Vol. 59, No. 1 (2026)

Background/Purpose: An ongoing problem of the ethical transgression of students poses a fundamental threat to the functioning of higher education institutions and translates to their behaviour in the future workplace. The aim of the paper is to examine the relationship between the academic context in higher education institutions in a transitional society and students’ ethical behaviour.
Methods: Two-source empirical research was conducted using samples of 235 students and 112 faculty and administrative staff from 12 higher education institutions in Croatia. Data on the ethical infrastructure of higher education institutions and the ethical behaviour of students and employees were collected from both groups. Descriptive statistics were used to provide insights into various aspects of the academic context and the characteristics of students’ and employees’ ethical behaviour. Multiple regression analyses were conducted to examine the relationships between the academic context and the ethical behaviour of students and employees.
Results: Perceptions of students and employees differed on a number of aspects of the academic context in their higher education institutions, while the formal ethical framework, individual-level ethics, and witnessing and sanctioning of unethical behaviour are found to be the factors that play a role in shaping students’ ethical behaviour. Students enrolled in natural sciences-related programmes are less susceptible to the effects of academic context than those studying programmes in other scientific fields.
Conclusion: The current state of academic context at higher education institutions in a typical transitional society leaves considerable room for improvement in developing ethical infrastructure and promoting a culture of academic integrity and ethical values. Translating the ‘words’ into ‘actions’ at both organisational and individual levels is a primary goal for these institutions to establish an effective ethical framework and culture, and to be perceived as ethical by their stakeholders.

Keywords: Academic dishonesty, Organisational ethics, Higher education institutions, Students, Faculty, Croatia

Mateja JERMAN
University of Primorska, Faculty of Management, Koper, Slovenia

Abstract

Background/Purpose: This paper examines the key factors for successful change implementation in organisations, management qualities, and the most common barriers to change implementation. The main change we focus on is implementing new work methods in the organisation, such as Six Sigma, Lean, Lean Six Sigma, Kaizen, and similar methods.
Methods: The latest findings from the literature about change management, key success factors and barriers to change implementation are presented. An empirical study of 55 organisations from Slovenia is presented. An online questionnaire was used to gather data. Descriptive statistics were used to analyse the data. The research questions concerned the key factors influencing the successful implementation of organisational changes, the qualities necessary for organisational leaders, and the most common barriers to successful implementation.
Results: The key factors for successful change implementation are strongly connected to cultural and human-related factors, such as top management and employee involvement. Choosing the right leaders and communicating effectively about the implementation of change are key success factors. Key barriers identified include ineffective means of communication and employee habits and mindsets that do not support change. The most important quality of a manager who is leading organisational change is respect for other parties in the change management process, such as employees.
Conclusion: Understanding key success factors and the barriers to implementing change in organisations can improve change management practices. The findings contribute to a better understanding of change management in the implementation of new methods in organisations and deliver theoretical and practical implications.

Keywords: Change, Management, Method, Implementation, Success

Tomáš SOLLÁR
Constantine the Philosopher University in Nitra, Faculty of Social Sciences and Health Care, Nitra, Slovakia

Michal SILBERG
Independent Scholar

Jana MATOŠKOVÁ
Tomas Bata University in Zlín, Faculty of Management and Economics, Zlín, Czech Republic

DOI: https://doi.org/10.2478/orga-2026-0003

Abstract

Introduction & Purpose: The aim of this study is to analyse the relationships between professional personal competencies, organisational agility, job satisfaction, and organisational citizenship behaviour in work teams, as these factors can influence organisational performance and competitiveness.
Methodology: The cross-sectional study included a sample of 25 teams (N = 135) from various economic sectors in Slovakia. We conducted multilevel correlation and regression analyses, factor analyses, and structural modelling.
Results: The multilevel correlation analysis showed positive correlations with job satisfaction for all scales of the Bochum Inventory of Personality (ranging from 0.097 to 0.406), 10 of which were statistically significant. The results indicate that job competencies predict job satisfaction, and that job satisfaction correlates positively with employees’ organisational citizenship behaviour. However, the moderating effect of organisational agility on the relationship between job competencies and job satisfaction could not be demonstrated. We found a statistically significant positive relationship between the maturity level of agility and job satisfaction. We discuss possible causes, highlight the limitations, and suggest implications.
Conclusion: Appropriate professional skills and a people-centred approach are key to long-term success in a competitive environment and, along with organisational agility, can contribute to employee job satisfaction.

Keywords: Job satisfaction, OCB, Organisational agility, Professional personal competencies, Team effectiveness

Marius ZAMKAUSKAS
Klaipeda University, Klaipeda, Lithuania

DOI: https://doi.org/10.2478/orga-2026-0004

Abstract

Background/Purpose: The research aims to identify marketing tools that promote the development of the knowledge economy and to design a development model grounded in the research findings. This paper analyses the theoretical aspects of non-profit, social, and political marketing, introduces the concept of self-segmentation, and proposes a strategy to transform society’s readiness to foster the values of the knowledge economy.
Methods: The research was carried out in two successive stages. The first stage consisted of three separate sub-studies: a case study, quantitative descriptive research, and qualitative exploratory research. The second stage encompassed designing the model based on the findings.
Results: After conducting the case study, secondary impact factors of the tools were identified, influencing the choice of tools or the formation of their set. Following the study of the survey results, groups of high-priority marketing tools were distinguished. Based on the results of the expert evaluation, a set of the most commonly proposed marketing tools was compiled. As a result of the conducted research, a coherent five-stage model for promoting the development of the knowledge economy was created.
Conclusion: The model reflects key ideas: the choice of marketing tools is determined by the readiness and openness of the society to accept ideas; the success of dissemination is determined by inter-institutional cooperation; effective dissemination requires identification of the target consumer audience; and a set of marketing tools is designed on the basis of the results of continuous data analysis.

Keywords: Knowledge economy, Marketing tools, Development model, Societal readiness, Lithuania

Kadri UKRAINSKI
School of Economics and Business Administration, University of Tartu, Tartu, Estonia

Hanna KANEP
School of Economics and Business Administration, University of Tartu, Tartu, Estonia

Liudmyla DOROKHOVA
School of Economics and Business Administration, University of Tartu, Tartu, Estonia

DOI: https://doi.org/10.2478/orga-2026-0006

Abstract

Aim/Purpose: The purpose of the article is to develop a methodology for evaluating startup teams and to create a corresponding computer model based on multicriteria analysis and fuzzy-logic decision-making. Particular attention is paid to determining both qualitative and quantitative characteristics of the team, and obtaining a generalized integral assessment of the startup team under uncertainty.
Design/methodology/approach: An integrated evaluation method is proposed that combines the principles of the fuzzy set approach and expert evaluation and is implemented as a fuzzy inference system in MATLAB. The developed model used different initial characteristics of the startup team as input parameters. For this, formulas were identified, described, and utilized to calculate the values of these evaluation parameters. The set of linguistic variables and a system of rules for processing fuzzy data were defined. Literature data, expert and investor assessments, and case studies of real startup projects served as the empirical basis for the study.
Findings: The results demonstrate that the proposed approach enables a fairly objective and comprehensive assessment of a startup team’s quality, considering multiple assessment criteria, their interrelationships, and the combination of qualitative and quantitative input data, all within the context of significant uncertainty. The methodology ensures the objectivity and repeatability of the assessment, making it a valuable decision-support tool for various situations and participants within the startup community.
Research implications/limitations: The study is limited by the amount of data on real startup teams for model verification, which leaves much to be desired, as well as the need for further empirical substantiation and adjustment of the fuzzy model as a whole, including formulas for input parameters, linguistic variables, and decision rules, based on expert opinions. Possible areas for further research include adapting the method to different stages of startup development, taking into account their field of activity, size, and other specific features, and enabling more accurate model adjustment across various practical cases.
Originality/value/contribution: The article’s originality lies in integrating fuzzy logic with multicriteria analysis to assess the human factor in startups. A useful contribution involves creating a practice-oriented tool that enhances the accuracy and reliability of team analysis, which is essential for startups themselves, business angels, venture funds, accelerators, and other participants in the startup community.

Keywords: Startup team evaluation, Fuzzy evaluation methodology, Team scoring model

DOI: https://doi.org/10.2478/orga-2026-0005

Abstract

​​Background and purpose: This systematic literature review focuses on the use of learning analytics among higher education teachers, who play a key role in collecting, analysing, and interpreting data. Empirical studies from the period between 2011 and 2024 were analysed to understand the role of teachers in learning analytics and the antecedents and outcomes of its use.
Methods: A systematic literature review was conducted to reduce research bias and ensure repeatability. The relevant articles identified were analysed in two phases, first with a descriptive analysis and then with an in-depth qualitative synthesis.
Results: The literature review reveals two predominant trends in how higher education teachers use learning analytics. The first focuses on the use of learning analytics technologies to solve specific problems, while the second considers learning analytics in the context of broader pedagogical practices of teaching and learning. The paper also discusses antecedents and outcomes of the use of learning analytics among higher education teachers, highlights gaps in existing research, and suggests further research directions in this field.
Conclusion: This paper provides an overview of recent literature on the use of learning analytics among higher education teachers. The findings clarify the role of teachers in the use of learning analytics and provide insights into the antecedents and outcomes of its use that are also relevant to other stakeholders and decision-makers in higher education.

Keywords: Learning analytics, Higher education, Teachers’ perspective, Systematic literature review