In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

The aim of this paper was to determine students’ preferences towards e-learning environment in order to select and design its components that suit the needs of student’s best. The research was implemented using conjoint analysis. Three dimensions of interest were considered: e-learning technology, teaching method and knowledge assessment and the results show that knowledge assessment is the most important e-learning attribute for both traditional and online students. Adding into consideration the teaching method as well, further analysis showed that students can be profiled in two segments: oriented on results or process, which can be used at the beginning of studies to adjust e-learning environment. Research findings emphasized student preferences as essential for designing e-learning system, while student satisfaction turned out to be a key factor determining their persistence for studying in e-learning environment. Finally, recommendations for improvement of existing e-learning system were given.

This paper explores how entrepreneurial education and entrepreneurial environment affect entrepreneurial readiness (ER) of students from Science, Technology, Engineering, Mathematics (STEM), and business, i.e., economics and management (E&M) studies. Moreover, it examines how the combination of the aforementioned factors affect the difference in ER between STEM and E&M students. The evaluation is performed on the sample of 595 university students. The results show that two sources of entrepreneurial learning, entrepreneurial experience in the family environment and entrepreneurial education at university, combined with the field of studies represent significant factors that predetermine students’ ER. To be able to reach the highest level of ER, the combination of having entrepreneurial environment and entrepreneurial education is crucial for both E&M and STEM students. However, since E&M students show higher level of ER, the paper emphasises the importance of fostering systemic entrepreneurial education among STEM students.

The possibility to prevent employees` turnover intentions are important issue for organizations but it is not easy without identifying risk factors. HR analytic methods are seen as the valuable tools for extracting and weighting predictors of employees` withdrawal behavior. This paper ilustrates the potential of analytic hierarchy process method for identifying key predictors of voluntary turnover intentions. The analysis is conducted on 665 production employees using five criteria: work satisfaction, work characteristics (job motivating potential), intrinsic motivation, life aspirations and needs, from the most to the least weighted. Two parementers were included, sector where employees work and their shift. Results indicate the sectors and shift employing people with highest risk of turnover demonstrating the effectivness of using AHP method for the purpose. As previous studies that uses HR analytics tools in the domain mainly operated with demographic and general employees` data, while more orthodox HR approaches focus on direct effect of job satisfaction, we offered the combination of those two. We imply that the integration of more subjective data collected directly from employee, might be integrated in the overal personnel database and available for processing with HR analytic tools.

Organizational digital develo pment requires new competencies from managers. The aim of the research was to establish the relation between the assessed level of the companies` digitalization and the assessment of the required level of digital competencies for managers in different managerial positions (operational, middle, and executive). The respondents included 97 professionals employed in a human resource department who filled an online scale the digital development level in companies and a modified scale based on the European digital competence framework. The results show that the higher assessment of the organizational digital development predicts the higher level of required digital competencies, regardless the managerial position, followed by the main effect of the managerial position on the required level of digital competencies, with no differences in competency domains. They indicate the importance of the organizational setting in the context of the expected digital competency, as well as the existing differences in the level but not in the domain requirements for competencies related to the managerial position. Findings should be interpreted in the context of the limitations stemming from the sample and the fact that both assessments were carried out by the same respondents who might not be the experts in organizational digital development.