Abstract This study investigates emigration patterns among healthcare professionals in Bosnia and Herzegovina, examining the underlying reasons for emigration and proposing actionable solutions to curb this trend. A mixed-methods approach is employed, combining quantitative data from surveys administered to medical and health studies students with qualitative insights from interviews with governmental officials, language educators, and statistical agencies. The findings reveal significant dissatisfaction with socio-economic and political conditions, prompting healthcare professionals to seek opportunities abroad. Major reasons for going abroad include political instability, low wages, and poor working conditions, while better pay and career opportunities are attracting factors. While the study is limited by the lack of comprehensive official statistics on emigration, the implications of this research emphasize the need for policy interventions aiming to improve local working conditions and reform educational systems. The study provides valuable insights for policymakers and stakeholders to effectively address the issue of brain drain.

For any society that strives for growth and development, focus on quality education is of particular importance. With the adoption of the Lisbon strategy in 2000, the European Union (EU) started an upward trajectory towards the most competitive economy in the world. Cooperation in education has become an important instrument for mutual understanding and sharing of European values. This cooperation is supported with numerous relevant policy strategies, action plans, available statistical data, evaluation reports, road maps, thematic working groups and programmes, special network structures and idea exchange platforms within the EU. Key relevant strategies, plans and respective indicators are analyzed in this paper. Special attention is given to progress in candidate and potential candidate countries with regards to recommendations and goals of EU. It is concluded that more effort of the educational authorities is needed in all countries and one of the areas that needs to be further developed is evidence based policy making in education.

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the personal innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market

The relationship between education and labor market is significant and complex. Education increases employment opportunities and reduces the chance of occurrence and duration of unemployment. Earnings, among other things, represent private returns on investment in education and are in the center of the analysis of this article. The main aim of this article is to estimate private and social returns on investment in primary, secondary and tertiary education in selected old and new member states of the European Union (EU) by using two methods (Earnings function and Short-cut method) based on the Mincer equation. Results have shown that there is no statistically significant difference between the estimated private and social returns on investment in primary, secondary and tertiary education in groups of old and new EU members. New members converge towards the old members, at least when it comes to returns on investment in these three education levels. The results also indicate the existence of low and negative returns on investment in education in both old and new EU members. Thus, this article with its new findings contributes significantly to the literature that studies the universality of conclusions on returns on investment in education and the methodology that is used.

PurposeLiterature suggests that open innovation approach of large firms shows different characteristics with small- and medium-sized enterprises (SMEs), so this paper tends to shed light on these structural differences. With the aim to gain a deeper understanding of the adoption of inbound innovation practices among firms in one small transition economy, this study is focused on the question of how different dimensions of inbound innovation practices affect the innovative performances of SMEs and large firms and how, eventually, these practices should be framed and managed differently.Design/methodology/approachThis paper develops a research model which analyses inbound innovation practices on a data set of 227 SMEs and large firms operating in Bosnia and Herzegovina. The data were collected by using a questionnaire specifically designed for this research. Association between the level of innovation of products in firms and inbound practices, between exploit and explore strategies, between types of industry and different types of collaborations with partners outside the firm is assessed by canonical correlation.FindingsThe research results revealed that inbound innovation practices of manufacturing firms in different stages of innovation development process starting from idea generation, experimentation, up to the commercialization, have positive influence on their innovative performances.Originality/valueThis study contributes to the existing research on open innovation by providing empirical evidences for different dimensions of inbound innovation practices in SMEs and large firms. We offer a very important insight into open innovation practices and challenges beyond well-researched developed countries.

Abstract One of the biggest challenges facing the education system in Bosnia and Herzegovina is bridging the gap between the current state of higher education and the demand for research, innovation and a robust STEM (Science, Technology, Engineering, Mathematics) curriculum. Higher education instiutions (HEIs) face poor R&D infrastructure while companies struggle with limited resources and the lack of internal researchers, all of which affect their capabilities to utilize university knowledge and research that will lead to further collaborations and innovations in STEM. Universities are primarily seen as a source of future employees as well as as a source of knowledge and innovation. This study aims to provide an overview and systematic analysis of the current state of scientific and research infrastructure and human resources in public and private universities located in the Sarajevo Canton region. This is done by using primary data collected through semi-structured interviews and a self-reporting comprehensive questionnaire in order to identify areas where further reforms and investments are needed. An analysis of the secondary data sources, such as current strategic documents and the existing assessments of education, was conducted. Consequently, this study offers several practical implications, including policy recommendations in areas such as higher education, research infrastructure and academic excellence, cooperation with the private sector, and IT infrastructure improvements.