TY  - CHAP
AU  - Mazurkiewicz, Grzegorz
AU  - Pol, Milan
AU  - Lazarová, Bohumíra
AU  - Risku, Mika
AU  - Ševkušić, Slavica
AU  - Vass, Vilmos
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/894
AB  - Managing Intellectual Capital (IC) and collaborative professionalism in public education plays an important role in education in Europe, especially in school development, teacher competencies, and student learning. This chapter aims to articulate the relationship between school IC and collaborative professionalism in the context of school development through analysing the challenges and opportunities of four case studies: Czech Republic, Finland, Poland, and Serbia at the national and school levels. The role of IC and collaborative professionalism stated in the contents and regulations of different education systems, especially related to the implementation process, were examined. The context of a school development plan and local innovations and implementation process were reviewed, focusing on organisations and teachers. Results show that IC increases school capacity for improving student learning, knowledge management is the most influential factor for developing IC.
PB  - Routledge : Taylor and Francis
T2  - Managing School Intellectual Capital for Strategic Development: Lessons from Asia and Europe
T1  - Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries
EP  - 176
SP  - 160
DO  - 10.4324/9781003094999-16
ER  - 

@inbook{
author = "Mazurkiewicz, Grzegorz and Pol, Milan and Lazarová, Bohumíra and Risku, Mika and Ševkušić, Slavica and Vass, Vilmos",
year = "2022",
abstract = "Managing Intellectual Capital (IC) and collaborative professionalism in public education plays an important role in education in Europe, especially in school development, teacher competencies, and student learning. This chapter aims to articulate the relationship between school IC and collaborative professionalism in the context of school development through analysing the challenges and opportunities of four case studies: Czech Republic, Finland, Poland, and Serbia at the national and school levels. The role of IC and collaborative professionalism stated in the contents and regulations of different education systems, especially related to the implementation process, were examined. The context of a school development plan and local innovations and implementation process were reviewed, focusing on organisations and teachers. Results show that IC increases school capacity for improving student learning, knowledge management is the most influential factor for developing IC.",
publisher = "Routledge : Taylor and Francis",
journal = "Managing School Intellectual Capital for Strategic Development: Lessons from Asia and Europe",
booktitle = "Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries",
pages = "176-160",
doi = "10.4324/9781003094999-16"
}

Mazurkiewicz, G., Pol, M., Lazarová, B., Risku, M., Ševkušić, S.,& Vass, V.. (2022). Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries. in Managing School Intellectual Capital for Strategic Development: Lessons from Asia and Europe
Routledge : Taylor and Francis., 160-176.
https://doi.org/10.4324/9781003094999-16

Mazurkiewicz G, Pol M, Lazarová B, Risku M, Ševkušić S, Vass V. Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries. in Managing School Intellectual Capital for Strategic Development: Lessons from Asia and Europe. 2022;:160-176.
doi:10.4324/9781003094999-16 .

Mazurkiewicz, Grzegorz, Pol, Milan, Lazarová, Bohumíra, Risku, Mika, Ševkušić, Slavica, Vass, Vilmos, "Intellectual Capital and Collaborative Professionalism in Education – Case Studies of Some European Countries" in Managing School Intellectual Capital for Strategic Development: Lessons from Asia and Europe (2022):160-176,
https://doi.org/10.4324/9781003094999-16 . .