of their knowledges.

Prof. dr.sc. Vesna Dragčević Građevinski fakultet Adresa: Kačićeva 26, 10000 Zagreb Telefon: 01/4639222 E-mail: vesnad@grad.hr

Vesna Dragčević rođena je 1966. godine u Zagrebu. Diplomirala je na Građevinskom fakultetu u Zagrebu 1990. godine, gdje je magistrirala 1994. i doktorirala 1999. godine. Po završetku studija zaposlila se kao znanstveni novak na Građevinskom fakultetu u Zavodu za prometnice i radila kao asistent, viši asistent, docent, a od 2004. izvanredni profesor na predmetima iz područja projektiranja i građenja cesta. Nastavnik je na dodiplomskom i poslijediplomskom te od 2005./06. na doktorskom studiju na Građevinskom fakultetu u Zagrebu. Aktivno je radila na uvođenju novih kolegija na sveučilišnom diplomskom i doktorskom studiju na Građevinskom fakultetu u Zagrebu u skladu s Bolonjskom deklaracijom.U svojstvu istraivača i voditelja radi na znanstveno-istraivačkim projektima iz područja građevinsko-prometne tehnike. Objavila je u koautorstvu dva sveučilišna udbenika, više od 40 znanstvenih i stručnih radova u domaćim i stranim časopisima te međunarodnim i domaćim znanstvenim i stručnim skupovima. Od značajnijih aktivnosti na Građevinskom fakultetu u Zagrebu bila je voditelj poslijediplomskog studija i član Odbora za znanost i Odbora za stručno usavršavanje u graditeljstvu. Od ak. god. 2006./07. prodekanica je za nastavu. Sudjeluje u radu znanstvenih, nastavnih i stručnih organizacija i tijela (Tehničkom leksikonu, i Općoj enciklopediji Leksikografskog zavoda, član Hrvatskog društva za ceste “Via-Vita”, Hrvatskog društva građevinskih inenjera, Društva građevinskih inenjera Zagreba, Hrvatske komore arhitekata i inenjera).

Vesna Dragčević

Prateći povijesni razvoj i reforme nastave mijenjali su se uvjeti rada, provodile reforme studija i nastave, a sve s ciljem unapređenja nastavnog procesa. Neke su reforme bile manje, a druge više uspješne. Nova reforma odgojno obrazovnog procesa, a time i reforma nastave na Građevinskom fakultetu, započinje upisom generacije studenata prve godine studija na preddiplomski studij građevinarstva akademske 2005./06. Povremena zapaanja, kritike i usputne sugestije studenata, suradnika i nastavnika zaredale su već u prvim danima izvođenja nastave na ovaj način. Kako se radi o osjetljivom i kompleksnom pedagoško – didaktičkom procesu objektivna valorizacija pretpostavlja sustavno praćenje i analizu nastavnog procesa od samog početka izvođenja preddiplomskog studija. Zato je uspostavljen sustav praćenja uspješnosti studiranja uvaavajući specifičnosti studiranja na našem fakultetu. Naravno da je za kompletnu analizu uspješnosti studiranja vana percepcija svih sudionika u nastavnom procesu (studenata i nastavnika) iskazano kroz anketu. Ubrzo nakon početka provedbe nastave na principima bolonjske deklaracije ustrojen je Odbor za upravljanje kvalitetom koji se brine o ovom segmentu. Građevinski fakultet aktivno sudjeluje u provođenju studentske sveučilišne ankete te u tom smislu nisu poduzimane samostalne aktivnosti. Značajan element koji pokazuje uspješnost studiranja prolaznost je u višu godinu. Odbor za nastavu osmislio je i predloio, a Fakultetsko vijeće prihvatilo, način prikupljanja podataka i provedbe ove analize. Studenti se u analizi dijele na dvije kategorije, one uspješne koji su u akademskoj godini ostvarili 60 ECTS bodova i one manje uspješne koji su ostvarili manje od 60 ECTS bodova. Obje se grupe prate obzirom na upisni rok, rang listu razredbenog postupka, vrstu završene srednje škole, prebivalište, status studiranja (uz potporu MZOŠ ili uz plaćanje troškova obrazovanja), i dr. Za drugu grupu studenata one koji nisu ostvarili 60 ECTS-a u prethodnoj akademskoj godini prati se prolaznost na ispitima. Dodatno se na kraju svakog semestra prati postignuti uspjeh na pojedinim kolegijima obzirom na ostvarivanje prava na potpis iz predmeta te polaganje dijela ispita tijekom semestra putem kolokvija, domaćih zadaća i seminara. Uz to Odbor za nastavu jednom godišnje od Predstojnika Zavoda (ima ih 9) i Pročelnika katedri koje su ustrojbene jedinice Zavoda prikupljaju podatke o poteškoćama vezanim za organizaciju i izvođenje nastave. Iako statistički uzorak nije velik sustavna analiza koja će u radu biti detaljnije opisana polučila je donošenjem odluka i zaključaka (upisne kvote, vijeća godišta, dodatno nagrađivanje nastavnika, asistenata i znanstvenih novaka) koji su doveli do poboljšanja u organizaciji nastave te doprinijeli motiviranosti nastavnika, suradnika i studenata.

Professor Vesna Dragčević, Ph.D. Faculty of Civil Engineering Address: Kačićeva 26, 10000 Zagreb, Croatia Phone: +385 1 4639222 E-mail: vesnad@grad.hr

Vesna Dragčević was born in Zagreb, Croatia, in 1966. She graduated from the Faculty of Civil Engineering, ZagrebUniversity in 1990. She received her M.Eng in 1994, and Ph.D degree in 1999. After graduation she was employed as junior researcher at Transportation Department of the Faculty of Civil Engineering, and then has been promoted to the posts of assistant, senior assistant and assistant professor, and since 2004 of associate professor. As well as teaching at undergraduate, graduate and doctoral (since 2005) studies. She actively contributed to the Bologna Process by introducing new courses on transportation at university graduate and doctoral studies of the Faculty of Civil Engineering, ZagrebUniversity. As a designer engineer and associate she has participated in execution of series of studies, preliminary designs and working designs of roads and highways. She has co-authored two university textbooks, published more than 40 scientific and professional papers in domestic and foreign journals, international and domestic scientific and professional conferences. At the Faculty of Civil Engineering in Zagrebshe has chaired postgraduate studies and been a member of Science Committee and Committee for Professional Development in Civil Engineering. Since the school year 2006/07 she has been the vice dean for education. She is a member of many scientific, teaching and professional organizations and bodies (Technical Lexicon and Croatian Encyclopedia, member Croatian society for roads “Via-Vita”, Croatian Association of Civil Engineers, Association of Civil Engineers of Zagreb, Croatian Architects' and Engineers' Chamber).

Vesna Dragčević

Working conditions at the Faculty of Civil Engineering have been changing due to the improvement of instruction, which included study and teaching procedure reforms. The reforms have been more or less successful. The new reform of the educational and teaching procedure at the Faculty of Civil Engineering was started when the first generation of students was enrolled in the first year o undergraduate study of civil engineering in the school year 2005/06. From the very beginning there have been occasional comments, criticism and suggestions by the students, associates and teaching staff. Since it is a complex and delicate pedagogical and didactical process, objective evaluation requires systematic monitoring and analysis of the teaching procedure from the very beginning of the undergraduate study implementation. For this purpose a system of monitoring student success rate, relevant to the needs of our faculty, has been established. The views of all the participants in the teaching procedure (students and teaching staff) stated in questionnaires must be taken into account for thorough analysis of the student success rate. For this purpose the Quality Control Committee was set up immediately after the teaching procedure according to the Bologna Declaration had been introduced at our faculty. Since the Faculty of Civil Engineering has taken active part in the execution of student questionnaire within ZagrebUniversity no independent activities in this segment have been undertaken. The important element of student success rate is the rate of enrolment into higher years of study. The Teaching Committee has created and suggested, and the Faculty Council accepted, the manner of data collection and execution of the analysis. Students are divided into two categories: 1. successful students who have collected 60 ECTS credits during a school year, and 2. not so successful students who have not collected 60 ECTS credits. Both groups have been monitored in relation to enrolment period, enrolment ranking list, high school graduated from, residence, study status (non-fee paying and fee paying students) etc. Monitored is the examination pass rate of the second group. Additionally, at the end of each semester, the student success in particular courses is monitored through collecting data on signature collection, partial exam taking through pre-exams, homework and seminar papers. Finally, the Teaching Committee annually collects data from department chairs (there are 9 departments) on organizational and teaching difficulties. Although the statistical sample is not big, a systematic analysis, which will be further elaborated in the paper, has resulted in bringing decisions (enrolment quotas, year councils, extra rewards for the teaching staff), which have contributed to the improvement of the organization of the teaching procedure and motivated the teaching staff, associates and students.

Prof. dr.sc. Roko Andričević Građevinsko-arhitektonski fakultet Adresa: Matice Hrvatske 15, 21000 Split Telefon: 021/303333 E-mail: rokoand@gradst.hr

Doktorirao na Civil and Environmental Engineering Department, University of Minnesota, USA, u području upravljanja vodnim resursima. Dvije godine radi na Stanford Sveučilištu u sklopu dobivenog znanstvenog projekta. Kasnije zaposlen kao docent i izvanredni profesor na Sveučilištu u Nevadi u Las Vegasu i Reno. Sudjelovao u osnivanju novog studija upravljanja vodnim resursima na sveučilištu u Nevadi. Područje znanstvenog djelovanja: upravljanja vodnim resursima, stohastička hidrologiji površinskih i podzemnih voda, zaštita okoliša, transportni procesi u ekologiji te procjena i upravljanje rizikom u okolišu. Između 2002-2004 radi na funkciji pomoćnika ministra zaštite okoliša u Vladi RH, zaduen za područje legislative i izrade strateških dokumenata u zaštiti okoliša i međunarodnoj suradnji. Radi kao međunarodni ekspert na projektima EU i autor je više od 50 znanstvenih radova u međunarodnim časopisima.

Roko Andričević

Tri godine po uvođenju Bolonjskog procesa (BP) u sustav visokog obrazovanja Republike Hrvatske (RH) uočava se značajan utjecaj na tehničke znanosti. Primjerice, na Građevinsko-arhitektonskom fakultet (GAF) u Splitu, ukazao se problem nedostatnog prostora u provođenju BP, zatim nedostatak potrebnih kadrova, a onda i nespremnost studenata u prihvaćanju novog koncepta aktivne nastave, te najznačajnije – nespremnost velikog broja nastavnog osoblja u prilagođavanju metodici predavanja aktivne nastave. Uvođenje aktivne nastave na visoka učilišta, osobito u tehničkim znanostima, zahtijeva raspoloivost određene obrazovne “infrastrukture” koja se svodi na odgovarajući prostor, kadrove i opremu. Vrlo su rijetki primjeri u Hrvatskoj koji se mogu pohvaliti adekvatnom infrastrukturom. U SAD pri uvođenju novih studijskih programa prvo je osiguran prostor, kadrovi i oprema za provođenje aktivne nastave. Aktivna nastava se provodi s manjim grupama studenata, uz kontinuiranu provjeru njihovog napretka (različiti oblici kontrole) sa završnim ispitom kojim se zaključuje kolegij. BP uvodio se različitom dinamikom u zemlje članice Europske Unije. Neke članice su odlučile zadrati stupanj magistra znanosti dok su neke odredile dua prelazna razdoblja za potpuno uvođenje BP-a. Naše iskustvo na GAF-u upravo ukazuje na neadekvatnu infrastrukturu u provođenju aktivne nastave i slabu pripremljenost nastavnog osoblja. Postavlja se pitanje da li su nastavnici u RH uopće imali vremena pripremiti se za novu metodiku predavanja i ocjenjivanja!? Većina američkih sveučilišta nudi specijalne kolegije metodike predavanja za nove nastavnike, koji su negdje ujedno i uvjet za preuzimanje nastave. Budući da su prošle tek tri godine od početka primjenjivanja BP u RH, potrebne su što skorije korekcije i kvalitetnije revizije postojećih studijskih programa.

partment, University of Minnesota, USA, in the subject area of management of water resources systems under uncertainty. Two years is working as visiting scientist at the Stanford University. Later, employed as assistant and associate professor at the University of Nevada Systems in Las Vegas and Reno. Acted in the steering committee responsible for establishing and promoting the new Water Resources Management Study at the University of Nevada. Active research in the area of water resources management and stochastic hydrology in the surface and subsurface systems, environmental protection, transport of radionuclides in the subsurface and evaluation of ecological risk. From 2002, was nominated to the public office as the Assistant Minister in the Ministry of Environmental Protection and Physical Planning, Republic of Croatia. Responsible for developing legislation and strategic documents in the area of the environmental protection. Serving as international expert for EU related projects and author of more than 50 scientific papers published in international Journals including research and technical reports.

Roko Andričević

After three years of the Bologna process (BP) introduction in the Croatian high education system there is a strong impact on the technical science. Civil and architectural engineering faculty in Split is experiencing the problem of space shortages for the BP implementation, lack of teaching faculties, not readiness of students to adjust on the new studying system and inexperienced faculties in the active teaching methods. Implementation of the active teaching system within the BP requires availability of a certain educational “infrastructure”, which consists of relevant space, number of faculties and teaching equipment. In the Croatia there is a seldom institutions with an adequate infrastructure. In the USA when the new university programs are established first thing is to secure the adequate space, number of faculties and teaching equipment. Active teaching methods are conducted in small groups of students with continuous testing (using different methods) and ending with the final exam. The BP was implemented with a diverse dynamics among the European Union member States. Some States kept in their system the Master of Science degree while others adopted longer transitional periods for full implementation of the BP. Our experience also indicates the insufficient infrastructure in implementing the active teaching methods and unprepared faculties for the new teaching system. The question is whether our teaching faculties had adequate time to prepare for new teaching and evaluation system!? In the most US universities there is a special course offered about the active teaching system that is sometimes required for a hiring of new teaching faculties. Since only three years has passed after BP introduction, there is a clear need for a detailed revision and adjustments of the technical studies curricula.

Prof. dr.sc. Nevenka Oanić Građevinski fakultet Adresa: Viktora Cara Emina 5, 51000 Rijeka Telefon: 051 339 555 E-mail: nozanic@gradri.hr

Nevenka Oanić rođena je 20.04.1963. u Kamenici, Ogulin, Hrvatska. Završila je u Centar za kadrove u obrazovanju i kulturi u Rijeci. Diplomirala je na Građevinskom fakultetu u Rijeci 1986. Poslijediplomski studij završila je na GF u Zagrebu i magistrirala 1994., a doktorski rad obranila je 1996. GF u Splitu. Od 1986. zaposlena je u Hrvatskim vodama VGO Rijeka, a od 1993. i na Građevinskom fakultetu u Rijeci. Od 2001. je pročelnik je Zavoda za hidrotehniku i geotehniku, od 2003. prodekan za poslovne odnose, a od 2004. dekan GF Rijeka. Član je Hrvatskog vijeća za suradnju s Međunarodnim hidrološkim programom, predsjednica je Hrvatskog hidrološkog društva, te član više strukovnih udruenja. Znanstveni rad vezan je uz sustavnu analizu hidroloških pokazatelja slivova s posebnim naglaskom na slivove u krškom području. Objavila je 82 znanstvena rada. Aktivno je sudjelovala u realizaciji 8 znanstvenih projekata. Nastavnik je iz 5 kolegija u grani Hidrotehnika na dodiplomskom i poslijediplomskom studiju GF Rijeka i jednog kolegija na Medicinskom fakultetu u Rijeci. Sudjelovala je na izradi nastavnih programa za stručne (dodiplomski i specijalistički studij), sveučilišne (dodiplomski, diplomski i doktorski studij). Mentor je pri izradi 27 diplomskih radova. Autor je 3 interne skripte, te glavni urednik i koautor 2 knjige.

Nevenka Oanić – Aleksandra Deluka-Tibljaš – Barbara Karleuša

Na Građevinskom fakultetu Sveučilišta u Rijeci organiziraju se i provode stručni i sveučilišni studijski programi građevinarstva reformirani na načelima Bolonjske deklaracije i usvojeni od strane Ministarstva znanosti, obrazovanja i športa Republike Hrvatske tijekom 2005. Praćenje provedbe programa ostvaruje se kroz redovite aktivnosti na Fakultetu, a pojačano je istraivanje kvalitete provedbe programa ostvareno kroz projekt “Praćenje i unaprjeđivanje kvalitete studiranja na Građevinskom fakultetu Sveučilišta u Rijeci” financiranog od strane Nacionalne zaklade za znanost, visoko školstvo i tehnologijski razvoj Republike Hrvatske tijekom 2006. Projekt je omogućio cjelovito sagledavanje kvalitete studija kroz provođenje samoevaluacije i vanjske evaluacije studija i institucije. Samoevaluacija je uključivala niz istraivanja koji su bili temelj za institucijsku SWOT analizu i postavljanje strateških ciljeva institucije, dok je vanjska evaluacija provedena ispitivanjem poslodavaca i završenih studenata

o razini osposobljenosti završenih studenata za rad u građevinskoj praksi. Tijekom ak.god. 2006./07. istraivanja su usmjerena na uspješnost studiranja prve dvije generacije tzv. Bolonjskih studenata. Cilj je članka dati pregled aktivnosti vezanih za praćenje uspješnosti provedbe studijskih programa kao i za njihovo unapređivanje na Građevinskom fakultetu Sveučilišta u Rijeci.

Professor Nevenka Oanić Faculty of Civil Engineering Address: Viktora Cara Emina 5, 51000 Rijeka, Croatia Phone: +385 51 339 555 E-mail: nozanic@gradri.hr

Nevenka Oanić was born on April 20, 1963 in the village Kamenica, near town Ogulin, Croatia. She finished her highschool education in Rijeka and in 1986. she graduated at Faculty of Civil Engineering, University of Rijeka. In 1994. she gained master degree at Faculty of Civil Engineering, University of Zagreband in 1996. she gained PhD degree at Faculty of Civil Engineering, University of Split. Since 1986. she was employed in Croatian Waters -Water Management Department Rijeka as independent hydrologist and since 1993. in Faculty of Civil Engineering, University of Rijeka. From 2001. on she is a head of the Department for hydrotechnics and geotechnics. During 2003. she carried out function of Vice Dean and since 2004 until now she is a Dean of the Faculty of Civil Engineering, University of Rijeka. She is a member of the Croatian Council for Cooperation with International Hydrological Program, President of the Croatian Hydrological Society and a member of several professional associations. Her scientific interests are mainly focused on systematic analyses of hydrological parameters of catchment areas with special emphasis on catchments in karst. Nevenka Oanić has published 82 scientific articles and was activel participant in 8 scientific projects. She is a professor of 5 courses in the branch Hydrotechnics on graduated and post-graduated studies at the Faculty of Civil Engineering, University of Rijeka and one course at the Medical Faculty, University of Rijeka. She has participated in the designing and the development of teaching curricula for professional (graduated and specialistic studies) and university studies (undergraduated, graduated and doctoral studies). She was a mentor of 27 graduation theses, author of 3 internal scripts and editor and co-author of 2 books.

Nevenka Oanić – Aleksandra Deluka-Tibljaš – Barbara Karleuša

The Faculty of Civil Engineering of the University of Rijeka organises University and Vocational study programmes in Civil Engineering based on Bologna Declaration principles and accepted by the Ministry of Science, Education and Sport of the Republic of Croatia during the year 2005. Monitoring of study programmes was implemented through regular activities at the Faculty level, but the assessment of quality of programme delivery was even more amplified through the project “Monitoring and improvement of quality of studying at the Faculty of Civil Engineering of the University of Rijeka” financed by the National Foundation for Science, Higher Education and Technological Development of the Republic of Croatia during year 2006. The project provided an integral overview of the quality of studying through internal and external evaluation of the studies and of the institution. The self-evaluation results were the basis for the institutional SWOT analysis and institutional strategic goals establishment. During the academic year 2006./07. research was directed at the studying success of the first two generations of so called Bologna students. The goal of this paper is to give an overview of activities related to the monitoring of the study programmes and the activities for their improvement at Faculty of Civil Engineering of the University of Rijeka.

Prof. dr.sc. Vladimir Sigmund Građevinski fakultet Adresa: Drinska 16a, 31000 Osijek Telefon: 031/274377 E-mail: sigmund@gfos.hr

Vladimir Sigmund je redoviti profesor u trajnom zvanju iz područja tehničkih znanosti, polje građevinarstvo i druge temeljne tehničke znanosti sa specijalizacijom iz oblasti: otpornosti materijala, potresno inenjerstvo, dinamika i stabilnost konstrukcija te ispitivanje konstrukcija. Diplomirao je i magistrirao na konstruktivnom odsjeku Gradjevinskog fakulteta Sveučilišta u Zagrebu 1980, i 1985. godine. Kao istraivać suradnik je radio na University of California u Berkeleyu, SAD ,1982 te na International Institute of Seismology and Earthquake Engineering u Tsukubi, Japan, 1984. godine. Doktorsku disertaciju uradio je kao stipendist Fulbrightove zaklade za mladje istraivače na University of Illinois u Urbana/Champaign, Illinois, SAD i odbranio je na Gradjevinskom fakultetu u Sarajevu 1989 godine. Radio je u Institutu za zemljotresno inenjerstvo i konstrukcije u Banja Luci kao istraivač, potom kao projektant u Frankfurt/Main u SR Njemačkoj u Birou za projektiranje gradjevnih konstrukcija. Od 1996. godine radi na Građevinskom fakultetu Sveučilišta J.J.Strossmayera. Dekan Fakulteta je od 2000. godine. Imenovan je ekspertom Ujedinjenih nacija za područje potresnog gradjevinarstva 1991. godine, ovlašteni je inenjer građevinarstva i revident za područje mehaničke otpornosti i stabilnosti masivnih i zidanih konstrukcija u Republici Hrvatskoj.

Vladimir Sigmund – Sanja Lončar-Vicković – Ivica Guljaš

Prilagodba Bolonjskom procesu je na Građevinskom fakultetu u Osijeku bila nuni pokretač promjena u obrazovnom ciklusu. Akademska sredina je inertna i promjene traju dulje i tee nego u privredi jer nema vanjskih upliva. Stoga je nunost promjena iskorištena za uvođenje mnogih pozitivnih pomaka u obrazovanju građevinara u Osijeku. Sagledano je stanje u obrazovanju građevinara u Hrvatskoj, SAD-u i u Europi preko udruge EUropeanCivil Engineering Education and Training (EUCEET) za što je vrlo dobro došao program TEMPUS PROJECT CD-JEP-17062-2002, Restructuring and Updating of Civil Engineering Curriculum (TEMPUS-RUCE) u kojem su učestvovala sva četiri građevinska fakulteta. Usvojen je obrazovni ciklus 3 + 2 + 3 godine. Intenzivirane su rasprave o nastavi te usvojeni novi nastavni programi za cjelokupni obrazovni ciklus. U radu je prikazan i inovativni pristup formiranju specijalističkih studija koji povezuje cjeloivotno obrazovanje s kontinuiranim obrazovanjem građevinara. Rezultat intenzivnog rada na osuvremenjivanju nastave je uvođenje novih obrazovnih metoda te sagledavanje i vrednovanje rada studenata tijekom cijele školske godine. Definirana je i usvojena politika kvalitete te je Fakultetu dodjeljen certifikat HRN EN ISO 9001:2000 za cjelokupno djelovanje Fakulteta. Rezultati povećanog angamana djelatnika i studenata nisu revolucionarni, ali su pozitivni i motivirajući i detaljnije su obrađeni u radu. Suočeni smo i s problemi, kao: male plaće koje čine rad u obrazovanju neatraktivnim; zatvorenost akademske zajednice koja ne omogućava protočnost nastavnika u struku i obrnuto; obrazovanje u primijenjenim znanostima sprovode ljudi koji imaju malo ili nikakovo praktično iskustvo jer sistem izbora i napredovanja nastavnika favorizira takovu praksu što ne slui povezivanju znanosti i prakse; izbor nastavnika se provodi samo uz priznavanje međunarodno značajnih znanstvenih rezultata publiciranih u časopisima dok se stručno iskustvo, neophodno u primijenjenim znanostima, ne vrednuje; podupora nabavki znanstvene opreme od strane MZOŠ se obavlja uz vrednovanje prethodnog istraivačkog rada čime se institucijama s malih sveučilišta onemogućuje opremanje; mobilnost nastavnika i studenata je mala ili nikakova niti se potiče; asistent koji se zaposli na sveučilištu se već vidi kao redovni profesor na istom sveučilištu što rezultira negativnom selekcijom i rastom nepotizma; realna je opasnost da se sadašnjim načinom napredovanja istraivači pretvore u birokrate, a ne u kreativne inenjere koji na taj način doprinose razvoju struke i društva. Mišljenja smo da se ovi problemi moraju prepoznati i riješavati na nacionalnom nivou jer mogu u konačnosti ugroziti pozitivne promjene koje je inicirala bolonja.

Professor Vladimir Sigmund, Ph.D. Faculty of Civil Engineering Address: Drinska 16a, 31000 Osijek Phone: +385 31 274377 E-mail: sigmund@gfos.hr

Vladimir Sigmund is a full professor and Dean of the Faculty. His specializations are continuum mechanics, structural dynamics, earthquake engineering and earthquake resistant building design. He graduated and received his M.Sc. from the Department of Civil Engineering, University of Zagrebin 1980 and 1985 respectively. At the Department of Civil Engineering, University of California, Berkeley, USA and at the International Institute of Seismology and Earthquake Engineering, University of Tsukuba, Tsukuba, Japan he was a visiting research scholar in 1982 and 1984 respectively. On his Ph. D. thesis he worked at the Department of CE, University of Illinois at Urbana-Champaign, USA under the Fulbright’s Grant in 1988/89 and consequently received his Ph.D. degree in 1989 at the Faculty of Civil Engineering, University of Sarajevo. He worked at the Earthquake Engineering Research Institute in Banja Luka as researcher, at the structural design bureau in Frankfurt/Main, Germany as structural designer. Since 1996. he works at the University J.J.Strossmayer, Faculty of Civil Engineering. He has been an UN expert (UN/Tarfo Agency) for earthquake resistant design of buildings, is a licensed structural engineer and Revisor for structural stability of masonry and r/c structures.

Vladimir Sigmund – Sanja Lončar-Vicković – Ivica Guljaš

Changes in the academic community are slow and the “Bologna process” has been welcomed and recognized as long needed trigger for changes in the engineering education at the Faculty of Civil Engineering in Osijek. We started by recognizing the present state-of-the-art of CE (civil engineering) education in Europe and world. At that stage great help has been received through the EUropean Civil Engineering Education and Training (EUCEET) and TEMPUS PROJECT CD-JEP-17062-2002, Restructuring and Updating of Civil Engineering Curriculum (TEMPUS-RUCE) at which participated all four CE faculties in Croatia. A 3+2+3 educational model has been chosen, maximum work load of students has been set and the core CE and optional subjects were fitted in the frame set. That process has promoted a lot of academic discussions regarding the best solution for education of CE in Osijek. As the results of this intensified work introduced are new teaching and evaluation methods, as well as innovative method of integrating the specialist studies with life-long-learning (LLL) of engineers. Defined is the QA/QC strategy and the Faculty has eventually introduced and EN-ISO 9001:2000 system to the whole registered working area of the Faculty. Encountered are also problems, like: small wages that make educational jobs less attractive to the best students; academic society is closed and does not enable transfer of people to-and-from industry thus preventing experienced engineers of entering the academia; applied practical sciences are taught by the people that have little or no practical experience as the system favors such praxis; only research results published in international journals, that are not financed by our Ministry, are evaluated for promotions of teachers while impact on these results to our everyday living is none; equipment for teaching and research are distributed based on the previous research records which makes it impossible for small universities to advance; mobility of students and teachers is low even within Croatia as certain aspects of bologna are little understood; as the scientific novice enters academia he already “sees” himself as the full-professor at the same university; there is a great danger that we educate good bureaucrats instead of creative engineers and teachers. We strongly feel that these problems should be recognized at the national level as they could endanger positive results of the initiated changes.

Prof. dr.sc. Biljana Kovačević-Zelić Rudarsko-geološko-naftni fakultet Adresa: Pierottijeva 6, 10000 Zagreb Telefon: 01/5535703 E-mail: biljana.kovacevic-zelic@rgn.hr

Biljana Kovačević Zelić rođena je 1964. g. u Vinkovcima. Diplomirala je na Rudarsko-geološko-naftnom fakultetu Sveučilišta u Zagrebu 1988. Na istom je fakultetu magistrirala 1994. godine, te obranila disertaciju iz područja tehničkih znanosti 2000. g. Od 1989. radi na Rudarsko-geološko-naftnom fakultetu. U zvanje izvanrednog profesora izabrana je 2005. g. Od akademske godine 2005/06 obnaša dunost prodekanice za nastavu i studente. Znanstveno se usavršavala u inozemstvu: Technical University of Delft, Technical University of Gdansk, University of Colorado at Boulder. Sudjelovala je na 5 znanstvenih projekata, od kojih je jedan bio međunarodni. Bila je voditeljica je dva znanstvena projekta, od kojih je jedan u tijeku. Posjeduje certifikat o završenoj E-learning akademiji, programi: E-learning Management i Course Design. Članica je Hrvatskog geotehničkog društva, International Society for Soil Mechanics and Geotechnical Engineering (predstavnica Hrvatske u tehničkom odboru TC 5 Environmental Geotechnics), International Society for Rock Mechanics. Članica je tehničkog odbora TO 221 – Geosintetici pri Dravnom zavodu za normizaciju i mjeriteljstvo.

Biljana Kovačević Zelić – Goran Durn

Na Rudarsko-geološko-naftnom fakultetu obrazuju se stručnjaci iz područja tehničkih i prirodnih znanosti. Pri definiranju studijskih programa korišteno je iskustvo vodećih europskih sveučilišta uz nune prilagodbe zbog sustava obrazovanja i trišta rada u Hrvatskoj. Reformom se nastojalo riješiti i tradicionalno prisutne probleme poput nedovoljne atraktivnosti studija, dugotrajnog studiranja i malog broja diplomiranih u odnosu na upisne kvote. U realizaciji novih programa nailazi se na niz problema. Dio studenata i nastavnika nije u potpunosti prihvatio novi način studiranja. Provođenje ispitivanja i ocjenjivanja rada studenata nije sustavno riješeno. Pri ostvarivanja prava po drugim propisima studenti nailaze na prepreke jer isti nisu usklađeni s promjenama u sustavu visokog školstva. Uvođenjem školarina bez osiguranja financiranja studija putem stipendija i kredita, studenti lošijeg imovinskog stanja dovedeni su u neravnopravan poloaj. Praćenjem provedbe programa uočeni su i sljedeći problemi: preopterećenost studenata, preklapanje sadraja predmeta, prestrogi uvjeti slijednosti predmeta, nedovoljna uključenost studenata u proces evaluacije programa i vrednovanja kolegija putem ECTS-a. Aktivnosti provedene s ciljem bolje provedbe procesa su: Dekanat je certificiran po normi ISO 9001:2000 kako bi se poboljšao rad stručnih slubi; financira se izobrazba nastavnika (e-učenje, pedagoški programi); pored sveučilišne ankete fakultet od ranije provodi vlastitu anketu a rezultati se koriste za determiniranje problema ali i nagrađivanje najboljih nastavnika; donacijama privrednih tvrtki opremljeno je nekoliko učionica. Predviđene su i mjere poput: intenziviranje rada vijeća studija, uključivanje u evaluaciju programa interesnih skupina poput poslodavaca, Ministarstava i sl.

Professor Biljana Kovačević-Zelić Faculty of Mining, Geology and Petroleum Engineering Address: Pierottijeva 6, 10000 Zagreb, Croatia Phone: +385 1 5535703 E-mail: biljana.kovacevic-zelic@rgn.hr

Biljana Kovačević Zelić was born in Vinkovci in 1964. She graduated at the Faculty of Mining, Geology and Petroleum Engineering of the University of Zagrebin 1988. She earned her masters degree at the same faculty in 1994, and her doctoral degree in the area of technical sciences in 2000. Since 1989 she has been working at the Faculty of Mining, Geology and Petroleum Engineering. She became an associate professor in 2005. Since the academic year 2005/2006 she has been a vice-dean for education and students. She has received additional professional training at the Technical University of Delft, Technical University of Gdansk and University of Colorado at Boulder. She has participated in 5 scientific projects, one of those international. She coordinated two scientific projects, one is still in progress. She obtained E-learning Academy Certificate for programmes: E-learning Management and Course Design. She is a member of the Croatian Geotechnical Society, International Society for Soil Mechanics and Geotechnical Engineering (Croatian representative in the Technical Committee – TC 5 Environmental Geotechnics), International Society for Rock Mechanics. She is a member of the Technical Committee TO 221 – Geosynthetics of the State Office for and Normisation and Metrology.

Biljana Kovačević Zelić – Goran Durn

The Faculty of Mining, Geology and Petroleum Engineering educates experts in the fields of technical and natural sciences. To create our study programmes we have used experience of leading European universities, but have also included necessary adjustments due to differences in educational system and labour market in Croatia. By reforming the system we have tried to solve traditional problems like insufficiently attractive study programmes, students who study for more years than planned and a low number of graduates compared to the number of enrollled students. While implementing new programmes we have faced a series of problems. A number of students and lecturers have not completely accepted a new process. Examination and evaluation of students' work have not been solved. If students claim rights based on other regulations, they face different obstacles as these regulations are not in accordance with the changes in the higher education system. By introducing tuition fees before providing scholarships and loans, low-income students do not study on equal terms with the others. Thorough analysis of the implementation of the programme points to the following problems: excessive workload, overlapping contents, conditions for taking certain courses and students not being sufficiently involved in the evaluation of programmes and courses by ECTS-points. In order to improve the implementaion of the process we have undertaken the following activities: Dean's Office and Administration have been certified conforming to the quality management systems standard ISO 9001:2000; lecturers have been educated (e-learning, pedagogy programmes); in addition to survey done by the University, our Faculty has continued to do our own survey and the results are used to determine problems as well as to reward the best lecturers; donations of companies and enterprises have been used to equip lecture rooms. We have also planned the activities like intensifying the work of study councils, taking part in evaluation of programmes of employers, ministries etc.

Prof. dr.sc. Miljenko Lapaine Geodetski fakultet Adresa: Kačičeva 26, 10000 Zagreb Telefon: 01/4639222 E-mail: mlapaine@geof.hr

Miljenko Lapaine diplomirao je na Prirodoslovno-matematičkom fakultetu Sveučilišta u Zagrebu, smjer teorijska matematika. Magistrirao je na Geodetskom fakultetu Sveučilišta u Zagrebu 1991. s temom iz kartografije. Doktorirao je na istom fakultetu 1996. Zaposlen je na Geodetskom fakultetu Sveučilišta u Zagrebu od 1978, a sada je u zvanju redovitoga profesora. Predaje kolegije Kartografija i GIS, Multimedijska kartografija, Transformacije u kartografiji, Rukovanje geoinformacijama, Kartografske projekcije i Povijest geodezije. Gostujući je profesor na Odjelu za geologiju Prirodoslovno-matematičkom fakulteta Sveučilišta u Zagrebu i Odjelu za geografiju Sveučilišta u Zadru. Objavio je više od 600 članaka u zbornicima radova znanstveno-stručnih skupova i časopisima. Autor je nekoliko udbenika, skripata i priručnika, te urednik nekoliko monografija. Prodekan je za nastavu i studente Geodetskog fakulteta 2003/05 i 2007/09. Redoviti je član Akademije tehničkih znanosti Hrvatske. Osnivač je i prvi predsjednik Hrvatskoga kartografskog društva, glavni urednik časopisa Kartografija i Geoinformacije.

Preddiplomski studij geodezije i geoinformatike u Hrvatskoj

Miljenko Lapaine

Na početku je dan kratki prikaz Geodetskog fakulteta, jedine visokoškolske institucije u Hrvatskoj na kojoj se moe studirati geodezija i geoinformatika na preddiplomskoj, diplomskoj i poslijediplomskoj razini. U fokusu članka je opis preddiplomskog studija Geodezije i geoinformatike na Geodetskom fakultetu Sveučilišta u Zagrebu. Taj je studij započeo prema novom studijskom programu ak. god. 2005/06. U radu su opisana prva iskustva u primjeni Bolonjskog procesa na prve dvije generacije studenata. Osnovna obiljeja toga studija su: velik broj studenata, istodobno uvođenje Informacijskog sustava visokih učilišta (ISVU), počeci e-obrazovanja, odsustvo novog Pravilnika o studiranju, kontinuirano provjeravanje znanja i vještina studenata, djelomično ili potpuno oslobađanje od klasičnih ispita, financijski problemi itd. Osim toga, objašnjeni su rezultati studentske ankete koja je provedena na isti način na cijelom Sveučilištu, zatim rezultati ankete Ministarstva znanosti, obrazovanja i športa, ankete prorektora Sveučilišta te ankete što su je neovisno proveli studenti Geodetskog fakuteta.

Professor Miljenko Lapaine, Ph.D. Faculty of Geodesy Address: Kačićeva 28, 10000 Zagreb, Croatia Phone: +385 1 4639222 E-mail: mlapaine@geof.hr

Miljenko Lapaine graduated theoretical mathematics from the Faculty of Science of the University of Zagreb. He obtained his Master’s Degree at the Faculty of Geodesy of the University of Zagrebwith a thesis on cartography in 1991. He defended his PhD thesis a the same faculty in 1996. He began working at the Faculty of Geodesy of the University of Zagrebin 1978 and is now a full professor. He lectures Cartography and GIS, Multimedia Cartography, Transformations in Cartography, Geoinformation Manipulation, Map Projections and History of Geodesy. He is a visiting professor at the Department for Geology of the Faculty of Sciences in Zagreband the Department for Geography of the University of Zadar. He published more than 600 papers in proceedings and journals. Professor Lapaine is the author of several textbooks, scripts and manuals, and the editor of several monographs. He was the vice-dean for education and students of the Faculty of Geodesy for the period 2003/2005 and again from 2007 to 2009. He is a full member of the Croatian Academy of Engineering. Professor Lapaine is the founder and the first president of the Croatian Cartographic Society, and the chief editor of the Cartography and Geoinformation journal.

Geodesyand Geoinformatics Undergraduate Studyin Croatia

Miljenko Lapaine

At the beginning of the paper, there is a brief presentation of the Faculty of Geodesy of the University of Zagrebas the only high education institution in Croatia at which one can study geodesy and geoinformatics at undergraduate, graduate or postgraduate levels. The focus of the article is the description of the undergraduate study of Geodesy and Geoinformatics at the Faculty of Geodesy of the University of Zagreb. This study started according to the new curriculum in academic year 2005/06. The paper describes first experiences of applying the Bologna process on the first two generations of students. Some characteristics of this study are: a large number of students, simultaneous introduction of an academic institutions’ information system, beginning of e-education, absence of new Study Regulations, execution of continuous assessment of students’ knowledge and skills, partial or complete exam removal for some students, financial problems, etc. Besides the student survey, which is being carried out in the same way for the whole University, results of surveys by the Ministry of Science, Education and Sport were interpreted, as well as those of the survey by the vice-rector for education of the University and the survey which was conducted independently by students of the Faculty of Geodesy.

Prof. dr.sc. Davorin Kovačić Geotehnički fakultet Adresa: Hallerova aleja 7, 42000 Varaždin Telefon: 042/408900 E-mail: dkovacic@gfv.hr

Davorin Kovačić rođen je 29. 03. 1945. g. u Zagrebu. Diplomirao je na Građevinskom fakultetu Sveučilišta u Zagrebu 1969. g. Magistrirao je 1976. g. na University of Swansea, Wales. Obranio je disertaciju iz područja tehničkih znanosti na Građevinskom fakultetu Sveučilišta u Zagrebu 1990. g. U razdoblju od 1970. g. do 2003. g. bio je zaposlen na Građevinskom fakultetu, u poduzeću Geotehnika – Institut Geoexpert, na Rudarsko-geološko-naftnom fakultetu, te u tvrtki BBR Conex d.d. Od 01. 11. 2003. zaposlen je na Geotehničkom fakultetu u Varaždinu u znanstveno-nastavnom zvanju izvanrednog profesora. Od akademske godine 2006/07 obnaša dunost prodekana za nastavu. U razdoblju od 1996. g. do 1998. g. bio je voditelj međunarodnog projekta JF150 pod nazivom “Applicability of the materials from flysch coastal regions of Croatia for the construction of impervious barriers in sanitary landfills” u okviru

U.S. – Croatian Science and Technology Program. Od 1997. g. do 2001. g. bio je voditelj projekta “Geotehnologija u zaštiti okoliša” (Ministarstvo znanosti i tehnologije, 195003). Sada je voditelj projekta “Karakterizacija krutog komunalnog otpada”. Član je Hrvatskog geotehničkog društva, International Society for Soil Mechanics and Geotechnical Engineering, International Society for Rock Mechanics. Član suradnik Akademije tehničkih znanosti Hrvatske.

Davorin Kovačić

Za Geotehnički fakultet je reforma visokog obrazovanja u Hrvatskoj došla u pravi čas. Naime, razmišljanja o novom, izmijenjenom studijskom programu bila su prisutna na fakultetu već neko vrijeme prije donošenja Zakona o znanstvenoj djelatnosti i visokom obrazovanju 2003. god. Geotehnički fakultet je koncipirao svoj novi studijski program na taj način da je s jedne strane nastojao donekle sačuvati tradiciju dosadašnjeg programa (geotehnika i hidrotehnika), a istovremeno se okrenuti određenim segmentima zaštite okoliša. Tako se novi studijski program “Geoinenjerstvo” sastoji od tri usmjerenja. To su dva prijašnja usmjerenja koja za sada zadravaju iste nazive kao i u tzv. starom programu, ali su u sadrajnom smislu obogaćena sadrajima iz područja zaštite okoliša. Treće, novo studijsko usmjerenje ima naziv “Inenjerstvo okoliša”, a svoj sadraj nalazi u onim segmentima zaštite okoliša koji poglavito pokrivaju problematiku onečišćenja podzemne vode i tla. Prva “bolonjska generacija” preddiplomskog studija upisana je na Geotehnički fakultet akademske godine 2005/2006. Od ukupno upisanih stotinjak studenata otprilike jedna trećina je sakupila traeni broj ECTS bodova i upisala sve kolegije III. semestra. Otprilike trećina studenata je tek djelomično ispunila traene uvjete. Jedna trećina studenata nije nastavila studij na Geotehničkom fakultetu. Ove jeseni je samo 10 studenata ostvarilo upis u V. semestar. U drugoj generaciji upisanoj akademske godine 2006/2007, od ukupno 80 studenata samo je otprilike jedna trećina djelomično ili u cijelosti upisala III. semestar. Ove jeseni upisana su 72 studenta treće bolonjske generacije. Najvaniji problemi u provedbi Bolonjskog procesa su: nedovoljan broj vlastitog nastavnog kadra, niska razina srednjoškolskog obrazovanja upisanih studenata i nedovoljno zanimanje za studijski program geoinenjerstva.

Master degree at University of Wales, Swansea. He obtained Ph.D. in technical sciences at Faculty of Civil Engineering, University of Zagreb. In the period 1970 – 2003 he was employed by Faculty of Civil engineering, Institute Geoexpert, Faculty of Mining, Geology and Petroleum Engineering, BBR Conex Ltd. Starting from 01. 11. 2003. he is employed by Faculty of Geotechnical Engineering at Varaždin as Associate Professor. Starting from academic year 2006/07 he has been appointed Vice-Dean for Teaching. In the period from 1996 until 1998 he was a leading researcher of research project JF150 “Applicability of the materials from flysch coastal regions of Croatia for the construction of impervious barriers in sanitary landfills” within

U.S. – Croatian Science and Technology Program. From 1997 until 2001 he was a leading researcher of the research project “Geotechnology of Environmental Protection” (Ministry of Science and Technology of Republic of Croatia). He is now a leading researcher of the research project “Characterization of municipal solid waste”. He is a member for Croatian Geotechnical Society, International Society for Soil Mechanics and Geotechnical Engineering, International Society for Rock Mechanics. He is collaborating member of Croatian Academy of Engineering.

Davorin Kovačić

The restructuring of the higher education system in Croatia came at the right moment for the Faculty of Geotechnical Engineering. Namely, the consideration for new, modified study program had been present at the faculty some time before new Scientific Activity and Higher Education Act was passed in 2003. The new study program at the Faculty of Geotechnical Engineering has been based on the idea to preserve a tradition of the old program (geotechnical engineering and water engineering) on one hand and to switch to certain segments of environmental protection on the other hand. Therefore the new study program “Geoengineering” consists of three modules. These are two previous modules which preserve for the moment the same titles as in the old program, but their content is more oriented to environmental protection. The title of the new module is “Environmental Engineering”. Its content covers those segments of environmental protection which are related to water and soil pollution as well as waste management. The students of the first “Bologna generation” of the undergraduate study program enrolled at the Faculty of Geotechnical Engineering in academic year 2005/2006. Out of approximately one hundred students one third managed to collect the required number of ECTS and enrolled in III. semestar. One third only partially fulfilled the requirements for academic year 2006/2007 and one third left the faculty. At the beginning of academic year 2007/2008 only 10 students enrolled in V. semester. In the second generation of student sin academic year 2006/2007, out of 80 students only one third managed to enrol (fully or partially) in III. semestar. In the third generation 72 students have been enrolled in the autumn of 2007. The most important issues of the Bologna process at the Faculty of Geotechnical Engineering are: insufficient number of teachers employed by the faculty, low level of secondary school knowledge and insufficient general interest for the study program “Geoengineering”.

Dr.sc. Sonja Zentner Pilinsky, prof. v.š. Tehničko Veleučilište Adresa: Vrbik 8, 10000 Zagreb Telefon: 01/5603999 E-mail: sonja.zentner@tvz.hr

Sonja Zentner Pilinsky rođena je 1970 u Zagrebu gdje je i magistrirala 1999 i doktorirala 2003 g. na Fakultetu elektrotehnike i računarstva Sveučilišta u Zagrebu. Od 2004 g. radi kao profesor visoke škole na Tehničkom Veleučilištu u Zagrebu, gdje je izabrana 2006 i za prodekana za nastavu i studente. U stručnom i znanstvenom radu bavi se optičkim i mobilnim komunikacijama. Autorica je i koautorica 50-tak znanstvenih i stručnih radova.

Sonja Zentner Pilinsky

Tehničko Veleučilište u Zagrebu (TVZ) školuje prvostupnike na četiri stručna studija – elektrotehnike, graditeljstva, informatike i računarstva, te tri specijalistička studija – elektrotehnike, graditeljstva i informatike. Ukupno se na TVZ trenutačno školuje oko 3600 studenata, a nastava se odrava na 4 lokacije. Primjenom bolonjskog procesa donesen je novi Pravilnik o studiranju koji definira pravila studiranja na TVZ. Inzistira se na kontinuiranom praćenju nastave svakog kolegija, te samo iznimnom korištenju redovnih ispitnih rokova za studente koji kontinuiranim radom nisu postigli zadovoljavajući uspjeh na kolegiju. Intenzivirao se i rad Studentskog Zbora TVZ (SZTVZ), te sudjelovanje studentskih predstavnika u aktivnom praćenju rada Stručnih vijeća. Pri definiranju načina završetka studija prvostupnika završnim radom na TVZ neće biti značajnih problema jer se stručni studiji na TVZ već 10-tak godina izvode kao trogodišnji. TVZ odrava dobre veze s gospodarstvom pa se dio nastave izvodi u laboratorijima tvrtki i stručna praksa za bolje studente ugovara direktno s tvrtkama. Taj postupak rezultirao je prepoznatljivošću i dobrom zapošljivošću gotovih inenjera s TVZa koja bi se mogla oteati mjenjanjem prepoznatljivih stečenih stupnjeva. Glavni problemi s kojima se na TVZu susrećemo pri izvedbi nastave prema bolonjskom procesu su: nedostatak prostora za kvalitetno izvođenje nastave, izvođenje nastave na više lokacija i nedovoljna mobilnost studenata. Dodatni problem predstavlja završetak stručnog studija za studente sa eljom kontinuiranog nastavka studiranja na specijalističkom studiju i osiguranje tog kontinioteta. Procesi koji su se na TVZ započeli usvajanjem bolonjskog reima studija nastavit će se prema 100% kontinuiranom praćenju nastave i ukidanju redovnih ispitnih rokova kao nepotrebnih. Najveći naglasak u slijedećem razdoblju bit će na poboljšanju kvalitete nastave kroz pojačanje kvalitete kadrova koji nastavu izvode i poboljšanje uvjeta u kojima se nastava izvodi, te poticanju jačanja SZTVZ i njegove uloge partnera samom procesu.

Dr.sc. Sonja Zentner Pilinsky Polytechnic of Zagreb Address: Vrbik 8, 10000 Zagreb, Croatia Phone: +385 1 5603999 E-mail: sonja.zentner@tvz.hr

Sonja Zentner Pilinsky was born in 1970 in Zagreb, Croatia, where she obtained M.Sc. and Ph.D. in electrical engineering in 1999 and 2003 respectively from University of Zagreb. Since 2004 she works as a professor at Polytechnics of Zagreb. She was elected vice-dean for education and students in 2006. Her research interest lays in optical and mobile communications. She is author and co-author of some 50 scientific and professional papers.

Sonja Zentner Pilinsky

Polytechnic of Zagrebenrols students in four undergraduate specialist study programmes – Electrical engineering, Civil engineering, Informatics and Computing and in three graduate specialist study programmes – Electrical engineering, Civil engineering and Computing. The total number of students enrolled is 3600, and courses take place on 4 different locations. According to the Bologna processes, a new Statute on studying has been passed. It insists on a permanent checking of carrying out each course together with using the possibility of regular examination periods for the students who don't make a satisfactory success in continuous activities in the course. The Students' organisation has also intensified its activities, especially with the students' representatives taking part in sessions of the Teachers' Council. We don't expect any significant problems in defining the final stage of the study programmes due to the fact that the 3-year specialist study programmes have been carried out at ZagrebPolytechnic for the last 10 years. ZagrebPolytechnic has excellent relations with the economic sectors. That's why a part of courses takes place in labs inside various companies. In addition, when it comes to the practical work for excellent students, the agreements are made directly with the companies. That's why our graduate engineers are easily recognized and well employed. Nevertheless, this tendency could unfavourably change the course if the degrees achieved, so well recognized so far, are changed.The main problems we encounter daily in carrying out the study programmes in accordance with the Bologna processes are: lack of space necessary for a high quality teaching, teaching dispersed on various locations and unsuficcient mobility of students. The processes which started at ZagrebPolytechnic by acquiring the Bologna study system will be continued towards a 100% permanent checking of teaching and rescinding regular examination periods. The greatest accent in the time to come will be put on raising the quality level of teaching by improving the quality of teaching together with the working conditions, as well as encouraging the Students' organisation to take an equal part in the process